I don't know.
Student: I don'no.
Teacher: You're going to be late.
Student: You're gonna be late.
Friend: I want to go now.
Other: Wanna go now.
Liubovi Burla
Liubovi Burla
Liubovi Burla
Liubovi Burla
This document provides pronunciation practice and guidance for common pronunciation errors made by Vietnamese English language learners. It identifies 15 common error types involving vowels and consonant sounds. For each error type, it provides examples of minimal pairs to distinguish the sounds, and sentences for practice. The purpose is to help learners improve their pronunciation accuracy of sounds that are unfamiliar in Vietnamese.
The document discusses the Japanese Language Proficiency Test (JLPT) and provides information about the N5 level, which is the easiest. It states that the N5 tests basic understanding of everyday conversations in Japanese using hiragana, katakana, and around 100 kanji. It also tests reading comprehension of short passages and the ability to understand basic listening dialogs involving common home and school situations. Taking the N5 can help identify weaknesses and show interest in the language.
1. The document provides guidance on using an English-Spanish dictionary, explaining the information found in dictionary entries and common grammatical categories.
2. Examples are given of navigating dictionary entries, including contextualizations in brackets, parts of speech labels, and regional usage abbreviations.
3. Common idioms are defined as phrases whose meanings have changed from the literal definition, and an example idiom is provided.
This document summarizes an interview with a Spanish-speaking student named Rodrigo from Peru who is learning English. It outlines some of the difficulties he faces due to differences between Spanish and English grammar and pronunciation. These include:
1) Words with multiple meanings in Spanish but singular meanings in English.
2) Unfamiliarity with English contractions, as Spanish only has two.
3) Errors with prepositions, past tense verbs, word order, pronunciation of vowels, use of articles, and double negatives - all influenced by his native Spanish.
4) Key differences like English having more vowel sounds, subject omission in Spanish, inflection for gender/number, and lack of contractions beyond "a+
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The document provides an overview of the Greek alphabet, including:
- There are 24 letters total, divided into 7 vowels and 17 consonants.
- Each letter has both a capital and small form, and students should learn the name, shape, and sound of each letter.
- The names of the letters provide clues to their pronunciations, as the sound of each letter is the same as the first sound of its name.
I don't know.
Student: I don'no.
Teacher: You're going to be late.
Student: You're gonna be late.
Friend: I want to go now.
Other: Wanna go now.
Liubovi Burla
Liubovi Burla
Liubovi Burla
Liubovi Burla
This document provides pronunciation practice and guidance for common pronunciation errors made by Vietnamese English language learners. It identifies 15 common error types involving vowels and consonant sounds. For each error type, it provides examples of minimal pairs to distinguish the sounds, and sentences for practice. The purpose is to help learners improve their pronunciation accuracy of sounds that are unfamiliar in Vietnamese.
The document discusses the Japanese Language Proficiency Test (JLPT) and provides information about the N5 level, which is the easiest. It states that the N5 tests basic understanding of everyday conversations in Japanese using hiragana, katakana, and around 100 kanji. It also tests reading comprehension of short passages and the ability to understand basic listening dialogs involving common home and school situations. Taking the N5 can help identify weaknesses and show interest in the language.
1. The document provides guidance on using an English-Spanish dictionary, explaining the information found in dictionary entries and common grammatical categories.
2. Examples are given of navigating dictionary entries, including contextualizations in brackets, parts of speech labels, and regional usage abbreviations.
3. Common idioms are defined as phrases whose meanings have changed from the literal definition, and an example idiom is provided.
This document summarizes an interview with a Spanish-speaking student named Rodrigo from Peru who is learning English. It outlines some of the difficulties he faces due to differences between Spanish and English grammar and pronunciation. These include:
1) Words with multiple meanings in Spanish but singular meanings in English.
2) Unfamiliarity with English contractions, as Spanish only has two.
3) Errors with prepositions, past tense verbs, word order, pronunciation of vowels, use of articles, and double negatives - all influenced by his native Spanish.
4) Key differences like English having more vowel sounds, subject omission in Spanish, inflection for gender/number, and lack of contractions beyond "a+
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The document provides an overview of the Greek alphabet, including:
- There are 24 letters total, divided into 7 vowels and 17 consonants.
- Each letter has both a capital and small form, and students should learn the name, shape, and sound of each letter.
- The names of the letters provide clues to their pronunciations, as the sound of each letter is the same as the first sound of its name.
Pronunciation is the bridge between you and a native English speaker. It is the first thing that anyone notices about you, when you start to speak. It connects you. Without clear pronunciation, messages can get lost or confused. The listener might even start to feel frustrated because they don't understand what is being said.
Jenny Urbina is a 29-year-old Spanish speaker from Colombia who has lived in the United States for 10 years. She is married with three young children and speaks Spanish at home. The document provides background on the Spanish language, including its roots in Latin and differences from English like pronunciation of letters. It analyzes common errors Spanish speakers make in English, such as omitting prepositions and using "no" instead of "not". Implications are that curriculum should address these specific challenges for Spanish L1 students.
This document provides an introduction to a 50-day course on learning basic Italian. It outlines the table of contents which includes lessons on pronunciation, greetings, grammar topics like verbs, adjectives, prepositions, and conversational phrases. The introduction explains that spending just 10 minutes per day studying the lessons will allow one to gain practical communication skills in Italian. Each daily lesson builds upon the previous ones to help learners gradually acquire a solid foundation and mastery of the language.
The Japanese writing system consists of hiragana, katakana, and kanji. Hiragana uses symbols to represent syllables and is used for native Japanese words. Katakana also uses symbols for syllables and is used for foreign borrowings. Kanji adopts Chinese characters to represent words or parts of words in a simplified manner. Mastering hiragana is fundamental as it is the first system students learn. Each type of character has unique rules regarding pronunciation and usage.
Gabriella is a 20-year-old Spanish-speaking English language learner from Miami who experiences linguistic challenges in her daily communication. These challenges stem from direct translations from her native Spanish to English, which result in errors in morphology, phonology, and semantics. Specifically, she struggles with word forms and tenses, pronunciation of certain English sounds, and conveying the intended meaning of words. Through analysis of her speech, it is clear that semantic errors are most common, as she relies on Spanish translations. With continued English practice and acquisition of more advanced vocabulary, her language skills will likely continue improving over time.
The document discusses various components of literacy including phonological awareness, phonics, orthography, and reading comprehension. It defines key terms like phonemic awareness, phonics, vowel patterns, and describes instructional strategies and activities to teach foundational reading skills like sound-symbol relationships. Research is cited supporting the importance of explicit and systematic phonics instruction to facilitate reading development.
The document provides an overview of the Japanese language, including its origins and influences, phonology, grammar, writing system, loanwords, honorific language, names, and typing in Japanese. It notes that while Japanese syntax comes from Altaic languages, its vocabulary was influenced by Chinese and other languages, and it uses Chinese characters (kanji) along with two phonetic scripts (hiragana and katakana). Key aspects of Japanese include its subject-object-verb structure, use of particles instead of inflections, complex honorific language system, and vertical writing direction.
