Sheila tamizrad hayati
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This document summarizes a contrastive analysis of English and Persian intonation patterns conducted by AM. Hayati and supervised by Dr. M. Mostafaei. The study aimed to predict challenges Iranian English language learners may face in producing correct English intonation patterns. It analyzed intonation in simple, compound, and complex sentences. For simple sentences, it examined declarative falling patterns in affirmative and negative statements and question intonation for WH-questions and yes/no questions. It predicted difficulties with intonation in specific structures like negative statements, question tags, and clauses. Data was collected by having subjects read sample sentences which were then analyzed. The conclusion identified six levels of similarity and difference in stress and pitch
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Here are some verbs and adjectives that can be used to form collocations with the noun lifestyle:
have a/an lifestyle
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exciting lifestyle
healthy lifestyle
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quiet lifestyle
relaxed lifestyle
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Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
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Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
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Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
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Management, Commerce, Finance, Marketing, Psychology, Education, Sociology, Mass communications, English Literature, English Language, Law, History, Computer Science & Engineering, Electronics & Communication Engineering, Mechanical Engineering, Civil Engineering, Electrical Engineering, Pharmacy & Healthcare.
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Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
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Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
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This study examined how different types of translation-ambiguous words (homonyms, polysemes, and synonyms) are learned and processed in a second language. 44 English speakers learned 60 English words that varied in translation ambiguity, along with their German translations. Participants completed lexical decision, translation production, and semantic relatedness tasks immediately after learning, after 2 days, and 1 week later. Results showed homonyms were responded to more slowly and less accurately than other word types. Polysemes, synonyms and unambiguous words were responded to more quickly and accurately than homonyms. Homonyms also showed disadvantages in semantic processing tasks. The study found translation ambiguity affects learning and processing, with different effects depending on the source of ambiguity.
Cambridge analysis john
This document analyzes results from the Cambridge Secondary 1 Checkpoint tests in English, mathematics, and science for learners at the end of Cambridge Secondary 1. It provides details on:
- Subject areas assessed and their purpose in providing feedback before learners progress to the next stage of education.
- Performance in different strands and sub-strands of the English test based on a 6-point scale, including remarks and evaluations.
- Action plans to address gaps, such as allocating more lessons on vocabulary and punctuation.
- Comparisons of performance across grades 7-8, identifying relative strengths and weaknesses.
Identifying the needs of efl learners of academic
The document summarizes a study that compared the academic writing styles of students from Moldova and the USA. The researchers analyzed compositions written by the students in response to a writing prompt. They found key differences in the writing patterns between the groups. Moldovan students tended to write with longer, more complex sentences and less developed paragraphs. American students wrote with shorter, less complex sentences and more underdeveloped paragraphs. The study suggests raising students' awareness of cultural differences in organization, paragraph structure, and use of transition words.
Lost in Translation: Grammatical Errors of Non-Native English Writers in Firs...
Presented at The University of Akron, April 2013.
Awarded "Best Oral Presentation"
Research conducted on the grammatical errors of non-native English speakers in First-Year Composition portfolios.
ALL_masters_paper_3_2_15
The document summarizes two studies that examine the influence of second language (L2) English on first language (L1) Korean syntax in Korean-English bilinguals. The first study evaluates whether L2 syntactic influence occurs only under conditions of cognitive load or represents long-term changes to L1 processing. The second study aims to better understand the extent and nature of any L2 influence observed in the first study. The findings indicate that L2 English influences L1 Korean animacy constraints and word order processing in bilinguals, even in conditions without cognitive load demands. This suggests L2 exposure results in long-term changes to L1 syntactic representation.
ALL_masters_paper_3_2_15
The document summarizes two studies that examine how exposure to a second language (L2 English) influences the first language (L1 Korean) syntax of Korean-English bilinguals. The first study evaluates whether L2 syntactic influence occurs only under conditions of cognitive load or represents long-term changes to L1 processing. The second study aims to better understand the extent and nature of any L2 influence observed. The findings indicate that L2 English exposure is associated with inability to access monolingual-like L1 Korean animacy constraints, suggesting L2 syntax influences L1 representation in a pervasive way.
Hensley - Speaking feedback | 20 Jan 2012
Hensley reported on his development of a combined conversational storytelling and learner noticing through self-transcription course in which student pairs were trained and instructed to self-transcribe their own recorded conversations.
Though only reporting on his initial implementation of such a course, Hensley indicated that, while the effects of self-transcription may be hard to measure in learners’ performance, the conversational storytelling appeared to be having a positive effect
on learners’ fluency.
