Relevant bibliographies by topics / Phonology

Academic literature on the topic 'Phonology'

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Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Phonology"

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Catharine Smith, Laura, and Joseph Salmons. "Historical Phonology and Evolutionary Phonology." Diachronica 25, no. 3 (November 1, 2008): 411–30. http://dx.doi.org/10.1075/dia.25.2.06smi.

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Smith, Laura Catharine, and Joseph C. Salmons. "Historical Phonology and Evolutionary Phonology." Diachronica 25, no. 3 (December 9, 2008): 411–30. http://dx.doi.org/10.1075/dia.25.3.06smi.

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Odisho, Edward Y. "Neural Phonology A Multisensory, Multicognitive Approach to its Enhancement in Teaching Pronunciation." Linguarum Arena 14 (2023): 9–28. http://dx.doi.org/10.21747/1647-8770/are14a1.

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As a reaction to the pedagogical needs of adult learners in mastering speech sounds and sound phenomena unfamiliar to their L1 phonology, there surfaced a pressing need for a radical change in the overall approach to teaching them. A transition had to be gradually implemented in the form of a multisensory (auditory, visual, tactile-kinesthetic) strategies to be propped up with a set of multicognitive ones (e.g. think, associate, analyze, synthesize, memorize) in lieu of the traditional audiolingual one. During the implementation of such strategies for a few years, a fully-fledged approach emerged and titled as: Multisensory, Multicognitive Approach to Teaching Pronunciation (MMA). Further classroom experience with MMA, led to the reconsideration of the linguistic domain of phonology for theoretical and applied purposes and recognizing it in two sections i.e., linguistic phonologyvs. neural phonology. Below are a few reasons for introducing neural phonology. First, traditional phonology barely refers to the role of the brain in internalizing additional phonological constituents when targeting L2/FL as adults. Second, teaching phonology and the mastery of unfamiliar sound units/features to learners of L2/FL has been conventionally attempted in a unisensory(monosensory) manner, the auditory sense in this case, which tends to be less efficient and effective with many adults. Third, in real classroom situations there seems to be greater need to diversify and refine the sensory and cognitive strategies/techniques in teaching both sections of phonology, especially the neural one. Fourth, emphasizing the two sections further enhances the overall pedagogical and didactic worth of MMA.
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Bates, Dawn, and Philip Carr. "Phonology." Language 73, no. 3 (September 1997): 647. http://dx.doi.org/10.2307/415908.

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Hamad, Mona M. "Contrastive Linguistic English Phonology Vs. Arabic Phonology." International Journal of Education and Practice 2, no. 4 (2014): 96–103. http://dx.doi.org/10.18488/journal.61/2014.2.4/61.4.96.103.

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Lin, Yen-Hwei, Sharon Hargus, and Ellen M. Kaisse. "Studies in Lexical Phonology: Phonetics and Phonology." Language 71, no. 4 (December 1995): 809. http://dx.doi.org/10.2307/415748.

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Sutresna, I. Made Agus Atseriyawan Hadi, Anak Agung Putu Putra, and Ni Made Suryati. "Balinese Phonology Ungasan Dialect Generative Phonology Study." Kalangwan Jurnal Pendidikan Agama, Bahasa dan Sastra 13, no. 2 (September 30, 2023): 99–108. http://dx.doi.org/10.25078/kalangwan.v13i2.2599.