This document compares and contrasts the English and Spanish languages. It discusses differences in their alphabets, sounds, punctuation, nouns, pronouns, verbs, adjectives, adverbs, prepositions, and conjunctions. It also provides an example analysis of errors made by an English language learner whose first language is Spanish, noting common issues with verb tense, phonetic sounds, and possible reasons for the errors based on differences between the two languages. Suggestions are made for ESL teachers to methodically teach English, starting simply and gradually increasing difficulty.
Learn Norwegian with this course from the Foreign Services Institute. Download the full course (with audio) at http://www.101languages.net/norwegian/free-norwegian-course
This document provides an overview of Spanish verb tenses and grammar structures. It begins by discussing the importance of mastering Spanish verb tenses and conjugations when learning the language. It then covers formal vs informal address, pronouns, the three main verb moods (indicative, subjunctive, imperative), non-finite verb forms like the infinitive and gerund, and lists all 24 Spanish verb tenses recognized by the Royal Spanish Academy. Examples are provided throughout to illustrate the various structures.
The document discusses various methods for learning and remembering Spanish vocabulary, including mnemonic devices, acronyms, acrostics, rhymes and songs, word associations, visual clues, and flashcards. Mnemonic devices, acronyms, acrostics, rhymes and songs can help with memorization. Word associations use logical or illogical connections between English and Spanish words. Visual clues include drawings, diagrams, and charts. Flashcards are portable and allow frequent short review sessions of vocabulary, grammar rules, and questions. Consistent short study sessions are recommended for effective memorization.
Vietnamese is a Mon-Khmer language that was influenced by Chinese script but later adopted the Roman alphabet. It has three main dialects and is a tonal language where pitch influences word meaning. Vietnamese is a syllable-based language without inflectional endings, while English is a stress-based language that uses inflection and different rules for plurals, verbs, and word order. These structural differences can cause pronunciation, spelling, conjugation, and word order errors for Vietnamese English language learners. Teachers should learn about a student's first language to better support them.
This document is an excerpt from an English pronunciation textbook for Brazilian learners. It provides context and praise for the book from its foreword. The foreword notes several strengths of the book, including that it is specifically targeted towards Brazilian learners and addresses their unique phonological challenges. It emphasizes practice and a student-centered approach. The preface then introduces the book's focus on American English sounds and its goal of helping students sound more native-like through ample practice exercises. The excerpt concludes by previewing a sample unit focused on the sounds /r/ and /h/, important points of difference between English and Portuguese.
1) Pronunciation problems arise due to a lack of focus on pronunciation in teaching, influence of mother tongue, and inability to hear certain sounds.
2) In English, there are 44 sounds but only 26 letters, so spellings are not always a reliable guide to pronunciation. Certain letters have multiple sounds and some are sometimes silent.
3) Getting the schwa sound correct is important for accurate pronunciation. The schwa is the most common sound in English and occurs in unstressed syllables.
Basic Spanish | Lesson 11 | Talking about familyCultureAlley
Culturealley.com/spanish : Learn Spanish for free using self-paced audio-visual lessons and interactive practice exercises - CultureAlley - master conversations, grammar, vocabulary and more! This lesson will cover family relations, some delightful conversations around introducing your family, brothers and sisters and talking about them. It will also cover possessive adjectives. To study at your own pace, take quizzes and more lessons go to www.culturealley.com. See you at the Alley!
The document outlines presentations for a language learning class. Mingma Lama will present on Nepali and Hindi, focusing on their similarities as Indo-Aryan languages descended from Sanskrit. They share a writing script, grammatical structures, and some vocabulary due to their close linguistic relationship. Lila Laizinou will present on Greek and Italian, noting their shared roots in the Latin language family. Both are inflected, synthetic languages with productive derivational systems. They also have similar word order and phonological features like stress.
Differences between Japanese and EnglishCashie Cheer
There are many differences between English and Japanese, including:
- Japanese uses 3 types of characters (Kanji, Hiragana, Katakana) while English only uses the Latin alphabet.
- Japanese has 2 tenses (past and non-past) while English has 3 basic tenses (present, past, future).
- Japanese is written from right to left and top to bottom while English is written left to right.
- Japanese word order follows subject-object-verb while English follows subject-verb-object.
- The biggest cultural difference is that Japanese emphasizes politeness in communication more than English.
The document provides an overview of the Spanish language and culture. It discusses topics like the Spanish alphabet and pronunciation, numbers, family members, colors, greetings, verbs and questions. It also gives some basic facts about Spain, highlighting the country's cuisine, landscapes, sports and importance of the Spanish language as a widely spoken one around the world.
This document summarizes the linguistic abilities and errors of an 8-year-old English Language Learner from Puerto Rico in the 2nd grade. His biggest weakness was reading, being approximately one year behind. Some common errors included issues with digraph pronunciation, fluency, spelling vowels incorrectly, word order mistakes, and improper use of verb tenses. These errors can be attributed to transfers from rules in Spanish to English. The summary recommends teaching connections between English and Spanish while also directly instructing the new rules of English.
Europa en el siglo XVI se caracterizó por un crecimiento demográfico y económico impulsado por la expansión agrícola y el comercio. Se desarrolló una economía-mundo integrada donde Europa occidental era el centro acumulador, mientras que la periferia incluía Europa oriental y las colonias americanas dedicadas a la producción primaria. Hubo tensiones religiosas que desembocaron en la Reforma protestante y la Contrarreforma católica. En el siglo XVII Europa entró en crisis demográfica y
All foods don’t club into nutrition. Foods good for one reason may not be so in . Understanding what works where will help you achieve results quickly. http://ow.ly/r0r7304DxVx
Pronunciation is the bridge between you and a native English speaker. It is the first thing that anyone notices about you, when you start to speak. It connects you. Without clear pronunciation, messages can get lost or confused. The listener might even start to feel frustrated because they don't understand what is being said.
Jenny Urbina is a 29-year-old Spanish speaker from Colombia who has lived in the United States for 10 years. She is married with three young children and speaks Spanish at home. The document provides background on the Spanish language, including its roots in Latin and differences from English like pronunciation of letters. It analyzes common errors Spanish speakers make in English, such as omitting prepositions and using "no" instead of "not". Implications are that curriculum should address these specific challenges for Spanish L1 students.
This document provides an introduction to a 50-day course on learning basic Italian. It outlines the table of contents which includes lessons on pronunciation, greetings, grammar topics like verbs, adjectives, prepositions, and conversational phrases. The introduction explains that spending just 10 minutes per day studying the lessons will allow one to gain practical communication skills in Italian. Each daily lesson builds upon the previous ones to help learners gradually acquire a solid foundation and mastery of the language.
The Japanese writing system consists of hiragana, katakana, and kanji. Hiragana uses symbols to represent syllables and is used for native Japanese words. Katakana also uses symbols for syllables and is used for foreign borrowings. Kanji adopts Chinese characters to represent words or parts of words in a simplified manner. Mastering hiragana is fundamental as it is the first system students learn. Each type of character has unique rules regarding pronunciation and usage.
