Brief History of the English Language

My Teaching Practicum
Choosing to study Bachelor of Education at the Institute of Foreign Languages was one of the biggest concerns I have ever had in my academic
years. The reason was that I used to be a person who hated teaching the most and used to have pessimistic ideas towards teaching as well, but
eventually became a teacher trainee teaching in reading class. At the very beginning of the teaching practicum, I was so nervous and I thought I could
not go through these tough and complicated moments easily. It was until I finished my teaching practicum did I realize that there is nothing that I
cannot do in this world. During these six weeks teaching period, I had learned to believe solely on myself and put all of my efforts in order to end
my teaching demonstrations with fruitful results and hereby I also believed on a quote stated that "Nothing is impossible, the word itself says 'I'm
possible'!" Personally, what I had gone through during... Show more content on Helpwriting.net ...
Therefore, my supervisor also recommended me to try to use the language that is simple, easy, and fit to the students' level and he even suggested me
to carefully anticipate the unexpected problems that may occur during the teaching. All of the comments and advice provided by my supervisor and
associate teacher were precious to me because without all of those things I wouldn't have done my teaching practicum successfully. To sum up, even if
the teaching practicum was short, what I had received and achieved were more than my expectation. It was a period that I, as a trainee, was able to
apply all the theories, techniques, and methods that I learned in Teaching Methodology, Foundations ofEducation, and Applied Linguistics class into
practice and it was a special period that I could learn to develop my ideas into a broader sense. Although I encountered suffering and difficult moments,
yet teaching practicum was a priceless gift I have ever had within these four years at
... Get more on HelpWriting.net ...

What Are The Rules Of Phonology
Rules of Phonology
The easiest way to understand what the rules of phonology are for is that it translates phonemes to the real sounds, called allophones. Whatever we
utter or produce using our vocal chords are allophones, which has physical entities to it. While, phonemes are what is received by the listener that has
mental entities and are representative. The classes of phonemes that are bound to these rules are: voiced consonants, rounded vowels, nasals, sibilants
and etc. The existence of variations in every language makes the phonological rules important to maintain recognizable words. Therefore, the rules of
phonology are used to show the patterns of distribution of sounds in a particular language which might vary in different languages. In the rules of
phonology, there are several feature–changing rules that change the value of a certain component feature of a sound. For example, the feature of a
sound could change from non– nasal to nasal or from short to long. Presumably, different languages have different rules, but some are very common in
every language. Among these feature–changing rules are assimilation rules. Assimilation can be defined ... Show more content on Helpwriting.net ...
Among them is the voicing assimilation, which can be defined as the originally voiceless sound picked up the feature voiced from another sound. For
example, the word "roses" is pronounced as [rЙ™КЉzЙ™z] that shows the voiceless / s/ picked up the voiced feature of / z/. Next, there is a
devoicing feature changes in assimilation. On the contrary of voicing, the voiced sound picked up the voiceless feature of another sound which
reportedly common when speakers pronounced the phrase "have to". Originally in English, the "have" ends with the voiced phoneme / v/, [hГ¦Лђv t НЄ
uЛђ] and the word "to" begins with the voiceless / t/. If some speakers devoiced / v/ into / f/, it can result in the pronunciation of

Difficulties Of Second Language Phonology
1.Introduction
The mastery of second language phonology refers to the acquisition of the second language (English) sound system, listening comprehension and
speaking skills. The acquisition of the L2 phonology is an area of language that has not been thoroughly investigated like other parts of language such
as syntax or grammar. In fact, it is only in the last quarter of the twentieth century that studies about this area of language have emerged. As such,
research studies about this aspect of second language learning are quite small and recent.
The aim of this essay is to present some difficulties that L2 speakers face when learning English phonology, to analyse the importance of phonology in
L2 speech and to discuss second language transference of L1 in the L2.
2.Difficulties
English phonology is a rather difficult part to master; this is due to various things:
In English the correspondence between symbols and sounds is not regular, but inconsistent.
... Show more content on Helpwriting.net ...
This occurs because children are able to create new categories for the L2 sound system. This ability, however, starts to decrease at the age of two and
stops when children reach puberty. Therefore, people who were exposed to the second language at an early age may achieve native–like proficiency,
but people who were exposed to the L2 language later on in life may not be able to attain native–like proficiency. However, while many studies have
demonstrated that children are able to learn second language phonology much more easily and rapidly, there are people who started to learn a second
language in adulthood and talk like a native speaker, and there are other people who started this process in childhood and were not able to achieve

The Language Of Language Teaching
Historically, both teachers and researchers have not been interested in pronunciation, as they have usually focused their effort on grammar and
vocabulary. Only at the end of nineteenth century, with the Reform Movement in language teaching, pronunciation received systematic attention
(Celce–Murcia et al. 2010; Terrell 2012). Thenceforth, research on L2 phonological instruction has grown, and, with the advent of the Communicative
Approach, questions on the matter shifted from "Is it necessary to teach it?" to "What are the best ways to teach it?" With the focus on communication,
this approach raised the need to teach both segmental and suprasegmental aspects of the target language in the classroom in order to increase
intelligibility and communicability, because, regardless students' command of the second language grammar, they may still face communication
problems if they fall under a threshold level of nonnative pronunciation (Hinofotis and Bailey, 1980).
Despite possible, it is rare for L2 speakers to achieve native–like pronunciation (Bongaerts et al. 1997). Therefore, "a more modest and realistic goal is
to enable learners to surpass the threshold level so that their pronunciation will not detract from their ability to communicate" (Celce–Murcia et al.
2010). There is empirical evidence that learning context play a fundamental role on achieving high–level phonological proficiency. Bongaerts et al.
(1997) demonstrated that their high–proficient subjects were motivated

Features Of Estuary English
Introduction
A new buzzword, Estuary English, is supposed to be a new kind of English that is spreading quickly throughout England, creating expectations about
its future as possible standard accent. The aim of this essay will be to introduce the reader into the environment of this particular variety of English, as
well as to provide a general overview about it.
This essay is structured as follows. Section 1 attempts to define Estuary English as well as to establish its origins and geographical occurrence. Section
2 will provide account of the typical stereotype of the EE speaker and how it has changed throughout time. And finally, in the third section, major
characteristics of this variety will be outlined in three different levels: phonological, grammatical and lexical.
Definition, Origins and Geographical Dimension
Estuary English (EE) has been evident in the writings of ... Show more content on Helpwriting.net ...
or don't I?
В» The omission of the –ly adverbial ending, as in They talked very quiet for a while.
В» Generalization of the third person singular form, especially in narrative style, and generalized past tense use of was. 3.Lexical Features
Furthermore, Estuary English also presents several distinctive lexical features, as mentioned by Rosewarne (1994) and Coggle (1993):
В» EE makes an extensive use of Americanisms. The most frequent examples are the use of Excuse me instead of Sorry, and the constant repetition of
the word mate.
В» The word Cheers is frequently used instead of Thank you, but it can also means Goodbye.
В» Extension of the actual meaning of the word basically to use it as a gap filler.
Conclusion
Summing up, Estuary English can be defined as a variant of English widely spoken in and around London and, more generally, in the southeast of
England and along the river Thames and its estuary. It can be placed between "Queen's English" and Cockney and it uses some non–standard
grammatical forms and several divergences from

