Faculty Profile
Katsura Aoyama
Title
Associate Professor
Department
Audiology and Speech-Language Pathology
College
College of Health and Public Service
Curriculum Vitae
Education
Current Scheduled Teaching*
ASLP 3035.001, Language Development, Spring 2023 Syllabus
ASLP 2020.001, Phonetics, Spring 2023 Syllabus
* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.
Previous Scheduled Teaching*
ASLP 4951.002, Honors College Capstone Thesis, Fall 2021
ASLP 5900.714, Special Problems, Spring 8W2 2021
ASLP 3035.001, Language Development, Spring 2020 Syllabus
ASLP 2020.001, Phonetics, Spring 2020 Syllabus
ASLP 5900.712, Special Problems, Spring 8W2 2020
ASLP 5900.713, Special Problems, Spring 8W2 2020
ASLP 4951.701, Honors College Capstone Thesis, Spring 2018
ASLP 4900.707, Special Problems, Spring 2018
SPHS 3996.003, Honors College Mentored Research Experience, Spring 2017
SPHS 3035.001, Normal Speech and Language Development, Spring 2015 Syllabus
SPHS 2020.001, Phonetics, Spring 2015 Syllabus
SPHS 2020.801, Phonetics, Spring 2015 Syllabus
SPHS 4951.002, Honors College Capstone Thesis, Fall 2014
SPHS 3035.001, Normal Speech and Language Development, Fall 2014 Syllabus
SPHS 2020.002, Phonetics, Fall 2014 Syllabus
SPHS 5900.700, Special Problems, Fall 2014
SPHS 3996.003, Honors College Mentored Research Experience, Spring 2014
SPHS 3035.001, Normal Speech and Language Development, Spring 2014 Syllabus
SPHS 2020.001, Phonetics, Spring 2014 Syllabus
SPHS 2020.851, Phonetics, Spring 2014 Syllabus
SPHS 3035.001, Normal Speech and Language Development, Fall 2013 Syllabus
SPHS 2020.002, Phonetics, Fall 2013 Syllabus
SPHS 3035.001, Normal Speech and Language Development, Spring 2013 Syllabus
SPHS 2020.001, Phonetics, Spring 2013 Syllabus
SPHS 3035.001, Normal Speech and Language Development, Fall 2012
SPHS 2020.002, Phonetics, Fall 2012 Syllabus
* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.
Published Publications
Published Intellectual Contributions
Abstracts and Proceedings
Aoyama, K., Flege, J. E., Yamada, T., Akahane-Yamada, R. (2019). Acoustical analysis of English voiceless fricatives (/f θ s/) by native Japanese adults and children. 145(3), 1826.
Aoyama, K., Flege, J. E., Akahane-Yamada, R., Yamada, T. (2017). Acoustical analysis of English /r/ and /l/ by native Japanese adults and children. The Journal of the Acoustical Society of America. 141(5), 3515.
Akbari, C., Aoyama, K., Dembowski, J. (2015). Persian Speakers of English: Acoustic of vowel epenthesis. The Journal of the Acoustical Society of America. 137(4), 2381.
Oh, G. E., Flege, J. E., Aoyama, K., Akahane-Yamada, R., Yamada, T. (2009). A longitudinal study of English and Japanese vowel production by Japanese adults and children in an English-speaking setting. Journal of Acoustical Society of America. 126, 2312.
Dembrowski, J., Aoyama, K. (2006). Acoustic patterns of Japanese voiced velar stops. The Journal of the Acoustical Society of America. 120(5), 3248-3249.
Aoyama, K. (2003). An acoustic analysis of geminate consonants in Guinaang Bontok. University of Hawai'i at Manoa.
Aoyama, K. (2001). An OT analysis of the Japanese coda nasal. In L. Lower & H. E. Koh (Eds.).
Aoyama, K. (2001). Perception and production of English consonants by Japanese adults and children..
Aoyama, K. (1999). The acquisition of quantity contrast in nasal consonants: Children's production.