Gabriella is a 20-year-old Spanish-speaking English language learner from Miami who experiences linguistic challenges in her daily communication. These challenges stem from direct translations from her native Spanish to English, which result in errors in morphology, phonology, and semantics. Specifically, she struggles with word forms and tenses, pronunciation of certain English sounds, and conveying the intended meaning of words. Through analysis of her speech, it is clear that semantic errors are most common, as she relies on Spanish translations. With continued English practice and acquisition of more advanced vocabulary, her language skills will likely continue improving over time.
The document discusses various components of literacy including phonological awareness, phonics, orthography, and reading comprehension. It defines key terms like phonemic awareness, phonics, vowel patterns, and describes instructional strategies and activities to teach foundational reading skills like sound-symbol relationships. Research is cited supporting the importance of explicit and systematic phonics instruction to facilitate reading development.
The document provides an overview of the Japanese language, including its origins and influences, phonology, grammar, writing system, loanwords, honorific language, names, and typing in Japanese. It notes that while Japanese syntax comes from Altaic languages, its vocabulary was influenced by Chinese and other languages, and it uses Chinese characters (kanji) along with two phonetic scripts (hiragana and katakana). Key aspects of Japanese include its subject-object-verb structure, use of particles instead of inflections, complex honorific language system, and vertical writing direction.
This document compares and contrasts the English and Spanish languages. It discusses differences in their alphabets, sounds, punctuation, nouns, pronouns, verbs, adjectives, adverbs, prepositions, and conjunctions. It also provides an example analysis of errors made by an English language learner whose first language is Spanish, noting common issues with verb tense, phonetic sounds, and possible reasons for the errors based on differences between the two languages. Suggestions are made for ESL teachers to methodically teach English, starting simply and gradually increasing difficulty.
Learn Norwegian with this course from the Foreign Services Institute. Download the full course (with audio) at http://www.101languages.net/norwegian/free-norwegian-course
This document provides an overview of Spanish verb tenses and grammar structures. It begins by discussing the importance of mastering Spanish verb tenses and conjugations when learning the language. It then covers formal vs informal address, pronouns, the three main verb moods (indicative, subjunctive, imperative), non-finite verb forms like the infinitive and gerund, and lists all 24 Spanish verb tenses recognized by the Royal Spanish Academy. Examples are provided throughout to illustrate the various structures.
The document discusses various methods for learning and remembering Spanish vocabulary, including mnemonic devices, acronyms, acrostics, rhymes and songs, word associations, visual clues, and flashcards. Mnemonic devices, acronyms, acrostics, rhymes and songs can help with memorization. Word associations use logical or illogical connections between English and Spanish words. Visual clues include drawings, diagrams, and charts. Flashcards are portable and allow frequent short review sessions of vocabulary, grammar rules, and questions. Consistent short study sessions are recommended for effective memorization.
Vietnamese is a Mon-Khmer language that was influenced by Chinese script but later adopted the Roman alphabet. It has three main dialects and is a tonal language where pitch influences word meaning. Vietnamese is a syllable-based language without inflectional endings, while English is a stress-based language that uses inflection and different rules for plurals, verbs, and word order. These structural differences can cause pronunciation, spelling, conjugation, and word order errors for Vietnamese English language learners. Teachers should learn about a student's first language to better support them.
This document is an excerpt from an English pronunciation textbook for Brazilian learners. It provides context and praise for the book from its foreword. The foreword notes several strengths of the book, including that it is specifically targeted towards Brazilian learners and addresses their unique phonological challenges. It emphasizes practice and a student-centered approach. The preface then introduces the book's focus on American English sounds and its goal of helping students sound more native-like through ample practice exercises. The excerpt concludes by previewing a sample unit focused on the sounds /r/ and /h/, important points of difference between English and Portuguese.
1) Pronunciation problems arise due to a lack of focus on pronunciation in teaching, influence of mother tongue, and inability to hear certain sounds.
2) In English, there are 44 sounds but only 26 letters, so spellings are not always a reliable guide to pronunciation. Certain letters have multiple sounds and some are sometimes silent.
3) Getting the schwa sound correct is important for accurate pronunciation. The schwa is the most common sound in English and occurs in unstressed syllables.
Basic Spanish | Lesson 11 | Talking about familyCultureAlley
Culturealley.com/spanish : Learn Spanish for free using self-paced audio-visual lessons and interactive practice exercises - CultureAlley - master conversations, grammar, vocabulary and more! This lesson will cover family relations, some delightful conversations around introducing your family, brothers and sisters and talking about them. It will also cover possessive adjectives. To study at your own pace, take quizzes and more lessons go to www.culturealley.com. See you at the Alley!
The document outlines presentations for a language learning class. Mingma Lama will present on Nepali and Hindi, focusing on their similarities as Indo-Aryan languages descended from Sanskrit. They share a writing script, grammatical structures, and some vocabulary due to their close linguistic relationship. Lila Laizinou will present on Greek and Italian, noting their shared roots in the Latin language family. Both are inflected, synthetic languages with productive derivational systems. They also have similar word order and phonological features like stress.
Differences between Japanese and EnglishCashie Cheer
There are many differences between English and Japanese, including:
- Japanese uses 3 types of characters (Kanji, Hiragana, Katakana) while English only uses the Latin alphabet.
- Japanese has 2 tenses (past and non-past) while English has 3 basic tenses (present, past, future).
- Japanese is written from right to left and top to bottom while English is written left to right.
- Japanese word order follows subject-object-verb while English follows subject-verb-object.
- The biggest cultural difference is that Japanese emphasizes politeness in communication more than English.
The document provides an overview of the Spanish language and culture. It discusses topics like the Spanish alphabet and pronunciation, numbers, family members, colors, greetings, verbs and questions. It also gives some basic facts about Spain, highlighting the country's cuisine, landscapes, sports and importance of the Spanish language as a widely spoken one around the world.
This document summarizes the linguistic abilities and errors of an 8-year-old English Language Learner from Puerto Rico in the 2nd grade. His biggest weakness was reading, being approximately one year behind. Some common errors included issues with digraph pronunciation, fluency, spelling vowels incorrectly, word order mistakes, and improper use of verb tenses. These errors can be attributed to transfers from rules in Spanish to English. The summary recommends teaching connections between English and Spanish while also directly instructing the new rules of English.
Europa en el siglo XVI se caracterizó por un crecimiento demográfico y económico impulsado por la expansión agrícola y el comercio. Se desarrolló una economía-mundo integrada donde Europa occidental era el centro acumulador, mientras que la periferia incluía Europa oriental y las colonias americanas dedicadas a la producción primaria. Hubo tensiones religiosas que desembocaron en la Reforma protestante y la Contrarreforma católica. En el siglo XVII Europa entró en crisis demográfica y
All foods don’t club into nutrition. Foods good for one reason may not be so in . Understanding what works where will help you achieve results quickly. http://ow.ly/r0r7304DxVx
1. O documento apresenta um estudo preliminar sobre a patologia na cerâmica de vedação externa do edifício Cuba Livre Residence em Palhoça, Santa Catarina.