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Bahasa Bali dialek Ungasan (BBDU) memiliki keunikan jika dibandingkan dengan bahasa Bali baku (BBB), di sisi lain memiliki beberapa kemiripan dengan bahasa Bali dialek Bali Aga (DBA). Penelitian in berfokus pada tataran fonologis, yakni: menentukan ruas-ruas vokal dan konsonan, menentukan distribusi ruas-ruas asal, dan menentukan proses fonologis, proses fonologis pascaleksikal, dan kaidah-kaidah fonologis BBDU. Teori yang digunakan adalah teori fonologi generatif. Metode simak dan cakap digunakan dalam penyediaan data, metode padan dan agih digunakan dalam analisis data, serta metode formal dan informal digunakan dalam penyajian analisis data. Hasil analisis data menunjukkan BBDU memiliki 24 ruas asal yang meliputi 18 ruas asal konsonan dan 6 ruas asal vokal. Kedelapan belas ruas konsonan tersebut adalah /p, b, t, d, c, j, k, g, s, h, m, n, ɲ, ŋ, l, r, w, dan y/ dan memiliki sembilan belas realisasi fonetis, yakni [p, b, t, d, c, j, k, ʔ, g, s, h, m, n, ɲ, ŋ, l, r, w, dan y]. BBDU memiliki enam ruas vokal, yakni /i, e, ə, a, u dan o/, tetapi secara fonetis ditemukan 10 bunyi, yakni [i, ɪ, e, ɛ, ə, a, u, ʊ, o, dan ɔ]. Semua konsonan BBDU dapat menempati posisi tengah morfem, tetapi tidak semua konsonan dapat menempati posisi awal dan akhir morfem. Semua vokal BBDU dapat menempati posisi awal dan tengah, tetapi tidak semua bisa menempati posisi akhir morfem. Enam belas kaidah fonologis yang ditemuka dalam penelitian ini mengungkap proses-proses fonologis yang terjadi. Proses fonologis yang dibahas meliputi proses fonologis leksikal dan pascaleksikal. Sebelas kaidah fonologis yang dibacarakan membahas proses fonologi leksikal, yakni: 1) KF Asimilasi Nasal /ŋ-/; 2) KF Pelesapan Obstruen; 3) KF Penambahan [n]; 4) KF Penambahann [h]; 5) KF Penambahan Nasal; 6) KF Penambahan Semivokal; 7) KF Penambahan Vokal; 8) KF Pengenduran Vokal; 9) KF Pembulatan Vokal /a/; 10) KF Pembulatan Vokal /ə/; dan 11) KF Glotalisasi Konsonan. Lima kaidah fonologis pascaleksikal yang dibagi menjadi tiga bagian. Kaidah fonologis yang diakibatkan karena adanya klitik dalam BBDU, yakni: 12) KF Penambahan konsonan [n]; 13) KF Penambahan konsonan [n]; dan 14) KF Pengenduran Vokal /u/. Kaidah fonologis pada kata-kata tanya pada BBDU, yakni 15) KF: Penambahan vokal. Kaidah fonologis yang terjadi pada kata-kata yang menyatakan arah mata angin, yakni 16) KF: Penambahan Suku Kata /su/.
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Pathan, Habibullah, Marta Szczepaniak, Ayesha Sohail, Ambreen Shahriar, and Jam Khan Mohammad. "Polish and English phonology." International Journal of Academic Research 6, no. 2 (March 30, 2014): 7–9. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.1.

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Daland, Robert. "What is computational phonology?" Loquens 1, no. 1 (June 30, 2014): e004. http://dx.doi.org/10.3989/loquens.2014.004.

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Downing, Laura J. "Questions in Bantu languages: prosodies and positions." ZAS Papers in Linguistics 55 (January 1, 2011): 182. http://dx.doi.org/10.21248/zaspil.55.2011.404.

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The papers in this volume were originally presented at the Workshop on Bantu Wh-questions, held at the Institut des Sciences de l’Homme, Université Lyon 2, on 25-26 March 2011, which was organized by the French-German cooperative project on the Phonology/Syntax Interface in Bantu Languages (BANTU PSYN). This project, which is funded by the ANR and the DFG, comprises three research teams, based in Berlin, Paris and Lyon. The Berlin team, at the ZAS, is: Laura Downing (project leader) and Kristina Riedel (post-doc). The Paris team, at the Laboratoire de phonétique et phonologie (LPP; UMR 7018), is: Annie Rialland (project leader), Cédric Patin (Maître de Conférences, STL, Université Lille 3), Jean-Marc Beltzung (post-doc), Martial Embanga Aborobongui (doctoral student), Fatima Hamlaoui (post-doc). The Lyon team, at the Dynamique du Langage (UMR 5596) is: Gérard Philippson (project leader) and Sophie Manus (Maître de Conférences, Université Lyon 2). These three research teams bring together the range of theoretical expertise necessary to investigate the phonology-syntax interface: intonation (Patin, Rialland), tonal phonology (Aborobongui, Downing, Manus, Patin, Philippson, Rialland), phonology-syntax interface (Downing, Patin) and formal syntax (Riedel, Hamlaoui). They also bring together a range of Bantu language expertise: Western Bantu (Aboronbongui, Rialland), Eastern Bantu (Manus, Patin, Philippson, Riedel), and Southern Bantu (Downing).
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Dissertations / Theses on the topic "Phonology"

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Green, Antony D. "Phonology limited." Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2007/1551/.

