Posts Tagged ‘research’
English – Lingqua franca
English as a lingua franca
In recent years, the term ‘English as a lingua franca’ (ELF) has emerged as a way of referring to communication in English between speakers with different first languages. Since roughly only one out of every four users of English in the world is a native speaker of the language (Crystal 2003), most ELF interactions take place among ‘non-native’ speakers of English.
Although this does not preclude the participation of English native speakers in ELF interaction, what is distinctive about ELF is that, in most cases, it is ‘a ‘contact language’ between persons who share neither a common native tongue nor a common (national) culture, and for whom English is the chosen foreign language of communication’ (Firth 1996: 240). Defined in this way, ELF is part of the more general phenomenon of ‘English as an international language’ (EIL) or ‘World Englishes’. (For comprehensive overviews, see Jenkins 2003; McArthur 1998; Melchers and Shaw 2003.) EIL, along with ‘English as a global language’ (e.g. Crystal 2003; Gnutzmann 1999), ‘English as a world language’ (e.g. Mair 2003) and ‘World English’ (Brutt-Griffler 2002) have for some time been used as general cover terms for uses of English spanning Inner Circle, Outer Circle, and Expanding Circle contexts (Kachru 1992). The traditional meaning of EIL thus comprises uses of English within and across Kachru’s ‘Circles’, for intranational as well as international communication. However, when English is chosen as the means of communication among people from different first language backgrounds, across linguacultural boundaries, the preferred term is ‘English as a lingua franca’ (House 1999; Seidlhofer 2001), although the terms ‘English as a medium of intercultural communication’ (Meierkord 1996), and, in this more specific and more recent meaning, ‘English as an international language ‘ (Jenkins 2000), are also used.Despite being welcomed by some and deplored by others, it cannot be denied that English functions as a global lingua franca. However, what has so far tended to be denied is that, as a consequence of its international use, English is being shaped at least as much by its nonnative speakers as by its native speakers. This has led to a somewhat paradoxical situation: on the one hand, for the majority of its users, English is a foreign language, and the vast majority of verbal exchanges in English do not involve any native speakers of the language at all. On the other hand, there is still a tendency for native speakers to be regarded as custodians over what is acceptable usage. Thus, in order for the ELT Journal Volume 59/4 October 2005; doi:10.1093/elt/cci064 qThe Author 2005. Published by Oxford University Press; all rights reserved. 339 Downloaded from eltj.oxfordjournals.org by guest on March 1, 2011 concept of ELF to gain acceptance alongside English as native language, there have been calls for the systematic study of the nature of ELF—what it looks and sounds like and how people actually use it and make it work—and a consideration of the implications for the teaching and learning of the language. Empirical work on the linguistic description of ELF at a number of levels has in fact been under way for several years now. Research has been carried out at the level of phonology (Jenkins 2000), pragmatics (Meierkord 1996), and lexicogrammar (Seidlhofer 2004, which also offers an overview of descriptive work to date). ELF corpora are now also being compiled and analysed, such as the English as a lingua franca in Academic settings (ELFA) corpus (Mauranen 2003) and the general Vienna-Oxford International Corpus of English (VOICE) (Seidlhofer 2004). While space prevents summarizing the findings of this research here, two illustrative examples can be mentioned. Thus, Jenkins (2000) found that being able to pronounce some sounds that are often regarded as ‘particularly English’ but also particularly difficult, namely the ‘th’ sounds /u/ and /D/ and the ‘dark l’ allophone [ł], is not necessary for international intelligibility through ELF. Similarly, analyses of ELF interactions captured in the VOICE corpus clearly show that although ELF speakers often do not use the third person singular present tense ‘-s’ marking in their verbs, this does not lead to any misunderstandings or communication problems.
This gradually accumulating body of work is leading to a better understanding of the nature of ELF, which in turn is a prerequisite for taking informed decisions, especially in language policy and language teaching (McKay 2002). Thus, the features of English which tend to be crucial for international intelligibility and therefore need to be taught for production and reception are being distinguished from the (‘non-native’) features that tend not to cause misunderstandings and thus do not need to constitute a focus for production teaching for those learners who intend to use English mainly in international settings. Acting on these insights can free up valuable teaching time for more general language awareness and communication strategies; these may have more ‘mileage’ for learners than striving for mastery of fine nuances of nativespeaker language use that are communicatively redundant or even counter-productive in lingua franca settings, and which may anyway not be teachable in advance, but only learnable by subsequent experience of the language. It should be stressed, however, that linguistic descriptions alone cannot, of course, determine what needs to be taught and learnt for particular purposes and in particular settings—they provide necessary but not sufficient guidance for what will always be pedagogical decisions.