2. As possíveis causas do descolamento da cerâmica incluem falta de treinamento na aplicação da argamassa, não selagem nos contornos das janelas permitindo entrada de água, e falta de preparação do suporte.
3. A conduta definida é realizar a retirada da cerâmica danificada, aplicar nova cerâmica e pingade
Las proteínas son macromoléculas compuestas principalmente de carbono, hidrógeno, oxígeno y nitrógeno formadas por la unión de aminoácidos. No existe proceso biológico que no dependa de las proteínas, las cuales cumplen funciones esenciales como el crecimiento, la síntesis tisular y actuar como enzimas y anticuerpos.
The document discusses effective ways to personalize content for customers. It recommends personalizing based on the right time, content, and context for the individual. Companies should create customer personas based on attributes like age, gender, interests to understand audiences. Personalized content experiences are more engaging than generic ones. The example shows how a company tailored website content about Colombian coffee for a specific persona based on her online behavior and profile.
Wipro provides various internal and external people management policies and programs. Internally, Wipro offers 30 days annual leave, 5 days of paid sick leave annually, training and development programs, recognition programs, educational opportunities, benefits like loans and stock options. Externally, Wipro ensures equal opportunity employment and aims to provide an enjoyable work experience through a balanced culture allowing both formal and casual dress, feedback systems, and HR services and technologies. Wipro was also the first Indian company to launch environment friendly "Greenware" computers in 2007.
El libro narra la historia de Iván, un niño seleccionado junto a su rival Morenilla para formar parte de un equipo que jugará un partido de fútbol en México para recaudar fondos para los damnificados de un terremoto. Ambos compiten por los afectos de la misma chica y tendrán que convivir durante varias semanas entrenando bajo las enseñanzas del entrenador Torres.
El documento define conceptos clave de epidemiología y ecología como epidemia, pandemia, endemia, agente, huésped, ambiente, ecosistema, entre otros. Explica la historia natural de las enfermedades y los diferentes tipos de epidemiología como descriptiva, analítica y experimental. También describe elementos estadísticos como tasas, proporciones, indicadores de niveles de salud y recursos.
El sistema respiratorio se divide en respiración externa y respiración interna. La respiración externa incluye la ventilación pulmonar, donde el aire pasa por las cavidades nasales hasta los bronquiolos durante la inspiración, proceso activo impulsado por la contracción de los músculos respiratorios, y la espiración, proceso pasivo en el que los músculos se relajan y el aire es expulsado. La respiración interna implica el intercambio de gases entre los sacos alveol
El documento describe las aplicaciones de la informática y la telemedicina en el campo de la medicina, incluyendo la telemedicina, la telerradiología y el uso de la computadora e Internet. La convergencia de las tecnologías de la información y la comunicación han impulsado el resurgimiento de la telemedicina para brindar soluciones a los retos de los sistemas de salud en el siglo 21.
The document discusses the four main modes of documentary filmmaking: expository, observational, participatory, and performative. It provides details on the codes and conventions of each mode, including their approaches to voiceover, interactions between filmmakers and subjects, use of archival footage, and goals in conveying information or experiences to viewers. The closing paragraph asks which mode most effectively presents the "real" to viewers.
The strategic objectives of the P-CMM are to
• Improve the capability of organizations by increasing the capability of their workforce
• Ensure that software development capability is an attribute of the organization rather than of a few individuals
• Align the motivation of individuals with that of the organization
• Retain human assets (i.e., people with critical knowledge and skills) within the organization
The P-CMM includes practices in such areas as
• Work environment
• Communication
• Staffing
• Managing performance
• Training
• Compensation
• Competency development
• Career development
• Team building
• Culture development
O documento discute a importância de cuidar do corpo e da alma de forma equilibrada. Afirma que negligenciar o corpo é desatender a lei divina e que o corpo é o instrumento da alma para aprender e amar mais. Também refuta as visões extremas dos ascetas, que aniquilam o corpo, e dos materialistas, que rebaixam a alma.
The document discusses the People Capability Maturity Model (P-CMM), which is a framework for improving an organization's management and development of human assets. P-CMM provides an improvement path and integrates workforce development with process improvement. It differs from the CMM model by focusing specifically on workforce practices rather than general organizational processes. P-CMM has a five-stage architecture moving from initial ad-hoc people management to optimizing continuous improvement of individual competence and workforce motivation. The document outlines P-CMM and compares it to CMM, discussing its architecture and maturity levels.
The document discusses phonological awareness and its importance for reading development. It explains that exposure to oral language from birth allows children to explore sounds and words, which introduces cue systems to later assist with decoding text. Cue systems like grammar, pragmatics, semantics and syntax provide readers with strategies for comprehension and phonological awareness. The document then discusses various activities that can support phonics instruction and ensure students reach automaticity with sight words, allowing higher-level comprehension processes.
Sara\'s language project for a h.s. course she\'s taking.. they were asked to invent a language, and the teaching objective seemed to be to cause the student to discover the complexities & complications of language itself. One thing I loved about the outcome of her project was how it proposes the notion that body movements could one day evolve into a readable, multi-layered text. An interesting concept/proposition.
This document provides a summary of fun facts about various languages from around the world according to Judy Hochberg, a linguist at Fordham University. It discusses interesting tidbits about 20 languages, including that the different varieties of Arabic are generally not mutually intelligible, Basque is an isolate language unrelated to any other, and Chinese uses noun classifiers. It also notes features of languages like French's reduced pronunciation, German's multiple plural forms, and similarities between English and Hindi numbers.
The document provides an introduction to the study of linguistics. It discusses key characteristics of human language, including that language is arbitrary, social, symbolic, systematic, vocal, non-instinctive and conventional. It also notes that language is productive and creative, allowing for new utterances. The document outlines the main components of linguistics, including phonetics, phonology, morphology and syntax. It describes the sounds of language and how morphemes like prefixes and suffixes can change a word's meaning.
This document provides an introduction to the science of phonetics. It outlines the goals and topics that will be covered in an introductory phonetics course, including articulatory phonetics, acoustic phonetics, auditory phonetics, and clinical phonetics. It discusses key linguistic concepts like phonemes, allophones, syllables, and stress. It also introduces the International Phonetic Alphabet and provides examples to illustrate phonetic transcription and analysis.
1. What is the difference between equality and equity and to what .docxdurantheseldine
1. What is the difference between equality and equity and to what extent do we need to be inclusive of others? Be sure to reference at least one philosopher or ethical framework as support for your reasoning (200-250 words)
https://inclusion.com/site/wp-content/uploads/2017/12/Ethics-of-Inclusion.pdf
2. Choose one of your representatives (U.S. House of Representatives, U.S. Senate) and write a letter to him or her advocating for a particular policy position. You may include personal information and arguments ("As a lifelong hunter..." "As a mother of small children...") but you should also use some facts and figures drawn from your own research. Your letter should make at least two specific arguments, backed up with some sort of data, and be at least 300 words in length.