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Phonology Limited is a study of the areas of phonology where the application of optimality theory (OT) has previously been problematic. Evidence from a wide variety of phenomena in a wide variety of languages is presented to show that interactions involving more than just faithfulness and markedness are best analyzed as involving language-specific morphological constraints rather than universal phonological constraints. OT has proved to be a highly insightful and successful theory of linguistics in general and phonology in particular, focusing as it does on surface forms and treating the relationship between inputs and outputs as a form of conflict resolution. Yet there have also been a number of serious problems with the approach that have led some detractors to argue that OT has failed as a theory of generative grammar. The most serious of these problems is opacity, defined as a state of affairs where the grammatical output of a given input appears to violate more constraints than an ungrammatical competitor. It is argued that these problems disappear once language-specific morphological constraints are allowed to play a significant role in analysis. Specifically, a number of processes of Tiberian Hebrew traditionally considered opaque are reexamined and shown to be straightforwardly transparent, but crucially involving morphological constraints on form, such as a constraint requiring certain morphological forms to end with a syllabic trochee, or a constraint requiring paradigm uniformity with regard to the occurrence of fricative allophones of stop phonemes. Language-specific morphological constraints are also shown to play a role in allomorphy, where a lexeme is associated with more than one input; the constraint hierarchy then decides which input is grammatical in which context. For example, [ɨ]/[ə] and [u]/[ə] alternation found in some lexemes but not in others in Welsh is attributed to the presence of two inputs for the lexemes with the alternation. A novel analysis of the initial consonant mutations of the modern Celtic languages argues that mutated forms are separately listed inputs chosen in appropriate contexts by constraints on morphology and syntax, rather than being outputs that are phonologically unfaithful to their unmutated inputs. Finally, static irregularities and lexical exceptions are examined and shown to be attributable to language-specific morphological constraints. In American English, the distribution of tense and lax vowels is predictable in several contexts; however, in some contexts, the distributions of tense [ɔ] vs. lax [a] and of tense [æ] vs. lax [æ] are not as expected. It is shown that clusters of output-output faithfulness constraints create a pattern to which words are attracted, which however violates general phonological considerations. New words that enter the language first obey the general phonological considerations before being attracted into the language-specific exceptional pattern.
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Bourgeois, Thomas Charles. "Instantiative phonology." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185709.

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Instantiative Phonology presents a model of grammatical organization whose conceptual orientation arises from the Communication System Hypothesis, the notion that natural languages are communication systems and as such have properties predicted by the Mathematical Theory of Communication (Shannon 1948). Following from this general notion is the empirical hypothesis that phonological processes identify the carriers of grammatical information and instantiate the grammatical constituents of a particular language. The thesis concerns itself with evaluating the empirical relevance of this Hypothesis of Instantiation with respect to grammatical systems. Initially, this research develops a learning mechanism with the capacity to learn a fragment of the purely phonologically conditioned rules of American English based solely on their output in a phonetic representation. While this learner demonstrates sufficient capacity to learn the fragment of American English, it cannot learn the details of this fragment if its rules apply in some order other than that supported by attested data. The properties of this learning mechanism are then used to inform the internal organization of the formal aspects of the model. This model emerges with several desirable properties, including a very restrictive interpretation of both phonological rule typology and the extrinsic ordering of phonological rules. Following this exposition, the model is evaluated through a broad investigation of the purely phonologically conditioned rules from a single language, Turkish. This evaluation reveals that the purely phonologically conditioned rules of Turkish make crucial reference to a subset of phonological features with the necessary and sufficient capacity to generate the "distinctive" inventory of the language. Further, these rules refer to the Turkish grammatical constituents syllable, morpheme, and word over a wide range of different phonological contexts, supporting the notion consistent with the Hypothesis of Instantiation that the purely phonologically conditioned rules of a language provide the user with an efficient and reliable parser of that language. This research concludes that the Hypothesis of Instantiation is borne out in language systems.
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Lemus, Jorge Ernesto 1961. "Phonology at two levels: A new model of lexical phonology." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/289144.

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This dissertation proposes a new model of Lexical Phonology: the Two-Level Theory (TLT). The TLT consists of dividing phonological rules into two different sets. One set is active at the Lexical Level, and the other set is active at the Postlexical Level. Lexical rules are active at the Lexical Level and, possibly, at the Postlexical Level, too (the choice being language specific). This new model is a simplification of previous models that hold that rules found at the Lexical Level can be further subdivided into other strata, producing multilevel representations. This new model of Lexical Phonology is tested with regard to a number of phonological problems in Pipil (Chapter 2), in Spanish (Chapter 3), and in Malayalam (Chapter 4). These analyses within the TLT demonstrate that the multiple levels of previous analyses of comparable phenomena within these languages are unnecessary.
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Féry, Caroline, Sam Hellmuth, Frank Kügler, and Jörg Mayer. "Phonology and intonation." Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2008/2221/.