About the Author
Kurapati Malathi Latha,
W/o.Sri.M.V.Satyanarayana,
Flat No.202, Govind Palace,
Opp: Jyothi Apartment,
Alwal,
Secunderabad-500010.
Ranga Reddy(Dt.).
Andhra Pradesh,
India.
Cell: 9652114711, 7207129061 & 9000314166.
- Presently working as Asst. Professor for English in JBIET, Yenkapplly, Moinabad, Hyderabad.
EDUCATIONAL QUALIFICATIONS
- Presently pursuing PhD in English(Phonetics) from Dravidian University of Kuppam.
- Completed M.Phil in English (Phonetics & improvement of spoken English) from Sri Venkateswara University – Thirupathi.
- Completed M.A – English from Kakathiya University.
- M.A – Economics from Osmania University
- Bachelor of Arts from Kakathiya University.
- Intermediate from Board of Intermediate Education.
- SSC from Board of Secondary Education.
European Social and Political Studies, UCL? Any equivalent courses at other universities?
I know it wont be the same but I dont really WANT to study in London… I’m also looking at Politics with International relations at Warwick. I’m currently in Y12 and studying French, English Lit, Chemistry and History
dunno. try LSE
University Admissions and A level Retakes
“CDD meant a difficult decision- a Clearing place at a university that I didn’t really want to go to or retakes. I had an amazing expedition planned – a placement at a big cat sanctuary in Malaysia. I retook and it was such a brilliant experience. My confidence improved enormously – even my driving instructor noticed it!”
emily martyn, retake student 2010. joined RIC from tonbridge grammar, now at york university studying biology
Retake students from Rochester Independent College regularly secure places at elite universities. With the pressure on places likely to be less next September because of the tuition fees hike this might be the perfect year to consider retaking, not compromising in Clearing and aiming high. With the fees cap removed in 2012 students aiming for AAB at retake will have a good choice of top universities. The universities will be free to increase their numbers as long as students have these grades.
RIC’s retake courses run September-January, January- June or September-June depending on individual circumstances. This year Louisa Garcia, formerly of King’s Rochester was able to retake her English and History A levels and follow an AS History of Art course all between September and the end of January. Louisa can now return from her gap year travels to a place at her first choice, Birmingham University.
When deciding to retake it is worth considering that with a degree now far more of a common currency it has become even more important for students to ensure they aim to secure entry to good courses at respected institutions. A level results and UCAS points are increasingly used by major employers when they are recruiting graduates.
Head of Biology at RIC Dr Brenda Harrison says: “
“It’s refreshing to work with such dedicated students who retake in order to realise their ambitions. In small classes problems can be quickly diagnosed and tackled. Improvement is often rapid.”
Class sizes number around 6 to 8. Every student has individual attention. We encourage students to see their time at RIC as a university preparatory course. They often comment it was the most enjoyable and productive part of their secondary education. We don’t just want to help students gain places on their chosen courses, we want them to leave us with the study skills and academic foundation to enjoy and excel at university.
“I’m delighted to see the results of Judd students retaking at RIC and offer my congratulations to the five students who did so this year. We do recommend RIC to our students who are looking for further support and have the means to access it.”
robert masters, headmaster, the judd school , august 2010
Contrary to popular belief A level retake students, and those who have a disappointing year 12, do secure places on the most highly competitive courses, including Medicine, Veterinary Science, Law and Dentistry.
In 2010 RIC had four aspiring lawyers retaking their A levels. They won LLB places at Birmingham, Exeter, Lancaster and Newcastle. Judith Wickham, parent of Alistair Wickham from Maidstone said: “This is just to say a very big ‘thank you’ to all of my son’s tutors at Rochester Independent for your superb guidance, expert management of the retake application for Law, unfailing kindness, patience and brilliant teaching. You taught him to think properly, to write clearly and fulfilled every promise you made to us”
RIC students though often avoid a retake year altogether by switching schools for their year 13 following disappointing AS grades elsewhere. Matt Swain formerly of Maidstone Grammar School moved to maximise his chances of becoming a doctor. He says: “My previous school said I was a solid grade B student and wouldn’t make the A grades required for medicine. I was determined to realise my ambition to become a doctor.” Matt’s successful application to Hull and York Medical School was helped not only by a good portfolio of work experience but by taking an additional A level- Sociology- from scratch in a year.
