Paper  abstract   bibtex   

@inproceedings{carranza_corpus-based_2014,
	Address = {València},
	Author = {Carranza, Mario and Cucchiarini, Catia and Llisterri, Joaquim and Machuca, María Jesús and Ríos, Antonio},
	Booktitle = {Edulearn14 Proceedings. 6th International Conference on Education and New Learning Technologies. July 7th-9th, 2014 - Barcelona, Spain},
	Date = {2014},
	Date-Modified = {2018-07-22 22:59:20 +0000},
	Keywords = {ELE, error analysis, Japanese, L2, L2 teaching, language resources, pronunciation teaching, speech corpus, L2 acquisition, CAPT, learner corpus},
	Pages = {3696--3705},
	Publisher = {IATED},
	Title = {A corpus-based study of Spanish L2 mispronunciations by Japanese speakers},
	Url = {http://liceu.uab.cat/~joaquim/publicacions/Carranza_et_al_14_Corpus_Spanish_L2.pdf},
	Year = {2014},
	Abstract = {In a companion paper (Carranza et al.) submitted to this conference we discuss the importance of collecting specific L1-L2 speech corpora for the sake of developing effective Computer Assisted Pronunciation Training (CAPT) programs. In this paper we examine this point more deeply by reporting on a study that was aimed at compiling and analysing such a corpus to draw up an inventory of recurrent pronunciation errors to be addressed in a CAPT application that makes use of Automatic Speech Recognition (ASR). In particular we discuss some of the results obtained in the analyses of this corpus and some of the methodological issues we had to deal with. The corpus features 8.9 hours of spontaneous, semi-spontaneous and read speech recorded from 20 Japanese students of Spanish L2. The speech data was segmented and transcribed at the orthographic, canonical-phonemic and narrow-phonetic level using Praat software [1]. We adopted the SAMPA phonemic inventory for the phonemic transcription adapted to Spanish [2] and added 11 new symbols and 7 diacritics taken from X-SAMPA [3] for the narrow-phonetic transcription. Non linguistic phenomena and incidents were also annotated with XML tags in independent tiers. Standards for transcribing and annotating non-native spontaneous speech ([4], [5]), as well as the error encoding system used in the project will be addressed. Up to 13410 errors were segmented, aligned with the canonical-phonemic tier and the narrow-phonetic tier, and annotated following an encoding system that specifies the type of error (substitutions, insertion and deletion), the affected phone and the preceding and following phonemic contexts where the error occurred. We then carried out additional analyses to check the accuracy of the transcriptions by asking two other annotators to transcribe a subset of the speech material. We calculated intertranscriber agreement coefficients. The data was automatically recovered by Praat scripts and statistically analyzed with R. The resulting frequency ratios obtained for the most frequent errors and the most frequent contexts of appearance were statistically tested to determine their significance values. We report on the analyses of the combined annotations and draw up an inventory of errors that should be addressed in the training. We then consider how ASR can be employed to properly detect these errors. Furthermore, we suggest possible exercises that may be included in the training to improve the errors identified.},
	Annote = {ISBN: 978-84-617-0557-3},
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Paper  bibtex   

