This is a Journey into Sound – Part 2

I was intending to have this up a lot earlier. Hopefully it gives some food for thought!



* Hayes-Harb, R., Nicol, J., & Barker, J. (2010). Learning the Phonological Forms of New Words: Effects of Orthographic and Auditory Input. Language and Speech, 53(3), 367–381.

** Mathieu, L. (2016). The influence of foreign scripts on the acquisition of a second language phonological contrast. Second Language Research, 32(2), 145–170.

Showalter, C. E., & Hayes-Harb, R. (2013). Unfamiliar orthographic information and second language word learning: A novel lexicon study. Second Language Research, 29(2), 185–200.

*** Glanz, O., Derix, J., Kaur, R., Schulze-Bonhage, A., Auer, P., Aertsen, A., & Ball, T. (2018). Real-life speech production and perception have a shared premotor-cortical substrate. Scientific Reports, 8(1).

**** Iverson, P., & Kuhl, P. K. (1995). Mapping the perceptual magnet effect for speech using signal detection theory and multidimensional scaling. The Journal of the Acoustical Society of America, 97(1), 553–562.

You Need a Mess of Help to Stand Alone (status update)

Well, the Summer was busy and the start of the Autumn was quite busy too. I was supposed to be revising a paper to get it published but what happened was that I revised it and still didn’t get it published because it is the account of unsystematic mess.

I went to the busiest conference I’ve been to so far (New Sounds 2019) and met lots of phonology and phonetics people. I presented and didn’t mess up, so it was relieving because I felt a bit like a fish out of water. Or Aquaman’s weakling brother.

There was the usual stress over student questionnaires, which is unreasonable because I know that much of the feedback is positive or neutral but my brain focuses and cycles through the negative stuff as my own cinema of the damned. I am just about over it now (thanks to slightly out of sync workplaces), and wish I could find a way to just move on from this.

Other than that, I had my first overnight trip with students which was quite fun, even if I wouldn’t choose those activities myself. Directly after that, I had the start of the semester, so I had to remember what I planned at the start of the summer (and what I planned to change).

Anyway, here is some stuff that is working for me:

LMS as document repository so I don’t spend hours a week photocopying.

Adapted Cornell notes, for myself, and also for my (intermediate and up) listening students, which will likely be written up soon as a blog post.

Bullet Journaling for myself (still) for daily agenda and log and ultrashort lesson plans which is exactly as you imagine.