Conversation strategies
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Basic presentation to overcome interaction difficulties through conversation pragmatics. For ESL students. Level ranges from Intermediate to Advanced.
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Formality vs Informality in English
What makes spoken English more or less formal?
Slide 28 Suggested Adjustments:
She just wanted to say, "Hey y'all!" = She simply desired to greet you.
That question is a no-brainer. = That query requires little thought to respond to.
Dude, what's up with that? = Sir, why are you doing that?
That's the boss-man calling for ya, buddy. = Your supervisor is calling you, my friend.
Suggested Adjustments for slide 29:
This vile medical concoction purportedly diminishes the required need for sleep. = This medicine is supposed to help you stay awake.
Dear Sir, I compose this letter in response to your previous solicitation via telephone. = I am writing this letter to respond to your phone call.
Madam, one might consider three potential destinations for your Caribbean excursion. = There are three options for your vacation.
Might one offer a beverage to the guests during this soiree? = Can I get a drink at this party?
Sociolinguistics
Sociolinguistics is the study of language in society and how social factors such as culture, power, and identity influence language use. Researchers collect examples of natural language usage and study how different social groups use language, including differences in dialects, accents, and vocabulary. Sociolinguists also examine how standard languages are established and how attitudes toward language varieties can impact their form and influence.
Lesson 1 defining language
Language is a complex system of communication that is unique to humans. It uses various systematic elements like sound and grammar to convey meaning. Sound patterns take on meaning when combined according to the rules of a language's grammar, where word order is critical. As a symbolic system, language evolves over time as new words are introduced and meanings of words change, allowing humans to articulate thought.
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Reading is an important skill that is essential for both academic and professional success. There are various techniques that can improve reading skills, including skimming to get the main ideas, scanning to find specific information quickly, and active reading techniques like underlining and taking notes. Poor reading can result from an inability to understand words, sentences, or how information is organized; or from a lack of interest or concentration. Developing good reading skills involves using strategies like surveying, questioning, reading actively while annotating, recalling what was read, and reviewing the material.
Speaking skill presentation
Speaking involves the vocalized production of language in real time through the use of the speech organs. It is the hardest of the four language skills due to the limited time for planning. Speaking requires conceptualizing ideas, formulating them syntactically and lexically, articulating sounds, self-monitoring, and employing fluency strategies like pausing, fillers and prefabricated language chunks. Fluency depends on factors like speech rate, length of pauses, and use of fillers. Successful speaking also requires turn-taking skills and knowledge of genres, contexts, and social relationships.
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This document discusses key topics in sociolinguistics including language shift, language death, markers, and micro/macrosociolinguistics. It provides definitions and examples of language shift, where a community gradually abandons its original language for another, often occurring over 3-4 generations through a stage of bilingualism. Language death is the end point of shift when a language has no remaining native speakers. Markers are linguistic variables that correlate with social groups and speech styles. Microsociolinguistics examines language in relation to society at a small scale while macrosociolinguistics looks at larger societal behaviors and impacts on language.
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The document provides an overview of linguistics and defines key terms. It discusses:
1. Linguistics is the scientific study of human language in general and how languages work. It aims to describe languages objectively rather than prescribe rules of correctness.
2. Descriptive linguistics observes how language is actually used, while prescriptive linguistics sets rules for proper usage.
3. A linguist is a scientist who studies all aspects of language including its structure, use, history, and role in society using scientific methods like observation and hypothesis testing.
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The document discusses the Sapir-Whorf hypothesis of linguistic relativity, which proposes that the language we speak influences our thoughts and worldview. It provides a brief history of the hypothesis and its developers, Edward Sapir and Benjamin Lee Whorf. Examples are given of how aspects like verb tenses, social relationships, and word order are structured differently across languages and thus shape perspectives in culturally unique ways. The implementation of linguistic relativity in language teaching and issues with translation between languages with differing thought patterns are also examined.
Recommended
Formality vs Informality in English
What makes spoken English more or less formal?
Slide 28 Suggested Adjustments:
She just wanted to say, "Hey y'all!" = She simply desired to greet you.
That question is a no-brainer. = That query requires little thought to respond to.
Dude, what's up with that? = Sir, why are you doing that?
