Language Is A Common Mistake

Language Is A Common Mistake
There is a common mistake that individuals make when discussing if someone has learned a language or not. Most people believe that learning a
language is about speaking, but it is also about understanding and comprehending language itself as well. For humans, majority talk about when their
child first starts to speak as the moment they accredit them with learning the language. In actuality, the learning starts well before that. The research
suggests that language is a complex system that starts with language distinguishing at only hours old and progresses to using semantics effectively at
about 2 years old. These early years are a sensitive period in the child's life, where the capacity to learn language is at its all time high. To properly
illustrate this process, we must go in chronological order starting from before the child even emerges into the world.
I have found that a human's first concept of language is acquired in the womb, about 10 weeks prior to the child's birth (McElroy, 2013). A study by the
National Institutes of Health and Pacific Lutheran University's S. Erving Severtson Forest Foundation Undergraduate Research Program proves this
theory. The theory is based upon the hypothesis thatinfant's, only hours old, are able to distinguish between their native and foreign languages
(McElroy, 2013). The thought of language beginning to being learned in the womb is not that outrageous given that at thirty weeks of pregnancy the
fetus develops sensory and brain
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Developmental Changes Of Temporal And Spectral Parameters
Tatiana Lyons SLHS3305W Assignment Three 12/1/16 Research Article Critique Lee, Potamianos, and Narayanan studied acoustics of children's
speech: developmental changes of temporal and spectral parameters in 1998. The researchers conducted the study to explore the relationships
between different aspects of speech (formant frequencies, fundamental frequency, and segmentation patterns) and age and gender. Better
understanding of these relationships would provide information that could be used to improve technology used for speech recognition, which is
necessary because speech recognition technology often has trouble recognizing children's speech (p. 1455). In addition, the authors stated, "a more
chronologically detailed acoustic database (p. 1455) could provide important information regarding the relationships between "developmental
acoustic patterns" and "underlying anatomical and neuromuscular development" (p. 1455). Two hundred and twenty nine male speakers and 207
female speakers in between the ages of five and 18 as well as 29 male speakers and 27 female speakers in between the ages of 25 and 50
participated in the study. Researchers asked the participants to read five different sentences off of a computer screen, and each sentence appeared
twice in a session. Younger participants read single words, and if a participant did not know how to read a particular word or sentence, they listened to
a recording. The words and sentences were chosen because they consisted vowels

English As A Class Room Setting For Three Years Essay
Introduction: I was born in Sacramento, California but was raised in Southern California since I was two years old. My parents have always
spoke four different languages but opted to only use one language around their children and that language was English. English was the only
language I developed during my critical age. Of course going to school here in America furthered my education in English. Throughout all my
schooling, even here at UCLA, there has always been requirements to take English classes that requires you to read, write and speak. As my first
and only language, English is my only way to communicate with others. Contrary to my one language, my parents both spoke four different
languages. One being English and three other dialects from the Philippines called Tagalog, Panasinan, and Ilocano. While my parents raised me,
they rarely used these three Filipino dialects but I was able to pick up a few words from each. In high school, I had the opportunity to study Tagalog
in a class room setting for three years. In this class we were taught how to read, speak and write in Tagalog. Everyday lessons include grammar
lessons, watching films, reciting phrases and working on work sheets to test our knowledge. Unfortunately, the class was not very effective, even when
supplemented with some small lessons taught by my parents at home. Honestly, I do not remember much of the information I learned in that class for
the last three years. The only place I would use my Tagalog

Phonetics of English
Phonetics of English
Outline
1.Classification of English consonants
2.Classification of English vowels
3.Modifications of consonants and vowels
4.British and American pronunciation models. Most distinctive features of American English pronunciation
5.Suprasegmental phonetics
1. Classification of English consonants
Russian phoneticians classify consonants according to the following principles: i) degree of noise; ii) place of articulation; iii) manner of articulation;
iv) position of the soft palate; v) force of articulation.
(I) There are few ways of seeing situation concerning the classification of English consonants. According to V.A. Vassilyev primary importance should
be given to the type of obstruction and the manner of ... Show more content on Helpwriting.net ...
Russian phoneticians suggest a classification of vowels according to the following principles: 1) stability of articulation; 2) tongue position; 3) lip
position; 4) character of the vowel end; 5) length; 6) tenseness.
1. Stability of articulation. This principle is not singled out by British and American phoneticians. According to Russian scholars vowels are subdivided
into: a) monophthongs (the tongue position is stable); b) diphthongs (it changes, that is the tongue moves from one position to another); c)
diphthongoids (an intermediate case, when the change in the position is fairly weak).
Diphthongs are defined differently by different authors. A.C. Gimson, for example, distinguishes 20 vocalic phonemes which are made of vowels and
vowel glides. D. Jones defines diphthongs as unisyllabic gliding sounds in the articulation of which the organs of speech start from one position and
then glide to another position. There are two vowels in English [i:, u:] that may have a diphthongal glide where they have full length, and the tendency
for diphthongization is becoming gradually stronger.
2. The position of the tongue. According to the horizontal movement Russian phoneticians distinguish five classes: 1) front; 2) front–retracted; 3)
central; 4) back; 5) back–advanced.
British phoneticians do not single out the classes of front–retracted and back–advanced vowels. So both [i:] and [ЙЄ] are classed as front, and both [u:]
and [пЃ•] are classed as back.

The way British and

Music from All over the World Presents a Range of Musical...
Music from all over the world presents a range of musical theories. Some of these are documented in writing whilst others are transmitted orally.
Discuss and give examples with reference to both Western and non–Western music.
Music Theory can be understood as chiefly the study of the structure of music. With the idea of both written and oral notation, it may be understood
through recognized systems of indication, and used as systems of memorizing and transmitting the theories themselves. Western music theory is
significant for its quantity and range whilst those of non–Western traditions are also notable in possessing major works of theoretical oration and
literature.
Melodies for texts of the liturgy of the early Western Church were... Show more content on Helpwriting.net ...
Another method that was used in enriching a melody was by doubling it through the use of parallel consonant intervals. This practice was already
employed in the ninth century treatises 'Musica enchiriadis' and 'Scolica enchiriadis', and the term organum was adopted for several styles of polyphony
illustrating two or more voices singing different notes in pleasing combinations according to the set system. The various styles of organum – such as
parallel organum, mixed parallel and oblique organum, and free organum – illustrated in 'Musica enchiriadis' were ways for singers to embellish chant
in performance based on given rules for developing added voices from the chant. Guido of Arezzo described organum in his 'Micrologus', allowing a
range of choices that could result in a variety of organal voices merging oblique and parallel motion. In most cases, these organal voices were
composed orally, either improvised by a soloist or rehearsed beforehand.
Evidence for such oral composition can be seen in the 'Winchester Troper'; a manuscript of tropes and other liturgical music from an English
monastery in Winchester. It contains 174 organa where only the organal voices are notated in neumes which do not indicate exact pitches but serve as
a reminder for a singer who already knows the music. This strongly suggests that the organal voices were composed and transmitted orally and were
written down as an aid to memory.
The earliest