In a similar situation was Roshni Patel from Gravesend Grammar who has just finished her second year of Medicine at St George’s. She says: “I crashed in my AS year so I took a deep breath and switched to RIC. I came from a single sex grammar school which was very different. The small classes at Rochester really helped and I got offers and my grades.” Her parents add: “We were extremely happy with Roshni’s results. This is our second daughter to attend Rochester Independent College after disappointing results. Our older daughter Sarina is in her final year of Dentistry at Queen Mary.”
Head of Science and long serving Chemistry tutor at RIC Hugh Laverty says: “The College has always been a centre of excellence for Science and it is exciting to work with dedicated sixth form students aiming to become doctors, dentists, vets, pharmacists, optometrists and audiologists.”
Just finishing his first year of Dentistry is Matthew Sarstedt. He had disappointing grades after two years of sixth form at his previous school but would not let these hold him back.
“On results day I knew I had to resit – I was absolutely determined to study dentistry rather than going through clearing for something else.”
First time round, Matthew was rejected from all the Dental schools without interview. Applying from RIC as a resit student- when it should have been harder to get in- he received offers, achieved his grades and started at Sheffield University in September 2010.
Retakers can also make it to Vet School. Callum Atkins, formerly of Simon Langton School, Canterbury was disappointed after receiving his A level results, missing his place. Callum enrolled on a one year retake programme and received an offer from the prestigious Royal Veterinary College. Callum’s A level grades when he arrived were CCC. When he left in 2008 they were AAA. Even this top institution then still considers retake students, as demonstrated by the second chance offer Amelia Liddell, formerly of King’s School, Canterbury received this year. As well as retaking Chemistry and Spanish at RIC Amelia took AS Sociology from scratch in a term and continued to broaden her work experience.
About the Author
Alistair Brownlow
Rochester Independent College
how prestigious n ‘worth-it’ is it to do a creative writing course at the university of leicester?
i was actually looking for a master’s course that mixes english lit with creative writing. n i came across this course at the uni of leicester. is it actually worth it to do an Ma in modern literature and creative writing at the university of leicester? i mean both in terms of quality, cost and future job prospects…i desperately need advice on that… thks
i was hoping for some kind of a course where i can get a very good quality n recognition kinda stuff since it will require a huge financial investment for me…..so, where and what do u advise..thks.
Mmmm….”creative writing”……”Leicester”…..
No.
Im trying to write a novel, so hear my heart, Im not mocking….I just think we need to write our classic in an attic. I heard that often studying this kind of art can rip the soul out of it, because its all about higher criticism and systemises it all…but then, that argument doesnt hold up when you cosnider fine art etc
At the end of the day, follow your heart. Never do a Uni course for job prospects…few of us ever use our degree etc vocationally anyway . Uni is for life experience and wisdom, not a CV
All the best
Why Edinburgh is the perfect part of Scotland for golf packages
It’s known for its internationally acclaimed festival, for its historic Castle, for its financial services – and for its ghosts. But Edinburgh is also great for golf vacations in Scotland. The Scottish capital has the backdrop and also the entertainments, hotels and restaurants to complement the great game and so it’s hardly any wonder that increasingly Edinburgh is featuring in Scotland golf packages.
Edinburgh’s distinctive architecture is dominated by the impressive silhouette of the Castle. Anyone who is looking for golf vacations in Scotland will be charmed whenever they’re not on the green by the elegant New Town. The first and the most extensive piece of planning of all time, this part of Edinburgh was designed by a then unknown 22 year old but these days golf widows – and widowers – will find its shops, cafes and elegant squares a great place to relax. Even those who choose Scotland golf packages to actually play golf will also relish spending their time off here.
But when they’re out of town playing the game they love they’ll find that the choice of green, the variety of terrain and the scenery around the Scottish capital are unparalleled. From campaigns against the English to battles amongst the ancient clans themselves, this is an area steeped in history. With golf vacations in Scotland you know that nowhere else in the world can you play this ancient Scottish game amongst buildings and ruins which tell tales of historic deeds and fierce fighting. Castles, great houses and battle sites are all around you from the moment you tee off until you finish on the eighteenth hole.
Given that this is the ancient home of the game of golf and players can find some of the great links and parkland courses of the world around this area – something to remember and take home with you.
About the Author
The Article is written by golfvacationsuk.com/ providing Scotland golf packages and golf vacations Ireland Services. Visit http://www.golfvacationsuk.com/ for more information on golfvacationsuk.com/Products & Services___________________________Copyright information This article is free for reproduction but must be reproduced in its entirety, including live links & this copyright statement must be included. Visit golfvacationsuk.com/ for more services!
It’s about Kaplan International Colleges? I’LL GIVE 5 STARS! BIG HELP!?