That's the boss-man calling for ya, buddy. = Your supervisor is calling you, my friend.
Suggested Adjustments for slide 29:
This vile medical concoction purportedly diminishes the required need for sleep. = This medicine is supposed to help you stay awake.
Dear Sir, I compose this letter in response to your previous solicitation via telephone. = I am writing this letter to respond to your phone call.
Madam, one might consider three potential destinations for your Caribbean excursion. = There are three options for your vacation.
Might one offer a beverage to the guests during this soiree? = Can I get a drink at this party?
Sociolinguistics
Sociolinguistics is the study of language in society and how social factors such as culture, power, and identity influence language use. Researchers collect examples of natural language usage and study how different social groups use language, including differences in dialects, accents, and vocabulary. Sociolinguists also examine how standard languages are established and how attitudes toward language varieties can impact their form and influence.
Lesson 1 defining language
Language is a complex system of communication that is unique to humans. It uses various systematic elements like sound and grammar to convey meaning. Sound patterns take on meaning when combined according to the rules of a language's grammar, where word order is critical. As a symbolic system, language evolves over time as new words are introduced and meanings of words change, allowing humans to articulate thought.
Reading skills
Reading is an important skill that is essential for both academic and professional success. There are various techniques that can improve reading skills, including skimming to get the main ideas, scanning to find specific information quickly, and active reading techniques like underlining and taking notes. Poor reading can result from an inability to understand words, sentences, or how information is organized; or from a lack of interest or concentration. Developing good reading skills involves using strategies like surveying, questioning, reading actively while annotating, recalling what was read, and reviewing the material.
Speaking skill presentation
Speaking involves the vocalized production of language in real time through the use of the speech organs. It is the hardest of the four language skills due to the limited time for planning. Speaking requires conceptualizing ideas, formulating them syntactically and lexically, articulating sounds, self-monitoring, and employing fluency strategies like pausing, fillers and prefabricated language chunks. Fluency depends on factors like speech rate, length of pauses, and use of fillers. Successful speaking also requires turn-taking skills and knowledge of genres, contexts, and social relationships.
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This document discusses key topics in sociolinguistics including language shift, language death, markers, and micro/macrosociolinguistics. It provides definitions and examples of language shift, where a community gradually abandons its original language for another, often occurring over 3-4 generations through a stage of bilingualism. Language death is the end point of shift when a language has no remaining native speakers. Markers are linguistic variables that correlate with social groups and speech styles. Microsociolinguistics examines language in relation to society at a small scale while macrosociolinguistics looks at larger societal behaviors and impacts on language.
Linguistics
The document provides an overview of linguistics and defines key terms. It discusses:
1. Linguistics is the scientific study of human language in general and how languages work. It aims to describe languages objectively rather than prescribe rules of correctness.
2. Descriptive linguistics observes how language is actually used, while prescriptive linguistics sets rules for proper usage.
3. A linguist is a scientist who studies all aspects of language including its structure, use, history, and role in society using scientific methods like observation and hypothesis testing.
Linguistics relativity
The document discusses the Sapir-Whorf hypothesis of linguistic relativity, which proposes that the language we speak influences our thoughts and worldview. It provides a brief history of the hypothesis and its developers, Edward Sapir and Benjamin Lee Whorf. Examples are given of how aspects like verb tenses, social relationships, and word order are structured differently across languages and thus shape perspectives in culturally unique ways. The implementation of linguistic relativity in language teaching and issues with translation between languages with differing thought patterns are also examined.
Language Assessment - Assessing Reading Full Description with Picture and Cha...
There are four main elements of the reading process: the reader, the text, the reader's goal, and the result of the reading. Reading tasks can be categorized as perceptive, selective, interactive, or extensive based on whether they focus on bottom-up or top-down processing and form versus meaning. Common reading tasks include cloze, comprehension questions, ordering, and information transfer. Test design should consider the type of reading, length, focus, and processing involved.
Skill of Speaking
The document provides information on effective speaking skills. It begins by defining speaking as a productive skill and listing the characteristics of effective speaking as including dynamism, informality, clarity, vividness, brevity, interest, audience orientation, lack of errors, authenticity, and organization.