THE USING OF COMMUNICATIVE LANGUAGE TEACHING APPROACH IN...
THE USING OF COMMUNICATIVE LANGUAGE TEACHING
APPROACH IN TEACHING SPEAKING
Markus Dimu Radja
ABSTRACT
In teaching speaking teachers should know a).the concept of speaking, the element of the sound for instance phonemes because some of the students
and including teachers still find difficulties in pronouncing them and b).models of learning and teaching and focused on CLT . Common to all version
of Communicative Language Teaching is a theory of language teaching that stars from a communicative model of language and language use, and that
seeks to translate this into design for an instructional system, for material, for teacher and learner roles and behaviors, and for classroom activities and
technique. The range of exercise types and ... Show more content on Helpwriting.net ...
The message can not be understood when pronunciation is not clear This is the evidence that mispronunciation can cause the students to have
misunderstanding. Below is a review of twenty vowel phonemes.
1. Twenty Vowel Phonemes
Studying a target language means studying its elements, which consist of phonemes, morphemes, syntax and lexicon. Phonemes refer to words, syntax
refers to grammar and structure and lexicon refers to meaning.
I will mentioned the 20 vowel phonemes, those are :
5 Long vowel phonemes : i : – bee, see, knee, etc. a : – barn, far, car, etc.
пЂ пЂ пЂ пЂ пЂ вЉѓ: – born, corn, thorn, etc. u : – boon, soon, moon, etc. 3 : в€‚п
Ђ : – burn, earn, learn, etc.
7 Short vowel phonemes : i – it, bit, hit, etc.
пЂ пЂ пЂ пЂ пЂ пЂ в€§п
Ђ пЂ пЂ – up, shut, cut, hut, etc.
пЂ пЂ пЂ пЂ пЂ вЉѓ: – pot, hot, top, fox, etc. e – pet, pen red, wet, etc. ae – cat, hat, black, bat, etc. Й™ – a long, ago, away, etc.
8 Diphthongs :

пЂ пЂ пЂ пЂ пЂ вЉѓ: – boy, toy, coin, etc. ai– buy, guy, shy, why, etc. ei– bay, say, way, gay, ray, etc.
пЂ пЂ пЂ пЂ пЂ в€
ЄпЂ в€‚п
Ђ – poor, tour, sure etc. i в€‚п
Ђ – ear, hear, tear, etc. EЙ™]– share, care, where, air, etc. ou – no, show, so, though, etc.
au – now, about, aloud etc.
Long vowels : i : – bean
пЂ пЂ пЂ в€
ЄпЂ : – boon a : – barn
пЂ пЂ вЉѓ: – born

Differences And Differences Between Arabic And English
LEBANESE INTERNATIONAL UNIVERSITY
SCHOOL OF EDUCATION
DEPARTMENT OF ENGLISH
Spring 2015 – 2016
Research paper
Differences between Arabic and English Languages
Introduction to Linguistics
EDUC 360
Name: Soumaya Hajjoul
ID #: 11230404
Date: May 17, 2016
Instructor: Dr. Yaaccoub Hammoud
Outline:
I.Introduction to Language in General a– History of Arabic Language
II.Arabic and English language characteristics in translation
1–Methodology a– Translation of verb phrases b– Translation of noun phrases
III.Difference In English And Arabic Languages a– Vocabulary b– Grammar c– Phonology d– Alphabet
IV.Which language is more used according to some Statistical researches
V.Result and Comparison in Having different languages
One of the features that distinguish humans from other species is the fact that we use language as a means of communication. It belongs to the Semitic

Language family; hence its grammar is very different from English. And Arabic... Show more content on Helpwriting.net ...
This further makes learning Arabic more difficult. There are some words that we use them in English are borrowed from the Arabic language, like
the word 'Ш¬ШЁШ±' which is Algebra in English. However English speakers borrowed the word alcohol from the word 'ЩѓЩ‡Щ„' which refers to
the dark eye–shadow.
There are a lot of differences between Arabic and English Language, according to the vowels, Arabic has 28 consonants while English has 24
consonants. Short vowels are unimportant in Arabic, and indeed do not appear in writing. However English has about three times as many vowel
sounds as Arabic, so it is inevitable that beginning learners will fail to distinguish between some of the words they heat, such as shipsheep or badbed,
and will have difficulties saying such words correctly. The English vowel system presents major problems for Arab learners of English both in terms of
pronunciation and

Evaluating Kamil's Instructional Level And Needs
The examiner conducted several assessments in order to determine Kamil's instructional level and needs in the area of decoding, attitude about reading
as well as his ability to comprehend and retell a text. The information derived from the series of assessments has helped plan for meaningful instruction,
which in the opinion of examiner will meet Kamil's instructional needs and support the increase of motivation towards reading. Below are the
recommendations for each area of the instructional need.
Attitude about Reading The Motivation to Read Profile survey reveals that Kamil feels good as a reader and he has a positive attitude towards
reading. He also seems to read books which he chooses by himself and which are mostly comic books. Therefore, it is important to improve Kamil's
motivation and engagement in choosing various genres of literature in order to expose him to the complex nature of English language. One way to
increase Kamil's desire to reach for a wide variety of books is implementing activity titled Three–piece Kits (Edmunds & Bauserman, 2006). The
teacher creates a three–piece kit containing three different types and/or genres of books in a bag. The kit should contain a narrative text, a poem and
an expository book on a topic Kamil finds interesting. For example, Kamil's teacher can collect an autobiography/narrative book titled Knucklehead, a
collection of war poems and an informational book about World War I/II. Kamil may find these books interesting

I Feel That This Assessment Overall Went Pretty Well
I feel that this assessment overall went pretty well. Miss. S. had me work with three students individually, and these students ranged from high
performance to low performance. I thought this was a good choice so I could experience difference between the different developmental levels of the
students. I performed the assessment on October 14th of 2016, in Miss. S's classroom during the student's free choice time. Of the three students that
participated, one of the students receives speech therapy. The first student that I assessed was Child 1, and he doesn't receive extra services. Johnathan
did really well overall, but did struggle with some words. I feel that Johnathan could have taken his time more and really focused on sounding the
words out before saying what he thought they were. I did noticed that the mixed up and mistaken some of the vowels. When I performed the spelling
test at the end, Johnathan had trouble with the word you. When he started to spell the word he started with "OU," but then he corrected himself and
spelt the word correctly. I still marked the word as incorrect since he started spelling the word wrong. The second student that I assessed was Child
2, and he receives speech therapy. I didn't complete the assessment because Derek was struggling and wasn't close to saying the words that I was
pointing to. When saying some of the words he was either correct or very close. With some of the words he was questioning himself whether he was
right or

