/ Faculty of Philology, University of Belgrade

Issues:

Vol. 21 (2023), No. 21

Vol. 20 (2022), No. 20

Vol. 19 (2021), No. 19

Vol. 18 (2020), No. 18

Vol. 17 (2019), No. 17

Vol. 16 (2018), No. 16

Vol. 15 (2017), No. 15

Vol. 14 (2016), No. 13-14

Vol. 12 (2014), No. 12

Vol. 11 (2013), No. 11

Vol. 10 (2012), No. 10

Vol. 9 (2011), No. 9

Vol. 5 (2007), No. 5

Philologia, Vol. 16 (2018), No. 16


1.
The Phonetics and Phonology of English Casual Speech: Learning from L2 Learners
Elizabeth Zsiga
Philologia, 2018. - Vol. 16, No. 16, p. 1–16
https://doi.org/10.18485/philologia.2018.16.16.1Detailed
2.
Formant Measurements of Serbian Speakers’ English Vowels
Andrej Bjelaković
Philologia, 2018. - Vol. 16, No. 16, p. 17–43
https://doi.org/10.18485/philologia.2018.16.16.2Detailed
3.
L2 Acquisition and Production of the English Rhotic by L1 Greek-Cypriot Speakers: The Effect of L1 Articulatory Routines and Phonetic Context
Dimitra Dimitriou
Philologia, 2018. - Vol. 16, No. 16, p. 45–64
https://doi.org/10.18485/philologia.2018.16.16.3Detailed
4.
The Role of Orthography and Phoneme Inventory in Dutch Students’ Speech Perception in the EFL Classroom
Marlisa Hommel
Philologia, 2018. - Vol. 16, No. 16, p. 65–75
https://doi.org/10.18485/philologia.2018.16.16.4Detailed
5.
Contemporary Phonological Theory and Common Pronunciation Issues
Višnja Josipović Smojver
Philologia, 2018. - Vol. 16, No. 16, p. 77–83
https://doi.org/10.18485/philologia.2018.16.16.5Detailed
6.
How to Help Learners to Improve Their English Pronunciation. What Rioplatense Spanish Speaking EFL Teachers Need to Know
María Alicia Maldonado
Philologia, 2018. - Vol. 16, No. 16, p. 85–98
https://doi.org/10.18485/philologia.2018.16.16.6Detailed
7.
English Weak Forms – A Challenge for Bulgarian Learners of English?
A Pedagogical Perspective
Nikoleta Stoykova
Philologia, 2018. - Vol. 16, No. 16, p. 99–106
https://doi.org/10.18485/philologia.2018.16.16.7Detailed