tag:blogger.com,1999:blog-66399757974970189072024-03-05T16:50:56.526+08:00EaStSiDe NiGgER a.k.a Kishore01Eastside Nigger a.k.a Kishore01http://www.blogger.com/profile/09745849013859330637noreply@blogger.comBlogger16125tag:blogger.com,1999:blog-6639975797497018907.post-50387591031708517012013-03-12T17:45:00.001+08:002013-03-12T17:45:15.624+08:00Viswaroopam<div class="separator" style="clear: both; text-align: center;">
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<br />Eastside Nigger a.k.a Kishore01http://www.blogger.com/profile/09745849013859330637noreply@blogger.com0tag:blogger.com,1999:blog-6639975797497018907.post-24236084687744948682012-04-20T01:43:00.001+08:002012-04-20T01:43:51.746+08:00How To Use A Mind Map<iframe width="480" height="270" src="http://www.youtube.com/embed/L0XzZCd2tPE?fs=1" frameborder="0" allowFullScreen=""></iframe>Eastside Nigger a.k.a Kishore01http://www.blogger.com/profile/09745849013859330637noreply@blogger.com0tag:blogger.com,1999:blog-6639975797497018907.post-70592660716784543792012-04-20T01:41:00.001+08:002012-04-20T01:41:58.636+08:00How To Become A Brilliant English Teacher<iframe width="480" height="270" src="http://www.youtube.com/embed/tmdjEfuh8U8?fs=1" frameborder="0" allowFullScreen=""></iframe>Eastside Nigger a.k.a Kishore01http://www.blogger.com/profile/09745849013859330637noreply@blogger.com0tag:blogger.com,1999:blog-6639975797497018907.post-5703737961960479942012-04-20T01:32:00.000+08:002012-04-20T01:32:04.430+08:00Teaching Beginners<h2>
Goals and strategies in teaching beginners & elementary learners</h2>
(from a talk by Robert O'Neill circa 1980 post publication of "Kernel One")<br />
Goals can be classified by TYPE and STATUS. See "Bloom's Taxonomy of Educational Objectives"<br />
<b>TYPE</b><br />
<ol>
<li>Cognitive</li>
<li>Affective</li>
<li>Psycho-Motor </li>
</ol>
<b>STATUS</b>
<br />
<ol>
<li>Long term </li>
<li>Mid term </li>
<li>Short term.</li>
</ol>
Many basic mistakes are made by teachers because they do not pay
enough attention to Affective Goals and they fail to distinguish
sufficiently in their own teaching and analysis of other people's
teaching and materials between long/mid/short term goals.<br />
<b>Strategies: Expository</b><br />
<ol>
<li>Explaining</li>
<li>Focussing</li>
<li>Problem-setting</li>
<li>Exemplification</li>
<li>Correcting and</li>
<li>Model-Giving</li>
<li>Summarising.</li>
</ol>
<b>Strategies: Eliciting</b>
<br />
<ol>
<li>Questions</li>
<li>Drilling</li>
<li>Role-Simulation</li>
<li>Repetition</li>
<li>Recall</li>
<li>Modelling</li>
<li>Silence</li>
</ol>
<b>Strategies: Integrative</b>
<br />
<ol>
<li>Linking lesson-segments to lessons </li>
<li>Linking lesson-segments to blocks of lessons </li>
<li>Linking blocks of lessons to overall goals </li>
<li>Establishing rapport with the class</li>
<li>Establishing rapport and interaction between members of the class.</li>
</ol>
<br />
<b><u>TEACHING BEGINNERS:</u></b> with reference to <b>Robert O'Neill's</b> <i><u>Kernel One</u></i> 1978 Longman SB 51925 X TB 51926 8<br />
<b>Two basically different approaches to teaching beginners:</b><br />
<u>Approach One</u>:<br />
<ol>
<li>Select simple structures and vocabulary</li>
<li>Move from one step to the next slowly and carefully</li>
<li>emphasize accuracy throughout.</li>
</ol>
<u>Approach Two</u>:<br />
<ol>
<li>Select only according to strict functional criteria</li>
<li>Present & practise variety of structures and lexis in one lesson</li>
<li>Emphasize fluency rather than accuracy.</li>
</ol>
<b>Staged Progression (Kernel One):</b><br />
<ol>
<li>What's your name? My name is.. </li>
<li>What time is it? (1-6 o'clock) </li>
<li>What's his/her name? </li>
<li>What time is it? (7-12 o'clock) </li>
<li>Is/isn't a city/country ... is/isn't a big/small country ... is in ...</li>
<li>He/she is in ... Is he/she in..? Yes/No is/isn't </li>
<li>.. is a big/small country/city </li>
<li>Are you in..? Yes, I am/ No, I'm not.</li>
<li>He/She is from..... </li>
<li>Where's ...from? </li>
<li>Where are you from? I'm from.. </li>
<li>Are you from..? Yes, I am. No, I'm not. </li>
<li> ... is near... It's a town/city </li>
<li>He/She has got a bike/ small/big car. </li>
<li>What about you? I've got a... </li>
<li>I haven't got a.. He/She hasn't got a </li>
<li>Have you got a Has he got a phone/flat/house/bike? </li>
<li>Numbers 12-100.</li>
</ol>
<b>Themes and Operations to be distributed throughout the course:</b><br />
<ol>
<li>Talking about ones job, salary, colleagues </li>
<li>Describing ones own flat or house, giving such information as address, telephone number, how to get to where one lives </li>
<li>Describing ones own hobbies & interests </li>
<li>Getting information from others in reference to three above themes </li>
<li>Getting and giving opinions about films, books, clothes, food, other people's behaviour and tastes </li>
<li>Family, home and friends (describing relationships, "doing" socialising language)</li>
<li>Talking about, buying and ordering food & clothes </li>
<li>Making & getting suggestions about what to do, where to go in ones spare time </li>
<li>Giving & soliciting advice </li>
<li>Giving & getting instructions about how to do things. </li>
<li>Describing ones daily habits and routine. </li>
<li>Describing other states such as certainty, uncertainty and doubt =
expressing such things directly. Describing and inquiring about Cause
and Effect in various areas </li>
<li>Health, minor illnesses</li>
<li>Language associated with travel.</li>
</ol>
<b>TOPIC: Some examples of typical goals for elementary learners categorised according to status or term.</b><br />
<ol>
<li><b>SHORT TERM</b> Teach a few examples of the most frequent
questions we use to get information from and about other people's jobs,
nationality, where/live</li>
<li><b>MID TERM</b> Building on Wh corpus above, extend outwards to
other functions such as inquiring into cause, asking about
likes/dislikes. At the same time begin to contrast systematically the
difference in construction between simple & progressive Qs.</li>
<li><b>LONG TERM</b> Help the learner towards generative competence in
Giving & Getting information about oneself & other people,
asking for things, suggesting things, offering & refusing things.