Models of tla
This document discusses three models of third language acquisition: the Cumulative Enhancement Model, the L2 Status Factor model, and the Typological Primacy Model. The Cumulative Enhancement Model proposes that prior languages can facilitate acquisition of a new language. The L2 Status Factor model claims the second language plays a privileged role in third language transfer. The Typological Primacy Model suggests transfer is conditioned by typological similarities between the languages.
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Providing Feedback on Lexical Aspects of L2 Writing
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Sh. tamizrad financial literacy
The document discusses the differences between needs and wants and how personal values influence what people consider needs. It explains that financial security can mean different things to different people based on their values and life circumstances. The document advocates setting specific, measurable, attainable, relevant, and time-bound (SMART) financial goals to help achieve what is important to each individual.
First and Second Language Aquisition Theories
LanguLanguage Acquisition Theories
Definition of Language Acquisition
Physical Structure for Speech Development
5 basic stages of Language
Developmental Sequences
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An Introduction to Literature
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Definition of literature
Importance of literature
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Error correction
Types of Errors
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Syllabus, lesson plan and teaching materials
General statements about language learning, learning purpose and experience, evaluation, and the roles and relationships of teachers and learners. Contains banks of learning items and suggestions about how they might be used in class.
Sheila tamizrad types of syllabus
The document discusses different types of syllabi, including:
- Synthetic vs. analytic syllabi that present language in discrete items vs. whole chunks.
- Product-oriented vs. process-oriented syllabi that emphasize the product of learning vs. specifying learning tasks and activities.
- Referential vs. instrumental syllabi that convey facts vs. get things done.
It also outlines options for organizing general English and ESP syllabi such as structurally, functionally, topically, or task-based approaches. The document emphasizes that specifying course content reveals notions of language and learning.
Sheila tamizrad conditions for learning
This document discusses conditions for learning a second language. It covers acculturation and how the degree to which a learner acculturates to the target language group will influence their language acquisition, as well as factors that affect acculturation like power relations and desire to assimilate. The document also summarizes research on how students in a program designed to promote acculturation to an English-speaking university performed better than a control group. Finally, it discusses the role of input and interaction for language learning, including research showing the benefits of allowing learners to ask questions and of using task-based approaches.
Sheila tamizrad combining language
1) The document describes four different ways that language is incorporated into ESP teaching or research: genre-based language description combined with a focus on writing skills, speech-act based language description combined with a focus on speaking skills, genre-based language description alone, and speech-act based language description combined with a focus on aspects of social interaction.
2) It provides examples of each type, including an engineering writing course, an academic speaking course, research on abstract and report genres, and a study of directive speech acts in a workplace.
3) ESP instruction and research often combines different types of language description, with one type usually predominating in a given application.
Sh. tamizrad pragmatic development in a second or
This document presents six classroom techniques for developing learner pragmatics in a second language. The techniques aim to raise learner awareness of appropriate request and suggestion forms and contexts in the L1 and L2. Learners first understand pragmatics' importance and request/suggestion speech acts. Next, they analyze L1 examples and compare request/suggestion forms across contexts. Then, they learn target language forms and practice determining appropriateness. Learners then produce oral and written requests and suggestions in different contexts. Finally, they receive feedback on their productions to improve pragmatic competence. The goal is to expose learners to input, provide practice opportunities, and offer teacher feedback to develop pragmatic ability in the second language.
Sh. tamizrad text analysis
This document provides an overview and summary of key concepts from Dr. Tajeddin's text analysis course in the fall of 2014. It discusses concepts like actual language usage, norms of usage as seen through corpus analysis, patterns of collocation identified through frequency analysis, how semantic prosodies can explain collocations, and concludes that computer analysis of corpora provides norms against which individual texts can be analyzed for implicatures or deviations from expectations.
Sh. tamizrad discourse and genre
This document discusses discourse and genre analysis. It defines genre as a type of discourse that occurs in a particular setting and has distinctive patterns, organization, structure, and communicative functions. Examples of genres include letters to the editor, news reports, parliamentary speeches, and court summaries. Genres are ways that people accomplish things through spoken and written language. Genre analysis examines the relationship between genres, how genres differ across cultures both in writing and speaking, and the social and cultural contexts of genres.