, Phonological systems are rule-governed; that is, they operate according to certain rules and are
: manifested as patterns.The word used for individual speech sounds is phones, and the study of the
; characteristics, or features, of phones of all languages is called phonetics (Yule, 2010). Although the
I focus is on the English sound system, it is important to note that each language is systematic in its
patterning, and that although similarities exist across all languages, differences abound.
Phonology
The study of the sound system of languages, called phonology, helps teachers understand many
challenges English learners (ELs) face, both in hearing and producing the sounds of a new language.
This knowledge also assists teachers in diagnosing errors second language (L2) readers typically
make when reading aloud and in predicting how this affects comprehension, accuracy, and fluency.
This section is fundamental to an understanding of linguistics because it introduces a number of
important concepts that are revisited at other levels of language. The first section is on the basic con
cepts of phonology; the second is about the consonants of English; the third provides an overview of
the English vowels; and the fourth is about suprasegmentals, the phonological phenomena affecting
pronunciation at word and phrasal levels. An examination of the learning processes involved when
a learner encounters a new language is presented along with activities to support educators and
students in discovering the characteristics of how the sound systems function, as well as ways to
apply knowledge of phonology to help students overcome difficulties. See Figure 5.1.
g
"i,':
.§
~
_;;
Sounds
l--- --L-..-.
~
~'------........-'
=
j
_;;
..... = = "' @
Intonation
Word stress
Rhythm
Features of
connected speech
Figure S.1. Phonology.
-[ill-
A uniYersal concept across languages is the phone, or sound, as represe:-.?.:: ::-- .:. ..=~ o:::- 0::.~er 5;-::-.::... "
between brackets, such as [p ]. Note that [pl between brackets represents ti-.E s.:::. ~ 2..:'".i ~~ 'p ' in si.-.~
quotation marks represents the letter. The concept of phone is a uni\·er.
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2. Sound sheen is very commen in the world
languages
maqsood hasni
04-09-2010, 11:32 AM
After a deep, long, sensative thinking and
linguistic experiments of books and interviews
with the experts on languages that I have
mentioned four points in my writings:
a. languages alphabets of exercise are
insufficient to meet the streat talking
and some very personal conversations /
interviews.
3. b. This is a serious and hot need of this age
that linguistic experts must do their best to
invent and create some more alphabet
sounds.
c. Crunt alphabets of the languages have
more than one sound in speaking
or writing but they are not in record.
d. Languages experts should get sounds from
nature, streat talks or children talks. They
can easily convert these sounds into symbles
for alphabet.
These points are connected. Someone took
4. them serious, but their attempts turtle are
not sufficient to meet the needs of this age.
With the passage of time due circumtences
different lifestyles and preferences have been
totally changed. In every moment of life
challenges encountered strange horrible and
hard events. These are stand before men as a
policy and not as qualified engineer. Geting to
register for these events available alphabets
are not enough. Poets and writers events
paining people face a very uncomfortable.
They cover and to over come this deficiency
through the sounds made compounds. But
this attitude is incorrect and so low
standered by all means. These compounds
always create complications in prononciation.
5. For example, sheen sound is very commen in
the world languages. In eastren, specially
sub-continent languages have this sound
almost like a part of the sound alphabet. But
languages of the west have not this sound like
the sound of alphabet. They use more than six
compounds for this sound:
1- Ch cliche nietzoche, Fitche, charade,
chauvanism
2 - CE croce
3 CI facial precious
4 - Sh shift, sheet, shirt, shawal, shrink
6. 5 - Si asia, malaysia
6 - Ti action, mention essential potential
residentional, confidentional
These compounds are also other sounds shine.
Reader feel difficulty to pronounce these
sounds to made up. What bad or wrong in
addtion of a sound on regular bases in
alphabet of the world's languages instead of
using many many different types of
compounds. S is available in the alphabets of
the westeren languages. After S shes sound
can be adapted. It can be demonstrated by a
second s under line or a line could be put on
it. It can be read shes. Do see this added
7. sound in English alphabet:
a ay an apple
b bi book
C ce cat
d de dog
e ee egg
f eff fan
g ge/gi girl
h eh hen
i ae inkwell
j jay jug
k kay kite
8. l el lemon
m em mango
n en nothing
o oo orange
p pe/pi pen
q ku
r ar rail
s es sachool
s shes sirt, screening, seet, sawal, srink,
korose, nietzose, Crose, Fasal,
presous, consous, asa, Malaysa, Menson,
essensal, potensal,
t te/ti tree
9. u yo umblrella
V vi van
w dablu whistle, west
x ex xrays
y wae year
z zee (zed Amercian)zoo
Certainly first time s (shes) will be appeared
as a stranger, but when it will become part
of the alphabet sound, people will not feel
strange with.
10. 04-09-2010, 11:59 AM
Katy North Katy North
I took some linguistic classes back in the day
so I will attempt to dive into this one.
I commend you for posting on an english
speaking forum... your command of the
language is very good. I apologize if I do not
read your sentences as they were meant to
be written. I am not sure where you are from
but by your name I would guess an asian or
middle eastern country.
11. I lived in Japan for a few years, and I noticed
that unlike in american, their alphabet
correlates very closesly to the sounds they
make when they speak. they have a character
for "ma", "Tsu" and "a", and most of the time
when they speak it is a combination of these
sounds... it gives the Japanese a very
rhythmic sounding language which I really
enjoy.
On the other hand, the English language is
more difficult to deal with. You noticed that
we have only 26 letters in our alphabet, some
have multiple sounds in and of themselves
("C" can sound like either "C" or "S" for
12. example, as in either "Cat" or "Certainly"). In
addition, we combine our letters to create
multiple sounds.
(For the following, please excuse my linguistic
factoids if they are slightly off, it's been a
while since I took the classes)
This is because, unlike some languages, English
is not a phonetic language, instead, I believe
the word is that it is a representative
language... the letters represent sounds and
meanings, but don't translate accurately into
the sounds. This is why, despite its
widespread use, English can be very difficult
to learn. It's not that English would need
13. more sounds, but that English would need
more letters to represent the many diverse
sounds we have, some of which we native
speakers use without even noticing it. The
international Phonetic alphabet makes a
decent go at this, but it's not convenient to
reteach the millions of people who already
speak the English language, so right now it is
more the tool of linguists that anything else.
I hope that helps you out, if you have any
more questions, ask and I'll try and answer...
linguistics is fun!
Hope is that thing with feathers that perches
in the soul and sings the tune without the
14. words and never stops... at all. ~Emily
Dickinson
I ask not for a lighter burden, but for broader
shoulders. ~Jewish Proverb
04-10-2010, 05:20 AM
Wilde woman
grad school in upstate NY
Forgive me, but I don't understand you
15. completely. However, here are some
thoughts...