Relate these utterances to the structural principles underlying them:<ul>
<li>Tense</li>
<li>Word Order</li>
<li>Modality.</li>
</ul>
</li>
</ol>
This will involve contrasting utterances like -
<br />
<ul>
<li>Can/Do/Did you (do)?</li>
<li>Are/Were you (doing)? </li>
<li>Have you (done) (been ....ing)?</li>
</ul>
<ul>
<li> Source:http://www.btinternet.com/~ted.power/esl1408.html </li>
</ul>Eastside Nigger a.k.a Kishore01http://www.blogger.com/profile/09745849013859330637noreply@blogger.com0tag:blogger.com,1999:blog-6639975797497018907.post-50733822310539504642012-04-20T01:29:00.001+08:002012-04-20T01:29:33.073+08:00English vocabulary<h2>
Key developments in the teaching of English vocabulary during the mid 20th century</h2>
<ul>
<li><b>1944 TWB The Teacher's Word Book of 30,000 words by Edward L. Thorndike and Irving Lodge</b> containing lists of the most frequent words in written English.<br />There are two semantic counts one by Thorndike & Lodge and another of the 570 commonest words by Lorge.</li>
<li><b>1953 GSL A General Service List of English Words by Michael West</b> Part 1 contains 20,000 words (those ocurring at least once per million words). Frequency is indicated on a scale of 1 to 5</li>
<li><b>1960 BSV A Basic Sight-Vocabulary by Dolch 220 words</b> had considerable influence in the teaching of reading at elementary level in the USA:<br />
<b>The basic words in Dolch's list are</b>: a about after again all
always am an and any are around as ask at ate away be because been
before best better big black blue both bring brown but buy by call came
can carry clean cold come could cut did do does done don't down draw
drink eat eight every fall far fast find first five fly for found four
from full funny gave get give go goes going good got green grow had has
have he help her here him his hold hot how hurt I if in into is it its
jump just keep kind know laugh let light like liitle live long look made
make many may me much must my myself never new no not now of off old on
once one only open or our out over own pick play please pretty pull put
ran read red ride right round run said saw say see seven shall she show
sing six sleep small so some soon start stop take tell ten thank that
the their them then there these they think this those three to today
together too try two under up upon us use very walk want warm was wash
we well went were what when where which white who why will wish with
work would write yellow yes you your<br /><br />
<b>Sight words</b> are words whose meaning the reader grasps so rapidly
that they "do not seem to come between him and meaning at all". They are
so common in reading matter that all children should know them
instantly by sight.<br /><br />
<b>"Basic"</b> because it includes the service words that are used in
writing whatever the subject: conjunctions, prepositions, pronouns,
adverbs, adjectives, auxiliary verbs and some regular verbs. No nouns
are included.<br /><br />
Dolch considers that nouns are in a different category because each
relates to a special subject matter. N.B. Wilga Rivers observes that L1
readers lean heavily on content words (nouns etc) to provide meaning. L2
readers can't draw on them so rapidly.</li>
<li><b>1965 L.A. Hill's 5 lists</b>: 500 750 1000 1500 2075 headword
vocabularies used by OUP authors. 3000 or even 5000 word vocabularies
are insufficient for fluent reading of all kinds of texts. Knowledge of
the most widely used words will serve as a basis for intelligent
guessing or inferencing when learners encounter unfamiliar content
words.</li>
<li><b>1968 The Longman Structural Readers Handbook</b> containing 2340
words. Note that 10,000 words are needed to read & understand an
English novel, looking up a maximum of 4 to 5 words per page.</li>
<li><b>1974 Longman Dictionary of Contemporary English</b> uses a
defining vocabulary of 2100 words. These are the words used in
formulating the dictionary definitions in order to make them
comprehensible to learners from non English language backgrounds.</li>
<li><b>1974 Oxford Advanced Learners Dictionary of Current English</b> containing 61,000 words</li>
<li><b>1980 Roland Hindmarsh's Cambridge English Lexicon:</b> words are
graded for difficulty on a scale of 1 to 7. Words within the 1-5 bands
are needed for candidates taking the Cambridge First Certificate in
English examination. Words in bands 6 - 7 are also needed for candidates
taking the Cambridge Proficiency in English examination.</li>
</ul>
<h2>
Vocabulary Selection Criteria</h2>
1960s-1970s approaches to vocabulary selection in English language teaching empahsized the following criteria:<br />
<ol>
<li>Frequency of use</li>
<li>Which style/register? Speech or writing?</li>
<li>Difficulty - appropriateness to level, Learnability & Teachability, Memory Load.</li>
<li>Pedagogic value in terms of the use of the vocabulary items in
delivering a structurally based syllabus: for example, volume 1 of
Geoffrey Broughton's "Success With English" coursebook [Penguin Books
1968], widely used in the late 1960s and early 1970s, introduced words
such as "plane", "wing", "tail", "monkey" in the early stages, because
they were easy for the artist to illustrate unambiguously and also
facilitated the course's structural gradation when they were recycled.