It then lists qualities of effective public speakers such as confidence, passion, practicing instead of memorizing, speaking naturally, authenticity, brevity, connecting with the audience, storytelling, knowing the audience, and using appropriate energy.
Finally, it provides tips for teachers to help students speak more effectively, such as teaching specific strategies, focusing on pronunciation but not demanding native-like fluency, monitoring students, being sensitive when correcting,
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The document describes study skills and types of reading. It begins by listing the students and course for "BSCS 2nd Semester Group-B". It then covers objectives and definitions of study skills, importance of study skills, techniques for natural study, habits for good study, and how to improve study skills. It discusses five types of study skills including gathering information, learning information, checking learning, refreshing learning, and improving learning skills. Finally, it defines reading, components of reading, and four types of reading: skimming, scanning, intensive, and extensive. It provides examples and differences between skimming and scanning and between extensive and intensive reading.
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Listening is a complex process that involves hearing, choosing to focus attention, understanding meanings, and responding. It is important for school, relationships, work, and decision making. There are barriers like distractions, unfamiliar language, and beliefs that can interfere with listening. The steps in the listening process are receiving sound through hearing, paying attention, understanding meanings, remembering, evaluating messages, and responding. Factors like noise, barriers, and memory affect our ability to listen effectively.
2, knowledge of language.pptx
The document discusses the concepts of code, language, dialect, and grammar from a sociolinguistic perspective. It notes that linguists take a descriptive approach, analyzing how language is actually used, rather than a prescriptive approach of dictating proper usage. A key difference is that descriptive grammars document variations that may be nonstandard but are still used, while prescriptive grammars promote one standard. The document also explores what constitutes linguistic knowledge for speakers and how this implicit knowledge can be characterized.
Teaching Politeness Strategies, Shira Packer
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The structere of Language
The document discusses the universal features of language that are common across all human languages. It gives examples of four key features:
1. Rules are always structure dependent, not based on linear order or position. Questions are formed by changing the order of subject and predicate, not by reversing the last two words.
2. Nearly all languages have agreement rules where aspects of words must match, like number or gender.
3. All languages incorporate sound pattern rules called phonological rules.
4. Recursion, where linguistic units can be embedded inside other units in a branching pattern, is a property of all languages. Phrases can be embedded in other phrases.
These four features, especially structure dependence
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Interlanguage refers to the language system that language learners develop as they learn a new language. This system is different from both the learner's native language and the target language. It is influenced by language transfer from the native language, overgeneralization of target language patterns, and use of known words and grammar to communicate. An interlanguage is systematic but dynamic, changing over time through a creative process as the learner interacts with the target language environment. It is also variable depending on context and reduced in complexity compared to the target language.
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Communication is an integral part of human being. Without this life couldn't be easier. Here is some skills to develop and improve your communication for better presentation.
Pragmatics in the EFL classroom: An introduction
Here are the slides from my presentation at the JALT 2013 national conference, in Kobe, Japan on October 27th. Here's the abstract:
If pragmatic competence is indeed a crucial part of successful communication (Murray, 2009), it follows that language learners need both instruction of pragmatic routines and awareness raising in order to achieve proficiency in a second language (Charlesbois, 2004). The field itself is quite broad, however, encompassing areas such as speech acts, discourse organization, sociolinguistics, and conversational structure, implicature, and management- all areas not traditionally addressed in language teaching curricula (Bardovi-Harlig & Mehan-Taylor, 2003). For English teachers in Japan largely unfamiliar with pragmatics yet interested in learning more, guidance is needed in exploring its many benefits for improving oral communication skills. This workshop will therefore aim to make pragmatics more accessible and practical by defining the field in lay terms, making a case for its inclusion within an oral communication curriculum for low-intermediate and above learners, and providing specific ideas on which aspects to focus upon and how to teach them. Participants will have an opportunity to experience and reflect on various activities that introduce, practice, and assess progress in building pragmatic competency. Space will also be included for participants to discuss their teaching contexts and exchange ideas on how to effectively introduce pragmatics to their students.
References:
Bardovi-Harlig, K. & Mehan-Taylor, R. (2009). Teaching pragmatics. English Teaching Forum 2003(41:3).
Charlebois, J. (2004). Pragmatics: The heart and soul of linguistic proficiency. The Language Teacher, 28(4).
