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College of Arts and Letters | Michigan State University

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Solene Inceoglu

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Solène earned a Bachelor in English (Université François Rabelais, Tours, France), a Master in Linguistics (Université Grenoble III, France) and a Maîtrise in French as a Foreign Language (Université Grenoble III, France). In 2008-2009 she was a Fulbright Language Teaching Assistant at Pacific University, Oregon. She joined the SLS program at Michigan State in the fall of 2009 and is currently working on her dissertation on the perception and production of French nasal vowels. 
 

RESEARCH INTERESTS

Her research interests include (but are not limited to): 
- L2 speech perception and production,
Gesture and non-verbal aspects in language learning, 
- Second/foreign language classroom interaction, 
- French as a foreign language, 
- Eye-tracking methodology


TEACHING 

Second Language Acquisition (LLT361) Department of Linguistics and Languages, MSU

Methodology of Teaching Languages (LLT307) Department of Linguistics and Languages, MSU

French Phonetics (FRN330) Department of Romance Languages, MSU

Intermediate French (FRN202) Department of Romance Languages, MSU 

French for Kids (6-11 years old) CeLTA Language School, MSU 

French for Preschoolers (3-5 years old) CeLTA Language School, MSU

French Conversation. MSU Alumni Association Evening College 


PRESENTATIONS

Inceoglu, S. (2013, November). Teaching language and culture with authentic media. Paper presented at Michigan World Language Association (MIWLA). Lansing, MI.

Inceoglu, S. (2013, October). The acquisition of French nasal vowels: further evidence from multimodal training. Paper presented at the Second Language Research Forum (SLRF). Provo, UT. 

Inceoglu, S. (2013, August). Transfer from perception to production: the impact of visual cues. Poster presented at EUROSLA. Amsterdam. 

Inceoglu, S. (2013, May). Effect of multimodal training on the perception and production of French nasal vowels. Paper presented at New Sounds 2013. Montréal, Canada.

Inceoglu, S. & Spino, L. (2013, May). Monitoring Online Courseware: Students' Behavior and Perceptions. Paper presented at CALICO. Honolulu, HI.

Spino, L. & Inceoglu, S. (2013, May).  Spanish and French L2 Spelling Error Correction: Do Generic Spell Checkers Help or Hinder?  Paper presented at CALICO. Honolulu, HI.

Inceoglu, S. & Mecheneau, S. (2012, November). Bringing TV Commercials into the French Classroom. Paper presented at American Council on the Teaching of Foreign Languages. Philadelphia, PA.

Spino, L & Inceoglu, S. (2012, November).  Did they catch that error? Students’ use of spell checkers.  Poster presented at American Council on the Teaching of Foreign Languages. Philadelphia, PA.

Mecheneau, S. & Inceoglu, S. (2012, November). Japanese Manga and French Graphic Novels: An Unexpected Match. Paper presented at American Council on the Teaching of Foreign Languages. Philadelphia, PA.

Inceoglu, S. & Mecheneau, S. (2012, October). French oral and written comprehension with Tintin. Paper presented at Michigan World Language Association. East Lansing, MI.

Inceoglu, S. (2012, April). Les publicités dans la classe de français (TV commercials in the French classroom). K-16 teachers workshop organized by CELTA, Michigan State University, East Lansing, MI.

Inceoglu, S. (2012, March). French nasal vowels: Effects of word familiarity on auditory-visual perception. Paper to be presented at the American Association of Applied Linguistics conference (AAAL), Boston, MA. 

Inceoglu S. (2011, November). Perceptual confusability of French nasal vowels. Poster presented at the 162nd Meeting of the Acoustical Society of America, San Diego, CA. 

Inceoglu, S. (2011, October). Audio-visual speech perception of French nasal vowels. Paper presented at the Second Language Research Forum (SLRF), Iowa State University, Ames, IA. 

Inceoglu, S. (2011, August). Teacher's gestures and focus-on-form in a French L2 classroom. Paper presented at the International Association of Applied Linguistics conference (AILA), Beijing, China. 

Loewen, S. & Inceoglu, S. (2011, August). Tracking input enhancement in Spanish L2 reading. Paper presented at the International Association of Applied Linguistics conference (AILA), Beijing, China. 

Inceoglu, S. (2011, March). Vocabulary explanation and gesture in a French L2 Classroom. Paper presented at the American Association of Applied Linguistics conference (AAAL), Chicago, IL. 

Loewen, S. & Inceoglu, S. (2011, March). Tracking input enhancement in Spanish L2 reading. Paper presented at the American Association of Applied Linguistics conference (AAAL), Chicago, IL. 

Inceoglu, S. (2011,February). Vocabulary explanation and gesture in a French L2 Classroom. Paper presented at the SLS Spring Symposium, East Lansing, MI. 

Loewen, S., Inceoglu, S. & Winke, P. (2010, October). Using eye-tracking to investigate input enhancement. Paper presented at the Second Language Research Forum (SLRF), University of Maryland at College Park, MD 

Inceoglu, S. (2010, July). Gesture in preemptive and reactive lexical Focus-on-Form in a French-as-a-foreign-language classroom. Poster presented at the 1st summer school of the International Society for Gesture Studies, Frankfurt/Oder, Germany.
 
PUBLICATIONS

Inceoglu. S. (2014). Effect of multimodal training on the perception of French nasal vowels. Proceedings of the International Symposium on the Acquisition of Second Language Speech (p. 310-321). Concordia Working Papers in Applied Linguistics.

Inceoglu. S. & Spino L. (2013). Research in Second Language Studies at Michigan State University. Language Teaching, 46(2) 272-277.

Inceoglu, S. (accepted). Teacher gesture and Lexical Focus-on-Form in a French-as-a-Foreign-Language Classroom. Canadian Modern Language Review.
 

PROFESSIONAL AFFILIATIONS

American Association of Teachers of French (AATF)
American Council on the Teaching of Foreign Languages (ACTFL)
American Association of Applied Linguistics (AAAL)
Acoustical Society of America (ASA)
International Society of Gesture Studies (ISGS)
Michigan World Language Association (MIWLA) 

LANGUAGES

French: Native
English: Fluent
German: Advanced
Turkish: Conversational, heritage learner
Japanese, Italian, Esperanto and Latin: previously studied