Presentation about "Native Vs Non-Native Accent" delivered by the students of MA in Linguistics at Manouba University: Salah Mhamdi, Rabeb Bouzazi and Sihem Chalouati on Tuesday, February 6, 2018.
Language of politics cannot be separated from the politics of language. The notion of "Political Discourse" does not remain limited to the "institutional" field of politics (e.g. parliamentary discourse, election campaigns, party programmes, speeches, etc.) but opens to all linguistic manifestations that may be considered to be political, provided that it is convincingly argued what makes them "political". In order to illuminate new and old forms of political discourses inter- and transdisciplinary perspectives and elaborated linguistic methodologies have to complement each other.
Language of politics cannot be separated from the politics of language. The notion of "Political Discourse" does not remain limited to the "institutional" field of politics (e.g. parliamentary discourse, election campaigns, party programmes, speeches, etc.) but opens to all linguistic manifestations that may be considered to be political, provided that it is convincingly argued what makes them "political". In order to illuminate new and old forms of political discourses inter- and transdisciplinary perspectives and elaborated linguistic methodologies have to complement each other.
The Errors Made in the Pronunciation of Moroccan EFL LearnersMohamed Benhima
Abstract
The ultimate goal of this thesis is to describe the patterns of errors made by Moroccan EFL learners in terms of pronunciation. In contrast to the previous accounts in theoretical linguistics which have tried to describe the linguistic competence of the native speaker, the framework adopted in this study is that of error analysis which describes the so-called phonological interlanguage of EFL learners in order to set a universal grammar of language learners, so to speak. In this regard, the spoken language of Moroccan EFL learners has been analyzed in terms of the frequency, the types, the factors, the gravity and the appropriate remedy for errors. In order to realize these procedures, mixed-method research has been adopted in order to generate the necessary oral data. The findings drawn from the current study reveal that Moroccan EFL learners display a common pattern of errors that indicate the frequent mispronunciation in vowels, and especially in diphthongs. Moreover, substitution errors are predominant in the spoken language of Moroccan EFL learners in that the schwa is replaced by other vowels due to the inconsistency between spelling and pronunciation. Other explanations provided for errors are attributed to linguistic factors such as the L1 and L2 transfer and extralinguistic factors such as the first encounter with new words and other affective factors such as anxiety. The gravity of errors depends on whether the affected speech sound is phonemic or phonetic. The appropriate remedial work that is suggested for the treatment of errors include recasts in the form of providing the correct pronunciation. In general, the findings of the current study are helpful for the researcher, the teacher and the learner in that they can understand the internal mechanisms involved in the so-called phonological interlanguage development of Moroccan EFL learners.
Presentation - Literature and Social Issues in the Middle East Online Seminar...Salah Mhamdi
Presentation during the "Literature and Social Issues in the Middle East" online Seminar course: Investigating the Translation Techniques of Culture Specific Terms and Idioms from Arabic into English in Habib Selmi's Goat Mountain and The Scents of Marie Claire
MA in Linguistics Speech of the Dissertation: “A Pragma-Stylistic Analysis of...Salah Mhamdi
MA in Linguistics Speech of the Dissertation: “A Pragma-Stylistic Analysis of US Presidential Elections’ Concession Speeches From 2000 to 2016” at the University of Manouba, Tunisia delivered by Salah Mhamdi
MA in Translation speech of the thesis: "Translation of Collocations and Idio...Salah Mhamdi
MA in Translation speech of the thesis: "Translation of Collocations and Idioms from English to French" delivered at the Faculty of Letters, Arts and Humanities at Manouba University on August 12, 2016
How can we teach students critical thinking based on the article "The Fifth Skill?" by Richard Harrison on "English Teaching Professional", 109, March 2017
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. Plan :
I/ native accent
A) definition
B) Examples
II/ Non-native accent :
A) definition
B) Examples
Data research
III/ Intelligibility and comprehensibility:
A) Intelligibility
B) Comprehensibility
C) Intelligibility and comprehensibility in
relation to accent
IV/ Effects of Non-native accent
3. A distinctive way of prononcing a
language, especially one
associated with a particular
country,area ,or social class .
4. • The accent can be affected by these features :
1) The position of lips,tongue and jaw.
2) the length and quality of the sound.
3) The choice of consonants and vowels .
4) Where you place the stress in a word .
5) The range of pitch and tone .
6) The way you join your syllabus together .
5. English has a huge number of accents
worldwide.
These are normally split into two categories
Native accent Non-Native accent
6. A person who speaks English as their
mother tongue will have a native accent.
In England, every region has a diffrent
accent .
For example :
1) Received Pronunciation
2) Cockney
7. *the closest the United Kingdom has ever
had to a “standard accent.”
*It is related to the upper-classes in
London and other areas of Southeast
England.
*It emerged from the 18th- and 19th-
Century upper classes, and has remained
the “gold standard” ever since.