Vowels And Vowels
Learning definition of the phonetics and the difference between the consonant and vowel is important to speak English correctly. Not just consonant
and vowels, but also the first thing in the English language the letters followed by the sounds and the difference between them. Phonetics is the study
of symbols of sounds that produced from the mouth with the organs of speech to send some meaningful messages. This essay will discuss the
difference between the letter and the sound and the difference between the consonant and vowels and the How consonants and vowels are described.
The number of sounds in English is more than the number of letters. The English language has 44 sounds and just 26 letters. The word phonetics came
from ... Show more content on Helpwriting.net ...
The vowels have 5 letters and 20 phonemes whereas the consonants have 21 letters and 24 phonemes. All vowel sounds are voiced but consonant has
voiced and voiceless sounds, because the vowels sounds are made with a mouth open and the consonant are sounds blocked by the mouth, teeth or
tongue. The disruption of how produce vowel and consonant sounds divided into organ of speech, place of articulation and manner of articulation.
Consonants are pronounced by stopping of the air, closing the lips or touching the teeth with the tongue. For example, to pronounce the sound (f) or
(v) the lips touches the teeth. Vowels are pronounced by the concentration in the vocal tract. For example, to pronounce the sound (a: ) the jaws as
wide as possible, the tongue in the low position and opened lips. Letters and sound are totally different from each other. The word consists of letters
and the words is consist syllables in the speech and each syllable consist of sounds and each sound has a symbol. Vowels and consonants are the speech
sounds. The vowels sounds are made with a mouth open and the consonant are sounds blocked by the mouth, teeth or

The Bel Canto Opera Performance
When students study to sing Italian bel canto opera, it's better to use the work which performed by people who is original singer to imitate and
practice. However, there are still a series of problems will happen for non–Italian students when they are study singing the opera, for example
Semiramide. Bel raggio lusinghier. Even according to the video soundtrack to imitate, the overall effect artistic and performances is not satisfactory.
The problems are pronunciation hesitation, slurred speech, unknown the meaning of the text. All of these problems will reduce the bel canto opera
artistry.
в—ЏThe Italian VowelCharacteristics and Pronunciation of Requirements
Generally, Italian is easier to pronounce than Chinese, German, Spanish and Portuguese. From the view of opera Semiramide. Bel raggio lusinghier,
each note corresponding to the following voice usually is a consonant plus a vowel, and most of the letters is only one fixed pronunciation, can be
represented by the corresponding IPA. While the other letters are dependent on neighboring pronounce letter combinations, only a few letters
pronounce have some changes. In general, this piece's pronunciation follows a certain pattern.
1.Italian Vowel Features
Italian has five vowel letters which are a, e, i, o and u. According to the position of the tongue, we can separate them into three types: Low vowel,
Front vowel and Back vowel.
(a)[a] is the low vowel, because the tongue is in the lowest position. It's very open, and

The Cherokee Writing System
The writing system that I chose to write about for this assignment is Cherokee, which is the most southern branch of the Iroquoian language family
(Warren, n.d.). Though, we do not know exactly when Cherokee developed, linguistics believe it was sometime between 1804–1821. Prior to this
Cherokee was a spoken language only, However, in 1821 is when the Cherokee system was first shown to the leaders of the Cherokee nation and
was acknowledged as a useful Cherokee script (Cushman, 2012). It did not take long for the system to spread, by 1830, 90% of Cherokees were able
to understand books, religious texts, newspapers and almanacs in their own language (Ridgon, 2017). The Cherokee writing system is a syllabary
consisting of standardized spelling, shape classifiers, limited consonants and limited pronouns. Even though Cherokee may sound complex, almost
every word can be spelled the way that it is pronounced.
With a total of 16,400 native speakers, Cherokee is a polysynthetic language this is subdivision of the Iroquoian language family (Lewis, 2009).
Cherokee is the only Southern Iroquoian language that is still spoken today as well as being taught in some schools (Summitt, 2012). The Cherokee
writing system consists of a unique syllabary that was created by a Cherokee silversmith named Sequoyah. Cherokees are the only American Indians
with their own writing system which is also the only alphabet in all of history that is the work of solely one man (Holmes, Smith 1977).

Importance Of Reading Reflection On Reading
This semester I spent some one on one time with Elizabeth working with various reading assessments and after conducting multiple assessments on
Elizabeth I have determined that she is reading at grade level and progressing well. She is an articulate second grader and very focused during our
assessment time. She had noted during our interview that she enjoys reading and that she tries to read at least once a day while at home. When I
tested Elizabeth on her basic phonics skills she scored very well on all the alphabet skills and her spelling skills. She can correctly identify any of the
consonant letter sounds and all of the long vowel sounds (when the vowel "says its name") but had some difficulty with identifying the short vowel
sounds. She did very well when asked to identify the letter of the sound she heard in a certain word, for example, what the first letter sound she
heard in the word dip. During another test I administered I found that Elizabeth was right on grade level with her identification of "sight words" or
commonly seen words. When given this assessment Elizabeth was asked to look at a list of words and read them off in order. The words I used to
test her on were first, second and third grade words. She read the first grade words with no problems, had one error in the second grade words but she
did find some more difficulty in the third grade words which sets her perfectly on level. The word she found difficulty with in the second grade list
was the word

Phonology Of Grammar And Syntax
Grammar and syntax are in common because with syntax you are also using grammar. Knowing the parts of speech in grammar goes hand and hand
with syntax. The parts of speech are: Nouns (person, place, thing, or idea), Verbs (action or being), Prepositions (time, place, or position), Adjectives
(describes nouns and pronouns), Adverbs (describes verbs, adjectives, or other adverbs), Conjunctions (join words, phrases, or sentences), Interjections
(express emotion or are fillers in sentences), and Pronouns (take the place of nouns) are very important in both syntax and grammar (Lunsford, 2013,
pp.294–302). In the tree diagram, there are also functional categories and syntactic categories that are both grammar and syntax related.
Phonetics and Phonology Analysis Phonetics is the study of speech sounds and everything can be measured in phonetics. "The science of phonetics
attempts to describe all of the sounds used in all languages" (Fromkin, 2014, p.192). Articulatory, acoustic, and auditory are all part of speech sounds.
Articulatory phonetics is the way that sounds of language are produced through the vocal tract. Acoustic phonetics is how sound waves of the sounds
that we make, and auditory phonetics is the sound waves that are received when we hear sounds. Orthography is the way that words are spelled and
not necessarily how they are pronounced. In orthography, there can be many words spelled different, but the sounds may sound the same. The sound of
these letters can all

Reflection On Ponics Lesson
Phonics Lesson Reflection
15 points
As a future teacher, you will be self–reflecting on your teaching and the activity that you had the class complete as part of the lessons. By reflecting
on what you presented in class, you will learn how to and what to modify in future lessons which will help you become a stronger teacher (Ed–TPA).
Please answer the following prompts (honestly) with a minimum of 4 sentences for each section.
1. How do you think the lesson went?
I personally think that my lesson went pretty well. It seemed like many people were engaged and they participated. There are things that I could have
done to make the activity more challenging for the consonant digraphs and consonant blends, but overall I think the activity was fun. I felt like the
students payed attention to when I was speaking at the beginning and the end of the activity, which was ideal for any lesson.
2. What were the strengths about the presentation (lesson and/or teaching) and why?
The strengths of the lesson in my opinion was the fact that the students could play a game while also participating with consonant blends and consonant
digraphs. Even though throwing buttons into a cup is fun and the lesson involved competition, it still made the students think about consonant digraphs
and consonant blends. I also think that it helped the students realize how many words are made with consonant blends and consonant digraphs, which
will help with their phonemic awareness.