Quote Originally Posted by maqsood hasni
View Post
For example, sheen sound is very commen in
the world languages. In eastren, specially
sub-continent languages have this sound
almost like a part of the sound alphabet. But
languages of the west have not this sound like
the sound of alphabet. They use more than six
compounds for this sound:
1- Ch cliche nietzoche, Fitche, charade,
16. chauvanism
2 - CE croce
3 CI facial precious
4 - Sh shift, sheet, shirt, shawal, shrink
5 - Si asia, malaysia
6 - Ti action, mention essential potential
residentional, confidentional
It sounds like you are talking about two
separate phonemes: the voiced and unvoiced
alveolar fricatives ["ch" and "sh" respectively],
both of which have different symbols in the
IPA.
(By the way, your #2 example - "croce" is
17. not an English word. It's Italian. I'm fairly
sure the compound "ce" never is pronounced
"ch" or "sh" in English, unless it's borrowed
from another language.)
If everyone used the IPA as their written
alphabet, we wouldn't have the problems
you're describing. But you're talking about
representing all sounds consistently and
phonetically, which is unnatural in written
language.
Essentially, what you're describing are
differences between languages in orthography
(spelling) - which is not really something that
18. linguistics (or at least phonology) can resolve.
Since the visual representation (a letter or
character) of a sound oftentimes has no
similarity whatsoever to its oral expression,
people can conceivably invent many different
signs (or visual representations) for the same
phoneme. Even the IPA's symbols for
phonemes are arbitrary - some are based off
the Roman alphabet, while others are taken
from Greek, and so on.
For example: If you take any letter, say "s",
you could not look at that symbol and know
(inherently) how to pronounce it. There's
nothing in the shape of the letter to guide
19. your mouth into expressing the sound orally.
Hence, in linguistics, we have to describe this
sound, rather long-windedly, as the
"unvoiced alveolar fricative." And this is true
for all letters. (However, my linguistics
professors have said in lecture that Korean
characters are unique...some of them actually
do show you how to position your tongue to
pronounce that particular sound.)
This is a huge point in Saussure's work - that
the relationship between signifier (in this
case, the phoneme) and the signified (the
written representation) is arbitrary.
20. After S shes sound can be adapted. It can be
demonstrated by a second s under line or a
line could be put on it. It can be read shes.
I don't understand what you're saying. Can
you explain more?
Is this what you're talking about? If so, I
understand. In my intro linguistics class, I
described a similar phenomenon in Italian
(how the letter "c" is pronounced differently
according to the vowel which follows it). And
my instructor rather pompously told me that
I'd described a problem in orthography, not
linguistics.
Last edited by Wilde woman; 04-10-2010
21. at 06:01 AM. Reason: adding some thoughts
04-16-2010, 04:45 AM #4
maqsood hasni
I realized the actul problem
When I say sheen, kaaf or Chay; people living
in sub-continent, Arabic or Persian language
speaking, can easily understand that these
are their language alphabet sounds. But
people of the west or if these sounds are not
available in some languages of the world,
there people can not easily understand my
22. point of view. Firstly I will try to explain that
what is sheen, kaaf or chay. These are the
sounds of the alphabet (letters) in Urdu,
Punjabi, Barahvi, Balochi, Sindhi, Rajistani,
Mivati, Gojra, Haryana, Dakni, Pothohari,
Saraeki, Arbitrary, Farsi and many other
languages. There forms are as under:
sheen: sh ش It is alphabet sound of
subcontinet's language and also in used and
regular alphabet letter of Arabic and persian.
kaaf k, c, ch ک for geting this sound in
English often c (cat), k (kite) ch (school)
are used.)
chay: ch چ for taking this sound in English,
23. often the sound made by a compound ch
is used. For example, look over these words:
chest, cheep, peach, change, church
khay: kh خ This sound is pure Arabic sound,
but very common in many languages of the
sub-countinet and have much commentary in
Persian.
Second point is this that a germen even the
English can easily under that in these words:
standcliche nietzoche, Fitche, charade,
chauvanism
compound sound ch is providing sound sheen
(sh).
While croce (Atalian) there ce is pronounced
24. sheen (sh); Ka ro shay.
Some where ci is also providing sound sheen
(sh) for example have a friendly look over
these words:
facial precious
Sh, composed sound is very common and
very clear gloss sound letter. For reference see
these words:
shift, sheet, shirt, shawal, shrink sheep, shall
Some where si is used for letter sheen (sh). In
these words si is providing sound sheen (sh):
Asia, Malaysia
In many places composed gloss ti gives the
sound sheen (sh):
25. action, mention, essential, potential
residentional confidentional
Native speakers or even the english speaking
persons will not feel problem or difficulty to
pronounce these so many compound sounds
but same position is not with the
none-natives or those who are living in the
east or for east. They can read these
compound sounds very different way other
then the nativess. For example:
ch for chay chest
ce for si/ke cource, resource, force
Compound sound sh in sub-continent for
26. roman script is used for sheen (sh). For
example:
shak (doubt), sharbat (sweet drink), shadi
(marriage, happiness) etc.
si for si sick, silk, sink
ti for ti citi (city), socity/sociti (socity), beauti
(beauty), preti (pretty)
For the removal of these severe comlications, I
have suggested letter S (shes) which canbe
used for sound sheen (sh) insted of using
different componds for geting sound sheen
(sh).
Compound sound ch has also many
complications in pronounciation for none
27. natives. This compound sound needs special
attantion and care of language experts. It
almost provides five different sounds:
1- chay (ch)
chary che re, ch are
chaser cha sor
2- kaaf (k)
chasm ka zam
chemistry kai mist ri
3- sheen Sh/S
chassepot sha s po
chasseur sha suo
4- h (eh)
28. chasid ha sid
chasidic ha si dik
5- khay (kh)
munich, mu nikh
boch bokh
zolicha zo li kha
In various languages of east or for east, sh is
used in roman/romanji script for sound
sheen. For example see these words:
shak (doubt)
sharbat (sweet drink)
shadi (marriage, happiness)
shamil (included)
29. shola (flame)
si for si sick, silk, sink
ti for ti citi (city), socity/sociti (socity), beauti
(beauty)
For removal of these comlications I have
suggested letter S (shes) which canbe used for
sound sheen (sh)insted of using different
componds for geting sound sheen.
Compound sound ch has also many
complications in pronounciation. This
compound sound needs special attantion and
care of language experts. It almost provides
five sounds:
1- chay (ch)
30. chary che re, ch are
chaser cha sor
2- kaaf (k)
chasm ka zam
chemistry kai mist ri
3- sheen Sh/S
chassepot sha s po
chasseur sha suo
4- h (eh)
chasid ha sid
chasidic ha si dik
5- khay (kh)
munich, mu nikh
31. boch bokh
zolicha zo li kha
Let me know how a native speaker solve
these problems ruling? Linguists should be to
resolve the case arises because the sounds of
these compounds. They must provide letters
of the alphabet to the sounds made. So ch,
sh, ci, ti, si etc. are not only the sounds made
by compounds that have complications. The
next time I will try to discuss over some
compounds of other sounds.