Murray, N. (2009). Rethinking pragmatics pragmatics for the classroom: A deductive approach. PAC7 at JALT2008 Conference Proceedings.
Teaching speaking in the language classroom
This document discusses teaching speaking skills in a language classroom. It introduces the objectives of developing students' speaking competence, fluency, accuracy and complexity. Chapter 1 discusses theories of second language acquisition like comprehensible output hypothesis. It also outlines the key areas of speaking competence - phonological skills, speech function skills, interaction management skills and extended discourse organization skills. Chapter 2 focuses on developing fluency through tasks. Chapter 3 introduces an informed pedagogical model for developing accuracy in speaking. The overall goal of language learning is to communicate in fluent and accurate language.
Speaking skills
This ppt. is all about the speaking skills along with the barriers that we faced during the speaking and how we can speak in public and what are the postures and gestures we should used during the speaking in public.
formal and infomal writing
Here is a draft reply to Mr Bramble:
Dear Mr Bramble,
Re: Interview for MSc in Computer Science
Thank you for your letter of 15 June offering me an interview for the MSc in Computer Science program. I am pleased to accept the interview scheduled for 30 June at 2pm.
However, I would appreciate it if the interview could be arranged for one hour later, at 3pm, due to train times from my home. This would allow me sufficient time to travel to your university.
Please let me know if the later time is suitable. I look forward to discussing the program in more detail at the interview.
Yours sincerely,
[Your name]
Lexical relations
The document discusses various lexical semantic relationships between words including synonymy, antonymy, hyponymy, prototypes, homophones, homonyms, polysemy, metonymy, and collocation. It provides examples and explanations of each relationship, noting how words can be related through meaning, pronunciation, or common association. Understanding these relationships is important for analyzing how meaning is constructed in text.
1348942812.3077 the+silent+way.ppt from book
The silent way is a language teaching method that emphasizes student autonomy, self-correction, and minimal teacher intervention. Some key principles are that the teacher's role is to guide students' perceptions rather than provide translations or models, and that students learn through practicing structured exercises without repetition. The teacher remains mostly silent while students interact verbally with each other and use gestures to correct themselves.
Input, interaction, and second language acquisition
The document discusses input, interaction, and second language acquisition from multiple perspectives. It begins by defining input and noting three views on input in language acquisition: behaviourist, nativist, and interactionist. It then examines foreigner talk studies, discourse analysis, and input/interaction in classroom settings. Research on motherese and first language acquisition is also summarized. The document provides an overview of different frameworks for analyzing classroom interaction, including interaction analysis, classroom process research, and teacher talk analyses.
LANGUAGE AND CULTURE
Part of 2012 EFLIS Primary InterSection Session With CALLIS & ICIS Friday, 30 March 2012 - PROMOTING UNDERSTANDING ACROSS CULTURES IN THE EFL CLASSROOM THROUGH CALL
Grammar translation method
1. The grammar translation method focuses on translating grammatical forms, memorizing vocabulary, and studying rules rather than spoken communication.
2. Key principles include using the native language for instruction, focusing on reading/writing over speaking/listening, and correcting errors by providing the right answers.
3. Techniques include translating passages, answering reading questions, finding antonyms/synonyms, applying grammar rules, and filling in blanks.
Translation and Interpreting
This document provides information about translation and interpreting as professions. It begins by defining the key differences between translation, which deals with written text, and interpreting, which involves spoken communication. It then discusses the skills required for each profession, such as understanding nuances, conducting research, and communicating effectively. The document also outlines various paths to careers in translation or interpreting, including university programs, and describes some of the settings where translators and interpreters may work, such as in the public or private sectors.
Past simple, present perfect, continuous
The document compares and contrasts the present perfect and past simple tenses in English. The present perfect is used to talk about past events connected to the present, while the past simple talks about finished events solely in the past. Examples are provided to illustrate proper usage of each tense. Mistakes to avoid, such as using the present perfect with specific past time references, are also explained. The differences between the present perfect simple and present perfect continuous are outlined.
Regular past –ed
This document provides guidance on pronouncing regular past-tense verbs ending in "ed" in English. It explains that regular verbs ending in a "t" or "d" sound, such as "want" or "land", add an "ed" that sounds like a soft "d" or "t" when making them past tense, like "wanted" or "landed". It also notes that most other regular verbs form the past tense by adding an "ed" sound to the end that sounds like a "d/t", such as "played" or "asked". It concludes by providing examples of common regular past-tense verbs to practice pronouncing.
