learn English simply because she said that she likes the way it sounds. The learner believes that her L1 has affected that way she learns English. One of the examples she gave was how English words are pronounced differently from French words (See phonology section). The learner ’s preferred learning method is within a class setting‚ where she can carry out various activities that covers her needs. She stated that she needs to be corrected when she makes errors in speaking‚ reading and writing. She
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GRAMMAR VOCABULARY PRONUNCIATION FUNCTION(s) SPEAKING LISTENING READING WRITING OTHER (Please specify – e.g. revision/testing etc.) _____________________________________________________________________________________________________________________________ Main Aims: By the end of the lesson the learners will be able to Pronounce and use in context new vocabulary with the phoneme /ə/ and recognise the stress in new vocabulary Subsidiary aims: By the end of the lesson the
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Grammatical Sketch of Botolan Sambal by Evan Antworth Grammar Sketch Analysis Botolan Sambal is an indigenous language of the Philippines spoken by 30 000 people in Botolan‚ Zambales. I learned that phonemes are significant phones (makabuluhang tunog). It can be defined by searching for minimal pairs. The consonant phonemes given in the book There are no affricates and dental phonemes. No minimal pair was given in the grammar sketch so I tried to find some. /bá.naʔ/
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Introduction The topic of our research is about the interference of the first language (L1) to the second language acquisition (SLA). This research looks into the L1 learners’ production of phonemes in their second language (L2)‚ English. The topic is relevant to SLA as speaking is one of the fundamental skills in SLA. Pronunciation‚ in particular‚ is a very important mechanism for a fluent communication. In fact‚ pronunciation is believed to be involved in the learners’ phonological loop. According
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Pronunciation Problems in Egypt I have been teaching English for almost eight years for Egyptian university students at the English Department. Out of my experience of teaching Phonetics and Phonology for those students‚ I can conclude that the Egyptian learners of English encounter many pronunciation problems because of two main reasons: the English spelling as a poor reflection of the English pronunciation as well as the differences between the Arabic phonetic alphabet and that of English
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taught in schools.(Candice‚ 2006) There are lots of studies that proves that the first language have a profound affect on learning the second language (Carter‚2001). In hong kong‚ their first language is Cantonese. And there are differences in phonology between Cantonese and English. First‚ unlike English‚ Cantonese is logographic. Because they learn
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the attachment audio‚ audio connection‚ tone up and down ... the song’s characteristic tone is very rich so we can listen and sing along to practice the pronunciation‚ and intonation in a sentence. If you practice in a class phonetic phonetics‚ phonology‚ then a few times to throw the book is gone. Thing here is to help you practice songs phonetically an extremely interesting and so is naturally higher efficiency will also multiply. According to research psychologists have demonstrated‚ the human
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This essay will be an overview on the Jamaican Patois. There will be an analysis of the relationship between this creole and the jamaican official national language. Then it will explain briefly some phonological and grammatical aspect of this variety. JAMAICAN PATOIS: DE FACTO LANGUAGE OF NATIONAL IDENTITY 1. INTRODUCTION Jamaican Patois is a creole language spoken in Jamaica and in a part of the caribbean area (U.S.A‚ Puerto Rico‚ Panama and Costa Rica). It is called Jamaican Creole by specialists
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ENGLISH The Pronunciation of English by Somali L1 students in Sweden Testing indications of phonetic transfer through Error Analysis and Contrastive Analysis Mathias Börjesson‚ 880412 BA Degree paper‚ 15 hec Interdisciplinary Degree Project Teacher Education Programme LP01 Supervisor: Monika Mondor Examiner: Report number: Departments: University of Gothenburg/Dept of Languages and Literatures/English Course: EN1C03 - English: Advanced Undergraduate Level (linguistic essay)
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There are a number of steps that we‚ as speech pathologists‚ must take to diagnosis Childhood Apraxia of Speech (CAS). As with any diagnosis we make‚ we must complete a full evaluation‚ looking across all aspects that may affect your child’s speech. This includes interviewing the child’s caregivers (you)‚ taking a look in your child’s mouth‚ testing their hearing‚ and assessing their speech and language strengths and difficulties. Another test we have children complete to help us be more positive
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