04-16-2010, 06:36 AM
32. Katy North
hmmm, I'm still a little confused about what
you're trying to say... I'll ask some questions
and see if I can figure out what you mean
from your answers...
Are you suggesting a change in the English
language?
Are you suggesting replacing the phoneme
"sheen" with a unique character in the English
language?
33. It sounds like you put a lot of thought into
your discussion and I really wish I was able to
read your posts better.
Hope is that thing with feathers that perches
in the soul and sings the tune without the
words and never stops... at all. ~Emily
Dickinson
04-16-2010, 08:40 AM
WuWei
I'm not sure I understand all you're saying,
but you seem to forget that the evolution of
spoken and written language quite often take
34. two separate paths, or the same path at
different speed. Attempts to forcefully alter
the way a language is written are very
difficult unless there's a strong tradition
behind them (in France, for example, a
national "Academie" has quite often
intervened in these matters, to the point that
nowadays French is one of the languages in
which the difference between spoken and
written forms is bigger).
Virtually every language has multiple
phonemes associated to single letters in the
alphabet, as well as, sometimes, multiple
representation for the same phoneme. But
35. this is not due to poor organizational skills,
it's simply what happens when history takes
its course...
French:
sound /o/
beau [bo]
tôt [to]
faux [fo]
letter "e"
36. sound /e/: exposition [eksposisjõ]
sound /ε/: mer [mεr]
sound /ã/: vent [vã]
sound /ø/: ce [sø]
sound /ð/: vendredi [vãdRðdi]
no sound: père [pεr]
These are merely examples of something that
is extremely common. Italian has this as well
(though in italian the pronounciation is much
much closer to what is written than, say, in
French), as does English.
37. 04-17-2010, 01:49 PM #7
maqsood hasni
Are you suggesting replacing the phoneme
"sheen" with a unique character in the English
language?
Yes, I suggest letter shes (s) rather than
combination sh maybe adjuested in english
alphabet because this combination has more
than 7 sounds that make confussion in
pronunciation, especially for none-natives.
04-18-2010, 02:12 PM
38. Languages are by the man and for the man
It's a common and open fact that every
language sounds and words are getting effect
from local and forigen languages . But each
language has its own style, word's culture,
language speaking, listening and writing
system, grammar, sentence requirements, the
speaker's attitude, flexsibility in form of
organs, its people's behaviour, needs of socity,
the economic situation and the circle and
social relations. These facts and and many
other references are most effective helper to
invent new sounds and words with the help
39. of imported words from other languages. If
these sounds and words will follow the rules
of that language then these words or sounds
will have got room in that language or tounge
otherwise they will not have space/place in
that language. During this process something
new take place in that language. For example:
1 - The worlds can not be written in Roman
characters with the za'ay Farsi (.)ژ
To resolve this matter, compound/substitute
sounds j/g/y/ion will be used
i.e. mijgaan/miya/mijda/television/decsion
2 - Which language is governed other
40. languages spoken words can be converted
that
the language sounds available from its own
alphabet sounds rather than the
original speech sounds. For ready reference
please see these examples:
( ذ,ز,ض,ظ (Arabic, Persian, Urdu, Punjabi
Saraeki. Pothohari, Gojri etc.) reads:
ذکر ذ zikr
ذریعہ zaria
ارزاں ز arzaan
نماز namaz
41. ضعیف ض zaeef
عرض arz
ظالم ظ zalim
ظرف zarf
kamisan (wife) camizn insted of camisan
nozomi (Wish) nozomi, insted of nosomi
oozora (Heaven) oozora insted of oosora
3 - Where the sounds are not available there
substitute sounds can be used.
For reference check out these examples:
تلوار ت talwaar
تربوز tarbooz
42. آڑو ڑ aaru/aadu
ریڑی rairi/raidi
4 - Words get associated with that language.
See these examples:
a. advice advice laina, advice karna, advice
hona etc.
bound bound karna, bound hona, bound
nikalna etc.
care care karna, care hona, care daina etc.
b. vote votroon, votaan, votraan, votain etc.
sport spotraan, spotoon, spotain etc.
c. mintue mint'mar
43. 5 - Sigular plural and sexual identity are lost:
* word media is used sigular in Urdu, Punjabi
saraeki, Gojra, Barahvi, Gujrati,
Pothohari, Pakhto etc.
* these words: hoor, ahwal, asami, oqaat are
prural in Arabic but are used singular in
many languages of the sub-continent.
* Firdoos is a Persian word. It is fimine in
Punjab, but oposist sex in Sarhad.
6 - In the new language the words often fail
to remain their meanings. ie. sex animal
glass, jaloos, etc. have not used in their
orignal meaning in Urdu, Punjabi etc.
44. As these examples I can present here
hundreds. These six examples are enough to
demonstrate that words and sounds can not
keep their forms and meanings in orignal in
other languages. Like many other languages,
English have taken hundreds of words and
sounds from other languages. English words
and sounds have not taken themself to
remain in the orignal sounds, forms or
meanings. After migration in this language
we can not identify their oriban. If the new
language to meet the sustitute sounds then
what need to deliver through composed
migirated sounds?!
Hundreds words started by ch and provide
45. sound kaaf (k). I think this is not fair because
ch is composed at a time many sounds. For
example:
ch sh ش sheen shes s nietzoche cliche, Fitch,
charade, chauvanism
Khay ch خ kh Munch, Zelicha (qibti)
Chay ch چ chest, chair, Chester
ch kaaf K ک chemical kemi kl
chemist ke mist
chiasma ki az'ma
chiasmus ki az'mas
chimeric ka merik
chlorophyl klo ra fil
46. chrismal kriz'ml
christ krist
chrome krom
chronic karonik
chromite kromit
chroma kroma
These words get start by compound ch and
are providing sound k. These words are
almost came from the greek. Here my goal is
depending on three things:
1 - The English alphabet has its own
registered alphabet letter k. What it need to
47. start these words by ch. While this thing was
decided that English is a language
with its own identity. Because to start
migrate words with their original style rules
and
linguistics established. The compound ch that
give sound k (kaaf) canbe written by
letter k.
2- chrismal kriz'ml
chiasmus ki az'mas
reason rezan
season seazan
48. treason treazan
prose proz
rose roz
pose poz
nose noz
hose hoz
lose loz
resume rezum
resist rezist
cosy cozi
misery mizeri
In many words sound s is giving sound z what
49. need to write it with s why not with z? Many
words are available in English, which are
providing their orignal sound s (-سseen).
Please see these words:
Dose dos
Loose loos
Noose noos
Goose goos
3 - The third point is that some words end
with e and this aditional e has no function
in a word. For example look at these words:
resume, Dose, loose, prose, pink, pose, nose,
hose, lose, chromium, chromite
50. I think after removing this extra e, no bad
effect can be seen at any stage.