History of English Language
History of the English Language One thing that makes human culture possible is the language, not thought. We cannot form a precise though without
the power of words. Surely, we can relay on pictures, but language is the tool that will help the idea construct more completely, precisely, with more
detail and finesse. Animals communicate, but their way of communication is based on cries consisted of limited number of symbols which have
general meaning. Example: In case of danger: –A human with the help of words can specify the problem methodically saying what the problem is, how
it happened, where it came from... –An animal (bird) can only cry that there is danger, but no more Therefore, the language of the animals lacks... Show
more content on Helpwriting.net ...
1. /p/ (the phoneme spelled p in pat): voiceless bilabial stop. 2. /b/ (the phoneme spelled b in bat): voiced bilabial stop. 3. /t/ (the phoneme spelled t in
tot): voiceless alveolar stop. 4. /d/ (the phoneme spelled d in dot): voiced alveolar stop. 5. /k/ (the phoneme spelled c in cap): voiceless velar stop. 6. /g
/ (the phoneme spelled g in gap): voiced velar stop. If we have a rapid release then we call the consonant a plosive. If, on the other hand, there is a slow
release then we have an affricate. 1. /c</ (the phoneme spelled ch in chip): voiceless alveopalatal affricate. 2. /j</ (the phoneme spelled g in gyp):
voiced alveopalatal affricate. Glottal stop is a fricative produced by fully closing the vocal cords. Sonorant Consonants Nasals –––} m, n, ng (like in
sing) Lateral consonant –––} l Approximant –––} r The Phoneme It is said that there are 45 basic sounds of English that vary, but they are a lot more.
For example p has a lot of variants depending on its location in the word and the sentence. Open–ended system vs. closed system Lexical words vs.
grammatical words Open–ended system, as the name implies, is a system where its words are constantly changing. In the open–system we have the
word–classes: Nouns Adjectives Verbs These word–classes are also called lexical words. Closed system is a system where its words are not changing.
The

Tattoo Scenarios
City units were dispatched to a call of a disturbance at 938 Water St., apartment 206. The RP said they did not see the disturbance/argument, but could
hear yelling and banging around. The RP said that they went in the hall and could see the front door to the apartment smashed in. The RP also said
that the male half is named Gary and owns the Tattoo parlor down stairs around the block. The RP advised that the female half is named Tiara.
Sgt Pernsteiner and I arrived and walked up to the corner of the building, and Sgt Pernsteiner observed a lone person standing in the doorway of the
tattoo parlor that we had been advised of by JeffCom. We walked over there and contacted the person. The person was a female who was identified as
Tiara Fager, ... Show more content on Helpwriting.net ...
I got the booklet on DV information and a statement form. I returned and she was in the back room and did not come to the door for about 2 minutes.
I gave Tiara the booklet and advised her that I would call a DV/ crisis advocate for her, or she could call one if she likes. I also told her that the
booklet has information on counseling and other services that are available to people who have been involved in Domestic Violence or mentally or
verbally abusive relationships. She said ok and took the booklet. I included the case number my information and the date on it.
I told Tiara that I would take a written statement from her and she could just write it down instead of telling me what she remembers. She smiled and
took the pen and statement form and said ok.
Tiara sat down and took the pen and put it to the paper and then did not move. She stayed there as if in deep thought and did not move. She them
started to write on the statement form and I literally could not tell what she was writing because she was writing so slow and illegible that I advised
her I would write it for her and all she had to do was to talk to

Who Said We All Have To Talk Alike Essay
"Who said we all have to talk alike?" by Wilma E. McDaniel, "The Merchant of Venice" by William Shakespeare, and "A Child in a Prison Camp"
by Shizuye Takashima are all stories where discrimination occurs. The victim of discrimination that reacted the most reasonably was Neffie Pike
from, "Who said we all have to talk alike?" Neffie reacted the most reasonably out of the three characters because she did her job to the best of her
ability, was respectful and never retaliated when she was discriminated against due to her word pronunciation.
Although Neffie was judged for the way she spoke, she still worked very hard to help Beryl and her two little girls. Pat and Penny were the only reason
why Neffie worked as hard as she did because she ... Show more content on Helpwriting.net ...
Neffie never did anything out of anger and she never reciprocated after being discriminated. Shylock on the other hand was discriminated and
discriminated back. He spoke of his discriminator, Antonio, rudely and wanted him dead. In the story he said, "I am very glad of it: I'll plague
him; I'll torture him; I'm glad of it" (Shakespeare, 42). Neffie never fought back, she never discriminated Beryl for her different pronunciation,
unlike the story, "A Child in a Prison Camp", where the Japanese refugees turned on one another and discriminated each other for either choosing
to stay in Canada or go back to Japan. In the excerpt from the story, it said, "Those who have signed to return to Japan are called, "fools"; the ones
who have chosen to stay in Canada are called, "dogs", slang for traitors" (Takashima, 1). Discriminating Beryl's pronunciation would have been the
easy way out for Neffie, but Neffie chose the harder path and never let anything negative come out of her mouth. She was never bitter like Shylock or
rude like the Japanese refugees, she was Neffie Pike, the kind–hearted and patient woman.
Neffie Pike was a victim of discrimination, as were the Japanese refugees and Shylock. Out of all of them, she was the most reasonable in the way she
reacted

A Case Study Of An English Learner 's Use Of Carnegie...
A NativeAccent Case Study This paper describes a case study of an English L2 learner's use of Carnegie Speech's NativeAccent online speech
recognition software. The target student, in this case study, significantly improved her English pronunciation and fluency through the individualized
exercises offered by Native Accent's Intelligent Tutor lessons. However, the student's word stress results were considerably lower after completing all
of the Intelligent Tutor lessons compared to her initial assessment results. Her grammar skills remained constant through this case study, exhibiting
only a slight improvement. For this target student, NativeAccent represents an improvement over previous technologies designed to teach English
pronunciation. Nevertheless, she expressed concerns regarding the software's unforgiving nature, which for her was excessively stressful and
counterproductive. Target Student The target student, who willingly participated in this case study, is a 43
–year–old naturalized US citizen who grew
up in Thailand. The student immigrated to the United States when she was 26 years old. She is as a highly proficient English L2 speaker who
graduated from an international university in Bangkok, where all courses were taught in English. The target student's initial NativeAccent online
assessment revealed her baseline English proficiencies to be 74% correct pronunciation, 82% correct grammar, 98% correct word stress, and 88%
correct fluency. The target student felt her