Reading Is A Dynamic Goal Of Education
Teach to read is a dynamic goal of education; it is proven that reading opens a new world of knowledge and enhance children's reading expertise.
Therefore, there are a lot of reading series that improves children's reading proficiency, however, the Real Kids Readers are the greatest language arts
curriculum based book series for preK–3rd grades that practices a significant phonics centered study. Phonics is defined as a technique of teaching
individual to read by connecting sounds (phoneme) with letters (grapheme) or a group of letters in an alphabetic writing system, thus Real Kids
Readers book series provides the phonics instruction approaches in an effective way that enhance children's phonic skills as well as boost their
vocabulary, fluency, and comprehension aptitudes. Real Kids Readers book series is established on fiction and non–fiction stories along with the actual
photographs that help children to understand the story, nevertheless the combination of the real scenario, vivid characters, and live photographs is
certified to amuse the young children as well as motivate them to have a keen interest in reading.
The objectives of the English Standards of Learning (SOL) are literate students in that way, so they have a full command of English language by
developing their oral language, concepts of printed language, letter name knowledge and production, sight word recognition, spelling, phonemic
awareness, phonics, vocabulary, fluency, and comprehension. Real Kids

The Characteristics Of Grammar And Grammar In The Arabic...
PHONOLOGY AND SYLLABLE
The syllable and grammar for the second era are subject to be studied in commensuration with the phonology of the Arabic language in a
multi–linguistic scenario of community. This is due to the fact that most of the communications at the regional level are oral by nature. Thus, the
features of grammar and syllable cannot be ignored. It has been identified by Kahn (1976) that a mere hypothetical word "atkin" is not used and
identified in English but without a syllable. The arrangements of the letters neither assumed later and former use of letters. But, there is a central place
exists in few words; such as, "Caltex". Because of this, such types of words are not found easily in the English literature because of the placement and
arrangements of the letters in the word. The next matter of consideration is the segmental phonology rules; assimilation, length, neutralization,
affrication, use of consonant and vowels. These rules are considered in alignment with the syllables of the word. A Syllable can use the segmental
phonology rules; thus, the element of pharyngealization is observed rather than the use of other rules and practices. Moreover, the elements of rules are
determined through the use of various functions; hence, there is obstruent exist in English which are the factors talk about the placement of the letter
or the word. Lastly, the element of oral use and breaks of words is assumed as the innate centrifugal phenomenon of Arabic language in

Was Pierre Marie, A French Neurologist?
Pierre Marie, a French neurologist was one of the first to describe the conditions of what is now known as Foreign Accent Syndrome in 1907. His
descriptions came from a patient who began to speak French with an Alsatian accent after suffering from a stroke. In 1919, twelve years later, a
neurologist named Arnold Pick from the Czech Republic, reported a case where a patient who also suffered from a stroke, spoke the Czech language
with a Polish accent. During World War II, 1941, there was another foreign accent syndrome case that occurred during the German assault on Norway.
A Norwegian woman, Astrid L, suffered abrain injury due to an explosive shell during an air–raid. Astrid's left side of her skull splintered and exposed
her brain. In result of her brain being exposed, there was damage to her brain caused hemiplegia, paralysis of one side of the body; her right side,
along with Broca's aphasia, and a seizure disorder. After her sudden recovery from her injury, she was left with a German accent that was later rejected
by her fellow Norwegians. Six years later, neurologist Monrad–Krohn described Astrid's incident in a more in depth reported case. In April 2012, a
Malaysian teenage student that suffered a brain injury from being involved in a motorbike accident. After her recovery, she was able to speak four new
languages ranging from Chinese, Japanese, Korean, and Indonesian. Other cases that involve foreign accent syndrome include a Croatian girl that
woke up

Strengths And Weaknesses Of Oral Reading
Hannah is 9.5 and she a fourth grade student at Martin Elementary. She is on a third grade instructional reading level. Looking collectively at the data
from assessments, Hannah has various strengths and weaknesses. She is very polite and overall has a very positive attitude when it comes to school.
Hannah is able to recognize many words on a 3rd or 4th grade text, but she has difficulty comprehending the text at these levels. Hannah is capable of
comprehending at the fourth grade level if certain intervention are put in place for her. She has trouble giving important story details and struggles with
the theme. On the Graded Word Lists, Hannah was assessed on three different sets: second, third, and fourth. According to the results, herthird grade is
her instruction level. According to her performance on the Graded Word Lists, she was given various reading passages to read. Hannah read the
passages out loud while teacher listens and makes note of any miscues. She struggled with expository comprehension when given a third grade passage.
Additionally, she struggled with the fourth grade narrative passage. Overall, for oral reading and comprehension she is on a third grade instructional
level, second grade independent level.
Hannah fluency is was assessed three different times using three different passages. According to the DIBELS scoring materials, she is well below
benchmark and she is categorized as "At Risk" for fluency. This indicates that she is unlikely to reach

My First Knowledge Of The English Language From Watching...
The first few years of my life were confusing, to say the least, in terms of language. Since my family had immigrated to the US when I was only two
years old, I started to learn two languages at the same time. Television provided me with small bits of English, while my parents spoke only Russian.
In a way, my first knowledge of the English language came from watching Scooby Doo and PokГ©mon.
When I finally started grade school, I was placed into an ELL program. This placement made myself feel even worse about my English abilities and
led me to use language sparingly. When I used language to speak to the class, I deliberately chose the words and the order they were in.
Consequently, I found it easier to be quiet than struggle to make sentences. I became known as the shy, quiet kid, a title that I still have not grown out
of. Despite this, my cautious replies made sure that my peers would understand what I was saying, and so I wouldn't have to repeat anything.
I was so embarrassed by the fact that my English skills didn't match up with the rest of the kids that it has led me to continue to be quiet. Now, years
later, I still tiptoe around conversations with strangers in order to put forth my best English skills. Luckily, I find that it helps both parties understand
what the other says.
In a way, my greatest insecurity as a child has led to myself using language in a certain way. It has taught me that to be clear, you must be careful. That
enunciation of words is necessary to