Of course this argument can not easily
diagest and a book written logic that are
different from the language of the street.
My opion is that this place to get all the
writings in the books of the street and all the
writings are on the road but not above or
below ground.
04-18-2010, 09:06 PM
WuWei
51. What you are basically suggesting is to
artificially drag the written standard of a
language to the same level of its oral
standards. It can't be done. Written and
spoken language have differents diachronic
developments.
Written language DOES tend to slowly
change towards the current standards of
spoken language, but it takes A LOT of time.
There is no institution to decide this, at least
not for the English languague. It's just history
taking its course, as I said before. That is why
spelling thru instead of through will become
52. increasingly acceptable, but spelling kristmas
probably won't.
Also, you have to consider that the less
common a word is, the harder it is to modify
its spelling. Intellectual words which are
rarely used in spoken language tend to me
MUCH more conservative than common
words. That is why the words which come
from greek will probably take a lot of time to
change their spelling, if they ever do.
Chiasmus is simply not common enough to be
altered in everyday use. "Thru" is.
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04-18-2010, 09:32 PM #10
53. OrphanPip OrphanPip is offline
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Not to mention dialectical differences in the
English language.
54. Like the different in pronunciation of vowels
before the letter "r" between Canadians and
Americans. e.g. for sorrow, Canadian "soro"
and American "saro."
It would be impossible to create a phonetic
English alphabet that addressed all English
language dialects.
Last edited by OrphanPip; 04-18-2010 at
09:40 PM.
"If the national mental illness of the United
States is megalomania, that of Canada is
paranoid schizophrenia."
55. - Margaret Atwood
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04-19-2010, 07:56 AM #11
Madame X Madame X is offline
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Quote Originally Posted by OrphanPip View
Post
56. Not to mention dialectical differences in the
English language.
Like the different in pronunciation of vowels
before the letter "r" between Canadians and
Americans. e.g. for sorrow, Canadian "soro"
and American "saro."
It would be impossible to create a phonetic
English alphabet that addressed all English
language dialects.
Nonetheless, both Benjamin Franklin and
George Bernard Shaw (through a decree in
his will at least), among others, made valiant
57. attempts to rectify this messy concatenation
of Latinate letters known as English. Through,
Bendhamin Franklinz fonetik alfabet, and
Shavian, respectively. Although I’m not sure
how necessary such proposed reforms are
since a great many -even educated- native
speakers seem to prefer their own particular
orthographic arrangements when writing
anyway. Just look at your average email.
04-19-2010, 04:05 PM #12
Wilde woman
Location
58. grad school in upstate NY
What you are basically suggesting is to
artificially drag the written standard of a
language to the same level of its oral
standards. It can't be done. Written and
spoken language have differents diachronic
developments.
Agreed.
You simply cannot change a language to
accommodate the needs of one segment of
the speaking population. Even France, with its
ultra-conservative Academie Francaise, has
59. not completely succeeded in keeping its
language "pure", because there is no such
thing. Through its contact with
English-speaking countries, French (like many
other languages) has become increasingly
Anglicanized.
Maybe the changes you describe will occur in
English if the US and England have
increasingly open contact with Middle
Eastern countries. But it is highly unlikely
because English simply does not have some of
the phonemes you describe. It's not natural
for English speakers to voice those sounds. So
even if English-speaking countries have
60. extended exposure to Middle Eastern
languages, it is more likely than not that the
language will reject assimilating those
phonemes which don't occur naturally in
English.
It's not unheard-of for people to try
systematically to change their languages. But
language has a mind of its own and it is
always a crapshoot to see whether or not the
majority of language speakers will accept a a
new word, much less a new spelling of an
established word.
I read something recently from Umberto Eco
61. which illustrates this point perfectly. He
speaks about the development of the Italian
language and different parties' efforts (and
failure) to forcefully and systematically effect
change in the language:
By definition language goes its own way; no
decree from on high, emanating either from
politicians or from the academy, can stop its
progress and divert it towards situations that
they claim are for the best. The Fascists tried
to make Italians say mescita instead of bar,
coda di gallo instead of cocktail, rete instead
of goal, auto pubblica instead of taxi, and our
language paid no attention. Then it suggested
62. a lexical monstrosity, an unacceptable
archaism like autista instead of chauffeur,
and the language accepted it. Maybe because
it avoided a sound unknown to Italian. It kept
taxi, but gradually, at least in the spoken
language, turned this into tassi.
He continues his discussion by talking about
at least one person who was successful in
transforming the Italian language - Dante -
but cautions that even his vernacular took
centuries to really take hold. Since then,
other attempts (the Fascists' and the
futurists') to change the Italian lexicon have
either failed or have had only piecemeal
success. The point is, you cannot predict,
63. much less control, how a language evolves.
I'll get off my soapbox now. Anyone for a
"coda di gallo"?
04-19-2010, 05:39 PM
WuWei
As an italian native speaker, I can assure you
that not one person in any given town in
Italy would understand "coda di gallo"
The sometimes ridiculous attempts at altering
64. the language made by the Fascists have been
made fun of over and over and they're a
pretty good example of how you simply
cannot tamper with the stuff people say
everyday.
But, while we are at it, it's also interesting to
say that some of the linguists who worked at
this bizarre project were nothing short of
geniuses and sometimes came up with pretty
inventive solutions that stuck with the
language (a spectacular example is the word
"tramezzino" which replaced "sandwich" in
everyday use and has become absolutely
common ever since).
65. Gabriele D'Annunzio himself was not
surprisingly involved in this and is responsible
for some of the most creative words which
were introduced into italian at the time.
A lot of italian intellectuals were in favor of
this "italianizations", since a movement called
"Purism" had existed in linguistics for
centuries, advocating a ban on all foreign
words. If you're interested in that debate,
there's a wonderful essay by Melchiorre
Cesarotti (poet, translator and essayist in the
late 18th century) about it.
66. 04-20-2010, 12:36 PM
Annamariah Location
Helsinki, Finland
Haha. If only all languages were like Finnish
(written phonemically), then there would be
no use for this discussion. Even the differences
in our dialects can be spelled out - a text
written in "literary language" (as opposed to
colloquial language - Finnish has a standard
"literary language" that is used in formal
situations) is read aloud pretty much the
same by everyone. Our dialects differ from
each other mostly in vocabulary and
inflecting words, not in pronunciation per se.
67. 04-20-2010,
Location
Kuala Lumpur but from Canada
Sometimes the government can succeed in
forcing the use of a couple words.
Here in Quebec they managed in a few years
to cast out the anglicizations computer and
email to replace them with ordinateur and
courriel.
68. The regis du langue francaise has legal power
to enforce word use in Quebec though You
can be fined for using English on signs.
"If the national mental illness of the United
States is megalomania, that of Canada is
paranoid schizophrenia."
http://www.online-literature.com/forums/showthread.php?52190-Sound-sheen-is-very-c
ommen-in-the-world-languages&s=ce6908b6e06f4c301ac84f97713b5469
An interesting talk over language sounds
maqsood hasni