I’m 15 and I’m thinking to go to Kaplan on English courses in London- Leicester Square in 17 years, but I have a few questions:
1. Payment for accommodation, english courses, and meals. How much for all this will I have to pay?
2. Will I have my own teacher?
3. How many months or years I’ll be studying there? Or I can choose myself?
4. What will I have to take with me? Visa, passport, parental agreement?
PLEASE ANSWER! IF YOU CAN’T ANSWER ALL QUESTIONS YOU CAN ANSWER AT LEAST ONE OR TWO ! I’LL GIVE 5 STARS! AND ANSWER YOUR QUESTION IF I CAN!
Contact the school directly for the information./
The Effects of Pronunciation on Spellings and Comprehension
THE EFFECTS OF PRONUNCIATION ON SPELLINGS AND COMPREHENSION
By Johnnie J. Lim
Introduction
I conducted this study to find answers to the problem whether or not pronunciation affects spelling and comprehension of the students in learning English as a Foreign Language.
As a researcher, I tried to prove if learners of the English language from Middle East had common errors in writing correct spelling of words with letter ‘r’, be it in the middle or at the end of the word, and if their comprehension was affected by pronunciation. Specifically, I aimed to answer the questions: (1.) Is there significant effect of pronunciation on spelling? (2.) Does pronunciation affect comprehension?
I conducted this study in Non-Destructive Testing Technology Institute, 2nd Industrial City of Dammam, Kingdom of Saudi Arabia, for eleven (11) weeks on the 2nd quarter of SY 2008-2009. The participants involved were thirty (30) Arab students enrolled in my General English class. They were all first year college students taking up Welding course. These participants had previously learned and acquired British English.
My purpose of conducting the study was to provide an output that will be of help to teachers to understand if the same problem is encountered or will be encountered by them, and to encourage them to use teaching strategies appropriate to the learning style of the learners. Likewise, the result will be beneficial for them to help students improve their spelling and comprehension in learning the English language.
Discussion
My attempt to do the study was inspired by my own experience as an English teacher in dealing with the non-native speakers of English in a vocational school particularly Non-Destructive Testing Technology Institute where I taught General English to Arab students who had been exposed to British English, or who had previously acquired and learned the language. Since I was using American English, a minimal confusion occurred on both parties in the teaching-learning situation.
There was confusion in the production of the ‘r’ sound in words with middle, or final ‘r’ (i.e., welder, worker, world, marker, car, cutter, etc…) and in spelling of words like center, color liter, meter, and the like. The problem is similar to the ‘intrusive r’ mentioned in the study conducted by Bryan Gick of the University of British Columbia (cited in http://camba.ucsd.edu/files/phonoloblog/gick-intrusive-l-amsp02.pdf.).
Considering this experience, as a researcher, I conducted the study immediately after a week of teaching.
Accordingly, linguists have long been interested in intrusive r for a variety of reasons. The importance of early descriptions of the phenomenon as it appeared in early British RP, such as that provided by Jones (1917). Intrusive r was first recognized as relevant to phonological theory by a group composed mostly of American Structuralists, who identified it as bearing crucially on contemporary discussions of the phonemicization of low vowels and glides (Bloomfield 1935; Trager 1943; Whorf 1943; Swadesh 1947). Although somewhat later, and with a more dialectological focus, Kurath’s (1964) analysis should also be included in this category. Interest was renewed by the Generativists and following generations, beginning with Kahn’s (1976) dissertation on syllable structure and continuing to the present day (e.g., Mohanan 1985; Vogel 1986; Broadbent 1991; McCarthy 1991, 1993; Harris 1994, chap. 5; McMahon,Foulkes, and Tollfree 1994; McMahon and Foulkes 1995; Giegerich 1997; Halle and Idsardi 1997; Gick 1999).
“Intrusive r” says Gick, “may be viewed simplistically as the extension by analogy of a historically attested final /r/ to words historically ending in a vowel (generally this applies only to the set of non-glide-final vowels: /@, a, O/). Thus, in dialects with intrusive r, normally word-final r and zero alternate, depending on whether the word is vowel-initial, as in the following examples.”
“1. R ~ Ø alternation in historically r -final words (e.g., E Mass.)
a. tuner [tun@] ü tuner is [tun@r Iz]
b. spar [spa:] ü spar is [spar Iz]
c. pore [pO:] ü pore is [pOr Iz].”
Gick also explains that “in some dialects, this process has extended to all words ending in /a/, /O/, and /@/,. as shown below which is commonly known as intrusion.”