Vowel and Introduction Onomatopoeia
Onomatopoeia
Abstract
и±ЎеЈ°иЇЌењЁиЇиЁЂй‡Ње±ћдєЋжЇ”иѕѓдёЌеЏ—й‡Ќи§†зљ„дёЂз±»иЇиЁЂпјЊе› е…¶еЏЈиЇзљ„ж„Џе‘іжЇ”иѕѓжµ“й‡ЌпјЊе› иЂЊз ”з©¶зљ„дєєеѕ€
е°
Key words: Onomatopoeia, Function, Origin, Nature of Onomatopoeia.
Introduction Onomatopoeia is very important not only in our oral language but in our literary language like poets. It is not easy to have a study on them
because of its tremendous number and complex pronunciation system. This small article mainly focus on the origin of onomatopoeia, the function of it
and the pronunciation of these words. The most important thing is the connection between the vowel symbol and the sound it indicate. Through
examples, I think the main thoughts can be expressed clearly.
1гЂЃThe Definition and ... Show more content on Helpwriting.net ...
As a result, the family of onomatopoeia has been getting larger and larger. At that time, language just took shape. And the language had not gone as far
as to be used to record everything they kept in mind. When writing became more and more important, to record these onomatopoeia words is simple
and effective. The rapid development of papermaking, writing and phonetics also made it possible for our ancestors to pass their imitation knowledge
to the next generation.
2гЂЃThe Function of Onomatopoeia The function of onomatopoeia is changing and different. In the early hunting time, the application of
onomatopoeia is to communicate with each other by simulate the sound of the animals. This is effective to express the sound. Another significant
function is reflected in the growing of a child. When the child is too young to speak, they are clever enough to imitate the sound of other things. It is
also an effective way of expressing what they want or what they hear. At the same time, their parents can easily understand what they want to express.
This kind of action can help them form a cognitive knowledge of their surroundings as well as promote the development of their brain. Meantime, they
can use this innate skill to learn a language from their parents. In modern times, the first function doesn 't exist any more. New applications come into
being with the change of language and

How Native Korean Speakers Produce English Unstressed...
4.Research Questions and Hypotheses
This study focuses on how native Korean speakers produce English unstressed vowels. When an unstressed vowel is ought to be produced as a schwa,
the study will be on what the alternative vowel sounds of the schwa could be.As mentioned above, English and Korean have non–comparable prosodic
features from each other. The goal of this study is to investigate the possible effects of prosodic characteristics of the L1 Korean on the production of
L2 English unstressed vowels.
Since Korean has no stress pattern in lexical word level, it is expected that Korean speakers will produce a full vowel affected by the Korean prosody
which has only stressed full vowels. Further, it is more likely that they have difficulty in producing reduced intensities and shorter duration for
unstressed vowels compared to the stressed vowels. In terms of vowel quality, if the vowels are produced as non–reduced vowels, the realization will
be full vowels. This study focuses on the acoustic analysis of the vowel quality of the reduced vowels. As far as concerned with which vowels will be
produced as full vowels, it is predicted that the participants will produce other full vowels influenced by the assimilation effect of their L1, Korean.
5.Method
In order to investigate how a native Korean speaker produces unstressed vowels which are affected by the L1 Korean, I had four participants
consisting of two native Korean speakers and two English native speakers who

Wendy Cope
Looking for Someone to Love
Love is a basic human need that everyone encounters at least once, if not more, in his or her lifetime. There are different means to look for a future
lover, whether it is through the Internet, or meeting someone coincidentally at a restaurant. Then there is also the idea of writing a personal ad in
newspapers describing exactly what you seek for in a relationship. In Wendy Cope's villanelle "Lonely Hearts," there are individuals who have written
ads describing themselves, as well as what they want in the other person. In Cope's poem there is the use of tone, repetition, and rhyme that work
together in order to illustrate the lonesome and desperate people who rely on newspaper ads to find love. The ... Show more content on Helpwriting.net
...
The speaker feels sadness and wants to find friendship in someone who is below the age of twenty–one and does not smoke, but in adding the rhyme,
the speaker's gloominess is accentuated. "Please write (with photo) to Box 152/Who knows where it may lead once we've begun?/Can someone make
my simple wish come true?" (16–18) displays the speaker's longing for a human bond. This desire to find a relationship is so immense that the
speaker has even asked for a picture of the reader of the ad to be sent to them. The number "152" rhymes with the word "true." In doing this, the
reader's attention is drawn to the words being said because rhymes attract readers to continue reading. These last few lines of the poem give hope to
being able to find someone to love through a personal ad. In conclusion, Wendy Cope's villanelle has an obvious intent in demonstrating how the
speakers in the poem are distressed in finding a companion, that they have gone as low as having to write a personal ad in a newspaper. Without love,
there is loneliness and sadness, and in the poem, the different speakers show how gloomy they are without a significant other. Through the use of tone,
repetition, and rhyme scheme, Wendy Cope reveals her argument that the speakers find themselves lost and isolated because they do not have any
relationship with another human being,

A Comparison of Dover Beach by Matthew Arnold and Prayer...
A Comparison of Dover Beach by Matthew Arnold and Prayer Before Brith by Louis MacNeice 'Dover Beach' by Matthew Arnold, written in 1867,
and 'Prayer Before Birth' written in 1951 by Louis MacNeice share many similarities despite being written nearly on hundred years apart from each
other. This essay will explore the issues and ideas that both poems share, in addition to drawing attention to some of the key differences. 'Dover Beach'
is about the thoughts of a man on his honeymoon, who shares his sentiments about the suffering of the world and that fact that his 'love' is the only
thing which is positive about his life. 'Prayer Before Birth' describes the thoughts of an unborn child, making a... Show more content on Helpwriting.net
...
Matthew Arnold feels that mankind has always been aware of the essential 'human misery' that exists in the world, and refers to Sophocles to
reinforce his point. It is appropriate for Arnold to have used Sophocles in the second stanza, as Sophocles has always written about human misery
(his most famous tragic pieces being Oedipus Rex and Antigone); therefore this proves Arnolds point that human misery has been studied before.
The persona in Matthew Arnold's poem seems to spring in part form the loss of spirituality in the world. He uses the metaphor 'The Sea of Faith'
to describe the 'withdrawal' of people's belief in religion. Whereas it was once a 'bright girdle' is now in retreat and all that is heard is the
'melancholy, long, withdrawing roar' Although Louis MacNeice, makes a brief reference to religion, 'a white light/ in the back of my mind to guide
me', generally there doesn't seem to be much help for the dishonesty and corruption in the world. 'I fear that the human race may with tall walls wall
me,/ With strong drugs dope me, with wise lies lure me,/ On black racks rack me, in blood baths roll me.' He fears being imprisoned, tortured, and
manipulated. He wants to be forgiven for the sins that he knows he will commit, due to he fact that the world