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There are four main elements of the reading process: the reader, the text, the reader's goal, and the result of the reading. Reading tasks can be categorized as perceptive, selective, interactive, or extensive based on whether they focus on bottom-up or top-down processing and form versus meaning. Common reading tasks include cloze, comprehension questions, ordering, and information transfer. Test design should consider the type of reading, length, focus, and processing involved.
Skill of Speaking
The document provides information on effective speaking skills. It begins by defining speaking as a productive skill and listing the characteristics of effective speaking as including dynamism, informality, clarity, vividness, brevity, interest, audience orientation, lack of errors, authenticity, and organization.
It then lists qualities of effective public speakers such as confidence, passion, practicing instead of memorizing, speaking naturally, authenticity, brevity, connecting with the audience, storytelling, knowing the audience, and using appropriate energy.
Finally, it provides tips for teachers to help students speak more effectively, such as teaching specific strategies, focusing on pronunciation but not demanding native-like fluency, monitoring students, being sensitive when correcting,
Study skills and types of reading
The document describes study skills and types of reading. It begins by listing the students and course for "BSCS 2nd Semester Group-B". It then covers objectives and definitions of study skills, importance of study skills, techniques for natural study, habits for good study, and how to improve study skills. It discusses five types of study skills including gathering information, learning information, checking learning, refreshing learning, and improving learning skills. Finally, it defines reading, components of reading, and four types of reading: skimming, scanning, intensive, and extensive. It provides examples and differences between skimming and scanning and between extensive and intensive reading.
Listening skills
Listening is an Art. The presentation explores the listening skills, types of listening, purpose, and obstacles to listening.
The process of listening
Listening is a complex process that involves hearing, choosing to focus attention, understanding meanings, and responding. It is important for school, relationships, work, and decision making. There are barriers like distractions, unfamiliar language, and beliefs that can interfere with listening. The steps in the listening process are receiving sound through hearing, paying attention, understanding meanings, remembering, evaluating messages, and responding. Factors like noise, barriers, and memory affect our ability to listen effectively.
2, knowledge of language.pptx
The document discusses the concepts of code, language, dialect, and grammar from a sociolinguistic perspective. It notes that linguists take a descriptive approach, analyzing how language is actually used, rather than a prescriptive approach of dictating proper usage. A key difference is that descriptive grammars document variations that may be nonstandard but are still used, while prescriptive grammars promote one standard. The document also explores what constitutes linguistic knowledge for speakers and how this implicit knowledge can be characterized.
Teaching Politeness Strategies, Shira Packer
This document discusses teaching politeness strategies to English language learners. It covers the relationship between politeness and pragmatic competence, the consequences of pragmatic errors, and why pragmatics should be taught in the classroom. It also examines how requests, apologies, and compliments vary across cultures and languages, and recommends methodologies for teaching pragmatics, such as form-focused instruction, contrastive discussions, and role-playing activities.
The structere of Language
The document discusses the universal features of language that are common across all human languages. It gives examples of four key features:
1. Rules are always structure dependent, not based on linear order or position. Questions are formed by changing the order of subject and predicate, not by reversing the last two words.
2. Nearly all languages have agreement rules where aspects of words must match, like number or gender.
3. All languages incorporate sound pattern rules called phonological rules.
4. Recursion, where linguistic units can be embedded inside other units in a branching pattern, is a property of all languages. Phrases can be embedded in other phrases.
These four features, especially structure dependence
Interlanguage7777
Interlanguage refers to the language system that language learners develop as they learn a new language. This system is different from both the learner's native language and the target language. It is influenced by language transfer from the native language, overgeneralization of target language patterns, and use of known words and grammar to communicate. An interlanguage is systematic but dynamic, changing over time through a creative process as the learner interacts with the target language environment. It is also variable depending on context and reduced in complexity compared to the target language.
Communication skills
Communication is an integral part of human being. Without this life couldn't be easier. Here is some skills to develop and improve your communication for better presentation.