Differences Of English Dialects
Key issue 3 Understanding the ways dialect vary. Many people have wondered why, if we are in one country, why do a lot of people sound different.
Each region has its own language by way of spelling, vocabulary, and pronounciation. This is called dialect. THe sub division of a dialect is called
subdialect. English Dialects Serval hundred years ago, English speakers migrated and settled in North America which stated the development of
dialects of the English language. Because of its widespread distribution and the large number of speakers, many dialects and subdialects were formed.
Those most responsible for English becoming the most dominant language in the Western Hemisphere were the earliest colonists. In the 17th century,
colonists from England settled along the Atlantic coast bringing the English language with them. Since it was already a dominant language, settlers
from other countries made significant contributions to the American language and became acculturated into the English society. During the 18th and
19th century, the American and England English were isolated by the Atlantic Ocean causing them to evolve independently. Transmissions over long
distances would not be available for another hundred years and very few residences could visit during this time. The English's from each country
differs in three significant ways; vocabulary, spelling, and pronunciation. Because of the discoveries of new objects and experiences of new things, the
development of vocabulary

Received Pronunciation: Historical Background and Application
ARTSAKH STATE UNIVERSITY English Language Department A Thesis to Acquire Master's Degree Received Pronunciation: Historical Background
and Application Performer: Hamest Mkrtchyan Superviser: Narine Hairiyan Stepanakert 2010 Contents Introduction Chapter I. The Evolution of
Received Pronunciation 1.1 Spread of English 1.2 The origin of RP and its definitions Chapter II RP and Non–RP: similarities and difference 2.1
Changes in the standard 2.2 Regional Non–RP accents 2.3 The American variant of English Conclusion Bibliography Introduction The term "Received
Pronunciation" (RP) has in the course of this century come to designate–at least among linguists and EFL... Show more content on Helpwriting.net ...
A great importance is also given to a new kind of generic southern accent: Estuary English, which admits people to the inner circle and acts as a "class
barrier". It's interesting to note that Margaret Thatcher adopted RP to appear more educated, power, and authoritative to the electorate, while Tony
Blair has swapped RP for Estuary English in an attempt to identify more closely with the people he represents. British phoneticians A.C Gimson (1964),
A. C. Hughes (1997), estimate that nowadays RP is not homogenous. A.C. Gimson suggests generally distinguish between three different forms of RP:
conservative, general, and advanced. The second chapter deals with changes in the standard: both diachronic and synchronic. We study non – RP
accents of England, American variant of English and their difference from and relationship to RP. We explore some remarkable similarities between
phonological data collected by L. Mugglestone (2003), A. D. Shweitzer (1195). As for American variant we must say that it has been very thoroughly
described by many prominent scholars both in the UK and in the USA. In this research work, however, we try to follow the conception introduced by
A.D. Shweitzer (1195) in his sociolinguistic approach to the treatment of contemporary speech situation in America. American English has drifted
considerably from English though as yet not enough to give us ground to

Essay On Wifi
Physical Intrusion detection Using Wi–Fi orZigBee RF SignalsRonak Gune#1#Department of Computer Engineering, RMD Sinhgad School of
Engineering 1ronakgune @gmail.comAbstract– Wi–Fi is the wireless networking technology which allows two or more users to connect to each other
or connect to the internet within a particular area. Wi–Fi thus enables a number of devices to communicate with each other using Radio Frequency
signal which helps to use a lot of advanced services to be provided to the user. In the proposed system RF signals form Wi–Fi and ZigBee sensor nodes
were used and the received signal strength indicators (RSSI) were used as a test to detect the presence of human beings in an indoor environment. This
system can be used as an actual alarm for detection of physical intrusion in a certain area and also can be used to save energy and reduce costs on a
large scale.Keywords: Alarm; Physical Intrusion Detection; SOHO; ZigBee; Wi–Fi.IntroductionIntrusion detection in a certain given environment is
one of the most important topics that we have to consider nowadays because of security issues and also for energy management.The traditional
security approaches include setting up lasers, cameras or even people for security measures. However, this may lead to wastage of resources like
money, storage and power. Thus we need to come up with measures which use some different methods other than those available for better security
purposes or energy management.Wireless sensor networks

Seb's Strategies In Making The Shark
Seb's interest is particularly captured by the creation of his shark. He seems quite excited when making the shark with the use of buttons, sequences
and glitter thus creating a storyline of sharks and fishes as he goes along. Seb was very expressive with his language use for example he was able to
structure his sentences very well and described he was making a giant fish with different shapes. He was rather fluent with his vocabulary and has a
good comprehension of his spoken language. It is evident that Seb's pronunciation of words is quite good and he may have gained that by reading
books but to develop his vocabulary, Seb can use context clues within a book to understand the meaning of words he cannot recognise therefore helping
his pronunciation... Show more content on Helpwriting.net ...
The following strategies mentioned in the Queensland Curriculum and Assessment Authority (2014) can be used to extend the child's language and
literacy development by: Promoting vocabulary development from reading and writing Building literacy environments in which literacy is used and
discussed Building upon social relationships that focuses on children's strengths, prior knowledge and interests. It was clear that Seb engaged into
play creating roles and ideas while he was making the shark. In this example, educators can promote this learning by building on family and
community experiences with creative and expressive art. In Seb's case, children at his age tend to utilise technology. Seb referred to the movie
Finding Nemo and a good way to engage children in the classroom is to integrate technology into children's play experiences and projects by
providing a wide range of resources that will allow them to demonstrate meaning using visual arts such as electronic storybooks. This will ensure them
asking open–ended questions and becoming active and engaged learners (DEEWR,

Questions On English Language Learners
Five articles discussing ESL pronunciation techniques will be summarized, as well as, compared and evaluated. These include the works of Chen and
Goswami (2011), Esling and Wong (1983), Florez (1998), Levis and Grant (2003), and Morely (1991). Each of the articles discusses pronunciation and
how it has been undermined by the immense focus of ESL teachers on grammar. The five articles agree that pronunciation needs to be emphasized in
the classroom, awareness needs to be raised, suprasegmentals need to be a focus, and an active approach using English needs to be taken by the ESL
students. Summary The study by Chen and Goswami (2011) focused on the incorporation of Cooperative Learning in the classroom and the effect on
pronunciation by English Language Learners. Pronunciation is claimed to be very important for overall academic achievement. The incorporation of
Cooperative Learning allows students to sense being part of a team. Communication skills are built in groups through the Cooperative Learning
technique. Students are expected to feel comfortable while learning English together as a group. The phonological content is presented in a
comfortable way. Cooperative Learning allows students to engage in the classroom in a way that typical pronunciation exercises do not. Chen and
Goswami found that even though the Cooperative Learning setting did significantly improve the pronunciation of the students' English, the
improvement was not significant when compared to the

Reflective Practice
As pointed out before, RP is a trending topic nowadays but also confusing. The ambiguity and the overlapping use of terms complicate the
understanding (hebert, tsingos 2014). Boud 1985 p.8 points out that it is not a single facet term but a generic/umbrella one that involves a range of
ideas and activities. In order to apply the concept correctly to dental education, I will present different definitions of related terms such as reflection,
critical reflection and reflexivity. Reflective Practice There is some consensus about the 'RP' definition and it is generally understood as "the process
of learning through and from experience towards gaining new insights of self and/or practice" {Finlay, 2008 p.1}. It involves the examination of daily
practical assumptions, the self–awareness of the practitioner and the critical evaluation of the own action. RP breaks the assumption that reflection
happens... Show more content on Helpwriting.net ...
This definition links feelings and cognition. It also presumes an intentional activity, or 'purpose learning' (Moon, Amulya date) which is in line with
many definitions of reflection (Dewey, Moon). However, reflection could be only thinking about something, and not necessary in a deeply, carefully or
purposefully way. Therefore, there is an argument for having different levels of reflection (see van manen, hebert, mezirow), All of these suggests that
'critical reflection' is the highest or the most important level, and it is this that I consider next. Critical Reflection Mezirow (1990) contemplated
reflective practice and identified that there was more to reflection than simply thinking about experiences, suggesting that critical reflection involves a
critique on the assumptions on which our beliefs and values have developed (hickson p.