The School Is A Safe Middle Class Neighborhood
The school is located in a safe middle class neighborhood that resides on a particularly steep hill leading to a dead–end so it does not garner much
attention from neighboring communities. It is a small close–knit community predominantly consisting of Hispanic and Filipino people. Many of the
people are first and second generation immigrants who are bilingual. These two groups share the same cultural value of the importance of family so
there are many children in the area. Mrs. Curren's classroom is decorated with alphabet wall cards, hand–written adjective lists, a customizable
calendar, a retelling chart, a math board, and posters about a variety of topics like the five senses, months of the year, days of the week, shapes, numbers,
... Show more content on Helpwriting.net ...
Once they finish breakfast the students are expected to clean up after themselves so class can begin. The teacher begins by calling for her to
assigned helpers to update the calendar. They then lead the class in reading out loud the month, day, and year and proceed to read sentences stating
what day of the week it is and what days preceded and followed that day. Then, homework review begins and since the students had previously had an
entire week off from school due to the Thanksgiving break this took a bit longer than usual since, the class required more review. The homework was
about the use of plural and proper nouns. As she went over the answers she had to remind the students the definition of plural and proper nouns and
gave them many examples. After, she called on random students by picking wooden craft sticks with students' names on them and asked each one to
construct their own sentences using plural and proper nouns but also reminded them to incorporate adjectives in their sentences so they could "paint a
story with words." They then briefly reviewed their math homework which she referred to as the "plus sevens," addition problems that all add seven to
other numbers, and reminded them that the following week they would begin their "plus

Native Indian And Indian Language
Native Indian is the pioneer of immigrations in America, and they created the earliest culture and languages on this land, and these heritages have
influences for American deeply. In the 1880s, American government forced Native Indians to use English and abolished Indian languages, but native
Indians remains some characteristics when they are using English, and linguists called it as American Indian English (AIE). Indian English has
extensive influence from the speaker's native language traditions. On the other hand, after European American came to this land, they did not have
terms to describe many natural things in English. However, Native Americans have these in Indian languages. Therefore, some words we used came
from Indian languages. For example, some vocabularies for indigenous plants (e.g., milkweed, pawpaw), animals (e.g., Otter) and pace (e.g.,
Mississippi). Thus, American Indian English plays a significant role in English variety. However, there are few studies specifically discussed Indian
English and people have less perception of it. I think this topic is especially important in Arizona because there is a Native American reservation in
Arizona. As a result, there are more American Indian English speech communities around us. After read many studies, there are many methods for
gathering data for Indian English analysis, such as informal observation, small group discussions, personal interviews, documentary analysis, and the
participants are from different

Learning Asl After The Classroom
Introduction As a hispanic, it is a rite of passage to speak Spanish. With two full–time working parents, I learned Spanish from my care–takers in a
home environment. Having care–takers that are immigrants and not highly educated, grammar is not a strong suit and so it was not focused on when I
was learning. Since it was not a school environment, basic grammar rules were memorized through examples not written and explained. In high school,
I took half a year of American Sign Language. Learning ASL after the critical age in a classroom, made it difficult for me to memorize the grammar
rules. On the first day of class, the professor came in and only communicated through sign language. After explaining the expectations of the
curriculum, she highly encouraged the class to speak in sign language for the semester. My professor stressed vocabulary and word order and spent
very little time on facial expressions, which effect the meanings of signs. Along with ASL, I took two years of Spanish in high school. Having two
teachers, I had different experiences in the classroom. My first teacher solely taught the class on memorization, minimal rules were mentioned and
accents were not addressed in class. Much of the class was taught in English and my teachers Spanish was not the best. My second teacher challenged
the students, he required all responses to be in Spanish, active participation and daily homework. He focused on grammar rules and applying them in
different situations,

The Misconceptions: The Phonological System Of Spanish
Spanish uses the Latin alphabet. The vowels can take an acute accent, and there is the additional letter Г±. When spelling English words or writing,
students may make mistakes with the English vowels a, e, i. The consonants h, j, r, y may also cause trouble, since they have significantly different
names in Spanish.
The phonological system of Spanish is significantly different from that of English, particularly in the aspects of vowel sounds and sentence stress.
These differences are very serious obstacles to Spanish learners being able to acquire a native–English–speaker accent. Coe (1987) says:
Spanish has 5 pure vowels and 5 diphthongs. The length of the vowel is not significant in distinguishing between words. This contrasts with English,

Anas Ahmed 's Background On The University Of Texas
Anas Ahmed's Background The speaker I interviewed, Anas Ahmed, is a twenty
–three–year–old undergraduate student at the University of Texas at
Dallas. Anas moved to the United States from Karachi, Pakistan, in 2013, when he was twenty years old and has lived in both Colorado and Texas
since then. Anas speaks English, Urdu, Hindi, and can read Arabic. Anas has known English for as long as he can remember and was taught British
English as a young boy in an English school in Karachi. From the beginning in what would be the American equivalent of preschool, Anas attended a
school that used almost exclusively English. Anas remembers all of his books being in English as a child and all of his teachers taught in English.
While his speech is easy to perceive as foreign, it is not difficult to understand. When asked if he thinks he has a strong accent, he does not believe his
accent is very strong. However he mentions that while working at the UT Dallas Visitor Center, many people ask him to repeat directions. Anas' accent
can hinder his communication, but he reports that usually after repeating his directions they understand. Pakistan and the Urdu Language Modern day
Pakistan's land has traditionally been Muslim for many years. In the early nineteenth century it was ruled by Britain and considered part of the British
Indian Empire. In 1947, a partition was granted from the British, and Pakistan and India were created as their own countries. As the previous British
Empire divided,

Analysis Of Felipe's Post Test Assessments Show On Reading...
Felipe's post–test assessments show an increase in reading performance. Test of Word Reading Efficiency Sight Word EfficiencyPhonemic
Decoding EfficiencyTotal Word Reading Efficiency Standard Score104Standard Score107Standard Score107 Percentile Score61%Percentile
Score67%Percentile Score67% Felipe's Sight Word Efficiency percentile score increased from 58% to 61%, showing an increase of 3%. His
Phonemic Decoding Efficiency percentile score increased from 61% to 67%, showing an increase of 6%. His Total Word Reading Efficiency has
also increased by 6%. A Sound Beginning Word LevelTapping Words5/5 Deleting Words5/5 Total Word Level10/10 Syllable LevelBlending
Syllables5/5 Tapping Syllables3/5 Deleting Syllables5/5 Total Syllable Level13/15 Onset–Rime LevelMatching Rhymes4/5 Blending Onsets and
Rimes5/5 Generating Rhymes5/5 Total Onset–Rime Level14/15 Phoneme LevelBlending Phonemes10/10 Segmenting Phonemes10/0 Total Phoneme
Level20/20 Total Score57/60 Felipe's pre–assessment total score was 51 out of 60 correct. His score increased by 6 points to 57 out of 60 correct
with an increase in these areas: tapping words, tapping syllables, matching rhymes, and blending onsets and rhymes. Felipe's score places him at an
independent level for phonological processing skills. CORE Phonics Survey Alphabet Skills and Letter Sounds Letter names– uppercase (e.g, A, B, C,
D, etc.)26/26 Letter names– lowercase (e.g, a, b, c, d, etc.)26/26