They were certainly not the most relevant or functional vocabulary items
to present to most learners using semantic criteria.</li>
</ol>
By the 1980s, functional load or communicative need became a key
criteria for vocabulary selection. By this time, syllabus guidelines
were being developed by <b>The Council of Europe</b> [see the updated version: <a href="http://www.amazon.co.uk/exec/obidos/ASIN/928712003X/thehistorofbr-21" target="am">Threshold Level 1990: Modern Languages</a>
- the syllabus specifications set by the Council of Europe for modern
language courses at the intermediate level]. Another influential work
was John Munby's <b>Communicative Syllabus Design</b> and works of a
similar nature began to appear in the late 1970s and early 1980s. It
would be a pretence to say that coursebook writers had not catered for
learners' needs and language in use before. However, the 1980s saw the
appearance of a few coursebooks which claimed to be "lexical" in their
approach in a communicative sense. <br /><br />Some of these
"lexically-based" coursebooks clearly lacked the structural thread which
most learners and teachers required and were never able to compete with
classics such as <b>Streamline Departures</b> [Oxford 1979]. The
Collins Cobuild project, using large corpuses of authentic texts (both
spoken and written) provided excellent offshoots in terms of
dictionaries and reference books (e.g. dictionaries of phrasal verbs).
However, coursebooks offered as offshoots from this project enjoyed a
limited shelf life. <br /><br />One explanation for their lack of popularity
with language learners and teachers is shortsightedness in defining
authenticity. The danger of lexical computing projects using authentic
texts from all walks of life lies in the list of lexical items which is
returned as the most frequent and therefore the most useful. You can end
up with a very generalized bag of useful words, which are not
especially useful in meeting the needs of language learners from non
English backgrounds studying at the elementary level in UK cities or
holiday resorts. <br /><br />The intuition of teachers working with these
learners, informed by direct knowledge of the social spheres determining
their immediate language needs (basic survival!), probably offers a
better means of vocabulary control, especially at the elementary level. A
teacher's attempt to simplify so that a beginner can have a chance of
understanding can also be considered an authentic use of language in its
own right. Both pedagogical and street environments can be included in
the definition of what is authentic. <br /><br />It is often stated that
texts should be more authentic as learners progress to higher levels.
However, English has an enormous vocabulary and contains far several
times the number of lexical items that any native speaker will manage to
learn in their lifetime. So even when second language learners are more
proficient, we should be careful not to turn our concordancers on
language data from all walks of life in selecting lexical content for
their courses. Many a stupid act has been committed in course and lesson
planning on the basis that learners are being given a chance to
experience authentic materials.<br /><br />A truly communicative language
course will consider the learners' language needs. Generalized findings
representing all walks of life will not return the best list of lexical
items to offer learners embarking on higher education in academic
institutions, jobs in hospital wards or work in a UK dockyard. More
recently, those involved in computational linguistics have categorized
corpus data so that syllabus and lesson planners can focus vocabulary
selection on particular occupational and social fields. There are now
several concordancers (some available on Internet web sites) which allow
users to target categories of corpus data which come closest to meeting
their needs.<br />
<br />
<h2>
Material on this site to improve survival vocabulary at beginners and elementary level:</h2>
<a href="http://www.btinternet.com/%7Eted.power/first.html">a graded reader for beginners</a><br />
<h2>
Materials on this site for higher level learners in need of more vocabulary for discussion of a wide range of topics:</h2>
<a href="http://www.btinternet.com/%7Eted.power/discuss.html">28 crosswords and vocabulary themes for discussion classes at higher levels</a><br />
<br />
source: http://www.btinternet.com/~ted.power/esl0220.htmlEastside Nigger a.k.a Kishore01http://www.blogger.com/profile/09745849013859330637noreply@blogger.com0tag:blogger.com,1999:blog-6639975797497018907.post-61663778421233602272012-04-20T01:26:00.000+08:002012-04-20T01:26:15.412+08:00Teaching English sounds<h2>
Priorities for phonology in the pronunciation class</h2>
Here are some of the main criteria:<br />
<ol>
<li><b>Comprehensible</b>: are learners able to identify the sounds and are their articulations understood by native speakers?</li>
<li><b>Social Acceptability</b>: are learners producing sounds that are aesthetically acceptable to the ears of native speakers?</li>
<li><b>Ease of Production</b>: do learners have a good chance of successfully learning to produce the sounds?</li>
<li><b>Number of familiar words (functional load)</b>: do the sounds occur frequently in essential &/or very useful words?</li>