8. Features :
1. Non-rhoticity
2. Trap-bath split
3. The vowels tend to be a bit more
conservative than other accents in
Southern England.
9. Cockney is probably the second most
famous British accent.
It originated in the East End of
London, but shares many features
with and influences other dialects in
that region.
11. what is a Non-native accent?
*Anybody who speaks English as a second
language may have a non-native accent.
*This is where sounds, mouth positions,
structures, rhythms, intonation and sound
selections are being used from that
person's mother tongue.
12. For example, many non-native speakers use
short vowels from their language in place of
the unusual long vowels in English.
- Difficulty with dentanl
fricatives /θ/ and /ð/ for speakers with
no native /θ/ and /ð/in their dialect's
phonemic inventory.
- Egyptian speakers tend to pronounce
the affricate /d͡ʒ/ as a [ʒ].
13. The folowing question was asked to students
who are specialized in :
• French
• Bio-medical
• Chemistry
• Translation
• German
• English
• Data science
14. Student
1) Age : ……………..
2) Your accent :
A. Native
B. Near native
C. Non-native
1) Your teachrs accent is :
A. Native
B. Near native
C. Non-native
1) Do you want to have a native accent :
A. Yes
B. No
15. 1) Your accent :
A. Native = 0%
B. Near-native =30%
C. Non-native= 70%
1) Your teachrs’ accent is :
A. Native= 13%
B. Near-native= 67%
C. Non-native =20%
1) Do you want to have a native accent :
A. Yes= 80%
B. No=20% ( it does not matter)
16. Accent, Intelligibility &
Comprehensibility
Intelligibility: the "listener's actual
understanding of L2 speech" (Munro &
Derwing, 1999)
Comprehensibility: the "listener's
subjective experience of the ease or
difficulty of understanding speech" (Munro
& Derwing, 1999)
20. Fluency
Overall number of filled pauses
Total number of unfilled pauses
Pause errors
Repetitions and self-correction
Articulation rate
Mean length of run (MLR)
21. Accuracy of Lexis and Grammar
Sum of words with at least one
morphosyntactic error
Lexical errors
Token frequency
Type frequency
23. Findings:
The results of the research showed that
accent is related to "pronunciation of
vowels and consonants" and "naturally
sounding rhythm" while comprehensibility
is related to grammatical and lexical
errors.
24. Disentangling accent from
comprehensibility aims at:
1- enhancing the assessment of L2
speaking ability
2- recognizing the linguistic features that
lead to accent prejudice (Lippi-Green,
2011)
25. Effects of Accentedness
"When you hear somebody speaking in an
accent, it's almost like they are invading
your language while they are speaking to
you because if you hear someone speak
another language, you almost don't care.
But when they speak your language with
an accent, it feels like an invasion of
something that belongs to you. And,
immediately, we change." Trevor Noah
26. Effects of Accentedness
Phonological aspects that of prosody,
segment and syllable structure accuracy
are considered significant in rating L2
speech as they have a great impact on
Listener's comprehension.
Anderson-Hsieh, Johnson and Koehler
(1992)
incorrect stress placement can influence
listener's evaluating of L2 speech. Hahn
27. Lack of fluency (pausing, articulation rate,
etc.) on the part of L2 speakers can
influence comprehensibility
Derwing, Rossiter, Munro and Thomson
(2004)
33. Accent Reduction
“systematic approach for learning or
adopting a new speech accent. It is the
process of learning the sound system (or
phonology) and melodic intonation of a
language so the non-native speaker can
communicate with clarity to be
understood by the general public of this
second language."
34. “To cultivate an English accent is already a
departure away from what you are.”
Sean Connery
35. References
Christensen, B. (September 13, 2017). "What Is Accent Reduction?". Accent
Freedom. (Accessed Feb. 5, 2018).
Lacey, M. (2011). In Arizona, complaints that an accent can hinder a teacher's
career. The New York Times (September 25, 2011), p. A18 URL:
http://www.nytimes.com/2011/09/25/us/in-arizona-complaints-that-an-
accent-can-hinder-a-teachers-career.html (Accessed Feb. 5, 2018).
McArthur, T. (1992). The Oxford Comapnion to the English Language. Oxford
University Press.
Nordquist, R. (March 06, 2017). accent prejudice (accentism). ThoughtCo.
URL: https://www.thoughtco.com/accent-prejudice-accentism-1689053
(Accessed Feb. 5, 2018).
Trofimovich, P. & Isaacs, T. (2012). Disentangling accent from
comprehensibility. Bilingualism: Language and Cognition, 15(4), 905-916.
YouTube video "Some people are unkind to me because of my accent". BBC
Stories (September 25, 2017), URL:
https://www.youtube.com/watch?v=C5BT4Li2wEk (Accessed Feb. 5, 2018).