Questions On The Stopping Of A Child Tv Channel
2.2Stopping: 2.2.1 The sound /r/ changes to alveolar stop /t/ in word final position as in: 8 (a) L: fЙЄ abrat kef halЙЄk Abrat? there–is Abrar how
state–you Abrar? "How are you Abrar?" (b) L: ma–fi tjut al–zanna nothing–there is birds the–heaven "There is no Toyoor Aljanna" First, "Toyoor
Aljanna" is a name of child TV channel which literally means "birds of heaven" The target word /abrar/ in 8 (a) changes to /abrat/ and /tЛЃjur
/ "Birds" in 8 (b) to /tjut/, it seems that /abrar/ changes to /abrat/ because the retroflex /r/ occurs two times in the word, Lanan pronounced one and
change the second as the above example. Lana's mother and Abrar are trying to teach Lana how to pronounce the name /abrab/ properly, but in each
time she articulated as /abrat/. As for the word, /tЛЃjur/ she might change /r/ to /t/ because of the presence of the initial emphatic /tЛЃ/. She always
assimilates /tЛЃ/ to /t/ in any position of the word. So it's going to be hard to pronounce the sounds /tЛЃ/ and /r/ in one word. 2.2.2 Interdental /Оё
/ changed to stop /t/ as in: (9) L: sufi lЙЄlЙЄ gЙ” tani look–you let–it go again "Look, it is let it go again" The target word is pronounced as /Оёani
/ with voiceless interdental /Оё/, Lanan version pronounced as /tani/ with

Teacher Summary Sheet For Present Levels Of Academic...
Teacher Summary Sheet for Present Ed Levels/Revaluation Report/IEP Student Name: Ethan Lopez–TorresReporting Teacher: Walter Present Levels
of Academic Achievement: Student Summary: Ethan is a 9th grade student diagnosed with Autism that attends Fairland, a center–based emotional
support program operated by IU13.Ethan's home district is School District of Lancaster. Ethan receives full time special education services with
adapted and modified curriculum in reading, writing, math, science, social studies, and social skills. Ethan also receives services in speech and
language 120 minutes a month during the school year. Standardized Tests: PASA: The Pennsylvania Alternate System of Assessment (PASA) is a
statewide alternate assessment designed for students with the most significant cognitive disabilities. Specifically, it is intended for those who are
unable to participate meaningfully in the PSSA even with accommodations. The test, administered to students in the equivalent of grades 3 through 8
and 11, consists of 25 test items aligned with reading standards; 25 test items aligned with math standards; and, for students in grades 4, 8, and 11,
approximately 25 test items aligned with science standards. Each test item represents an authentic, relevant, and age–appropriate skill related to
reading, mathematics, or science. There are three levels of difficulty within each grade for all three content areas. Level A contains the least complex
reading–, math–, or

Reading Comprehension Case Study
Case Study: "Lucy"
Amanda M. Cyprowski
Assessment & Instruction in Reading
Mrs. Jennifer Unger
December 4, 2013
CONTENT OF ANALYSIS
Personal Interest SurveyPages 3–5
Elementary Reading Attitude SurveyPages 6–9
Words Their Way: Primary Spelling InventoryPages 10
–13
Burns & Roe: Informal Reading Inventory
Graded Word ListsPages 14–17
Oral Reading PassagesPages 18–23
Silent Reading PassagesPages 24–29
Listening Comprehension PassagesPages 30–34
Conclusion of ResultsPages 35–36
Fountas & Pinnell: Benchmark Assessments
Oral ReadingPages 39–42
Written RetellingPages 43–47
ResultsPages 48–36
Case Study ResponsePages 54–68 ... Show more content on Helpwriting.net ...
After the survey was over, Lucy was walked back to the class where she laid down and began to read a book right away.

Based on the discussion of Lucy's personal interests inside and outside of school, it may be motivational and effective to inform reading and writing
instruction by using her favorite book series, Jack and Annie by Mary Pope Osbourne. The series follows a brother and series through their time
travels to places in the past, the future, and places that are only in their imagination. Lucy lit up talking about the book series and mentioned that she
would like to take a magic carpet ride to Paris, France to ride around in an "electric wheel chair." She made it known that the magic carpet ride would
have to take place in the future because in the past there was "no sunscreen and everything was cheap." Since Lucy enjoys time travel and animals, it
may enhance her word and reading study by incorporate book with those themes. The Personal Interest Survey was the first assessment to be
administered to the student. The next survey to be administered to the student will be the Elementary Reading Attitude Survey.
ELEMENTARY READING ATTITUDE SURVEY
The Elementary Reading Attitude Survey–a reliable & efficient instrument used by teachers to determine the student's attitude toward reading which is
a central factor affecting reading performance–was administered to Lucy, a 7 year old second grader, on

How To Improve Lilly's Literacy Skills
Based on Lilly's weaknesses I would focus on several skills for her to improve her literacy skills. The first strategy I would focus on Lilly would be
with phonics, she struggles with her long vowels such as long a, long o, and long i. One way to expose Lilly to long vowels would be with the use of
sight words containing the long vowels she struggles with. Exposing those words for Lilly to hear and visually see would be very beneficial for her
because she would be able to see and hear the word at the same time. Another method for Lilly to learn her long vowels would be with an activity
called "Long A Matching Puzzle", the child will be given cut cut outs in which they will have to match the pictures to the correct long a spelling. For
example, one of ... Show more content on Helpwriting.net ...
This activity is great because Lilly will have to look at the picture, identify it by its proper name and by doing so she will pronounce it allowing her
to focus on the sound of the word. By focusing on the sound and spelling of the word she will begin to recognize the long a vowel for each picture. The
same activity would be used with long vowels i and o, for example she would get a set of cut outs that she will need to match in the same manner
as the previous activity but this time she would be given an image of a boat, bone, coat, cold for long vowel o. The same activity would also be
used with long vowel i, with images representing a pie, light, night, knight, tie, kite, fight, in which she would have to match with the correct long i
vowel . Since Lilly had several weaknesses such as lack of motivation/engagement, skipping words, and not achieving fluency I would love to provide
her with an interactive shared reading to improve her weaknesses. An interactive shared reading experience is a great strategy to encourage the student
to join in/share the reading with a book while the student is guided and supported by the teacher. With an interactive shared reading, I will be able to
model