<li><b>Likely to be a bad habit affecting other sounds</b>: are errors getting in the way of other important targets?</li>
</ol>
<h2>
Functional load, frequency and meaning</h2>
Confusing / θ / and / ð / will rarely lead to misunderstanding, but
confusing /s/ and / θ / , / ð / or /z/ can. This is likely to affect
learners of English from French, German, Italian, Chinese, Japanese or
Russian language backgrounds. Speakers of these languages do not have
separate phonemes for these English consonant sound contrasts.<br />
The consonant contrasts affect many common English words, so poor
production of these sounds will be noticeable. Teaching should focus on
both recognition and production. Difficulty of production should not be
too great, because the above consonant sounds are produced at the front
of the mouth i.e. this motor skill is not too difficult to learn.<br />
<h2>
How much phonetics and phonology do teachers and learners of English language need to know and use?</h2>
Language is a means of communication. Differences in sound systems
have a phonological basis: they depend on variation in speech organ
positions or breath control. Teachers must understand the physical
aspects of sound production.<br />
Teachers will not necessarily teach these to students, but this
knowledge will provide a basis for teachers to identify the physical
reasons for inaccurate approximations of foreign language sounds,
enabling them to give precise instructions which will help students
correct faulty pronunciation. Unless teachers understand how students
are using their speech organs in producing a native language sound and
what they should be doing to reproduce the foreign language sound
acceptably, teachers will not be able to help students beyond a certain
stage of earnest but inaccurate imitation. Incorrectly articulated
consonants will affect the production of vowels, as vowels will affect
consonants. Students therefore require steady practice and muscle
training. Pronunciation is a motor skill that needs practice.<br />
Phonology lessons will centre on:<br />
<ol>
<li>Hearing: physical demonstration. Discrimination exercises e.g. ship or sheep? / ɪ / or / i: / ?<br />Which vowel sounds occur in: "it", "bit", "eat", "fit", "feet", "seat", "sit" ?</li>
<li>Production. Physically making sounds.</li>
<li>Expanded contexts. Phrases and sentences as well as phonemes between closed consonants.</li>
</ol>
<div align="center">
Click <a href="http://www.btinternet.com/%7Eted.power/phono.html">HERE</a> for lists of <a href="http://www.btinternet.com/%7Eted.power/phono.html">COMMON ENGLISH PRONUNCIATION MISTAKES BY LANGUAGE BACKGROUND</a> and suggestions for learners and teachers. </div>
<h2>
Recommended materials for English phonology practice </h2>
<div align="left">
<a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521685273/thehistorofbr-21"><img alt="cover" border="0" hspace="3" src="http://www.btinternet.com/%7Eted.power/xprtot.jpg" vspace="3" /></a>
<a href="http://www.amazon.co.uk/exec/obidos/ASIN/052160673X/thehistorofbr-21"><img alt="cover" border="0" hspace="3" src="http://www.btinternet.com/%7Eted.power/xprsos.jpg" vspace="3" /></a>
<a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521206340/thehistorofbr-21" target="amuk"><img alt="cover" border="0" hspace="3" src="http://www.btinternet.com/%7Eted.power/xprepi.jpg" vspace="3" /></a>
<a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521452724/thehistorofbr-21" target="amuk"><img alt="cover" border="0" hspace="3" src="http://www.btinternet.com/%7Eted.power/xprepd.jpg" vspace="3" /></a>
<a href="http://www.amazon.co.uk/exec/obidos/ASIN/0582746213/thehistorofbr-21" target="amuk"><img alt="cover" border="0" hspace="3" src="http://www.btinternet.com/%7Eted.power/xprtep.jpg" vspace="3" /></a></div>
[L1]-[L2] <a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521685273/thehistorofbr-21">Tree or Three? : Student Book</a> (2nd Edition) and 3 audio CDs - by Ann Baker, Leslie Marshall [****]<br />
[L2]-[L4] <a href="http://www.amazon.co.uk/exec/obidos/ASIN/052160673X/thehistorofbr-21">Ship or Sheep?</a> Student Book (third edition) and 4 audio CDs - by Ann Baker [*****]<br />
[L2]-[L4] <a href="http://www.amazon.co.uk/exec/obidos/ASIN/052169373X/thehistorofbr-21">English Pronunciation in Use Elementary Book</a> with Answers, 5 Audio CDs & CD-ROM by Sylvie Donna and Jonathan Mark<br />
[L3]-[L5] <a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521206340/thehistorofbr-21">English Pronunciation Illustrated: Student Book</a> John Trim, Peter Kneebone [*****][excellent collection of minimal pairs] <br />
[L3]-[L5] <a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521263506/thehistorofbr-21">English Pronunciation Illustrated: Cassette</a> <br />
[L3]-[L5] <a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521687527/thehistorofbr-21">English Pronunciation in Use Intermediate Book</a> with Answers, Audio CDs and CD-ROM by Mark Hancock<br />
[L3]-[L5] <a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521269385/thehistorofbr-21">Elements of Pronunciation</a> Colin Mortimer [*****] [covers consonant clusters, link up, contractions, weak forms, stress patterns]<br />
[L3]-[L5] <a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521263344/thehistorofbr-21">Elements of Pronunciation</a> Set of 4 Cassettes<br />