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The encoding standards for phonology and intonation are designed to facilitate consistent annotation of the phonological and intonational aspects of information structure, in languages across a range of prosodic types. The guidelines are designed with the aim that a nonspecialist in phonology can both implement and interpret the resulting annotation.
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Bird, Steven. "Constraint-based phonology." Thesis, University of Edinburgh, 1991. http://hdl.handle.net/1842/23727.

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Howe, Darin Mathew. "Oowekyala segmental phonology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ61111.pdf.

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Gorecka, Alicja. "Phonology of articulation." Thesis, Massachusetts Institute of Technology, 1989. http://hdl.handle.net/1721.1/12786.

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Scobbie, James M. "Attribute value phonology." Thesis, University of Edinburgh, 1991. http://hdl.handle.net/1842/20172.

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Hind, Kevin. "Phonologising articulatory phonology." Thesis, University of Edinburgh, 1997. http://hdl.handle.net/1842/21304.

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Articulatory Phonology has been criticised as being little more than an enriched theory of phonetics, capable of handling gradient but not categorical phenomena. This thesis is an answer to such criticism, presenting one possible way in which the gestures of Articulatory Phonology can be incorporated into a systematic phonological framework both at the level of the segment and of the syllable. Segments are created by the combination of gestures in simple head-dependent relationships, where all segments contain one or more heads. A gesture is a head if it dominates the vocal tract, domination being defined in terms of the head's control of neutral articulator settings and of its coordination with other gestures within the segment. Gestural coordination within segments is thus constrained by phonological relationships without resource to arbitrary distinctions between complete, partial and minimal overlap. These headed structures provide simple accounts of a wide range of segment types such as simple and complex stops, pre- and postnasals, unaspirated and aspirated stops and affricates, as well as a number of common phonological processes such as nasal spreading and lenition. In addition, the use of gestures allows for a description of both gradient and categorical phenomena with a single set of primitives. Syllable structure is also described in terms of dependency between segments, and constituents are derived from the formal properties of the dependency relationships. The structures of Icelandic, Italian and Turkish are examined in detail, with particular attention to the representation of segmental length, preaspiration and epenthesis.
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Kang, Ongmi. "Korean prosodic phonology /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/8428.

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Books on the topic "Phonology"

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Carr, Philip. Phonology. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22849-2.

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J, Ewen Colin, and Kaisse Ellen M, eds. Phonology. Cambridge: Cambridge University Press, 2002.

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Hurch, Bernhard, and Richard A. Rhodes, eds. Natural Phonology. Berlin, New York: DE GRUYTER MOUTON, 1996. http://dx.doi.org/10.1515/9783110908992.

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Gussenhoven, Carlos, and Haike Jacobs. Understanding Phonology. Fourth Edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017] | Series: Understanding language series: Routledge, 2017. http://dx.doi.org/10.4324/9781315267982.

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Shukla, Shaligram. Hindi phonology. Muenchen: Lincom Europa, 2000.

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Kornai, András. Formal phonology. New York: Garland, 1995.

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Calabrese, Andrea, and W. Leo Wetzels, eds. Loan Phonology. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/cilt.307.

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Greene, Victoria E. Phonology guide. Bloomington, MN: Language Circle Enterprise, 1991.

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George, Pulleyblank Douglas, ed. Grounded phonology. Cambridge, Mass: MIT Press, 1994.

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1956-, Calabrese Andrea, and Wetzels Leo, eds. Loan phonology. Amsterdam: John Benjamins Pub. Co., 2009.

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Book chapters on the topic "Phonology"

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Garn-Nunn, Pamela, and Carolyn Sotto. "Phonology." In Encyclopedia of Clinical Neuropsychology, 2678–79. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_912.

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Jeffries, Lesley. "Phonology." In Discovering Language, 44–70. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-62579-2_3.

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McDonough, Joyce. "Phonology." In The Navajo Sound System, 41–66. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-010-0207-3_3.

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Garn-Nunn, Pamela, and Carolyn Sotto. "Phonology." In Encyclopedia of Clinical Neuropsychology, 1. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_912-3.

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Eernisse, Elizabeth R. "Phonology." In Encyclopedia of Autism Spectrum Disorders, 1. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_1690-3.

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Poole, Stuart C. "Phonology." In An Introduction to Linguistics, 55–72. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-27346-1_5.

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Satterwhite, Macy, and Loretta C. Rudd. "Phonology." In Encyclopedia of Child Behavior and Development, 1098–99. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2150.

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Eernisse, Elizabeth R. "Phonology." In Encyclopedia of Autism Spectrum Disorders, 2237–38. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1690.