@inproceedings{llisterri_ensenanza_2010-1,
	Address = {Comillas},
	Author = {Llisterri, Joaquim},
	Booktitle = {El español en contextos específicos: enseñanza e investigación. XX Congreso Internacional de la Asociación para la Enseñanza del Español como Lengua Extranjera. Comillas, 23-26 de septiembre de 2009},
	Date = {2010},
	Date-Modified = {2018-07-20 07:18:08 +0000},
	Editor = {Martínez Martínez, Inmaculada and Vera, Agustín},
	Keywords = {CAPT, ELE, L2, L2 teaching, pronunciation teaching, CALL},
	Pages = {113-116},
	Publisher = {Fundación Comillas -- Asociación para la Enseñanza del Español como Lengua Extranjera},
	Title = {La enseñanza de la pronunciación asistida por ordenador en el contexto del español con fines específicos},
	Url = {http://liceu.uab.cat/~joaquim/publicacions/Llisterri_10_ASELE.pdf},
	Volume = {1},
	Year = {2010},
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@article{lord10,
  abstract = {Fall 2010},
  added-at = {2011-02-09T15:15:53.000+0100},
  author = {Lord, Gillian},
  biburl = {https://www.bibsonomy.org/bibtex/239adfee4799469a9b2ed2ce9171937d0/amg},
  interhash = {72b88a6d1bf2ff33d63f613a7c154bdb},
  intrahash = {39adfee4799469a9b2ed2ce9171937d0},
  journal = {Foreign Language Annals},
  keywords = {Aussprache},
  number = 3,
  pages = {488–503},
  timestamp = {2011-02-09T15:15:53.000+0100},
  title = {The Combined Effects of Immersion and Instruction on Second Language Pronunciation},
  volume = 43,
  year = 2010
}

Paper  bibtex   

@inproceedings{llisterri_ensenanza_2007,
	Address = {Madrid},
	Author = {Llisterri, Joaquim},
	Booktitle = {Aprendizaje de lenguas, uso del lenguaje y modelación cognitiva: perspectivas aplicadas entre disciplinas. Actas del XXIV Congreso Internacional de AESLA},
	Booktitleaddon = {{CD-ROM}},
	Date = {2007},
	Date-Modified = {2018-07-20 07:18:08 +0000},
	Isbn = {978-84-611-6897-2},
	Keywords = {CAPT, ELE, L2, L2 teaching, pronunciation teaching, CALL},
	Pages = {91-120},
	Publisher = {Universidad Nacional de Educación a Distancia -- Asociación Española de Lingüística Aplicada},
	Read = {1},
	Title = {La enseñanza de la pronunciación asistida por ordenador},
	Url = {http://liceu.uab.cat/~joaquim/publicacions/Llisterri_06_Pronunciacion_Tecnologias.pdf},
	Year = {2007},
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Paper  bibtex   

@article{andreu_ensenyament_2004,
	Author = {Andreu, Marcel·la and Llisterri, Joaquim},
	Date = {2004},
	Date-Modified = {2017-11-19 18:43:50 +0000},
	Issn = {1133-9845},
	Journal = {Articles: Revista de didàctica de la llengua i de la literatura},
	Keywords = {Catalan, L2, L2 teaching, pronunciation teaching},
	Pages = {39-53},
	Title = {L'ensenyament de la pronunciació en català com a segona llengua},
	Url = {http://liceu.uab.cat/~joaquim/publicacions/Andreu_Llisterri_04.pdf},
	Volume = {32},
	Year = {2004},
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	Bdsk-Url-1 = {http://liceu.uab.cat/~joaquim/publicacions/Andreu_Llisterri_04.pdf}}

Paper  bibtex   

@article{llisterri_ensenanza_2003,
	Author = {Llisterri, Joaquim},
	Date = {2003},
	Date-Modified = {2017-11-19 18:43:50 +0000},
	Issn = {1593-4896},
	Journal = {Cervantes. Revista del Instituto Cervantes en Italia},
	Keywords = {L2, L2 teaching, pronunciation teaching},
	Number = {1},
	Pages = {91-114},
	Read = {1},
	Title = {La enseñanza de la pronunciación},
	Url = {http://liceu.uab.cat/~joaquim/publicacions/Llisterri_03_Pronunciacion_ELE.pdf},
	Volume = {4},
	Year = {2003},
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	Bdsk-Url-1 = {http://liceu.uab.cat/~joaquim/publicacions/Llisterri_03_Pronunciacion_ELE.pdf}}