[L4]-[L6] <a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521619602/thehistorofbr-21">English Pronunciation in Use Advanced Book</a> with Answers, 5 Audio CDs and CD-ROM by Martin Hewings<br />
<h2>
Phonetics and phonology: resources for teacher development </h2>
<a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521779391/thehistorofbr-21">Learner English</a> Michael Swan (Ed.), Bernard Smith (Ed.) [*****] [covers common phonological & grammatical errors by language background] <br />
<a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521774977/thehistorofbr-21">Learner English: Audio Cassette</a> <br />
<a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521000246/thehistorofbr-21">Learner English: Audio CD</a> <br />
<a href="http://www.amazon.co.uk/exec/obidos/ASIN/190466900X/thehistorofbr-21">Phonetics for Learners of English Pronunciation</a> (book and audio CD) by Marianne Jordan<br />
<a href="http://www.amazon.co.uk/exec/obidos/ASIN/0582364671/thehistorofbr-21">Longman Pronunciation Dictionary</a> by J. C. Wells [*****] [by an expert in the field] [published 2000]<br />
<a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521680875/thehistorofbr-21">Cambridge English Pronouncing Dictionary (17th Edition)</a> with CD-ROM by Daniel Jones, Peter Roach, James Hartman and Jane Setter [*****]<br />
<a href="http://www.amazon.co.uk/exec/obidos/ASIN/0194371972/thehistorofbr-21%3EPronunciation%3C/a%3E%20Dalton,%20Seidlhofer,%20Candlin,%20Widdowson%20%3Cbr%20/%3E%3Ca%20href=">The Communicative Value of Intonation in English</a> David Brazil (Ed.) et al [Brazil's system for describing how intonation works]<br />
<a href="http://www.amazon.co.uk/exec/obidos/ASIN/0582746213/thehistorofbr-21" target="amuk">Teaching English Pronunciation</a> Joanne Kenworthy [ Good for language teachers embarking on the theory and practice ]<br />
<a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521786134/thehistorofbr-21" target="amuk">English Phonetics and Phonology</a>
Peter Roach [A Practical Course: good for higher level learners as well
as teachers. Accompanying audio recording also available ]<br />
<a href="http://www.amazon.co.uk/exec/obidos/ASIN/0155073192/thehistorofbr-21" target="amuk">A Course in Phonetics</a> by Peter Ladefoget [ 9th August 2000 ]<br />
This book [ originally published in 1975 ] has also been through several
editions and is still acknowledged as the best course for university
undergraduates seriously interested in articulatory phonetics. Like the
above title, it is offered as a "course", though it sufficienty
comprehensive to satisfy the needs of students of linguistics.
"Phonetics" focuses on "the production of sounds", while "Phonology"
extends to the "study of sounds within a language system". Students
whose practical and linguistic interests relate directly to the English
language, should consider an easy practice book from the section above
or the next title in this section by A. C. Gimson.<br />
<a href="http://www.amazon.co.uk/exec/obidos/ASIN/0340759720/thehistorofbr-21" target="amuk">Gimson's Pronunciation of English</a> [ 2nd March, 2001 ]<br />
Originally published in 1962 as "An introduction to the pronunciation of
English", there has been nothing to better this course, which covers
the production of speech, sounds in a language, the English vowel sounds
and the English consonant sounds as well as social (e.g. Received
Pronunciation), geographical (e.g. Regional Variations) and historical
perspectives.<br />
<a href="http://www.amazon.co.uk/exec/obidos/ASIN/0340614455/thehistorofbr-21" target="amuk">English Accents and Dialects: An Introduction To Social And Regional Varieties Of English In The British Isles</a> by Arthur Hughes and Peter Trudgill<br />
This book is most suited to students of sociolinguistics who wish to
sample variations from "received pronunciation" within the geographical
regions specified in the title. The level of analysis is for people with
a background in linguistics. However, an actor or actress wishing to
perfect their Lowland Scots, Devon or Dublin accent and to pick up some
of the lexical items in a particular dialect, may find this a valuable
source. There is an accompanying audio cassette.<br />
<a href="http://www.amazon.co.uk/exec/obidos/ASIN/0713163623/thehistorofbr-21" target="amuk">International English: A Guide to Varieties of Standard English</a> by Peter Trudgill and Jean Hannah<br />
This study takes English beyond the British Isles. Here the analysis
focuses on variations from "received pronunciation" across Continents.
"International English" covers the distinctive features of English in
England, Australia, New Zealand, South Africa, Wales, the USA, Canada,
Ireland, the West Indies, West Africa and India. Again, the work is
probably most likely to appeal to students of sociolinguistics (language
and society) at university level. However, this and the previous title
make excellent background reading for any student undertaking stylistic
analysis of any regional, social or occupational variety of English.
Sixth formers in UK Secondary Schools are now continuously assessed on
project work, which may include a study of the language of journalism
(news reports), advertising, pop music, fashion, teenagers or other
social groups. These projects are usually functionally based and
adequate attention is usually given to language function and lexis.