Sh. tamizrad maxims
The document presents a unified theory of final rises in declaratives. It proposes that a final rise indicates a violation of a conversational maxim, with the steepness indicating emotional activation. It identifies potential maxims (Quality, Quantity, Relation, Manner) and derives readings from each. A Quality reading reflects speaker uncertainty, Quantity more information to share, Relation uncertainty about relevance, and Manner uncertainty about clarity. The theory aims to explain existing intuitions in a compositional and parsimonious way.
Adverbial Clauses
This document discusses adverb clauses. It defines adverb clauses as dependent clauses that modify verbs like adverbs or adverb phrases. It provides examples of different types of adverb clauses including time, place, cause, contrast, condition, purpose, result, and manner. It lists common subordinating conjunctions or adverb clause markers for each type. The document also provides exercises identifying adverb clauses and discusses reduced adverb clauses formed with participles and clause markers.
Task based language teaching
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. It is presented as a development of communicative language teaching. TBLT focuses on having students complete meaningful tasks using the target language. A task is any activity that requires students to use language to arrive at an outcome, focusing on meaning over form. Proponents of TBLT argue that it engages students and provides contexts for language development, while critics note that early-stage learners may benefit from more focus on form. Effective TBLT involves scaffolding tasks, recycling language, and integrating form, function and meaning.
Task Based Language Teaching- Rod Ellis
This document discusses Task-Based Language Teaching (TBLT). It provides background on the origins of TBLT from Dewey's views and contributions from various scholars. It defines key concepts like task-focused vs unfocused tasks and compares tasks to situational grammar exercises. It outlines the typical structure of a task-based lesson with pre-task, main task, and post-task phases. It also discusses common misunderstandings and problems in implementing TBLT, and provides solutions and principles for effective implementation, emphasizing the need to tailor tasks to proficiency levels and allow for planning, training, and teacher understanding.
Why using teaching materials- Sheila Tamizrad
This document discusses what teaching materials are for and how they can help guide the learning process. Teaching materials should help learners understand goals, content, and learning activities with explanations, hints, and feedback. They can provide guidance on methods, target content, and classroom behavior. The document also discusses developing teaching materials that guide independent and classroom language learning with ideas for content, activities, and rationales. Overall, teaching materials can help learners if they are suitable to their needs and allow looking ahead and back while being well-presented enough to adapt and improvise from.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 4
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Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Sheila tamizrad hayati
- 1. A contrastive analysis of English and Persian intonation by AM. Hayati Dr. M. Mostafaei By: Sh. Tamizrad Fall 2014
- 2. Content • Introduction • Contrastive Analysis • Prediction • Subjects • Data • Administration • Data Analysis • Discussion • Conclusion
- 3. Introduction • The first objective: to predict the problems of Iranian speakers to produce the correct patterns of English intonation. • Three level of structure: – Simple sentence – Compound sentence – Complex sentence
- 4. Contrastive Analysis • Simple sentence: 1. Declarative Falling • Affirmative Similar • Negative A bit different
- 5. Contrastive Analysis • Simple sentence: 2. Questions I. WH-Q No difference
- 6. Contrastive Analysis • Simple sentence: 2. Questions II. Y/N Q Similarities in intonation
- 7. Contrastive Analysis • Compound sentence 1. Coordinate 2. Subordinate I. Conditional sentence II. Dependent Clause
- 13. Data • Some of the most common structures • Statements: Affirmative and Negative • Questions: Wh-word Q and Y/N Q
- 14. Administration • To read and record selected sentences • Four judges
- 15. Data Analysis • Three aspects: – words, – tones, – Attitudes • Simple statistics
- 17. Discussion • Negative sentences: • Question: Similarity
- 18. Conclusion 1. Stress has significant influence on intonation 2. The broad definition of similarity and contrast in CA.
- 19. Conclusion • Level 1: The final syllable of the last word in equivalent sentences of L1 and L2 is stressed and accompanied by similar pitch change.
- 20. Conclusion • Level 2: The final syllable of the word is stressed in two languages regardless of it’s position in the sentences.
- 21. Conclusion • Level 3: The final two-syllable word of two equivalent sentences is stressed but the primary stress occurs on the first syllable in L2 and second in L1.
- 22. Conclusion • Level 4: Regarding the compound the adj and N are stressed in L2 and L1. Both languages follow the same pattern of pitch change depending on the sentence type.
- 23. Conclusion • Level 5: The negative markers are stressed in L1 but unstressed or less stressed in L2. Pitch changes occurs on negative markers on L1 but towards the ends of sentences in L2.
- 24. Conclusion • Level 6: Words are stressed in L1, but unstressed or less stressed in L2.