/ Filološki fakultet, Univerzitet u Beogradu

Izdanja:

Knj. 21 (2023), Br. 21

Knj. 20 (2022), Br. 20

Knj. 19 (2021), Br. 19

Knj. 18 (2020), Br. 18

Knj. 17 (2019), Br. 17

Knj. 16 (2018), Br. 16

Knj. 15 (2017), Br. 15

Knj. 14 (2016), Br. 13-14

Knj. 12 (2014), Br. 12

Knj. 11 (2013), Br. 11

Knj. 10 (2012), Br. 10

Knj. 9 (2011), Br. 9

Knj. 5 (2007), Br. 5

Philologia, Knj. 16 (2018), Br. 16


1.
The Phonetics and Phonology of English Casual Speech: Learning from L2 Learners
Elizabeth Zsiga
Philologia, 2018. - Knj. 16, Br. 16, str. 1–16
https://doi.org/10.18485/philologia.2018.16.16.1Detaljnije
2.
Formant Measurements of Serbian Speakers’ English Vowels
Andrej Bjelaković
Philologia, 2018. - Knj. 16, Br. 16, str. 17–43
https://doi.org/10.18485/philologia.2018.16.16.2Detaljnije
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. - Knj. 16, Br. 16, str. 45–64
https://doi.org/10.18485/philologia.2018.16.16.3Detaljnije
4.
The Role of Orthography and Phoneme Inventory in Dutch Students’ Speech Perception in the EFL Classroom
Marlisa Hommel
Philologia, 2018. - Knj. 16, Br. 16, str. 65–75
https://doi.org/10.18485/philologia.2018.16.16.4Detaljnije
5.
Contemporary Phonological Theory and Common Pronunciation Issues
Višnja Josipović Smojver
Philologia, 2018. - Knj. 16, Br. 16, str. 77–83
https://doi.org/10.18485/philologia.2018.16.16.5Detaljnije
6.
How to Help Learners to Improve Their English Pronunciation. What Rioplatense Spanish Speaking EFL Teachers Need to Know
María Alicia Maldonado
Philologia, 2018. - Knj. 16, Br. 16, str. 85–98
https://doi.org/10.18485/philologia.2018.16.16.6Detaljnije
7.
English Weak Forms – A Challenge for Bulgarian Learners of English?
A Pedagogical Perspective
Nikoleta Stoykova
Philologia, 2018. - Knj. 16, Br. 16, str. 99–106
https://doi.org/10.18485/philologia.2018.16.16.7Detaljnije