Further consideration could probably be extended to how phonetic &
phonological features help to recognise the functions of professional
and/or social registers. Some background in phonetics or phonology is
really needed to get the most out of these works.<br /><br />
<a href="http://www.amazon.co.uk/exec/obidos/ASIN/0521637511/thehistorofbr-21">Handbook of the International Phonetic Association: A Guide to the use of the International Phonetic Alphabet</a><br />
The headquarters of IPA is in University College London, which has been
graced by the presence of many of the UK's best linguists, especially
those specialising in phonetics and phonology. If you are looking
towards a recognised qualification in both the practice and theory of
phonetics, then the handbook will allow you to see the IPA Chart and
will give you some idea of the number of sounds you will have to cover,
including the bilabial click (a kissing sound which exists in several
African languages, though not in English!). Likely candidates for the
recognised public examination include linguists who are expected to be
able to transcribe speech or speech therapists who are expected to have a
thorough knowledge of speech organs and the methods of articulation.
Linguists such as David Crystal have made valuable contributions both to
language teaching theory and to description of language disability.
There are careers for good phoneticians both in education and the health
service at levels ranging from classroom teacher or practical therapist
to senior researcher.<br />
<h2>
Academic research</h2>
<b><a href="http://www.phon.ucl.ac.uk/resource/index.html">Educational resources for phonetics and phonology</a> from University College London.</b><br />
People from various fields (higher education, language disability,
drama) who wish to pursue an interest in phonology (e.g. for doctoral
research) should take <a href="http://www.phon.ucl.ac.uk/courses/pg/maphonol.html">this link</a> for a description of the <a href="http://www.phon.ucl.ac.uk/courses/pg/maphonol.html">MA in Phonology</a> offered at University College London - the home of the International Phonetic Alphabet.<br />
If you want to sample a text book for the study of speech pathology
and audiology (which you may well use on a UCL course), take the link to
<a href="http://www.amazon.co.uk/exec/obidos/ASIN/0582746213/thehistorofbr-21" target="amuk">a Speech Science Primer</a>: Physiology, Acoustics, and Perception of Speech.<br />
<br />
Source: http://www.btinternet.com/~ted.power/esl0104.htmlEastside Nigger a.k.a Kishore01http://www.blogger.com/profile/09745849013859330637noreply@blogger.com0tag:blogger.com,1999:blog-6639975797497018907.post-60823334828576915572011-02-08T08:31:00.001+08:002011-02-08T08:31:54.569+08:00Conjunctions<a href="http://www.englishexercises.org/makeagame/viewgame.asp?id=1676">and, so, but, because</a>, by atriara<br />Find this and other <a href="http://www.englishexercises.org/buscador/buscar.asp?nivel=any&age=0&tipo=any&contents=conjunctions">conjunctions exercises</a> in <a href="http://www.englishexercises.org">English Exercises .org</a>Eastside Nigger a.k.a Kishore01http://www.blogger.com/profile/09745849013859330637noreply@blogger.com1tag:blogger.com,1999:blog-6639975797497018907.post-81969539041519366852011-02-08T08:25:00.001+08:002011-02-08T08:30:39.874+08:00Conjunction ExerciseDear students,<br />Try this activity on conjunctions.<br />Please print out the results and pass it up to me.<br />Best Wishes,<br />Mr. Kishore Kumar<br /><br />click here: <a href="http://www.bradleys-english-school.com/online/multiplechoice/conj.html">http://www.bradleys-english-school.com/online/multiplechoice/conj.html<br /></a>Eastside Nigger a.k.a Kishore01http://www.blogger.com/profile/09745849013859330637noreply@blogger.com0tag:blogger.com,1999:blog-6639975797497018907.post-20704992098930536892007-04-06T10:11:00.000+08:002007-04-06T10:57:50.192+08:005th posting....Computer assisted language is an important aspect in testing ones' level of proficiency in language especially in English.English has known as the language of commerce and international language. if we want to be fluent and expert in English, online English test is one of the way to do it! <br /> There are many websites that offers online language testing. There are many interactive and interesting test that is conducted to test the language level among lecturers and among students. in these online language testing websites the test is conducted and results are provided in an instant with the complete answer and explanation for their wrong answer after the test.Computer-assisted language tests can be individually administered, even on a walk-in basis. Thus group-administered tests and all of the organizational constraints that they impose will no longer be necessary.time limits are not necessary. Students can be given as much time as they need to finish a given test without the watchful eyes of any person.in the other hand cheating will arise but this problems can be handled with a good planning.<br /> Fill in the blanks,True or false,Multiple-choice,Multiple answer.Matching.Ordering,and Short essay are the activities that been offered to test ones ability. these are interactive test but the student or the lecturer can toggle the level of difficulties.Like an saying, don't limit your challenge, challenge your limit.Online language testing or computer assisted language testing offers help to those who had been required to do all of their writing assignments in the course on a PC.