Myth 17 And Myth 20 From The Book Language Myths
Introduction In this day and age it is important that one understands the different myths in society. Myth 17 and Myth 20 from the book Language
Myths edited by Laurie and Peter Trudgill address many myths that the average layman may have concerning language. I will address the main
ideas and my overall insight about Myth 17 and Myth 20. Myth 17 Myth 17 describe by Dennis R Preston is on the topic of language and the
different way people speak in the states. The myth is that some varieties of a language are not as good as others (Bauer and Trudgill, 1998). In
every region or area it is known to the members of the society that there is a specific type of dialogues spoken. One very important fact that was
mentioned in Myth 17 was language variety does not correlate with intelligence or competence (Bauer and Trudgill, 1998). From the findings of
the different studies we easily see how there is an overall bias from each group that gives their input. We also see that there is an overall trend of
people from other parts of the America that believe New York and the south do not speak regular English. We also see how it 's very subjective and
when participants of the study in New York the south they thought they had really good English language. My reaction to Myth 17 is very simple. I
always thought there is proper way in way English should be spoken. After reading this chapter I really understood that we all have our different
views and sometimes we are biased on our views on

Critical Period Of Foreign / Second Language Acquisition...
The purpose of this paper is to review the literature which examines whether there is a critical period in foreign/second language acquisition and in
pronunciation for late learners. The Critical Period Hypothesis refers to the claim that there is an optimal period for language acquisition which ends
around puberty (Lenneberg, 1967). Generally, the advanced level of cognitive development enables adults to perform better than children in most
areas. However, in the domain of language learning, children seem to have an edge over adults. All children master their first language within a proper
environment. On average, children are more successful than adults in learning a foreign/second language even with native–like competence. However,
adults often struggle to learn a foreign/second language and seem to fail to acquire the language. Therefore, researchers have raised the question about
whether there is an optimal period in language learning.
Lenneberg (1967) hypothesized that language should be acquired only within a critical period between early age and puberty. Lenneberg's (1967)
Critical Period Hypothesis (CPH) considered only the realm of first language acquisition, and there was affirmative or negative evidence for a critical
period influencing first language acquisition. All human beings are actually able to develop first language proficiency within adequate stimuli.
However, Genie (Curtiss, 1977) who could not fully develop her first language due to cognitive and

What Did I Learn In Conestoga College
I thought in suspend my course, but wouldn't be the solution. The resolution that I found was to talk with my professors. As a result, I received
incentive and advice to continue with my course. I never went an accommodated person, and I have goals to achieve in Conestoga College. Initially,
when I was starting my course, I thought. what is the best way to achieve my goals here. Firstly, I needed make new friends, and looking for
Brazilians students would be an option because my English was not good enough, and I did exactly it This act is rational and It has helped me to
solve my troubles in Conestoga College. Sometimes I talk with my friends about the ability to learn something in English, and it is clear for me that
my intelligence to understand is not bad, but I need more time to process the information.... Show more content on Helpwriting.net ...
These feedbacks encourage me to do different essays. I focus on vocabulary and pronunciation because the context is very important for my
communication and learning. It is necessary a sequence of rules, but make part of the learning. Learning the second language is not easy. Many students
have troubles to learn English, and it may be related with their own language. For example, the methods of the learning and the rules are totally
different such as pronunciation, writing, and listening. However, some institute and organization insist saying that the methods are not the main
problem. Also, they say that is necessary time and commitment. For example, students necessarily need to study full time and bring all activities ready
for the classes. In conclusion, the scenario involves more than follow rules and orientations. Learning the second language is a big challenge that the
students need to

Behavioral Learning Theory My Fair Lady
CI 540 – Learning Models for ID/IT"Behavioral Learning Theory" Describe any of these aspects of Behavioral Learning that appear in the movie
My Fair Lady. Not all appear. (number) indicates page number in Driscoll, 3rd edition. (37)Strengthening, weakening or extinguishing existing
behavior In the movie, Higgins targeted phonological features proper of Eliza's Cockney dialect. According to Higgins, Eliza's accent should be
modified to "transform" her into a fine lady. The undesired behavior was weakened by a series of reinforcements based on punishment and
reward. Eliza was offered chocolate, for example, when she correctly pronounced a set of sentences. Once Eliza achieve the "correct"
pronunciation she was offered multiple rewards. For example, she attended the Ascot Horse Race, for which she was offered a new wardrobe. (38)
Types of reinforcers: Primary / Conditional / Social A primary reinforcer was food. Eliza was threatened to have not food if she was not able to
pronounce words according to Higgins' expectations. A conditional reinforcement was Eliza's participation in social event such as the Ascot Horse
Race or the dance at the Princess of Hungary banquet, where she was praised for her pronunciation. (40) Negative Reinforcement and Punishment
(difference) Higgins' punishments were in the form of endless repetitions of certain phonological features. She was also denied food as a punishment.
He also used derision and rude manners with her to mark the

Literature Review : Language Attitudes
Literature Review Draft 1. Introduction to language attitudes Language attitudes, which include people's perception about the language variety in their
own community and language varieties in other communities, has been one of the crucial topics in sociolinguistics since 1960s. When people speak of
affective qualities of a language variety, it is not the language that is being evaluated, but an underlying stereotype of the speakers themselves. For this
reason, attitudes toward divergent language varieties "are better understood as attitudes towards the members of language communities" rather than the
variety itself (Edwards, 1994, p. 89). In this way, then, by judging the speakers of in–group language varieties, respondents are also indirectly
evaluating members of these in–groups as well , essentially making qualitative judgments regarding language and their own group identity (Edwards,
1985). Fundamentally, as Edwards (1985) writes, language attitudes "allow some insights into the perception and presentation of identity" (p. 151).
Therefore, by looking at attitudes of learners of Mandarin toward regional accented–Mandarin, we can probably understand whether this language
variety is more likely to be used, emulated, and accepted throughout learners of Mandarin. The way to figure out what are people's attitudes towards a
language variety is to conduct attitude surveys. Several investigative techniques have been adopted during the long history of language attitude studies,