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Nance, Claire, and Sam Kirkham. "Phonology." In Introducing Linguistics, 22–41. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003045571-3.

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Kornai, András. "Phonology." In Advanced Information and Knowledge Processing, 23–50. London: Springer London, 2008. http://dx.doi.org/10.1007/978-1-84628-986-6_3.

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Conference papers on the topic "Phonology"

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Hermans, Felienne, Alaaeddin Swidan, and Efthimia Aivaloglou. "Code phonology." In ICSE '18: 40th International Conference on Software Engineering. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3196321.3196355.

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Coleman, John. "Unification phonology." In the 13th conference. Morristown, NJ, USA: Association for Computational Linguistics, 1990. http://dx.doi.org/10.3115/991146.991161.

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Bear, John. "Backwards phonology." In the 13th conference. Morristown, NJ, USA: Association for Computational Linguistics, 1990. http://dx.doi.org/10.3115/991146.991149.

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Berendsen, Egon, @Simone Langeweg, and Hugo van Leeuwen. "Computational phonology." In the 11th coference. Morristown, NJ, USA: Association for Computational Linguistics, 1986. http://dx.doi.org/10.3115/991365.991544.

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Ohala, John J., Alexandra Dunn, and Ronald Sprouse. "Prosody and phonology." In Speech Prosody 2004. ISCA: ISCA, 2004. http://dx.doi.org/10.21437/speechprosody.2004-38.

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Nerbonne, John, T. Mark Ellison, and Grzegorz Kondrak. "Computing and historical phonology." In Ninth Meeting of the ACL Special Interest Group in Computational Morphology and Phonology. Morristown, NJ, USA: Association for Computational Linguistics, 2007. http://dx.doi.org/10.3115/1626516.1626517.

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Port, Robert. "Toward a rich phonology." In ExLing 2006: 1st Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2006/01/0059/000059.

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Lee, Chan-Do. "Rationale for "performance phonology"." In 2nd International Conference on Spoken Language Processing (ICSLP 1992). ISCA: ISCA, 1992. http://dx.doi.org/10.21437/icslp.1992-364.

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Shih, Chilin. "Understanding phonology by phonetic implementation." In Interspeech 2005. ISCA: ISCA, 2005. http://dx.doi.org/10.21437/interspeech.2005-757.

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Hao, Yiding, and Samuel Andersson. "Unbounded Stress in Subregular Phonology." In Proceedings of the 16th Workshop on Computational Research in Phonetics, Phonology, and Morphology. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-4216.

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Reports on the topic "Phonology"

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Touretzky, David S., and Deidre W. Wheeler. A Computational Basis for Phonology. Fort Belvoir, VA: Defense Technical Information Center, March 1990. http://dx.doi.org/10.21236/ada225536.

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Hajda, Yvonne. Mary's River Kalapuyan: A Descriptive Phonology. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2488.

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Touretzky, David S., and Deirdre W. Wheeler. Rationale for a 'Many Maps' Phonology Machine. Fort Belvoir, VA: Defense Technical Information Center, March 1990. http://dx.doi.org/10.21236/ada225534.

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Touretzky, David S., and Deirdre W. Wheeler. Two Derivations Suffice: The Role of Syllabification in Cognitive Phonology. Fort Belvoir, VA: Defense Technical Information Center, June 1990. http://dx.doi.org/10.21236/ada225532.

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Carlisle, Tracy. Influence of Articulation and Phonology Intervention on Children's Social and Emotional Characteristics. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7119.

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Pabón Méndez, Mónica Rocío, Silvia Andrea Tarazona Ariza, Alfredo Duarte Fletcher, and Nelly Johana Álvarez Idarraga. English Vowel Sounds: A Practical Guide for the EFL Classroom. Ediciones Universidad Cooperativa de Colombia, February 2023. http://dx.doi.org/10.16925/gcgp.78.

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This guide was created as a response to the needs of the English phonetics and phonology class of the undergraduate Teaching Program of the Faculty of Education at Universidad Cooperativa de Colombia, where the English language is approached in a more technical, professional, and theoretical way that implicitly leads to an active and meaningful practice in the classroom with simple exercises but challenging enough for the initial level of the students. The guide gives priority to the vowel sounds of English since they are different from those in the Students’ Spanish linguistic inventory, thus, each of the short and long sounds are explained with clear examples. Finally, the guide comes with a QR code that can be easily scanned from any mobile device to access the audios of the proposed exercises to be studied in class or independently by students.
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7

BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
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Alexander, Beverly. A comparison of the time taken to administer and analyze phonologic and phonetic tests. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5738.

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