<br /> This shows the importance of ICT in language learning.We can deny the major role that ICT had been playing in language testing and learning in third world country like Malaysia,which English is a second language.Online or computer assisted language learning helps student and lecturers to mark their level in the language.Eastside Nigger a.k.a Kishore01http://www.blogger.com/profile/09745849013859330637noreply@blogger.com1tag:blogger.com,1999:blog-6639975797497018907.post-6246925023607461142007-03-29T11:40:00.000+08:002007-03-29T16:59:50.795+08:004th Posting....Topic of my choice is “e-learning for language studies” and search from three online databases subscribe by Tun Sri Lanang Library. I think that e-learning and language suit me the best because I am a ELS Student. So, at last I decided to choose this topic .<br />From ProQuest, a journal entitled “Strategizing for workplace e-learning: some critical considerations” had been found. From this journal, it states that the purpose of this work is twofold. First, the vagueness of e-learning terminology is explored as a premise that the uncritical use of language reflects uncritical approaches to e-learning. North American practitioner literature is then reviewed to examine the way in which e-learning vocabulary and metaphors reveal the attitudes and values that executive decision-makers and analysts bring to bear on organizational e-learning strategies. This review lends perspective to the values and priorities of executive decision makers in practice, showing that a broader understanding of workers' learning and affective needs is required if e-learning is to be applied effectively toward developing creative, productive, satisfying and sustainable learning organizations. Organizational decision makers should seek the input and perspective of multiple stakeholders to ensure that e-learning strategies are appropriate not only in terms of financial and technological feasibility but also in the interests of lasting positive effects on employees and organizational culture.<br />Secondly, I search from EBSCOhost about “e-learning and fluency disorders”. This journal discuss about examines the significance of e-learning for the treatment of fluency disorders. Provision of a cost-effective way to develop unique training experiences for virtually every learner; opportunities for novices in the field to learn new skills without compromising the well-being of themselves or consumers; value of the patient simulation technology tool that displays clinical scenarios in which learning must self-generate an appropriate solution.<br />Finally,I have visited Blackwell Synergy. A journal entitled “Journal of Computer Assisted Learning” has been found. From this journal, we can know that e-learning is a complex process, which involves many factors including infrastructure, quality of content and assessment, quality of learner support systems, assumptions made by learners and educators about the learning experience itself and peer support networks for learners and educators. Lecturers need to constantly consider, evaluate and adjust these factors to provide effective e-learning environments for students. It also report that the design and development of the Online Learning Environment Survey (OLES), which is an instrument that can be used to gather and represent data on students' 'actual' (experienced) and 'preferred' (ideal) learning environments. They describe the use of this instrument in blended learning environments with university classes, illustrating how OLES can be used by educators striving for good practice in the design of effective online learning environments.<br /><br />This posting really challenge my creativity to analyze a journal,which is totally alien for me. i have learn alot in this posting. I learned to look for information in online journal. this skill is important for every graduate to know this.it was a new agenda for me and I learned alot from the posting.Eastside Nigger a.k.a Kishore01http://www.blogger.com/profile/09745849013859330637noreply@blogger.com1tag:blogger.com,1999:blog-6639975797497018907.post-49268610669046559552007-03-22T02:28:00.000+08:002007-03-22T02:31:58.594+08:003rd posting......My understanding about blogging is it a good way to share ones thoughts and ideas with people around the world. Blog is like an online diary in cyber world that transcends boundaries. It ia also a good way to put up information which can be used by other for their research and other relevant uses. It also helps people to express their feelings and record events in life, which are important. Blogging also can expand ones ability to think and analyze facts and figures by referring others blogs One can express thoughts without any setbacks, and worries that people will criticize you. <br /> Blogging is quite new for me. If it not because of this course I would not be creating a blog post my assignments on it. Blogging is an ongoing learning process which is ever changing and challenging for some. I am also able to express my ideas using pictures and music. I can also customize my blog to suit my taste and style. Blogging can show the real side of a person.<br /> There are also advantages and disadvantages of using blogs. The advantages are freedom of speech and expressing thoughts, giving useful information about an issue or research, and connect people beyond boundaries to share feelings and ideas without any obstacles. It also can be used as a platform to post journals.<br /> There are also disadvantages of blogging is there is no privacy and misuse the freedom of the blogging world. There is no privacy in blogging. One cannot post anything that is personal to someone or somebody. Blog are also misused to spread pornographic, gossips, prostitution and rumors which are detrimental to our society. This is major setback blogger community in cyber world.<br /> Blogs can be used as place to put up journals, share music, share picture, ideas and much more. Blogs also can be use as medium to express feeling and thoughts about politics, and economics and social of a country. The blog also can be used as medium to spread news of an event or happeningEastside Nigger a.k.a Kishore01http://www.blogger.com/profile/09745849013859330637noreply@blogger.com1tag:blogger.com,1999:blog-6639975797497018907.post-87776534471064210132007-03-15T10:52:00.000+08:002007-03-15T10:53:39.526+08:00relax....