Aoyama, K. (1997). An NP and OT analysis: Production of nasal phonemes by Japanese speakers.
Book
Aoyama, K. (2001). A psycholinguistic perspective on Finnish and Japanese prosody: Perception, production and child acquisition of consonantal quantity distinctions. Kluwer.
Book Chapter
Aoyama, K. (2021). Changes in the first year of immersion: An acoustic analysis of /s/ produced by Japanese adults and children. Second language speech learning: Theoretical and empirical processes. 213-227. Cambridge: Cambridge University Press.
Flege, J. E., Aoyama, K., Bohn, O. S. (2021). The revised Speech learning model (SLM-r) applied. Second language speech learning: Theoretical and empirical processes. 84-118. Cambridge: Cambridge University Press.
Aoyama, K. (2007). Prosody in second language acquisition: An acoustic analysis on duration and F0 range. In O.-S. Bohn & M. J. Munro (Eds.), The role of language experience in second-language speech learning: In honor of James Emil Flege (pp. 281-297).
Aoyama, K. (2005). Geminates in Guinaang Bontok: Sonority hierarchy and phonetic realization. In H.-C. Liao & C.R.G. Rubino (Eds.) Current issues in Philippine linguistics and anthropology.
Book Review
Aoyama, K. (2004). Review of "Production of word structures: A constraint-based study of 2;6 year old Finnish children at-risk for dyslexia and their controls". Puhe ja Kieli [Speech and Language], 24, 168-171..
Conference Proceeding
Aoyama, K., Flege, J. E., Akahane-Yamada, R., Yamada, T. (2018). Acoustical analysis of English /r/ and /l/ by native Japanese adults and children.. Proceedings of the Meetings in Acoustics. 30, 060008.
Aoyama, K., Akbari, C., Flege, J. E., (2016). Prosodic characteristics of American English in school-age children. Other. Speech Prosody. 572-576.
Dembowski, J., Aoyama, K. (2009). Acoustic and kinematic patterns of Japanese stop consonants.
Aoyama, K. (2006). Acoustic patterns of Japanese voiced velar stops.
Aoyama, K. (2003). Foreign accent in English words produced by Japanese children and adults. In M. J. Solé & D. Recasens & J. Romero (Eds.).
Aoyama, K. (2002). Request strategies at a Japanese workplace. In A. Bell & J. Shoemaker & G. Sibley (Eds.).
Aoyama, K. (2001). Geminates and singleton: On 'unstretchability' of single semgents. In B. Palek & O. Fujimura (Eds.).
Aoyama, K. (2000). Acquiring mora-timing: The case of the Japanese coda nasal. In M. Nakayama & C. J. J. Quinn (Eds.).
Aoyama, K. (1999). Reanalyzing the Japanese coda nasal in Optimality Theory. In S. J. Hwang & A. R. Lommel (Eds.).
Dissertation
Aoyama, K. (2000). The acquisition of Japanese prosody: children's production and perception of the nasal quantity contrast. In E. V. Clark (Ed.).
Journal Article
Aoyama, K. (2022). Phonetic characteristics of children’s early words in German: Data from typically-developing children with clinical implications. Perspectives of the ASHA Special Interest Groups. 885-896.
Aoyama, K., Davis, B. (2021). Relationship between the target word form and children’s productions: Place of articulation in Consonant-Vowel-Consonant (C1VC2) words in American English. Phonetica. 78, 65-94.
Akbari, C., Aoyama, K. (2020). Epenthetic Vowels and Phonemic Vowels: Same or Different?. Perspectives of the ASHA Special Interest Groups. 1-8. ASHA.
Aoyama, K., Flege, J. E., Akhane-Yamada, R., Yamada, T. (2019). An acoustic analysis of American English liquids by adults and children: Native English speakers and native Japanese speakers of English The Journal of the Acoustical Society of America. Journal of the Acoustival Society of America. 146(4), 2671-2681.