Proficiency Is The Highest Level Of Speech Competency
Nativelike proficiency is the highest level of speech competency that can be achieved by an L2 learner. In linguistics research it is often passed off as
the ability for an L2 speaker to con the natives into thinking that they are part of the in–croud based on their exemplary conventional verbal
performance. The two studies outlined by Bongaerts, et al. (1997) in "Age and ultimate attainment in the pronunciation of a foreign language" sought
to investigate the notoriously sensationalized notion that once a certain age is reached language learning, to the point of fluency, becomes next to
impossible. The researchers endeavoured to collect evidence demonstrating whether or not native speakers of a language could identify non–native, yet
highly proficient, second language learners who had near nativelike mastery over the pronunciation of the second language.
As a result of some data irregularities in a prior study, with the same research goal, the authors conducted a follow–up investigation with greater
constraints on participant and judge selection, thereby reducing some noticeable confounds. The first study was comprised of three groups. Group 1
was a control group with only native speakers of British English. Group 2 consisted of Dutch learners of English considered to be highly successful in
their command of British English according to English as a foreign language (EFL) experts and the third group incorporated Dutch university students
at varied levels of English

Write an Opinion Piece Article in Which You Discuss the...
It seems unusual to start from scratch with such a thing. With there being several types of accents, why must one feel like they should change theirs?
As Text B illustrates, it seems as though it is celebrities in particular that are changing their accents to fit in with 'showbiz' and the latest trends or for a
movie they will play a part in. Within seconds of meeting someone, we make judgements about who they are just by the way they sound. Attitudes
towards accents are based more on social connotations and prejudices surrounding the location or social group associated with that accent than on the
sound itself.
The reason people may be obliged to change their accent is to feel like they fit in and not stand out, so that people from ... Show more content on
Helpwriting.net ...
Regional dialects were seen to be used by those from a lower class and being less intelligent. However, regional dialects were given points for
sounding warm, trustworthy, friendly and honest. These positive connotations are usually for rural, beautiful landscapes. To find this, he got the same
actor to read a passage but in different accents and listeners had to score them.
An advantage of speaking RP is mainly the idea that one is widely understood all around the world. In fact, 46% of company directors see it that
regional accents are a disadvantage to business success therefore, accent can be said to impact your chances of employability into a company. Some
regional accents evoke a positive response and can be an asset in certain occupations for example: call centres in England tend to employ people who
speak with a local accent such as from Ireland, Scotland or Wales as Giles' work said that customers feel more comfortable interacting with an operator
that spoke with a 'friendly' regional accent.
Accent reduction schemes work on the basis that regional dialect will be viewed negatively in workplace and attempt to change or completely change
the way in which someone speaks. Evidence contradicts this as some regional accents can evoke a positive response and can be an asset in some

The First 4th Of July Research Paper
The First 4th of July. (The tongue) It was the very first time we did not see the 4th of July fireworks, we did indeed not see them ever before.
Fireworks must have been ripping the sky above Manhattan and thousands of spectators were staring at them. But my wife and I were peacefully
snoring on the queen–sized airbed in the hot as a stove room in concrete jungles of Brooklyn. Just about 7 hours ago our non–stop, and almost eleven
hour–long Delta flight from Kiev to New York landed in JFK, concluding our 2–day journey to the new world. The crowd of passengers quickly
flooded the JFK terminal 4 filling border patrol booths. I heard people talking Russian, English Hebrew, and other languages. "Melting pot," thought
I in Ukrainian. My wife Galyna and I went to the booth marked for immigrants. Border patrol officer looked like she was not really enjoying working
on the holiday. She asked us to give her our passports, looked angrily at us and down the passports and again, then loudly stamped them and pointed
her finger at the door in the corner and mumbled, "Over there." I was a bit upset, expecting to hear something... Show more content on Helpwriting.net
...
Up to $16/h." So she said, "Why don't you give it a try.", and I responded "That's our chance, baby." I walked in to pizza place and asked cashier if they
needed drivers. The cashier called the manager, who literally asked me just a few questions, about my immigration status, if I had a social security
number, if I had a car with GPS and when can I start. Next day at 10 AM I was at work and I was very excited. I thought that I will be working with
English speaking co–workers, but almost all the folks at the pizzeria were from Brazil and spoke fluent Portuguese and broken English. They almost
never spoke English, except when with the customer or I asked for help, so I could not rely on work environment too much to learn any

East-Midland English
A project in theoretical phonetics of English
Shcherbakova Natalia, group 01
Contents:
1.Introduction 2.English in East Midlands 1.Vowels 2.Consonants 3.Word Stress 4.Sentence rhythm and intonation 3.Conclusion 4.List of references
Introduction East Midlands, general facts
The East Midlands, in its broadest sense, is the eastern part of central England (and therefore part of the United Kingdom as well).
The East Midlands covers three major landscape areas: The relatively flat coastal plain of Lincolnshire, the river valley of the Trent, the third largest
(and longest) river in England, and the southern end of the Pennine range of hills in Derbyshire.
The second of these contains several large cities: Nottingham, ... Show more content on Helpwriting.net ...
Lincolnshire also has a marked north south split in terms of accent. The north shares many features with Yorkshire, such as the open a sound in "car"
and "park" or the replacement of take and make with tek and mek. The south of Lincolnshire is close to Received Pronunciation, although it still has a
short Northern a in words such as bath. In Northamptonshire, crossed by the North–South isogloss, residents of the north of the county have an accent
similar to that of Leicestershire and those in the south an accent similar to rural Oxfordshire. The town of Corby in northern Northamptonshire has an
accent with some originally Scottish features, apparently due to immigration of Scottish steelworkers. It is common in Corby for the GOAT set of
words to be pronounced with . This pronunciation is used across Scotland and most of Northern England, but Corby is alone in the Midlands in using it
п‚ћ
East Midlands accents are generally non–rhotic, instead drawing out their vowels, resulting in the Midlands Drawl, which can to non–natives be
mistaken for dry sarcasm. Old and cold may be pronounced as "owd" and "cowd" (rhyming with "loud" in the West Midlands and "ode" in the East
Midlands), and in the northern Midlands home can become "wom". The West Midlands accent is often described as having a

An investigation into the linguistic features of...
An investigation into the linguistic features of supermarket advertising and its relationship with social class
Introduction and Literature Review This study will consider the grammatical and phonological features of supermarket advertising, using adverts from
a range of supermarkets, each with a different target consumer range of a different social class group. Prior to gathering information, I consulted a
plethora of literature. I shall begin this analysis by referring to a statement from Sean Brierley; 'consumers self–identify with products, and buy when
they can see a match with their own personality.(2002:124)' This implies that the linguistic features advert should correlate with the linguistics of its
target social class in ... Show more content on Helpwriting.net ...
Myers (2000:203) talks of the importance of some sellers to create 'ordinariness' in advertising. It is important to conjure a sense of 'everyday
conversation' within an advert, in order for a company to identify with a target consumer group. With reference to Myers work, and its relationship to
this investigation, the non–standard utterances may exist to lower the register of the advert, thus rendering it more accessible and relatable to its target
consumer; the upper and lower working classes.
When considering social grouping, it is important to consider the notion of speech communities, and their influences on language of
advertising(2000:202). William Labov argued that 'speech communities are a subconscious agreement about the relative values of different variants.'
Essentially, Labov is recognizing that within the social stratification system, there exists an acceptance of linguistic variation between social classes –
something of an unwritten understanding about the implications of linguistic variables; for example, the elision of 'of' in 'cuppa tea' is present
predominantly in the working class. It could be that the supermarkets have recognised these variables, and are employing them within their respective
adverts in order to align their selves with their target speech community, and so, their target consumer.
Linguistic Prestige
With the concept of speech communities in mind, this