Notes On The English Language
Portfolio Element 3: Critiquing prescriptivism Within the English language many different variations occur due to regional accents and dialects. It
has been suggested that 'speech differences are not only idiosyncratic but also indicative of belonging to different social groups'. Therefore,
prescriptive ideologies occur discussing whether some accents hold a precedent over others. A prescriptive ideal is 'an approach to the study of
language which prescribes how language should be used'. Appendix A, 'Brummie accents 'worse than staying silent' study shows; those who speak in
a Birmingham accent were viewed less intelligent than those who stayed silent according to a study' suggests a prescriptive ideal about regional
accents. Using the work from this semester, this portfolio will be exploring whether a prescriptive approach to accents is something that should be
encouraged and whether the accent we have does impact the way people perceive us. The article 'Brummie accents' suggests a prescriptive opinion
about those who have a Birmingham accent. 'It has long been said that silence is golden. And if you have a Brummie accent, that old adage may prove
to be true' suggesting that in order to succeed or even be taken seriously those with a Birmingham accent should remain silent or at least refrain from
talking often. Critics have debated with accents and the social prestige that follows them for many years. It has been suggested that 'Birmingham
English, Black County English

What Are Examples Of Lilly's Strengths And Weaknesses In...
The assessments I used to assessed Lilly seemed consistent with identifying her strengths and weaknesses in literacy. With all three assessments, I
noticed strengths and weakness patterns being repeated through the different assessments, for example when I assessed her with a running record
one of her weaknesses was that she didn't used tracking which caused her to skip words and a whole line of text. Other weaknesses were that she
wasn't fluent, and she tended to skip a lot of repeated words that she didn't recognize instead of trying to sound them out. For example one of those
words was "ceiling", the first time she came across the word she said she didn't know it so it was teacher told, after that every time she encountered the
word she... Show more content on Helpwriting.net ...
Her writing allowed me to see strengths such as the understanding of complete sentences, punctuation, and the format of a paragraph. Lilly had an
understanding of when to use a period, and the indentation of a paragraph. Although she did capitalize the beginning of words when starting a new
sentence, she showed that she hasn't fully developed a complete understanding of when to capitalized and when not to. She capitalized random
words in the middle of sentences such as the words "Boy, Delivered, Did", she capitalized the word boy twice I am not sure why she did so, maybe
because the boy in the story was the main character, she probably got confused like when we capitalized names. Another consisten pattern I noticed
when assessing Lilly with the ELD assessment was one of her strengths that kept repeating throughout the assessment which was Lilly's ability to recall
and recognize the story had a sequence of events. She demonstrated this in her pictures, writing and oral retell by having a beginning, middle, and end,
along with the use of words such as "first, the second one, and

American English Consonant And Vowel Inventories
A contrast of the Arabic vs. American English consonant and vowel inventories. Abdullah Alshahrani Southern Illinois University
–Carbondale
Abdullah34f@gmail.com A contrast of the Arabic vs. American English consonant and vowel inventories. Introduction According to Hillenbrand
(2003) and Thelwall and Sa'Adeddin (1999), both the American English and Arabic languages have diverse forms and dialects respectively. Thelwall
and Sa'Adeddin (1999), highlight the two main spoken Arabic dialects as Al–Shaam (spoken in the greater Syria) and Arabic spoken in Egypt (mainly
focused at the University in Cairo and the Al–Azhar mosque). Hillenbrand (2003) gives two examples of American English dialects as the southern
California dialect, and the dialect for the 'Northern cities' comprising cities in the northeast inland of the USA. As such, the phonetic characteristics
between the various forms or dialects of a language may vary. One phonetic characteristic that might vary is the pronunciation. While language or
communication can be written, speech communication remains one of the main ways in which human beings express themselves. As such, correct
pronunciation of words is essential in effective communication. A breakdown of the pronounced words gives the individual components comprising of
consonants and vowels. As such, the understanding of consonants and vowels is critical to the correct pronunciation of any word in any language. This
paper focuses on

Theoretical Assumptions : An Essential Literacy Skill
Theoretical Assumptions Spelling is an essential literacy skill. It is linked to reading. And it can be argued that learning to spell can enhance reading
ability. As is the case with reading ability, spelling ability can be classified into stages or levels. And in most cases students will progress through
these levels in a predictable and interrelated fashion. As students begin to read more fluently, their writing becomes more fluent. Holly is an example
where this is not the case. She is a proficient and fluent reader. She is not a fluent writer. Still, she is developing as a writer and, more specifically, a
speller. Spelling is still developmental, if not synchronous with reading. Children are actively involved in their learning. They construct their
knowledge. Current research shows that this goes for spelling as well (Bear, Invernizzi, Templeton, & Johnston, 2012). Students go through stages of
spelling development. It is an individual and can vary based on experiences. The Words Their Way program outlines a developmental spelling approach
theory. It assumes that students progress through three stages of spelling in the English language system, and that these stages build off each other.
Students make sense of spelling first through letter–sound relationships, then patterns, and finally meaning. It concentrates on an individualized
approach. Students are assessed individually, and then taught at their individual developmental stage using the

Differences Between Arabic And English Languages
Soumaya Hajjoul
ID: 11230404
Topic: Differences between Arabic and English Languages.
Outline:
I.Introduction to Language in General a– History of Arabic Language
II.Arabic and English language characteristics in translation
1–Methodology a– Translation of verb phrases b– Translation of noun phrases
III.Difference In English And Arabic Languages a– Vocabulary b– Grammar c– Phonology d– Alphabet
IV.Whichlanguage is more used according to some Statistical researches
V.Result and Comparison in Having different languages
The Arabic language
Arabic is usually ranked among the top six of the world's major languages. As the language of the Qur'an, the holy book of Islam, it is also widely used
throughout the Muslim world. It belongs ... Show more content on Helpwriting.net ...
Problems in pronouncing consonants include the inability to produce the th sounds in words such as this and thin, the swapping of /b/ and /p/ at the
beginning of words, and the substitution of /f/ for /v/. Consonant clusters, such as in the words split, threw or lengths, also cause problems and often
result in the speaker adding an extra vowel: spilit, ithrew or lengthes.
In Arabic word stress is regular. It is common, therefore, for Arab learners to have difficulties with the seemingly random nature of English stress
patterns. For example, the word yesterday is stressed on the first syllable and tomorrow on the second.
The elision (or swallowing) of sounds that is so common in spoken English is problematic for Arab speakers, and they will often resist it.
(Consider, for example, how the questions What did you do? or Do you know her? are said in conversational English: Whatcha do? / Jew know her?)
This aversion to elision and the use of glottal stops before initial vowels are the primary reasons for the typical staccato quality of the spoken English
of Arab

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