Dr Solene Inceoglu
Areas of expertise
- Applied Linguistics And Educational Linguistics 200401
- Linguistic Processes (Incl. Speech Production And Comprehension) 170204
- French Language 200306
- English As A Second Language 470306
- Linguistics 2004
Research interests
Biography
I hold a PhD in Second Language Studies from Michigan State University (USA), two M.A degrees in Applied Linguistics and French as a Foreign Language from the Universty of Grenoble-Alpes (France) and a B.A in English from the University of Tours (France). Before joining the ANU in 2016, I was Assistant Professor of French Linguistics at Rochester Institute of Technology (New York), and taught Second Language Acquisition, Methodology of Teaching Languages, and French at Michigan State University. In addition to French and English, I speak German and I am a heritage learner of Turkish.
My research has been published in top-tier (Q1) SLA journals, such as the Modern Language Journal, Applied Psycholinguistics, the Journal of Second Language Pronunciation, Language and Speech, Language Awareness, ReCALL, the Journal of Asia TEFL, the Canadian Modern Language Review, and Studies in Second Language Research and Teaching. I am on the Editorial Board of the Journal of Second Language Pronunciation.
At the ANU, I convene Introductory French I and II and The Sounds of French: Phonetics and Pronunciation, in addition to teaching advanced topics such as The French Language in Space and Time. I am the Second Language Acquisition stream leader in the Speech and Language Lab and I supervise students in both applied linguistics and French.
I am Vice President of the Applied Linguistics Association of Australia, a Senior Fellow of the Higher Education Academy, and the recipient of multiple teaching awards: a national Australian Awards for University Teaching (AAUT) Citations for Outstanding Contributions to Student Learning (2019), an ANU Vice-Chancellor's Citation for Outstanding Contribution to Student Learning (2019), and an ANU College of Arts and Social Sciences Award for a Program that Enhances Learning (2022).
Researcher's projects
Grants:
- 2019 CASS Teaching and Learning Fellowship to create a speech perception training mobile app to enhance student second language speech perception [$10,000] (with Drs T. Nurmikko-Fuller, B. Pereira Nunes and B. Swift)
- 2018 ANU Teaching Enhancement Grant to create online video resources for languages education [$2,200] (with Drs M. Delicado and J. Brown)
- 2016 CASS Research Development Grant to investigate cognitive individual differences in second language acquisition (esp. working memory and phonological short-term memory) [AU$3,000]
Forthcoming publications:
- Inceoglu, S. (2022). Developing pronunciation learner autonomy with Automatic Speech Recognition and shadowing. In S. McCrocklin (Ed.) Technological resources for second language pronunciation learning and teaching: Research-based approaches (pp. 171-192). Lexington Books
Publications under review:
- Brown, J., Delicado Cantero, M., & Inceoglu, S. (under review). Transitioning to university: Online video resources for language students. LCNAU Studies in Languages and Cultures. Canberra: ANU Press.
- Inceoglu, S. & Ueda, R. (under review). The effectiveness of hand gestures on the development of L2 French pronunciation. In A. Brown & S.W. Eskildsen (Eds.) Multimodality and Multilingual Interaction Across Epistemologies. Routledge.
- Inceoglu, S. (under review). French - Issues in Applied Phonology, Phonetics, and Pronunciation. The Encyclopedia of Applies Linguistics (2nd ed.). Wiley.
Current projects / projects in preparation:
- Automatic Speech Recognition in L1 and L2 French
- Gesture and pronunciation learning
- Perceptual confusability of L2 French vowels
Available student projects
I welcome proposals for Honours, MPhil, and PhD research in any of the areas listed in the research interests section above.
Current student projects
- Interactive Effects of Perception and Production Training on L2 Phonetic Acquisition (Ruri Ueda, Primary Supervisor, 2020-)
- Understanding the cognitive processes in sight translation (Shuyu Zhang, Associate Supervisor, 2019-)
Past student projects
- Maximising Confidence: A grounded theory on Student Engagement to Speak (SEtS) in a language class (Eleonora Quijada Cervoni - PhD, 2022)
- Exploring teacher perceptions of assessment in languages: The French Language Progression Framework K-10 (Camille Booker - Mphil, 2022)
- Effectiveness of computer-aided visual feedback on the acquisition of Japanese intonation by foreign language learners (Kai Bakker - Honours, 2021)
- The effects of different types of audiovisual feedback on Anglophone acquisition of French nasal vowels (Alice McMillan - Honours, 2019)
- “Pardon my Québécois!” The use of religious profanitiesby Québécois youth and its role in Québécois society (Alana Cunningham, co-supervision, Honours, 2016)
Publications
- Inceoglu, S., Chen, W., & Lim, H. (2023). Assessment of L2 intelligibility speech: A comparison of native listeners and ASR technology. ReCALL, 35(1), 89-104.