Essay on Language = Personality?
Since English is essential in getting by in America, people are more likely to judge a person by his/her English mastery. If you speak English well
and fluently, you are quite respected. In other words, if you speak "Broken" English, they may subconsciously think of you as less intelligent than
people who speak Standard English. However, does a person's language mastery reflect complete personality? Since it has not been officially approved
that language reveals complete personality, it is inaccurate to judge a person by his/her language mastery. The dangers of linking one's worth to his/her
language mastery are obvious as it promotes racial discrimination and the loss of identity. Racial discrimination, which actions ... Show more content on
Helpwriting.net ...
Since America is a multinational society, the link between languages to personality may also promote the loss of identity. An example is Amy
Tan, from her article "Mother Tongue". In the beginning of her life, Tan was always ashamed of her mother's "Broken" English. As an attempt to
get away from this side of her heritage, she becomes a great writer. She writes with great English and diction, and uses plenty of vocabulary.
However, she soon realizes that she is being someone she is not. Tan's story is a revelation of what the majority people think today that no one
wants to be misunderstood by their language mastery. Because of this thought, people are desperate to clear their accents, and try their best to speak
English perfectly, and more perfectly. Soon, there would be no other identities in America except Americans. If that is the case, it would be a great
loss to the country because no one would want to immigrate to a country that fulfilled with forced assimilation. For several times, I was being
discriminated against not only because of my English mastery but also my Chinese accent. The most embarrassing one took place at the first day of
my school. As a person of Chinese decent, I was extremely nervous while I had reached the admission office. After waited for nearly an hour in the
line, I eventually got the chance to

Indian English
Features of Indian English Indian English refers to dialects or varieties of English spoken primarily in India and also by Indian Diaspora elsewhere In
the world. Due to British colonialism for over two hundred years' as were used more to British English than to American, Australian or Canadian
English. And due to the presence of vernacular languages in our country, English was chosen to be the co–official language of the union of India. Our
obvious choice is one of the varieties of British English; which educated southern British English also called as "Received Pronunciation" The reasons
for these variations are: В· The presence of many vernacular languages В· People learn their mother Language first В· By the time they start learning...
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Nevertheless, native–English speakers often have difficulties understanding them because of the combination of the pronunciation problems listed
above and the use of Hindi intonation patterns. (In Hindi emphasis is accomplished by higher pitch rather than by the heavier articulation that typifies
English.) The result of this is the sing–song effect that English spoken by Hindi learners often has on native–English speakers. http://esl.fis.edu
/grammar/langdiff/hindi.htm English usage in India ranges from more or less uniform (national variety) to mutually unintelligible varieties. A number
of surveys show that Indians prefer to use and learn Indian English. They consider their English as "good" and "proper." Also, empirical evidence
shows that in North America, Indian English is more readily understood than even the BBC or British varieties. Five notable phonetic and
phonological features of Indian English are as follows: (1) Lack of aspiration in the word–initial position: Words such as pin and Kanpur (name of city)
are pronounced as pin and kanpur; not as phin and khanpur, respectively; (2) Retroflexion. Alveolar consonants: t, and d are replaced by their
corresponding Retroflex consonants (T, D). Therefore, alveolar t and d in the name of the months such as October, September and December are
pronounced as OcTober, SepTember, and December; (3) Lack of Interdentals: Words such as thanks and that are pronounced with

Effects Of Age On Foreign / Second Language Acquisition
This paper examines literature which regards the effects of age on foreign/second language acquisition. Given the fact that adults often fail to learn a
foreign or second language, many linguists and researchers have hypothesized that a critical period exists in the realm of language acquisition.
Proponents of the Critical Period Hypothesis (CPH) claim that there is a critical point for foreign/second language acquisition that occurs around
puberty, beyond which people seem to be relatively incapable of acquiring a foreign/second language. On the other hand, opponents pointed out that
there are late learners who achieve native or native–like competence in a foreign/second language and even in pronunciation. Others opposing the CPH
suggest that rather than a critical period in acquiring a foreign/second language, other factors such as the learners' educational, social, and affective
variables should be considered.
Keywords: age effects, critical period, foreign/second language acquisition, pronunciation
Perspectives on the Critical Period Hypothesis
And Pronunciation
In Second Language Acquisition
Introduction
The purpose of this paper is to review the literature which examines whether there is a critical period in foreign/second language acquisition and in
pronunciation for late learners. The Critical Period Hypothesis refers to the claim that there is an optimal period for language acquisition which ends
around puberty (Lenneberg, 1967). Generally,

The Great Characteristics Of Maine 's Dialects
The great characteristics of Maine's dialects had been clearly discussed in the Dialect Project 1 such as rich vocabularies, various syntaxes, different
morphologies, and unique lexicon. However, the main goal of this project is to explore those previously explained concepts to see how Maine's
dialects are received such as negative or positive, inaccurate or not, too exaggerate or too simple, and how various ways of linguistics are presented in
real life situations. Speaking of phonology, the descriptions of words are exactly what explained in the Dialect Project 1, which is there are many
words are being pronounced with the Ah sound like the pronunciation of the word "father." Moreover, there are different words but have the same
pronunciations in Maine's dialects. Beyond this similarity, the other thing seems inaccurate is the pronunciation of the letter R. The demonstration of
this project will demonstrate that the word R is pronounced very soft and less stressed. Syntactically, the word order, phrases or idioms in Maine's
dialects are very broad, rich, and its ridiculous meaning might make people confuse sometimes. Last but not least is the variation lexicon that some
words are written in SAE, but the meaning is slightly different overall. The phonological patterns of Maine's dialects are pretty interesting to the
outsiders by the way the Mainers pronounce certain words. There are many words are pronounced with the AH sound like sound in the word "father."
In project

The Success Of Interpreting Largely Depends On The...
The success of interpreting largely depends on the interpreter's comprehensive preparation before the interpretation initiative. It's essential for an
interpreter to comprehend what the speakers are about to say. In the book basic concepts and models for interpreter and translator training, Daniel Gile
stresses the importance of comprehension in interpretation and summarizes an interpretation comprehension equation. In this chapter, the interpreter
makes pre–task preparation guided by this equation. It can provide instruction on how to prepare comprehensively and from what perspectives to make
preparation, thus enhancing comprehension in interpreting process. The interpretation comprehension equation is C=KL+ELK. "'C 'stands for
comprehension, 'KL' stands for knowledge of the language, and 'ELK' stands for extra–linguistic knowledge". It is worth noting that the "=" does not
refer to complete equality but the result of above the factors' interaction, while "+" means "addition by interaction" rather than arithmetic addition. So
the preparation work is made from two perspectives: KL and ELK. 2.1 Knowledge of the language Knowledge of the language is the foundation and
constituent of language skills. "In any case, relevant elements of vocabulary, grammar, and style in the source language should be well mastered by the
translator. In conference, in particular, relevant language elements should be mastered well enough to require little time and processing capacity to be

