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Journal of Linguistics/Jazykovedný casopis
The Journal of Ludovít Štúr Institute of Linguistics, SAV
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Spectral Characteristics of Schwa in Czech Accented English

, M.Y. and Slifka, J. 2001. Towards models of phonation. Journal of Phonetics 29: 451-480. DOI: 10.1006/jpho.2001.0146 Lev-Ari, S. and Keysar, B. 2010. Why don’t we believe non-native speakers? The influence of accent on credibility. Journal of Experimental Social Psychology 46: 1093-1096. DOI: 10.1016/j.jesp.2010.05.025 Lindblom, B. 1963. Spectrographic study of vowel reduction. Journal of the Acoustical Society of America 35: 143-162. Nakatani, L. H., O’Connor, K. D. and Aston, C. H. 1981. Prosodic aspects of

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Fluctuations in Learners’ Willingness to Communicate During Communicative Task Performance: Conditions and Tendencies

.1080/03637757609375916 Cao, Y. and Philp, J. 2006. Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction. System, 34(4): 480-493. DOI: 10.1016/j.system.2006.05.002 Chan, B. M. and McCroskey, J. C. 1987. The WTC scale as a predictor of classroom participation. Communication Research Reports 4: 47-50. Clément, R. and Gardner, R. C. 2001. Second language mastery. In H. Giles and W. P. Robinson (eds) Handbook of language and social psychology. London, UK: Wiley: 489

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Annotation of the Evaluative Language in a Dependency Treebank

References [1] Bojar, O. and Žabokrtský, Z. (2006). CzEng: Czech-English Parallel Corpus release version 0.5. Prague Bulletin of Mathematical Linguistics , 86:59–62. [2] Choi, Y. and Cardie, C. (2008). Learning with compositional semantics as structural inference for subsentential sentiment analysis. In Proceedings of the Conference on Empirical Methods in Natural Language Processing , pages 793–801, Association for Computational Linguistics, Honolulu, Hawaii. [3] Hajič, J. (2005). Complex corpus annotation: The Prague dependency treebank

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Establishing the Fluency Gap Between Native and Non-Native-Speech

://dx.doi.org/10.1075/ijcl.16.2.05bra Chambers, F. (1997). What do we mean by fluency? System, 25(4), 535-544. http://dx.doi.org/10.1016/S0346-251X(97)00046-8 Cucchiarrini, C., Strik, H., & Boves, L. (2000). Quantitative assessment of second language learner’s fluency by means of automatic speech recognition technology. Journal of Acoustic Society of America, 107(2), 989-999. Cucchiarrini, C., Strik, H., & Boves, L. (2002). Quantitative assessment of second language learners’ fluency: Comparisons between read and spontaneous speech

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Perception of Fa by non-native listeners in a study abroad context

. 1981: Measurements of Accent and Attitude Toward Mexican-American Speech. Journal of Psycholinguistic Research, 10(05), 487-501 Brecht, R., Davidson, D., and Ginsberg, R. 1995: Predictors of Foreign Language Gain during Study Abroad. In B. Freed (Ed.), Second Language Acquisition in a Study Abroad Context. Amsterdam: John Benjamins Publishing Company, pp.37-66. Collentine, J. 2004: The Effects of Learning Contexts on Morphosyntactic and Lexical Development. Studies in Second Language Acquisition, 26(2), 227-248. Derwing

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Interlocutors-Related and Hearer-Specific Causes of Misunderstanding: Processing Strategy, Confirmation Bias and Weak Vigilance

Stephen C. Levinson. 1987. Politeness. Some Universals in Language Usage. Cambridge: Cambridge University Press. Canale, Michael. 1983. From Communicative Competence To Communicative Language Pedagogy. In Jack C. Richards and Richard W. Schmidt (eds.), Language and Communication, 2-28. London: Longman. Carruthers, Peter. 2009. How We Know Our Minds: The Relationship Between Mindreading and Metacognition. Behavioral and Brain Sciences 32 (2). 121-138. doi: 10.1017/S0140525X09000545. Carston, Robyn. 2002. Thoughts and

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On the Development of an Interdisciplinary Annotation and Classification System for Language Varieties – Challenges and Solutions

References [1] Glauninger, M. M. (2012). Zur Metasozioseminose des ›Wienerischen. Aspekte einer funktionalen Sprachvariationstheorie. Zeitschrift für Literaturwissenschaft und Linguistik , 42(2):110–118. [2] DiÖ (2017). Task-Cluster B: Variation. DiÖ-Online . Accessible at: https://dioe.at/en/projects/task-cluster-b-variation/ , retrieved 2017-03-29. [3] DiÖ (2017). Task Cluster C: Contact. DiÖ-Online . Accessible at: https://dioe.at/en/projects/task-cluster-c-contact/ , retrieved 2017-03-29. [4] DiÖ (2017). PP05: German in the

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Phonetic Notation in Foreign Language Teaching and Learning: Potential Advantages and Learners’ Views

for Languages: Learning, Teaching, Assessment. Cambridge, UK: Cambridge University Press. Dalton-Puffer, C., Kaltenboeck, G., & Smit, U. (1997). Learner attitudes and L2 pronunciation in Austria. World Englishes, 16(1), 115-128. Derwing, T. (2009). Utopian goals for pronunciation teaching. In J. Levis, & K. LeVelle (Eds.), Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference (pp. 24-37). Ames, Iowa: Iowa State University. Derwing, T., & Munro, M. (2005). Second language accent and

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Learner Perspective on English Pronunciation Teaching in an EFL Context

Lecumberri 1999. The Acquisition of English Pronunciation: Learners‘ Views. The International Journal of Applied Linguistics 9 (1), 3-17. Cunningham, U. 2009. Models and Targets for Pronunciation of English in Vietnam and Sweden. Research in Language 7 (1), 113-128. Cunningsworth, A. 1984. Evaluating and selecting EFL teaching materials. London: Heineman Educational Books. Dalton-Puffer, C., G. Kaltenboeck & U. Smit 1997. Learner Attitudes and L2 Pronunciation in Austria. World Englishes 16, 115

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