- Inceoglu, S (2022). Language experience and subjective word familiarity on the multimodal perception of non-native speakers' vowels. Language and Speech, 65(1),173-192.
- Inceoglu, S. & Loewen, S. (2022). Analyzing nonverbal corrective feedback. In K. B. Urbanski & G. Stam (Eds). Gesture and multimodality in second language teaching and learning: A research guide (pp. 26-47). Routledge.
- Inceoglu, S. (2022). A web-based high variability phonetic training application for French vowels. In J. Levis & A. Guskaroska (Eds.), Proceedings of the 12th Pronunciation in Second Language Learning and Teaching Conference, held June 2021 virtually at Brock University, St. Catharines, ON. https://doi.org/10.31274/psllt.13336
- Martin, I & Inceoglu, S. (2022). The laboratory, the classroom, and online: What works in each context. In J. Levis, T. Derwing, & S. Sonsaat Hegelheimer (Eds). Pronunciation in Second Language Learning and Teaching: Innovations and Developments in Research and Teaching (pp. 254–272). Hoboken, NJ: John Wiley & Sons, Inc.
- Inceoglu, S. (2021) Exploring the relationship between explicit instruction, pronunciation awareness, and the development of L2 French connected speech processes. Language Awareness, 30(4), pp. 336-354.
- Inceoglu, S., Lim, H., & Chen, W-H. (2020). ASR for EFL pronunciation practice: Segmental development and learners' beliefs. The Journal of Asia TEFL, 17(3), 824-840.
- Inceoglu, S. & Gnevsheva, K. (2020). Ultrasound imaging in the foreign language classroom: Outcomes, challenges, and students’ perceptions. In O. Kang, S. Staples, K. Yaw, & K. Hirschi (Eds.), Proceedings of the 11th Pronunciation in Second Language Learning and Teaching conference, ISSN 2380-9566, Northern Arizona University, September 2019 (pp. 115–126). Ames, IA: Iowa State University.
- Chen, W., Inceoglu, S., & Lim, H. (2020). Using ASR to improve Taiwanese EFL learners’ pronunciation: Learning outcomes and learners’ perceptions. In O. Kang, S. Staples, K. Yaw, & K. Hirschi (Eds.), Proceedings of the 11th Pronunciation in Second Language Learning and Teaching conference, ISSN 2380-9566, Northern Arizona University, September 2019 (pp. 37–48). Ames, IA: Iowa State University.
- Inceoglu, S. (2019). Individual Differences in L2 Speech Perception: The Role of Phonological Memory and Lipreading Ability. Modern Language Journal, 103(4), 782-799.
- Inceoglu, S. (2019). Exploring the effects of instruction on L2 French learner pronunciation, accentedness, comprehensibility, and fluency: An online classroom study. Journal of Second Language Pronunciation 5(2), 224-247.
- Inceoglu, S. (2019). L2 French vowel production: The relationship with speech perception and phonological memory. Proceedings of the 10th Pronunciation in Second Language Learning and Teaching Conference (pp. 147-157). Ames, IA: Iowa State University.
- Loewen, S. & Inceoglu, S. (2016). Tracking Focus on Form in Spanish L2 Reading. Studies in Second Language Research and Teaching, 6(1), 89-110.
- Inceoglu. S. (2016). Effects of perceptual training on L2 vowel perception and production. Applied Psycholinguistics, 37(5). 1175-1199.
- Inceoglu, S. (2015). Teacher gesture and lexical focus on form in a foreign language classroom. Canadian Modern Language Review, 17(1) 26-50.
- Inceoglu, S. (2015). Audiovisual and auditory-only perceptual training: Effects on the pronunciation of French nasal vowels. In J. Levis, R. Mohamed, M. Qian & Z. Zhou (Eds). Proceedings of the 6th Pronunciation in Second Language Learning and Teaching Conference, Santa Barbara, CA (pp. 104-114). Ames, IA: Iowa State University.
- Inceoglu. S. (2014). Effect of multimodal training on the perception of French nasal vowels. In Proceedings of the International Symposium on the Acquisition of Second Language Speech: Concordia Working Papers in Applied Linguistics, (Vol. 5, pp. 310-321). Concordia University.
- Inceoglu. S. (2014). Review of the book Les voyelles nasales du français by Véronique Delvaux. The French Review, 88(2) 118-119.
- Inceoglu. S. & Spino L. (2013). Research in Second Language Studies at Michigan State University. Language Teaching, 46(2) 272-277.