The Role Social Class Plays on the British English Language
Social class is a hierarchal structure, whereby people within society are grouped and then classified, depending on their economic, social or
educational status. British English is a type of English language, which is used in Great Britain. Within modern contemporary British English, it could
be argued that social class plays a major part with how the language is today.
Firstly, within Britain, there is a variety of different accents that differ from each other, whereby words are pronounced in a style that is due to a
certain geographical location. It could be said that, regional dialects are commonly associated with class, as some regions have a social stigma
attached to them, which then perceives them as having lower 'prestige' within society. Author Jason Jones believes that '... most people tend to evaluate
a speakers social position on the basis of their accent and dialect. So, in Britain, a speaker with the accent associated with Merseyside or West
Midlands might be judged as being working class, while those with accents linked with 'Home Counties' or Edinburgh might be placed on a higher
position on the social scale' (1999:135). One accent that tends to have negative connotations attached to it, is the 'Brummie' accent. The 'Brummie'
accent is the regional dialect for the city Birmingham that derives from the colloquial term, 'Brum'. The most common features of the accent is: words
that use the vowel 'i', are pronounced like 'oy', therefore 'bite' would be pronounced

Essay about The Critical Perido Hypothesis
The critical period hypothesis has been a long–standing topic of debate in first and second language acquisition. There are many studies that focus on
the effects of age on the attainment of a second language. The Critical Period Hypothesis theorizes, at its most basic level, that younger learners are
more successful than older learners in language learning. It also theorizes that language learning is difficult after puberty. Thus, a critical period or age
limit exist in language learning. It is generally accepted that the critical period extends to second language acquisition. However, there are
disagreements on the optimum age range in which second language can be easily attained. The term "critical period" is used to describe ... Show more
content on Helpwriting.net ...
31). Thus, adults have a harder time learning a second language.
Arguments for and against the Critical Period Hypothesis (CPH) are found in many studies in second language acquisition. The purpose of this paper is
to determine the acceptance of critical period and to find whether or not there is a support for a cut off age (set off of critical period) after which
adults can no longer attain native–like proficiency in a second language. Also, studies will be reviewed to determine if adults can attain native–like
pronunciation post puberty. Finally, studies from 1960–1999 are sufficient to determine the support for or argument against the CPH on second
language acquisition (SLA).
Evidence for a critical period in SLA
The effect of age on second language acquisition is a subject of many studies. These studies use Lenneberg's CPH as a base in order to explain why
adult learners have a difficult time in mastering a second language. A commonly asked question is whether or not there is an age limit to attain
proficiency in second language acquisition. And, if there is an age limit, what is the cut–off age?
There is research in the body of literature to support the notion of age as a factor in second language acquisition. There are studies that sought to test
the relationship between age and second language competence. Support for the age factor

The Language Of English As A English Language
1.Introduction The language used around the world is evolving. Currently, English language is spreading globally and it has received a world
recognition. According to Schneider (2007), English is the world's lingua franca as it is being used internationally and exclusively as the language of
politics, trade and the internet. In some countries such as Nigeria and Singapore, English has become a local language in which it is used in their daily
communication (Schneider, 2007). Thus, this shows that English has expanded and can develop into homegrown forms. In Brunei, there are several
languages being used. However, the most common languages are Standard Malay, Brunei Malay and English. Standard Malay is the official language
whereas Brunei ... Show more content on Helpwriting.net ...
Hence, this paper attempt to examine and describe the phonological features of my pronunciation using rather similar methodology and phonological
analysis to that used in the study of phonological features by Deterding and Salbrina (2013) as well as Deterding (2015).
2.Data and Methodology
2.1Materials
The speech analysis uses the Wolf passage recommended by Deterding (2006) and Pratt application (Boersma & Weenink, 2010). The Wolf passage is
used to describe English pronunciation as it provides wide range of English sounds (Deterding, 2006). Meanwhile, the Pratt application is used to listen
to the sound files, view the spectrograms and to measure vowel formants.
2.2Task The speaker (my self) is expected to read the Wolf passage and do five–minute interview with the tutor.
2.3Procedure
In a quiet room in Universiti Brunei Darussalam, the speaker was recorded using a voice recorder performing the task. Prior to recording, I was
given few minutes to read the passage. Then, I was asked to analyze my own recording based on my auditory judgements and acoustic measurements.
The auditory analysis is categorised into 5 features (See table 1) and the acoustic analysis is classified into 2 features (See table 2). The auditory
analysis is carried out by listening to the sounds and the result is based on my final auditory judgement and visual examination of the

Phoenician Alphabet: Self-Analysis
I have been absorbed in trying to complete my charms lessons and up to this point I think I have done quite well. I am rather proud in myself for
keeping within the 'O' grade and I am trying my best to stay at such an elevated grade. My first charms journal that covered lesson 1, I am happy to
say got 100% on the marking. On the second entry that coved lessons 2 and 3 I was a little frustrated in myself at first as I received a 0% on the
marking. This was due to the fact that I did not put in enough information about the lesson and subjects covered within the lesson into the journal entry.
As the journal is for extra credit, it did for a moment cross my mind to just leave it as 0% but this thought soon faded and I realized that my study in...
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Dating back to around 1050 B.C.E., our modern day alphabet still uses most of the ancient forms from the Phoenician. The professor also said that it
is important to remember that the alphabet that we still use today has travelled down and developed with us from three millenniums ago, with not
very much change. The shaped and pronunciations have changed slightly but you can still directly link some of the modern day letters to their
Phoenician counterparts. On the lesson worksheet there was an old picture of some Latin text and where shown that there was lots of uses for the
letter 'V' but none for the letter 'U.' we were also taught that in early Latin they used the letter 'V' as both for a vowel and consonant. The 'U' was later
adapted much later to represent the 'U' sound. Two charms where covered in this lesson and the first is the fire making charm. The incantation for this
charm is, incendio and the pronunciation for that is 'in–SEN–dee–oh' always making sure that there is special pronunciation on the 'SEN.' This is one
of the older spells around and also requires low to high will power, this will depend on the difficulty of the target you wish to ignite. The charm has a
fun flame sign as its wand movement, simply start with your wand out in front of you and then curve it up in a flick and then back down. The
concentration is minimal for the charm unless you need a continuous stream then a bit of concentration