Pragmatics in the EFL classroom: An introduction
Here are the slides from my presentation at the JALT 2013 national conference, in Kobe, Japan on October 27th. Here's the abstract:
If pragmatic competence is indeed a crucial part of successful communication (Murray, 2009), it follows that language learners need both instruction of pragmatic routines and awareness raising in order to achieve proficiency in a second language (Charlesbois, 2004). The field itself is quite broad, however, encompassing areas such as speech acts, discourse organization, sociolinguistics, and conversational structure, implicature, and management- all areas not traditionally addressed in language teaching curricula (Bardovi-Harlig & Mehan-Taylor, 2003). For English teachers in Japan largely unfamiliar with pragmatics yet interested in learning more, guidance is needed in exploring its many benefits for improving oral communication skills. This workshop will therefore aim to make pragmatics more accessible and practical by defining the field in lay terms, making a case for its inclusion within an oral communication curriculum for low-intermediate and above learners, and providing specific ideas on which aspects to focus upon and how to teach them. Participants will have an opportunity to experience and reflect on various activities that introduce, practice, and assess progress in building pragmatic competency. Space will also be included for participants to discuss their teaching contexts and exchange ideas on how to effectively introduce pragmatics to their students.
References:
Bardovi-Harlig, K. & Mehan-Taylor, R. (2009). Teaching pragmatics. English Teaching Forum 2003(41:3).
Charlebois, J. (2004). Pragmatics: The heart and soul of linguistic proficiency. The Language Teacher, 28(4).
Murray, N. (2009). Rethinking pragmatics pragmatics for the classroom: A deductive approach. PAC7 at JALT2008 Conference Proceedings.
Teaching speaking in the language classroom
This document discusses teaching speaking skills in a language classroom. It introduces the objectives of developing students' speaking competence, fluency, accuracy and complexity. Chapter 1 discusses theories of second language acquisition like comprehensible output hypothesis. It also outlines the key areas of speaking competence - phonological skills, speech function skills, interaction management skills and extended discourse organization skills. Chapter 2 focuses on developing fluency through tasks. Chapter 3 introduces an informed pedagogical model for developing accuracy in speaking. The overall goal of language learning is to communicate in fluent and accurate language.
Speaking skills
This ppt. is all about the speaking skills along with the barriers that we faced during the speaking and how we can speak in public and what are the postures and gestures we should used during the speaking in public.
formal and infomal writing
Here is a draft reply to Mr Bramble:
Dear Mr Bramble,
Re: Interview for MSc in Computer Science
Thank you for your letter of 15 June offering me an interview for the MSc in Computer Science program. I am pleased to accept the interview scheduled for 30 June at 2pm.
However, I would appreciate it if the interview could be arranged for one hour later, at 3pm, due to train times from my home. This would allow me sufficient time to travel to your university.
Please let me know if the later time is suitable. I look forward to discussing the program in more detail at the interview.
Yours sincerely,
[Your name]
Lexical relations
The document discusses various lexical semantic relationships between words including synonymy, antonymy, hyponymy, prototypes, homophones, homonyms, polysemy, metonymy, and collocation. It provides examples and explanations of each relationship, noting how words can be related through meaning, pronunciation, or common association. Understanding these relationships is important for analyzing how meaning is constructed in text.
1348942812.3077 the+silent+way.ppt from book
The silent way is a language teaching method that emphasizes student autonomy, self-correction, and minimal teacher intervention. Some key principles are that the teacher's role is to guide students' perceptions rather than provide translations or models, and that students learn through practicing structured exercises without repetition. The teacher remains mostly silent while students interact verbally with each other and use gestures to correct themselves.
Input, interaction, and second language acquisition
The document discusses input, interaction, and second language acquisition from multiple perspectives. It begins by defining input and noting three views on input in language acquisition: behaviourist, nativist, and interactionist. It then examines foreigner talk studies, discourse analysis, and input/interaction in classroom settings. Research on motherese and first language acquisition is also summarized. The document provides an overview of different frameworks for analyzing classroom interaction, including interaction analysis, classroom process research, and teacher talk analyses.
