This document compares the Waray and Bisaya languages across several linguistic categories. It finds that Waray has 10 vowel phonemes and 16 consonant phonemes, while Bisaya has 5 vowels and 15 consonants. Waray follows a subject-verb-object syntax while Bisaya is verb-subject-object. Both languages use affixes in their morphology but have distinct systems. Waray conveys meaning precisely through affixes while Bisaya focuses on action through evolving vocabulary. Understanding these differences is important for effective language teaching.
Micro and Macro pragmatic.
Prepared by English majoring students of Pamulang University (Universitas).
Hope you can get inspired and able to take some references from our entertaining slide.
Micro and Macro pragmatic.
Prepared by English majoring students of Pamulang University (Universitas).
Hope you can get inspired and able to take some references from our entertaining slide.
Competence and Performance
Competence is the idealized conception of language, considered as opposite of performance that is special utterances of spoken language
Deep Structure and Surface Structure
Deep structure is an abstract syntactical representation of a sentence. On the other hand, the surface structure of a sentence is the final stage in the syntactical representation of a sentence
Competence and Performance
Competence is the idealized conception of language, considered as opposite of performance that is special utterances of spoken language
Deep Structure and Surface Structure
Deep structure is an abstract syntactical representation of a sentence. On the other hand, the surface structure of a sentence is the final stage in the syntactical representation of a sentence
2 Basic Concepts and TerminologyI have to admit, sometimes I ge.docxfelicidaddinwoodie
2 Basic Concepts and Terminology
“I have to admit, sometimes I get mixed up about all the jargon and terms surrounding reading and I know my fellow teachers do also,” says Julia, a reading specialist in an elementary school. “Occasionally I will get into a conversation with some other teachers and the discussion will turn to some reading skill or element such as digraphs. Although digraphs is the topic, diphthongs and blends are provided as examples of digraphs. Boy! It’s confusing. I don’t think students need to know all this special vocabulary, but I think I should. How else can we talk about these things unless we agree on what they are and what they mean?”
Our colleague Julia is absolutely correct. Any discussion of issues related to phonics, word recognition, reading fluency, and reading instruction needs to begin with an understanding of the basic concepts and terminology that frame these skills and issues. Without this understanding, productive interchanges of ideas about issues related to phonics, word recognition, and reading fluency are difficult and often confusing. With this in mind, in this chapter we identify and define some essential concepts related to phonics, word recognition, and reading fluency using language understandable to teachers, parents, and other school audiences. A more comprehensive and technical presentation of definitions can be found in The Literacy Dictionary (Harris and Hodges 1995).
· Affix A meaningful combination of letters that can be added to a base word in order to alter the meaning or grammatical function. Prefixes and suffixes are types of affixes.
· Prefix An affix that is added in front of a base word to change the meaning (e.g., predetermine, disallow).
· Suffix An affix that is added to the end of a base word that changes the meaning of the base word (e.g., instrumental, actor, containment).
· Alphabetic Principle The notion that in certain languages, such as English, each speech sound or phoneme can be represented by a written symbol or set of written symbols.
· Automaticity In reading, automaticity refers to the ability to recognize words in print quickly and effortlessly. It is a component of fluent reading and is marked by word recognition that is accurate and at an appropriate rate.
· Balanced Literacy Instruction Literacy instruction that is marked by an equal emphasis on the nurturing of reading through authentic reading experiences with authentic reading materials and more direct instruction in strategies and skills needed for successful reading. It is a
decision‐making approach through which the teacher makes thoughtful choices each day about the best way to help each child become a better reader and writer. A balanced approach is not constrained by or reactive to a particular philosophy. It is responsive to new issues while maintaining what research and practice has already shown to be effective. (Spiegel, 1998, p. 116)
· Consonants Refers to both letters and sounds. Consonant sound ...
International Refereed Journal of Engineering and Science (IRJES)irjes
The core of the vision IRJES is to disseminate new knowledge and technology for the benefit of all, ranging from academic research and professional communities to industry professionals in a range of topics in computer science and engineering. It also provides a place for high-caliber researchers, practitioners and PhD students to present ongoing research and development in these areas.