Paper  doi  bibtex   

@article{carbo_estandar_2003,
	Author = {Carbó, Carme and Llisterri, Joaquim and Machuca, María Jesús and de la Mota, Carme and Riera, Montserrat and Ríos, Antonio},
	Date = {2003},
	Date-Modified = {2017-11-19 18:43:50 +0000},
	Doi = {10.14198/ELUA2003.17.09},
	Issn = {0212-7636},
	Journal = {ELUA. Estudios de Lingüística de la Universidad de Alicante},
	Keywords = {L2, L2 teaching, pronunciation teaching},
	Pages = {161-180},
	Rating = {1},
	Title = {Estándar oral y enseñanza de la pronunciación del español como primera lengua y como lengua extranjera},
	Url = {http://liceu.uab.cat/~joaquim/publicacions/Carbo_et_al_ELUA03.pdf},
	Volume = {17},
	Year = {2003},
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	Bdsk-Url-1 = {http://liceu.uab.cat/~joaquim/publicacions/Carbo_et_al_ELUA03.pdf},
	Bdsk-Url-2 = {http://dx.doi.org/10.14198/ELUA2003.17.09}}

Paper  bibtex   

@incollection{llisterri_evaluacion_2003,
	Address = {Madrid},
	Author = {Llisterri, Joaquim},
	Booktitle = {Perspectivas teóricas y metodológicas: lengua de acogida, educación intercultural y contextos inclusivos},
	Date = {2003},
	Date-Modified = {2017-11-19 18:53:11 +0000},
	Editor = {Reyzábal, Maria Victoria},
	Isbn = {84-451-2493-5},
	Keywords = {assessment, ELE, L2, L2 teaching, pronunciation teaching},
	Pages = {547-561},
	Publisher = {Dirección General de Promoción Educativa, Consejería de Educación, Comunidad de Madrid},
	Read = {1},
	Title = {La evaluación de la pronunciación en la enseñanza del español como segunda lengua},
	Url = {http://liceu.uab.cat/~joaquim/publicacions/Llisterri_03_Evaluacion_pronunciacion_ELE.pdf},
	Year = {2003},
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	Bdsk-Url-1 = {http://liceu.uab.cat/~joaquim/publicacions/Llisterri_03_Evaluacion_pronunciacion_ELE.pdf}}

Paper  bibtex   

@techreport{consejo_de_europa_marco_2002,
	address = {Madrid},
	title = {Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación},
	url = {https://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf},
	institution = {Instituto Cervantes, Ministerio de Educación, Cultura y Deporte, y Anaya},
	author = {{Consejo de Europa}},
	year = {2002},
	keywords = {Loaded Meanings, Policy Paper, read}
}

Paper  abstract   bibtex   

@article{llisterri_ensenanza_2001,
	Author = {Llisterri, Joaquim},
	Date = {2001},
	Date-Modified = {2017-11-19 18:43:50 +0000},
	Day = {28},
	Journal = {Es Espasa. Revista de Profesores},
	Keywords = {L2, L2 teaching, pronunciation teaching},
	Month = {11},
	Read = {1},
	Title = {Enseñanza de la pronunciación, corrección fonética y nuevas tecnologías},
	Url = {http://liceu.uab.cat/~joaquim/publicacions/CorrFon_NT_2001.pdf},
	Year = {2001},
	Abstract = {La enseñanza de la pronunciación y la corrección fonética pueden beneficiarse, en el contexto de la enseñanza asistida por ordenador, del uso de procedimientos que permiten la visualización de la señal sonora y de tecnologías como el reconocimiento del habla, que facilitan la detección de errores. Es necesaria, sin embargo, una reflexión sobre el proceso de integración de los sonidos de una lengua extranjera para valorar adecuadamente las ventajas y las limitaciones ofrecidas por los avances técnicos.},
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	Bdsk-Url-1 = {http://liceu.uab.cat/~joaquim/publicacions/CorrFon_NT_2001.pdf}}