LANGUAGE AND CULTURE
Part of 2012 EFLIS Primary InterSection Session With CALLIS & ICIS Friday, 30 March 2012 - PROMOTING UNDERSTANDING ACROSS CULTURES IN THE EFL CLASSROOM THROUGH CALL
Grammar translation method
1. The grammar translation method focuses on translating grammatical forms, memorizing vocabulary, and studying rules rather than spoken communication.
2. Key principles include using the native language for instruction, focusing on reading/writing over speaking/listening, and correcting errors by providing the right answers.
3. Techniques include translating passages, answering reading questions, finding antonyms/synonyms, applying grammar rules, and filling in blanks.
Translation and Interpreting
This document provides information about translation and interpreting as professions. It begins by defining the key differences between translation, which deals with written text, and interpreting, which involves spoken communication. It then discusses the skills required for each profession, such as understanding nuances, conducting research, and communicating effectively. The document also outlines various paths to careers in translation or interpreting, including university programs, and describes some of the settings where translators and interpreters may work, such as in the public or private sectors.
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Regular past –ed
This document provides guidance on pronouncing regular past-tense verbs ending in "ed" in English. It explains that regular verbs ending in a "t" or "d" sound, such as "want" or "land", add an "ed" that sounds like a soft "d" or "t" when making them past tense, like "wanted" or "landed". It also notes that most other regular verbs form the past tense by adding an "ed" sound to the end that sounds like a "d/t", such as "played" or "asked". It concludes by providing examples of common regular past-tense verbs to practice pronouncing.
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This document discusses effective conversation skills, including listening, understanding cues, having sequential discussions, reflecting others' perspectives, and managing conversation control. It emphasizes that a good conversationalist talks to others about themselves, exchanges views respectfully, and uses verbal and nonverbal signals to have engaging, mutually beneficial discussions. Key aspects of conversation control include recognizing topics, avoiding parallel discussions, summarizing discussions, and applying these skills in business settings like meetings, negotiations, and interviews.
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Managerial Communication
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This document outlines common phrases used for requesting permission and making requests in English. It provides examples of polite requests that use "would you mind", "do you think you could", and "can you" followed by a verb. For permission, it suggests using "may I", "could I", or "can I" followed by a verb or full sentence. Sample responses for both requests and permission are also given.
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Client-Centered Approach © 2014 Argosy University.docx
Client-Centered Approach
© 2014 Argosy University
Page 2 of 5
Counseling Theory
©2014 Argosy University
2 Client-Centered Approach
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Conversation strategies
- 2. Here is an example: What’s your favourite food? Chocolate. Information only This is only informative and very short. So let’s try to make it sound a bit better.
- 3. Conversation strategies There are some techniques you can use to give yourself some time to think about what you are going to say. These are also strategies to expand what you’re saying. In class, we’ll try not to focus on information only. Instead, we’ll give more importance to communication.
- 4. Be Smart and Pretend you haven’t understood the question : -” Could you repeat the question, please?” -“Sorry, I didn’t hear what you said. Could you repeat? I’m a bit nervous.” -”Pardon? Come again? I didn’t get that.” Repeat the question: -” Umm... What’s my favourite food? Well…”
- 5. Be smart and Express lack of a clear opinion: -“I’m afraid I don’t know much about it!” -“It’s difficult to say!” -“I have never really thought about it!” -“I have mixed feelings about this”
- 6. Use a lot of CONVERSATION FILLERS EMMM… WELL… LET ME THINK… I MEAN… YOU KNOW… SO… ANYWAY… BASICALLY… IF YOU SEE WHAT I MEAN… IT’S LIKE… ACTUALLY… THE THING IS… …YOU SEE… FRANKLY… TO BE HONEST…
- 7. So here is the difference: What’s your favourite food? Chocolate. Information only :/ What’s your favourite food? - Ok, emmmm, so what’s my favourite food? Well, It’s difficult to say, really… Let me see… You know, I think my favourite food is probably chocolate, actually. I have never thought about it, but the thing is that I absolutely adore chocolate. Information + communication :D
- 8. Now it’s time for some practice
- 12. Apart from this, remember to use a wide variety of CONNECTORS AND BUT BECAUSE ALSO SO FOR THAT REASON THEN IN SHORT =AS WELL AS =THOUGH /dou/ =GIVEN THAT =BESIDES =THEREFORE =THAT IS WHY =LATER =IN CONCLUSION