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dc.contributor.authorMartín-Rubió, X.
dc.date.accessioned2022-01-18T14:19:07Z
dc.date.available2022-01-18T14:19:07Z
dc.date.issued2021-12-22
dc.identifier.issn1451-5342
dc.identifier.issn1820-5682
dc.identifier.urihttp://hdl.handle.net/10459.1/72784
dc.description.abstractThe main premise of this article is that asking students of English to analyse their oral productions using measures from the Complexity, Accuracy and Fluency approach might be beneficial for their language learning process. We describe a project that students of the English Phonetics and Phonology course of the English Studies degree at Universitat de Lleida (Catalonia, Spain) carried out during the 2019/2020 academic year. The project helps students improve their transcription skills while stimulating reflection on pronunciation aspects. For this purpose, Praat and Audacity software packages are employed, which are especially suitable to deal with phonemic phenomena that need to be covered in the course, although it is possible to think of adaptations of the project to other types of students so that they could still benefit from it.ca_ES
dc.description.abstractGlavna pretpostavka ovog rada jeste da analiziranje usmene produkcije pomoću pristupa pod imenom Kompleksnost, tačnost, fluentnost (Complexity, Accuracy and Fluency) može biti od koristi studentima engleskog jezika. U radu se opisuje projekat koji su studenti Univerziteta u Ljeidi (Katalonija, Španija) sproveli u okviru kursa Engleska fonetika i fonologija tokom školske 2019/2020. godine. Ovaj projekat, koji je podrazumevao upotrebu programa Praat i Audacity, između ostalog je bio pogodan za studente budući da se fonetske teme obrađene u softverima preklapaju sa onim koje se obrađuju u okviru pomenutog kursa. Međutim, smatramo da bi se projekat mogao prilagoditi i potrebama drugih studenata i predmeta.ca_ES
dc.language.isoengca_ES
dc.publisherFaculty of Philology, University of Belgradeca_ES
dc.relation.isformatofReproducció del document publicat a: https://doi.org/10.18485/philologia.2021.19.19.4ca_ES
dc.relation.ispartofPhilologia, 2021, vol. 19, núm. 1, p. 37-50ca_ES
dc.rightscc-by-sa (c) Martín-Rubió, X., 2021ca_ES
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.subjectFluencyca_ES
dc.subjectPronunciation accuracyca_ES
dc.subjectPedagogical toolsca_ES
dc.subjectSelf-reflectionca_ES
dc.titleAudacity and Praat as Pedagogical Tools : Analysing Fluency and Pronunciation Accuracyca_ES
dc.typeinfo:eu-repo/semantics/articleca_ES
dc.identifier.idgrec031853
dc.type.versioninfo:eu-repo/semantics/publishedVersionca_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_ES
dc.identifier.doihttps://doi.org/10.18485/philologia.2021.19.19.4


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cc-by-sa (c) Martín-Rubió, X., 2021
Except where otherwise noted, this item's license is described as cc-by-sa (c) Martín-Rubió, X., 2021