Paper  abstract   bibtex   

@phdthesis{rose_communicative_1998,
	Address = {Birmingham},
	Author = {Rose, Ralph},
	Date = {1998},
	Date-Modified = {2018-05-14 09:21:38 +0000},
	Keywords = {disfluencies, EFL, English, filled pauses, L2, L2 teaching, pauses, phonetics, prosody, speaking styles, spontaneous speech, temporal factors},
	School = {University of Birmingham},
	Title = {The communicative value of filled pauses in spontaneous speech},
	Type = {Master's thesis},
	Url = {http://www.roselab.sci.waseda.ac.jp/resources/file/madissertation.pdf},
	Year = {1998},
	Abstract = {Filled pauses (FPs, e.g. er, erm) and other hesitation phenomena are ever-present elements of spontaneous speech and have been the subject of various psycholinguistic studies. However, recommendations have been sparse for language teaching; consequently little attention is given to FPs in English Language Teaching course materials. The present research addresses this gap. A systematic analysis of hesitation phenomena in a mini-corpus of spontaneous speech supports earlier research on FPs, but suggests a refinement: although researchers have generally combined open and closed FPs (er and erm, respectively), this study suggests they are independent. Recommendations are given on approaches to FPs in the language classroom. It is suggested that a focus on FPs may benefit listening comprehension by encouraging students to make use of speakers' pause time to process input. FPs may further benefit speaking ability by helping students to hold their conversational turns and to improve their apparent fluency. Specific activities designed to improve both listening and speaking skills are given.},
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	Bdsk-Url-1 = {http://www.roselab.sci.waseda.ac.jp/resources/file/madissertation.pdf}}

Paper  abstract   bibtex   

@inproceedings{rebollo_pausas_1997,
	Address = {Alcalá de Henares},
	Author = {Rebollo, Leticia},
	Booktitle = {El español como lengua extranjera: del pasado al futuro. Actas del VIII Congreso Internacional de la Asociación para la Enseñanza del Español como Lengua Extranjera. Alcalá de Henares, 17-20 de septiembre de 1997},
	Date = {1997},
	Date-Modified = {2018-05-14 08:45:27 +0000},
	Editor = {Moreno Fernández, Francisco and Gil Bürmann, Maria and Alonso, Kira},
	Keywords = {disfluencies, ELE, L2, L2 teaching, pauses, phonetics, pronunciation teaching, prosody, rhythm, temporal factors},
	Pages = {667--676},
	Publisher = {Servicio de Publicaciones de la Universidad de Alcalá},
	Title = {Pausas y ritmo en la lengua oral. Didáctica de la pronunciación},
	Url = {http://cvc.cervantes.es/ensenanza/biblioteca_ele/asele/pdf/08/08_0665.pdf},
	Year = {1997},
	Abstract = {La autora analiza las pausas y silencios de las conversaciones en telediarios de cadenas españoles e hispanoamericanos de televisión, con el objetivo de sistematizar los recursos que se pueden utilizar para alargar el tiempo de la enunciación, sin que ello afecte a la comunicación. Para comenzar, afirma que las pausas y silencios son elementos constitutivos del ritmo en el lenguaje oral. Seguidamente, presenta los resultados de un análisis fonético experimental de declaraciones emitidas en telediarios. Señala que los enunciados se han segmentados en grupos rítmicos, según la detección de parámetros físicos de ruptura. Acto seguido, explica que los sonidos de apoyo son los elementos vocálicos o consonánticos alargados que, junto a las palabras clave, constituyen estrategias rítmicas para disminuir la velocidad del habla. Añade que los sonidos de apoyo dependen de las tendencias rítmicas generales y de los hábitos articulatorios de cada lengua. A continuación, analiza las declaraciones y comprueba que los fonemas /e/, /a/, /o/ e /i/ prolongan los finales de grupos rítmicos y pueden ser alargados hasta siete u ocho veces más que una vocal acentuada. Destaca que lo significante para determinar cuál es el sonido de apoyo más característico del español es la frecuencia de aparición de estos fonemas. Añade que el fonema /e/ es el sonido de apoyo más frecuente y expone los resultados de la distribución de este fonema y los otros mencionados. Por otro lado, comenta que, a pesar de que el alargamiento de consonantes sea menos frecuente, las consonantes /l/, /n/, y /m/ han sido los sonidos de apoyo en el 16 \% de los casos. Señala que las palabras claves también se utilizan para ganar tiempo y reorganizar el discurso, como por ejemplo «bueno»,«este» y «pues». A continuación, afirma que para hablar bien una lengua extranjera es necesario cambiar los hábitos articulatorios de la lengua materna y la consecuencia es un cambio de timbre vocálico. Por esta razón, es importante insistir en la clase sobre los puntos naturales de descanso de la lengua. Concluye que el aprendizaje de estas estrategias permite la organización discursiva y una mejor pronunciación de la lengua.},
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Paper  abstract   bibtex   