Examine the International Phonetic Alphabet (IPA) and how speech sounds are represented;
Explore sound segments ‘phonemes’ and sound combinations;
Explain the distinction between phonemes and allophones;
Discuss the suprasegmental features including length, stress, and pitch as well as syllables;
Apply the learned knowledge in helping students improve L2 pronunciation.
Different intonation pattern is one of the factors affecting the learning of L2 pronunciation. The contrastive analysis of English-Persian intonation patterns has shown that both languages are similar in sentence-final intonation while they are different in incomplete sentences. To this end, this paper describes English-Persian intonation patterns to look at the differences and similarities of the two languages to improve the effectiveness of L2 learning.
Briefly explore how we acquire vocabulary and determine vocabulary in classroom contexts;
Define the notion of word and briefly discuss morphology and pieces of words, ‘morphemes;
Explain the difference between content words and function words; Examine how words can be assigned to ‘word classes’ (parts of speech);
identify types of morphemes, including roots, stems and the different types of affixes;
Examine how words are created.
Most English teachers make students study grammar and vocabulary, practise functional dialogues but they make little attempt to teach pronunciation in any overt way. They may feel they have too much to do and they may claim that without a formal pronunciation syllabus and without specific pronunciation teaching, many students seem to acquire pronunciation in the course of their studies. Pronunciation teaching not only makes students aware of different sounds and sound features, but can also improve their speaking. Pronunciation allows students to get over serious intelligibility problems. The question of what aim to achieve may arise in connection with teaching pronunciation. Many students do not want to sound like native speakers, they wish to be speakers of English as an international language and it does not imply trying to sound exactly like someone from Britain or Canada. (Harmer 2003: 184). It has become customary for English teachers to consider intelligibility as the prime goal of pronunciation teaching. It means that students should be able to use pronunciation which is good enough for them to be understood. If their pronunciation is not up to this standard, there is a serious danger that they will fail to communicate effectively. So the aim of teaching pronunciation is to require our students to work towards an intelligible pronunciation rather than achieve a native-speaker quality.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2. RESEARCH QUESTION
1. What are the descriptive linguistics of the Waray and Bisaya dialect?
2. How do the Waray and Bisaya dialects vary from each other?
3. Phonology
• According to Cooke et al. (2023), the Bisaya in Davao language
has a phonemic inventory of five vowels and sixteen consonants.
• The five vowel sounds are /a/, /i/, /ɛ/, /o/ and /u/ and they can be
found in diphthongs, minimal pairings, and open and closed
syllables.
• The consonants include /b/, /d/, /g/, /k/, /h/, /l/, /m/, /n/, /p/, /r/, /s/, /t/,
/w/, /y/, /j/, and /ʔ/.
4. • Waray, on the other hand, has sixteen consonant phonemes in total:
/p, t, k, b, d, ɡ, m, n, ϋ, s, h, l, ʾr, w, j, and ʔ/.
• Ten vowel phonemes are present in the majority of Waray dialects,
including:
/a/, /i/, /u/, /ʉ/, /Ã/, /ɤ/, /œ/, /ʌ/, /ae/, and /˒/.
• Words with /ə/ in these dialects have /u/ in the majority dialects. When /i/
comes after /t, d/, it precedes another vowel sound and produces two
additional post-alveolar sounds [tʃ, dʒ].
5. Example
• In Waray and Bisaya, the words “Sura” and “Sud-an” respectively,
both refer to the English word “Viand”.
• The pronunciation of “Sura” consists of the voiceless alveolar fricative
/s/, close back rounded vowel /u/, voiced alveolar tap or flap /ɾ/, and
open central vowel /a/. On the other hand, “Sud-an” is pronounced
with the voiceless alveolar fricative /s/, close back rounded vowel /u/,
voiced alveolar plosive /d/, glottal stop /ʔ/, open central vowel /a/, and
voiced alveolar nasal /n/. Both words are stressed on the first syllable.
6. Comparison
• In summary, Waray and Bisaya have distinct differences in their
phonology. Waray has ten vowel phonemes and sixteen
consonant phonemes. In contrast, Bisaya has five vowel
phonemes and fifteen consonant phonemes. The two dialects
also have distinct numbers of vowels and consonant phonemes.
Established Cebuano-Visayan that make some of their words
have distinct pronunciation which can be seen in IPA form.
7. Morphology
• Morphology is the study of the internal structure of words and the rules
governing the formation of words in a language.