Schafer, E. C., Aoyama, K., Ho, T., Costillo, P., Conlin, J., Jones, J., Thompson, S. (2018). Speech recognition in noise in adults and children who speak English or Chinese as their first language.. Journal of the American Academy of Audiology. 29(10), 885-897.
Wright, S. C., Joshi, A. P., Schafer, E. C., Aoyama, K., Ho, T., Anderson, C., Dyson, J., Box, J. (2017). A pilot study on the effects of nonlinear frequency compression on performance of individuals who speak Mandarin Chinese. Other. XLIX, 1-12.
Aoyama, K., Davis, B. L. (2017). Nonadjacent consonant sequence patterns in English target words during the first-word period. Journal of Child Language. 44, 1065-1087. Cambridge University Press.
Aoyama, K., Reid, L. A. (2016). The acquisition of quantity contrasts in Guina-ang Bontok. First Language. 36(6), 570-579. Sage.
Oh, G. E., Guion-Anderson, S., Aoyama, K., Flege, J. E., Akahane-Yamada, R., Yamada, T. (2011). A longitudinal study of English and Japanese vowel production by Japanese adults and children in an English-speaking setting. Journal of Phonetics.
Aoyama, K. (2011). Effects of L2 experience on perception of English /r/ and /l/ by native Japanese speakers. The Journal of the Phonetic Society of Japan.
Aoyama, K., Peters, A. M., Winchester, K. S. (2010). Phonological changes during the transition from one-word to productive word combination. Journal of Child Language.
Valerie, G., Aoyama, K. (2009). Illustrations of the IPA: Mavea. Journal of the International Phonetic Association.
Harendt, S. E., Aoyama, K., Gustafson, T. J., Sancibrian, S., (2009). Use of Fast ForWord® in regular classroom with students who speak Spanish and English. TEJAS: Texas Journal of Audiology and Speech-Language Pathology.
Flores, L., Aoyama, K., (2008). A comparison of psychometric performance on four modified Spanish-word-recognition tests. TEJAS: Texas Journal of Audiology and Speech-Language Pathology.
Aoyama, K. (2008). The first years in an L2-speaking environment: A comparison of Japanese children and adults learning American English.. International Review of Applied Linguistics in Language Teaching.
Aoyama, K. (2006). Cross-linguistic tendencies and durational contrasts in geminate consonants: An examination of Guinaang Bontok geminates. Journal of the International Phonetic Association.
Aoyama, K. (2006). The acquisition of Finnish vowel harmony. In A. Airola, A. Arppe, O. Heinämäki, M. Miestamo, K. Sinnemäki, U. Määttä, J. Niemi, K. K. Pitkänen & M. Suominen (Eds.). SKY Journal of Linguistics.
Aoyama, K. (2004). Perceived phonetic dissimilarity and L2 speech learning: The case of Japanese /r/ and English /l/ and /r/. Journal of Phonetics.
Aoyama, K. (2003). Cross-linguistic preference and the phonetics of geminates: Place of articulation and duration of phonologically short and long consonants in Guinaang Bontok..
Aoyama, K. (2003). Perception of syllable-initial and syllable-final nasals in English by Korean and Japanese speakers. Second Language Research.
Aoyama, K. (2002). Choofuku shiin to tanshiin: Finrando go to nihongo ni okeru sanshutsu to chikaku [Geminates and singleton: Production and perception in Finnish and Japanese]..
Aoyama, K. (2002). Japanese adults' and children's production and perception of English fricatives: A longitudinal study.
Aoyama, K. (2002). Perceptual assimilation patterns and the perception of English /l/ and /r/ by Japanese speakers..
Aoyama, K. (2002). Quantity contrasts in Japanese and Finnish: differences in adult production and acquisition. In Y. Shirai & H. Kobayashi & S. Miyata & K. Nakamura & T. Ogura & H. Shirai (Eds.).
Newsletter
Aoyama, K. (2022). 21 Scholarships awarded at the Texas Speech-Language-Hearing Foundation breakfast.