Symbolism In 'A Very Old Man With Enormous Wings'
Society can be a smooth talker, it can slyly belittle someone until they fit the stereotype society has placed upon them. Some people are willing to sever
past the constant bigotry and persevere towards the person they want to become, but others get stuck and fall into the trap called the pigeonhole. The
line separating those who ignore society's harsh accusations and those who listen are classified directly with how the targets react towards
discrimination. Ifemelu, the main character from Americanah by Chimamanda Adichie, was a Nigerian women that lived in America who received an
abundant amount of discrimination towards her African race and accent. Within a short story by Gabriel Marquez, A Very Old Man with Enormous
Wings, people treated... Show more content on Helpwriting.net ...
He spent his time trying to get comfortable in his borrowed nest..." The old man disregarded the fact that he was being shown as an admissionable
attraction and carried on business as usual. The angel showed no signs of annoyance, spitefulness, or anger. He simply did what he needed to do:
eat, sleep, dry wings, and repeat. The angel seemed to favor his own company rather than the company of the townsfolk, so he generally kept to
himself, hence why he "took no part in his own act." The angel did not allow himself to be captured by the stereotypical strings of society, instead he
continued to be himself: the mysterious angel. Another way the angel reacted to discrimination was by avoiding it, "But he [angel] must have known
the reason for those changes, for he was quite careful that no one should notice them, that no one should hear the sea chanteys that he sometimes sang
under the stars." The old man was aware that the sudden changes of appearance (growth of new feathers on his wings) would cause new attention,
therefore, he hid in the far corners of the farm away from people who could disrupt his

Poetry Out Loud (POL)
I am amongst the students in my generation who have been told that if we work hard for something we will get it. In the gray world we live in,
where nothing is ever black and white (except race) this bumper sticker quote shatters dreams daily. It was in my sophomore year when I discovered
Poetry Out Loud (POL). POL is a national competition where students read poems in order to possibly win a 25,000 dollar scholarship award and
other smaller awards. When I stumbled on POL my school was not a participant. To my delighted surprise the following year my communications
teacher introduced the contest to my school. I was excited and everything about the opportunity screamed that my success in the competition was fated.
In the school level I came ... Show more content on Helpwriting.net ...
The scores I received at regionals also stated that my pronunciation was a problem. I still had problems pronouncing th sounds and h sounds and
my pronunciation of "air" sounded a lot like "hair." This did not deter me. I set aside 3 hours each day by myself to practice. I wanted to win state.
I needed to win state. Amongst my wins were people who cheered me on and told me that I "had state in the bag." One of my classmates even said
that because I had never lost anything major, it was unlikely that I would lose state. It seemed everyone also believed that my win was fated. The
day of the competition came. I was nervous, excited and ready to make superior history. When the scores were about to be announced each
participant was called to the front to receive their participation medal while we all waited for the big news. This was it nationals it was right at was
only a slip of paper away and then it would be mine. Or so I thought. As the program organizer started calling out the names my stomach began
capsizing. And then she called my

English Controlled Assessment Essay
English Controlled Assessment
The English language, although used by almost all across the United Kingdom, has been mutated and altered in so many ways that sometimes we
cannot even understand it ourselves.
One of the main factors that affects our understanding of the language is one's regional accent. Although most words and phrases will be
comprehensible some phonetics may have changed so much that all we can do is hope that the context of what has been said makes sense in order for
us to 'fill in the gaps'.
My paternal grandmother, as related to me by my father, spoke with a West Country accent. 'West Country' refers to a large band of accents heard in the
South of England, starting about fifty miles West of London and extending to ... Show more content on Helpwriting.net ...
My father works in a field where it is nearly impossible to rise through the ranks if you are not well spoken and do not show understanding of the
subject in hand, which is usually done by using the semantic field associated with his profession, such as IMF– international monetary fund. PAYE–
pay as you earn, and CT– corporation tax. By using his semantic field when he talks to his colleagues, he can distance himself from people who do not
understand technical terms. For example, he works in a department called MTIC, which might seem confusing, but by using simple abbreviations,
'Missing Trader Intra–Community' can be said without everyone being able to understand.
His ability to converge supports Howard Giles' 'Accommodation theory'. His ability to adjust his speech with a variety of classes in the work place
makes it easier to communicate, and helps the people that he is talking to to feel more comfortable and may make it easier for them to understand what
is being presented.
For example, when he is explaining something to me, he uses a calm tone of voice giving examples that I can relate to. However, when talking to his
boss he uses an assertive, confident tone, wider vocabulary and terms that are recognised in relation to the subject.
It isn't essential to be able to converge and disguise your language using technical abbreviations but in my father's profession, where there is an element
of guardedness, it may be necessary that not everyone knows exactly what he

Essay about DenmarkвЂ™s Government System
The Denmark Government is a constitutional monarchy system. The government of Denmark is based on the parliamentary system and it is
representative democratic. The head of government is controlled by the Prime Minister. Denmark is a multi–party system so that there is no single
party since the beginning of the 20th century in Denmark. The parties members will be represent their parties in the parliament. Hence, the Danish
parliament tends to be more powerful than legislatures in others countries. The constitution of the Denmark is not grant to the judiciary power of
judicial review of legislation; however the courts have asserted this power with the consent of the other branches of government. Moreover, the
government of Denmark has two ... Show more content on Helpwriting.net ...
On 8 February 2005, Fogh Rasmussen has retained government power and he was again supported by The Danish People's Party.
Denmark's Culture, Religion and Language
Denmark's main language is Danish and English. Danish is defined as the official language in Denmark, Greenland and the Faeroe Island. Danish is
known as a flat language because the sound of Danish always seems to amuse foreigners who give the language a certain entertainment value. Danish
can be a language which is very difficult for people from other countries to learn and understand. Besides that, foreigners have found that they are
unable to pronounce Danish language. The Danish pronunciation is that the Danish "r" has to be fetched from deep below the tonsils. Non–Danish
speakers are difficult to pronounce the glottal stop (stГёd) because they may be misunderstood and confused with Danish pronunciation. For example
le'ver (with a glottal stop) means liver, whereas lever (without a glottal stop) means to live. Denmark's culture has characteristics as Danish society. The
egalitarianism in Danish society is reflected in their language which is employs gender–neutral words. In Danish society, Danes are more concerned
about the group than their own individual needs. Men in Danish society are considered to be more actively involved in child–rearing activities than in
many countries and the maternity and paternity

My Statement Of Purpose For Learning English
Statement of Purpose
"One language sets you in a corridor for life. Two languages open every door along the way." Franck Smith
My interest in learning English is due to the fact that I have always liked to challenge myself. Even though many of my friends and family warned
me from majoring in English, as it would be difficult for me, I have accepted the challenge. I have always felt that learning English would increase
myself confidence and have people around me impressed. This interest has also grown through my passion in learning about languages, cultures, and
traditions. Where I come from, Saudi Arabia, a big number of people came from different countries and spoke different languages. I have realized that
English could be a means to interact with a lot of people speaking different languages. I have also realized that English is the lingua franca of today's
world with no close rivals. Learning English actually ... Show more content on Helpwriting.net ...
First, I wanted a career where I can be satisfied both intellectually and financially. Second, in academia intelligent, motivated and stimulating
individuals, who in turn, would motivate me and shape my thoughts, goals and research, would surround me. In addition, I would have the opportunity
to interact with leading professionals in my field. Also, the journey towards learning and discovery never ends in academia. Not mention, my high GPA
which made me eligible for teaching assistant positions. Therefore, I had focused on applying for jobs at universities, colleges, and educational
institutions where perusing graduate studies was potential. After a year of filling out applications, making interviews, and travelling around Saudi
Arabia, I received a phone call from Buraidah Community College to come and finish the paper work as I was accepted as a Teaching Assistant in their
English Language

Brief History of the English Language

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