<embed src="http://apps.rockyou.com/rockyou.swf?instanceid=59904297&ver=102906" quality="high" salign="lt" width="426" height="320" wmode="transparent" name="rockyou" type="application/x-shockwave-flash" pluginspage="http://www.macromedia.com/go/getflashplayer"/></embed><br><img src="http://apps.rockyou.com/dot/SS/7AAF-2.gif"><a href="http://www.rockyou.com?type=slideshow&refid=59904297"><img style="border:0px;" src="http://apps.rockyou.com/images/tail_logo.gif"></a><a target="_BLANK" href="http://www.rockyou.com/slideshow-create.php?refid=59904297"><img style="border:0px;" src="http://apps.rockyou.com/images/tail_create.gif"></a>Eastside Nigger a.k.a Kishore01http://www.blogger.com/profile/09745849013859330637noreply@blogger.com0tag:blogger.com,1999:blog-6639975797497018907.post-64595466500296781232007-03-15T09:56:00.000+08:002007-03-15T10:24:50.389+08:00A summary of beyond concordance lines<p class="MsoNormal" style="text-indent: 0.5in;">The language corpus offers is a useful resource in language learning. We can detect language corpus in normal dictionary and teaching aids. Language corpus or concordance is getting easier by the day because of the introduction of certain programs such as Wordsmith, MonoConc Pro and Microconcord. These programs assist in the tedious task in analyzing language and greatly extend the potential of a corpus in language pedagogy. This way language learner can discover how words and grammatical construction are used. This help the language learners to interest in language learning than bored of the rules. New software helps learners by giving additional information to corpus studies. In Malaysian context the analysis of language corpora is limited and unavailable by-and large.<span style=""> </span></p>Eastside Nigger a.k.a Kishore01http://www.blogger.com/profile/09745849013859330637noreply@blogger.com0tag:blogger.com,1999:blog-6639975797497018907.post-65983149169468622222007-03-07T20:13:00.000+08:002007-03-07T20:14:15.010+08:00Difference and similarities between chat, sms and email language<p class="MsoNormal" style="text-indent: 0.5in;">There are many differences and similarities between e-mail (electronic mail), chat, and sms (short messaging system).</p> <p class="MsoNormal" style="text-indent: 0.5in;"><o:p> </o:p></p> <p class="MsoNormal" style="text-indent: 0.5in;"><span style=""> </span>The similarities are the way we write the message. There are usage of short forms, code switching, and the usage of emoticons. There maybe grammatical errors. In these three, the emoticons and smiley are used to convey emotions, which is not only limited with words. These mediums are synchronous or simultaneous where data are sent and received at the same time. Email, sms, and chat involve both sender and receiver.</p> <p class="MsoNormal"><span style=""> </span><span style=""> </span></p> <p class="MsoNormal"><span style=""> </span>The one of the difference between email, chat, and sms are the formats. Sms are often short in characters. This is because the characters are limited and there are shorter forms are used. Sender cannot attach heavy files in sms.</p> <p class="MsoNormal"><span style=""> </span></p> <p class="MsoNormal"><span style=""> </span>Chat in the other hand in , the format is like a online conversation. There are more colorful graphics and audios involved in chatting. The sender should be fast to type the conversation in order the receiver on the other end can reply fast. The language is simpler than email language.</p> <p class="MsoNormal"><o:p> </o:p></p> <p class="MsoNormal"><span style=""> </span>Meanwhile, in emails more characters can be used. The format is different from chat and sms. Sometimes emails are used for official works. Then the language is in a formal way. The sender can attach bigger size files. Sender and receiver must have an email account which has storage until 1 gigabyte.</p>Eastside Nigger a.k.a Kishore01http://www.blogger.com/profile/09745849013859330637noreply@blogger.com0tag:blogger.com,1999:blog-6639975797497018907.post-18491324803239608892007-03-01T12:53:00.001+08:002008-12-09T05:56:34.211+08:00da mafia himself........<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNBlGl1FFtqWSAuY3PhVmQ0VnYYNbeutXdkhoZa_I1eqzgZagAi4AzfWgcTiTaTTnRF-dGcu11OY-TQ1S8I5AfxNqB2xhyXNz7Lhzc0Ez9C2caTy5d4Hc1mDVJ0DDd7-tY1rh2rYgJFG0/s1600-h/430676319l.jpg"><img id="BLOGGER_PHOTO_ID_5036814769704068466" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; CURSOR: hand" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNBlGl1FFtqWSAuY3PhVmQ0VnYYNbeutXdkhoZa_I1eqzgZagAi4AzfWgcTiTaTTnRF-dGcu11OY-TQ1S8I5AfxNqB2xhyXNz7Lhzc0Ez9C2caTy5d4Hc1mDVJ0DDd7-tY1rh2rYgJFG0/s320/430676319l.jpg" border="0" /></a><br /><div></div>Eastside Nigger a.k.a Kishore01http://www.blogger.com/profile/09745849013859330637noreply@blogger.com1tag:blogger.com,1999:blog-6639975797497018907.post-42037497377304397312007-03-01T12:46:00.000+08:002008-12-09T05:56:34.327+08:00<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGFusNr0JWckyn3CnGRrzk0tMY3BnJ6vL7B03aCdlB3jaH_jjdMbtJocFPMsQJzevPDmD623H0s4u2iqBmCjN5Vh0BP3yfCMmhBMdc8DO8JvKaDEAAJpYyNgzTD8ysnEhyhB7G6iditu4/s1600-h/803010946l.jpg"><img id="BLOGGER_PHOTO_ID_5036814374567077218" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; CURSOR: hand" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGFusNr0JWckyn3CnGRrzk0tMY3BnJ6vL7B03aCdlB3jaH_jjdMbtJocFPMsQJzevPDmD623H0s4u2iqBmCjN5Vh0BP3yfCMmhBMdc8DO8JvKaDEAAJpYyNgzTD8ysnEhyhB7G6iditu4/s320/803010946l.jpg" border="0" /></a><br /><div>BEwaRe!!!!!!!</div><div>No KIDS PLZ!</div>Eastside Nigger a.k.a Kishore01http://www.blogger.com/profile/09745849013859330637noreply@blogger.com0