Aoyama, K. (2021). Scholarships awarded at the virtual Texas Speech-Language-Hearing Foundation event.
Aoyama, K. (2020). Students Benefit from the Texas Speech-Language-Hearing Foundation.
Aoyama, K. (2019). Scholarships awarded at Texas Speech-Language-Hearing Foundation breakfast.
Aoyama, K. (2018). Students benefit from the Texas Speech-Language-Hearing Foundation.
Awarded Grants
Contracts, Grants and Sponsored Research
Grant - Research
Lam, B. P., Aoyama, K., "Establishing an emotional narrative database of bilinguals: A cultural-linguistic research experience program," Sponsored by American Speech-Language-Hearing Association, National, $10700 Funded. (September 1, 2022 – August 31, 2023).
Aoyama, K., "Research Incentive program," Sponsored by University of North Texas, University of North Texas, $3000 Funded. (June 1, 2022 – August 31, 2022).
Aoyama, K., "Summer Research Grant," Sponsored by University of North Texas, University of North Texas, $1250 Funded. (June 2021 – August 2021).
Aoyama, K. (Other), "Micro-mentoring grant," Sponsored by UNT Faculty Success, University of North Texas, $1217 Funded. (2017 – 2018).
Way, J. E. (Co-Principal), Golden, T. (Principal), Aoyama, K. (Co-Principal), Klaver, I. (Co-Principal), "Faculty Mentoring Grant: 2016-2017 Faculty Writing Group," Sponsored by Faculty Success Office of the Provost, University of North Texas, $5000 Funded. (August 2016 – May 2017).
Schafer, E. C. (Principal), Aoyama, K. (Co-Principal), "Effects, of nonlinear frequency compression on performance of individuals who speak Mandarin Chinese and have hearing loss," Sponsored by American Speech-Language-Hearing Association, Private, $15000 Funded. (2014 – 2015).
Aoyama, K. (Other), "Micro-mentoring grant," Sponsored by UNT Faculty Success, University of North Texas, $1380 Funded. (2014 – 2015).
Grant - Service
Boesch, M. C. (Principal), Aoyama, K. (Co-Principal), Mehta, S. (Co-Principal), "Project Communicate," Sponsored by Office of Special Education Programs, Federal, $1244239 Funded. (September 1, 2022 – August 31, 2027).
Golden, T., Aoyama, K., "Faculty Writing Group," Sponsored by University of North Texas, University of North Texas, $2500 Funded. (2021 – 2022).
Golden, T., Aoyama, K., "Faculty Writing Group," Sponsored by University of North Texas, University of North Texas, $2500 Funded. (2020 – 2021).
Golden, T. (Principal), King, K. (Co-Principal), Aoyama, K. (Co-Principal), Wilson, A. (Co-Principal), "Faculty Mentoring: 2015‑2016 Faculty Writing Group," Sponsored by Vice Provost for Faculty Success, University of North Texas, $4260 Funded. (2015 – 2016).
Sponsored Research
Way, J. (Co-Principal), Golden, T. (Principal), Aoyama, K. (Co-Principal), Klaver, I. (Co-Principal), "Faculty Mentoring: 2017-to present, UNT Faculty Writing Group," Sponsored by Faculty Success (Office of the Provost), University of North Texas, $5000 Funded. (2017 – 2020).
| Overall Summative Rating |
Challenge and Engagement Index |
Response Rate |
|---|---|---|
out of 5 |
out of 7 |
% of students responded |
- Overall Summative Rating (median):
This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):- The course as a whole was
- The course content was
- The instructor’s contribution to the course was
- The instructor’s effectiveness in teaching the subject matter was
- Challenge and Engagement Index:
This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):- Do you expect your grade in this course to be
- The intellectual challenge presented was
- The amount of effort you put into this course was
- The amount of effort to succeed in this course was
- Your involvement in course (doing assignments, attending classes, etc.) was