/ Facultad de Filología, Universidad de Belgrado

Edición:

Tm. 21 (2023), No. 21

Tm. 20 (2022), No. 20

Tm. 19 (2021), No. 19

Tm. 18 (2020), No. 18

Tm. 17 (2019), No. 17

Tm. 16 (2018), No. 16

Tm. 15 (2017), No. 15

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

Tm. 12 (2014), No. 12

Tm. 11 (2013), No. 11

Tm. 10 (2012), No. 10

Tm. 9 (2011), No. 9

Tm. 5 (2007), No. 5

Philologia, Tm. 16 (2018), No. 16


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