This document discusses the phonemic and phonetic features of several consonant sounds in English and Spanish, including /n/, /ɱ/, /ŋ/, /ɲ/, and /l/. It contrasts the production of these sounds between the two languages and identifies their different places and manners of articulation. The document also examines homorganic sounds and the aspiration of voiceless stops like /p/ and /t/ in English. It discusses the importance of contrastive analysis in understanding pronunciation errors that may occur due to the transfer of learners' first language sound systems.
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Intro. to Linguistics_7 Phonetics (Phonetics Transcription and Suprasegmental)Edi Brata
This slide is seventh session of Introduction to Linguistics. This course is about Phonetics Transcription and Supra-segmental Features of sounds. It is the second of two topics of phonetics course.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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1. FACULTAD DE FILOSOFIA LETRAS Y CIENCIAS DE
LA EDUCACION
CARRERA DE PLURILINGÜE
Amaguaya Irma
2. The /ɱ/, which occurs in both
In both languages, it happens befpre the
languages, is an allophone of /m/ in
voiceles labiodemtal fricatica, the /f/ sound.
English and an allophone on /n/ .
PHONEMIC AND PHONETIC FEATURES
English and Spanish /n/
*sound is voiced *apico-alveolar
*nasal *occlusive
*continuant
Spanish English
[n] voiced ,apico-alveolar, nasal, occlusive, continuant [n] voiced, apico-alveolar, nasal oclcusive
[-n-] voiced, apico-dental, nasal, occlusive continuant continuant
[nj] voiced,fronto-palatal, nasal occlusive ,continuant [-ņ] voiced, apico alveolar, nasal, occlusive
[ŋ] voiced, dorso velar, nasal occlusive,continuant continuant, syllabic and occurs
[-ɱ-] vioced, labiodental, nasal, occlusive, continuant
English nasal consonants may become
syllabic when occur in final-word.
3. Both languges have this
/ŋ/ PHONEMIC AND PHONETIC FEATURES
sound.
It´s voiced, dorso-velar, nasal,
occlusive, continuant.
Spanish.- /ŋ/ is an allophone of /n/
English.- /ŋ/ is an phoneme
English has to possible allophones
[ŋ] voiced, dorso-velar, continuant
[-ŋ-] voiced, dorso-velar, nasal,
occlusive continuant, syllabic
happens hust in contxtual speech
between two any dorso velar sounds.
The Spanish [ŋ] occurs in free
variations in final position.
4. /ɲ/ PHONEMIC AND PHONETIC
FEATURES
The sound belong
particulary to Sapanish
Both the phonemes and
it´s allophones
[ɲ] voiced, dorso-palatal,
nasal, occlusive, continuant.
This sound occurs
in Sapnish, French
and italian
5. Spanish variants:
[l] voiced, apico-alveolar,oral
lateral
CONTRAST OF [Ļ] voiced, apico-dental, oral
ENGLISH AND
SPANISH lateral
LATERALS /l/ PHONEMIC
AND PHONETIC
When an /l/ id FEATURES English allophones
forme, the tongue English and *[l] voiced, apico-añveolar,
tip touches the Spanish sound is oral, lateral
alveolar ridge voiced, apico- *[l] voiceless, apico-alveolar,
alveolar, oral, oral, lateral
lateral
*[-ɫ] voicel, sorso-velar, oral,
dark,lateral.
*[-ɫ,] voiced, dorso-velar,
oral, dark,lateral, syllabic
which occursin final-word
6. PHONEMIC AND PHONETIC
CONSONANT CONTRAST
HOMORGANIC
STOP OR PLOSIVE. SOUNDS
THE ACTIVE ARTICULATOR TOUCHES THE
PASSIVE ARTICULATOR AND COMPLETELY IN PHONETICS, THIS REFERS TO SOUNDS
CUTS OFF THE AIRFLOW THROUGH THE MADE AT THE SAME PLACE OF
MOUTH. ENGLISH AND SPANISH STOPS ARTICULATION. LITERALLY, WITH THE
INCLUDE: /p/, /b, /t/, /d/, /k/, /g/. IF /P/, /t/ SAME ORGAN, BUT WITH MOST SOUNDS
OR /k/ ARE PRONUNCED BEGINNING OF THE ORGAN IS THE TONGUE, SO IN
AN ENGLISH WORDS, A STRONG PUFF OF THESE CASES IT REFERS TO WHICH
BREATH WILL BE FELT. IT IS CALLED POINT IN THE ORAL CAVITY THE
ASPIRATION. TONGUE IS TOUCHING, EVENTHOUGH
MEANWHILE, THIS ASPIRATION MAY NOT BE THE LOWER LIP ALSO PRODUCES
FELT IN SPANISH OCCLUSIVE HOMORGANIC SOUNDS. STOP SOUNDS,
SOUNDS..BESIDES, ALL THE PLOSIVE BOTH IN ENGLISH AND SPANISH, MAY BE
EXCEPT /d/ DO NOT OCCUR IN FINAL CONSIDERED AS HOMORGANIC.
POSITION. THEREFORE, A MAJOR
CONCENTRATION ON THEIR PROCUCTION
MUST BE PLACED WHEN UTTERING THE
FINAL PLOSIVE ENGLISH SOUNDS
7. English and Spanish /p/
/b/ use the same organ to Spanish spelling:<p> there are several way to
be uttered. The dimension patron/ pa'tron , capa demonstrate aspiration of
that makes them sound /'kapa/ the voiceless stops/P/ b//
differently is voicing English spelling <p> pick / /t/ in teaching the proper
pick/ happy /hæpIy/ pronunciation.
/p-b/PRODUCTION
PICTURE
As it is perceptible speakers d
there are several way to not aspirate any voiceless stop
demonstrate aspiration of sound in word initial position
the voiceless stops/P/ b// in English furthermore this/p/
/t/ in teaching the proper sound in word- final position
pronunciation. tends to be pronounced like the
voiceless
8. /P/ PHONETIC AND
PHONEMIC DISTRIBUTION
strongly aspirated [-p-]
Spanish and english voiceless,
voiceless, bilabial, oral, stop
bilabial, oral,. Stop, however
unaspirated[-p’], voiceless,
spanihs has just one
bilabial, oral, stop
allophone [p]voiceless,
unreleased, [-p-] voiceless,
bilabial, oral, stop,
bilabial, oral, stop released.
9. CONTRASTIVE
TRANSFER
ANALYSIS
In light of the fact that l2 pronunciation
error are often caused by the transfer of The fact that native of
well established sound systems, it is English can recognize
important to examine some of the foreign accent in ESL/EFL
characteristic phonological different learners speech such as
Spanish accent or any
between Spanish and English
other ones is a clear.
Such observation of L2
pronunciation error Although contrastive analysis
above, in turn naturally has often been criticized for
suggestion the critical its inadequacy to predict the Contrastive transfer assists
need for teachers to transfer error that learners languages learners and teachers
become more aware of the will make in actual learning to identify easily the sound to be
impact that learners contexts learned, improved or
emphasized in their production
in order to have a more affective
level of communication