Linguistic is the scientific study of language and includes study of phonology, morphology and syntax.
Phonemics is the study of sound, it units of meaningful sound in a language. Linguistics is the International Phonetic Alphabet (IPA) direct present of the sound found in human language. Phonology is study of the sound used by speakers of a particular language.
How speech is produce:
The sounds of English are for by vibration of the vocal cord. When the vocal cords are both close together as the air passes together through them, voicing occurs. When the vocal cords are hold apart, no voicing will occur.
Phonemes are divided into vowels and consonants. Vowels sounds depend on the movement and different positioning of the lips and tongue as air floats freely to them. There are 3 types of vowels (short, long, and reduce).
• There are 6 short or “Lax” vowels. Lax for first, the most attention of the mouth and lips as sounds is produce. The vowel sound in the word “pit, pet, pat, putt, put and pot” that present these various vowels.
• The Long vowels sounds are produce by moving the tongue from one part of the mouth to another. These sounds are called Diphthong (two sounds) as two sounds as produce when they are spoken. It always presented as 2 matter, such as:
‘ee’ in beet
‘ai’ in bait
‘oo’ in boot
‘oa’ in boat
‘oy’ in boy
‘ie in bite
‘ou’ in bout
• The Reduce vowels come into 4 ideas. The Ə (shwa) in about and hesitate sound made when speaker says umm… Word I is a high essential vowels, it can be heard in the second syllable of med/i/cine.
Tuesday, April 3, 2012
Thursday, March 1, 2012
Materials and Classroom Environment for Successful Language Teaching/Learning
Each motivation theory offers slightly different recommendations for teachers, but all are useful in thinking about how to create a learning environment that is motivating for the learners. Motivation is the ‘neglected heart’ of our understanding of how to design instruction (Keller 1983, quoted in Dorney, 2001: 116). In any social encounter involving two or more people, there are certain power relationships ‘which are almost always asymmetrical’ (Wright, 1987: 17). Because motivating classroom is also about the teacher and learners relationship, the materials in teaching and learning process should be select properly and develop based on the need.
Most teachers believe that interesting materials will motivate the students more. However, it should be support by the classroom environment. Materials control teaching and learning process, yes it is, and classroom environment need to arrange in such a manner to build-up students interest. Kitao wrote in his article that students, a teacher, materials, teaching methods and evaluation are five important components in language instruction. Teachers are able to form cohesive and coherent group, also succeed in turning both curriculum and group goals. Forming, storming, norming and performing are the group processes and motivation in teaching/learning strategies. Both teacher and students finding out what behavior is acceptable, end the conflict between sub-group and rebellion against the leader, develop a sort cohesion and create a great deal of interpersonal activity by resolved most problems. Creating, generating, maintaining and encouraging are great framework design for motivational strategies. In addition, materials are one of the most important influences on what goes-on in the classroom. Its the center of instruction. Good materials, both commercial and non-commercial are publishable in classroom environment to enrich the students’ conception. However, materials those are appropriate for a particular class need to have an underlying instructional philosophy, approach, method and technique which suit the students and their needs (Kitao 1997).
Clarify that language is identity of the speaker, it is used to convey to others. Learning a language, especially foreign language, is something complicated but fun. Many things are implicit for a language. Language learners have to learn about culture, people, environment, and many other things that related to the language use and existence to avoid misunderstanding. It could be something difficult. So that, the teacher have to ‘hold the steer’ to help the students enjoy the learning and share it in a diverting way. With a pleasant and supportive classroom atmosphere, appropriate teacher behavior, good teacher–student rapport, selected and developed materials a motivational conditions will be create and the great power will be exist in the classroom.
Compared article
Kitao, K., & Kitao, S. K. April 1997. Selecting and Developing Teaching/Learning Materials. Kyoto, Japan. Doshisha University.
http://iteslj.org/Articles?Kitao-Materials.html
Thanasoulas, D. November 2002. Motivation and Motivating in the Foreign Language Classroom. akasa74@hotmail.com
http://iteslj.org/Articles?Thanasoulas-Motivation.html
List of References
Brown, H. Douglas. __. Teaching by Principles: An Interactive Approach to Language Pedagogy (second edition). __. Longman
Dickie, J. April 1989. A System of Tasks for Language Learners. Singapore. RELC Seminar
Opp-Beckman, L., & Klinghammer, S. 2006. Shaping The Way We Teach English: Successful Practice Around the World, Instructor’s Manual. Washington DC. United Stated Department of State.
Most teachers believe that interesting materials will motivate the students more. However, it should be support by the classroom environment. Materials control teaching and learning process, yes it is, and classroom environment need to arrange in such a manner to build-up students interest. Kitao wrote in his article that students, a teacher, materials, teaching methods and evaluation are five important components in language instruction. Teachers are able to form cohesive and coherent group, also succeed in turning both curriculum and group goals. Forming, storming, norming and performing are the group processes and motivation in teaching/learning strategies. Both teacher and students finding out what behavior is acceptable, end the conflict between sub-group and rebellion against the leader, develop a sort cohesion and create a great deal of interpersonal activity by resolved most problems. Creating, generating, maintaining and encouraging are great framework design for motivational strategies. In addition, materials are one of the most important influences on what goes-on in the classroom. Its the center of instruction. Good materials, both commercial and non-commercial are publishable in classroom environment to enrich the students’ conception. However, materials those are appropriate for a particular class need to have an underlying instructional philosophy, approach, method and technique which suit the students and their needs (Kitao 1997).
Clarify that language is identity of the speaker, it is used to convey to others. Learning a language, especially foreign language, is something complicated but fun. Many things are implicit for a language. Language learners have to learn about culture, people, environment, and many other things that related to the language use and existence to avoid misunderstanding. It could be something difficult. So that, the teacher have to ‘hold the steer’ to help the students enjoy the learning and share it in a diverting way. With a pleasant and supportive classroom atmosphere, appropriate teacher behavior, good teacher–student rapport, selected and developed materials a motivational conditions will be create and the great power will be exist in the classroom.
Compared article
Kitao, K., & Kitao, S. K. April 1997. Selecting and Developing Teaching/Learning Materials. Kyoto, Japan. Doshisha University.
http://iteslj.org/Articles?Kitao-Materials.html
Thanasoulas, D. November 2002. Motivation and Motivating in the Foreign Language Classroom. akasa74@hotmail.com
http://iteslj.org/Articles?Thanasoulas-Motivation.html
List of References
Brown, H. Douglas. __. Teaching by Principles: An Interactive Approach to Language Pedagogy (second edition). __. Longman
Dickie, J. April 1989. A System of Tasks for Language Learners. Singapore. RELC Seminar
Opp-Beckman, L., & Klinghammer, S. 2006. Shaping The Way We Teach English: Successful Practice Around the World, Instructor’s Manual. Washington DC. United Stated Department of State.
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