@inproceedings{bedmar_grupo_1994,
	Address = {Málaga},
	Author = {Bedmar, María Jesús},
	Booktitle = {Actas del Segundo Congreso Nacional de la Asociación para la Enseñanza del Español como Lengua Extranjera. Español para extranjeros: Didáctica e Investigación. Madrid, 3-5 de diciembre de 1990},
	Date = {1994},
	Date-Modified = {2018-05-13 21:58:11 +0000},
	Editor = {Montesa, Salvador and Garrido, Antonio},
	Keywords = {disfluencies, ELE, intonation, L2, L2 teaching, pauses, phonetics, pronunciation teaching, prosody, Spanish, temporal factors},
	Pages = {363--370},
	Publisher = {Asociación para la Enseñanza del Español como Lengua Extranjera (ASELE)},
	Title = {Grupo fónico y pausa versus entonación},
	Url = {http://cvc.cervantes.es/ensenanza/biblioteca_ele/asele/pdf/02/02_0361.pdf},
	Year = {1994},
	Abstract = {El artículo pone de manifiesto la falta de tratamiento específico de los grupos fónicos, las pausas y la entonación en los manuales de enseñanza del español. La autora comienza explicando que la lengua hablada tiene su propia organización fónica y se debe dar a conocer en la enseñanza del español, tanto a estudiantes nativos como a extranjeros. Seguidamente, analiza y critica el contenido del libro 'Pronunciación del español. Lengua hablada y literaria', de M.J. Canellada y J. Kuhlmann Madsen. Puntualiza que el propósito de la comunicación es conseguir un lugar propio para el grupo fónico y para la pausa en los manuales de pronunciación y señalar las repercusiones que ello conlleva para la enseñanza del español. La autora explica las razones por las cuales considera que el tratamiento que se da a la pausa y al grupo fónico en este libro deja mucho que desear. Destaca como principal razón que los autores no han tenido en cuenta la lengua hablada. A continuación, expone los motivos por los cuales convendría poner de relieve la extensión del grupo fónico en los textos hablados y luego en los leídos. Después, hace referencia al 'tempo de dicción' y explica que puede ser conveniente para establecer controles en la comprensión oral. Seguidamente, afirma que el grupo fónico no coincide con la unidad melódica, lo que se puede comprobar en la transliteración con pausas de registros orales, coloquiales o formales. Aclara que el grupo fónico es una unidad fonosintáctica y las pausas que lo delimitan pueden o no cumplir la función melódica. A continuación, habla sobre las pausas discursivas. Para finalizar, recomienda empezar con el estudio de la fonosintaxis y continuar por la prosodia, para llegar a la lingüística del hablar, porque éste es el puesto que le corresponde a la pausa como recurso metafónico.},
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Paper  bibtex   

@article{llisterri_correccion_1984,
	Author = {Llisterri, Joaquim},
	Date = {1984},
	Date-Modified = {2017-11-19 18:43:49 +0000},
	Issn = {DL: M.29.910-1970},
	Journal = {Boletín de la Asociación Europea de Profesores de Español},
	Keywords = {ELE, L2, L2 teaching, pronunciation teaching},
	Number = {31},
	Pages = {117-134},
	Title = {Corrección fonética del español como segunda lengua: una aproximación bibliográfica},
	Url = {http://liceu.uab.cat/~joaquim/publicacions/Llisterri_84_Bibliografia_Correccion_Fonetica_ELE.pdf},
	Volume = {16},
	Year = {1984},
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