• In Waray Visayan, morphemes are the smallest units of meaning that
can be combined with other morphemes to form words.
• Waray grammar does not classify words or parts of words
into nouns, adjectives, and verbs. Instead, the
interrelationship among roots, affixes, and particles and their
use in the discourse determine their classification.
8. Morphology
• Bisaya in Davao has morphemes that are inflectional,
derivational, and free.
• Inflected words retain their lexical categories, while
affixes added to the root word add information or
grammatical functions needed by the word, such as
tense, case, number, and agreement to other words.
9. Example
Bisaya: Nanguna- nang+una
Waray: Nag-una- nag+una
• The prefix /nang/ and /nag/ is added to the root word /una/ to
form a word. While there is a slight difference in the affix used
("nang" in Bisaya and "nag" in Waray), both languages
share the same root word "una," highlighting the similarities in
their morphological structures.
10. Comparison
• Waray grammar does not classify words into nouns,
adjectives, and verbs, but instead relies on the
interrelationship among roots, affixes, and particles to
determine their classification.
•Bisaya in Davao has inflectional, derivational, and free
morphemes.
• Both languages have distinct morphological features.
11. Syntax
• Syntax is the rules for arranging words in a sentence.
• Waray and Bisaya languages have different sentence
structures. Waray uses a Subject-Verb-Object (SVO)
pattern, meaning the subject comes before the verb.
• On the other hand, Bisaya uses a Verb-Subject-Object
(VSO) pattern, where the verb precedes the subject.
12. Example
DIALECT SUBJECT VERB OBJECT
Waray Hi nanay ngan
tatay
naluto hin isda
DIALECT VERB SUBJECT OBJECT
Bisaya Galuto si mama ug papa ug isda
13. Comparison
• Waray follows the word order of S V O, while Bisaya
follows the word order of V S O.
• In contrast, Cebuano has multiple ways to form a
sentence structure, with the most common ones being
the Verb-Actor-Object (VAO), Verb-Object-Actor
(VOA), and the Actor-Verb-Object (AVO).
14. Semantic
• Semantics is the branch of linguistics that examines the
meaning of words and language.
• Waray language, rich in vocabulary and nuanced with affixes,
offers precise control over word meaning and sentence
structure. Prefixes like "ma-" and "na-" distinguish intentional
from accidental actions, while verb affixes like "-um-" and "-in-"
pinpoint tense and aspect. Uniquely, this system allows Waray
speakers to convey subtle meanings and build intricate narratives.
15. Semantic
• Cebuano has seen diverse semantic changes
(metaphor, broadening) and sound/word structure changes
(insertion, deletion, etc.). It focuses on the topic of action
(active voice). Vocabulary categories differ from English, with
alternative classifications proposed. Utterances rely heavily
on nouns, verb phrases, and non-verbal clauses, and follow
linguistic universals.
17. Comparison
•Waray and Cebuano, while both nuanced, take
different paths to express meaning. Waray, rich in
vocabulary and affixes, excels in precise meaning-
making, while Cebuano, with its dynamic verb phrases
and evolving vocabulary, thrives in the flow of action
and narrative. Both, however, showcase the
remarkable adaptability and expressiveness of
human languages.
18. Implication in language teaching
Understanding the core linguistic components (phonology, morphology, syntax, and semantics)
of a dialect is crucial for language teachers. By analyzing these aspects, educators can:
1.Decode word construction and order: This allows them to better understand how
students express themselves in that dialect.
2.Craft interactive learning environments: Tailored instruction based on the dialect's
nuances fosters deeper engagement and improves learning outcomes.
3.Facilitate two-way communication: Understanding the dialect's specificities enables
teachers to effectively communicate with students and vice versa, creating a more inclusive
learning environment.
19. Recommendation
• To effectively compare Bisaya and Waray, a thorough linguistic
exploration is needed. Start by analyzing their phonetics, syntax, and
vocabulary to identify core similarities and differences. Then, delve
deeper into contrasting elements, which may require patience due to
limited data on less-spoken dialects. Finally, explore the diverse
linguistic contexts and grammatical structures of both Bisaya and
Waray for a truly comprehensive comparison.
• In short, understanding these languages requires a multi-faceted
approach that combines existing knowledge, fresh research, and an
appreciation for the nuances of each dialect.