“2. R ~ Ø alternation in historically vowel-final words (e.g., E Mass.)
a. tuna [tun@] ü tuna is [tun@r Iz]
b. spa [spa:] ü spa is [spar Iz]
c. paw [pO:] ü paw is [pOr Iz].”
But Gick emphasized that “in most dialects, this alternation never occurs following other vowels. Gick (1999) points out that “the historical development of intrusive r followed an identifiable and necessary sequence of linguistic events: vocalization, linking, merger ( or near merger), reanalysis (intrusion), and generalization.”
In the study conducted by Gick of which he aimed to determine if intrusive r has the same pattern with intrusive l, he found out that “the same pattern is reflected in existing dialect typologies as well. He said, “such an ordering is valuable in pinpointing the present stage of development of the highly parallel intrusive l. This sequence proceeds historically as follows.”
“Postvocalic liquids undergo vocalization. Philadelphia (S Pa.) is well known for this behavior: “In Philadelphia, word-final /l/ is vocalized with great frequency” (Ash 1982b, 162). This process, by definition, applies only to liquids (and possibly glides). Vocalization may be thought of as one instantiation of a more general phonetic process known as final reduction (or, conversely, initial strengthening), which may apply to any consonant. Final reduction is a property of apparently all consonants in all dialects of English studied to date, whereby the articulatory movements of postvocalic allophones tend to be “reduced,” or less constricted, compared with those of prevocalic allophones (Browman and Goldstein 1995; Gick forthcoming a). Liquid consonants, however, are unusual in that they involve multiple lingual articulations (e.g., the tongue front raising gesture and tongue root retraction for /r/; Delattre and Freeman 1968). When liquid consonants undergo ?nal reduction, it is only the anterior articulations (i.e., the coronal constriction for /l/ and the tongue front raising for /r/) that are affected (Giles and Moll 1975; Ash 1982a, 1982b; Hardcastle and Barry 1989, 15; Sproat and Fujimura 1993; Gick 1999, forthcoming a).”
However, according to Gick “the posterior articulations, that is, the tongue dorsum retraction for /l/ and the tongue root retraction for /r/, remain more or less unaffected (see Gick forthcoming b and Gick, Kang, and Whalen forthcoming for further evidence in support of this analysis of liquid vocalization in English). The result is that final allophones tend perceptually to have a stronger “vocalic” component (Sproat and Fujimura 1993) than initial allophones (hence the term vocalization). In its most extreme manifestation, vocalization may result in a complete loss of the anterior articulation.”
On the part of the students, trouble came from the way how I pronounced the words, spoke and wrote the spelling of words using American English. On my part as the teacher, trouble came from the way how the students pronounced the words, spoke and wrote the spelling of the words using British English.
Focusing on pronunciation and spelling as a teacher-researcher, I noticed that when some students wrote, they occasionally omitted letter ‘r’ from the word that ends with letter ‘r’ and even changed the spelling following their own pronunciation. (i.e., ‘otha’ instead of ‘other’; ‘neva’ instead of ‘never’; ‘welda’ instead of ‘welder’; ‘computa’ instead of ‘computer’; ‘teacha’ instead of ‘teacher’). Another observation was students’ pronunciation of few words with letter ‘o’, like for examples, ‘follow’ is pronouced as (fol-o) instead of (fal-ow); ‘blood (blod) instead of (blad); ‘box (boks) instead of (baks). As a result, some of them wrote the words in reffrence to the way how they pronounced them.
Analyzing the situation, my input appeared to be another kind of English to the students and that the students’ feedback, on the other hand, seemed to be another kind of English to me though I already had knowledge about the difference of British English and American English.
As a researcher, I described it as the encounter of two Englishes experiencing difficulty in trying to meet half-way. As a result of the observation I made, the comprehension of both parties was affected. Either I or the students experienced trouble in dealing with the English language.
Conclusion
My research employed quantitative and qualitative approaches in analyzing the data gathered and observed. In the eight written and two oral quizzes I gave, 27 out 30 students were found to be consistent in their errors in writing the spellings of the words with final and middle ‘r’ by dropping them out of the words resulting to inaccuracy in spellings. Five of the written quizzes I designed were to allow the participants to write words with middle and final ‘r’ to complete the sentences. The other three, were to instruct them to write the unknown words with middle or final ‘r’ based on the context clues given. I conducted the two oral quizzes by reading the instructions aloud to let them write the words with middle or final ‘r’. However, similar results were obtained. There were errors in spellings even if I pronounced the words the way how American do it.
Based on these facts, my study proved that pronunciation had a significant effect on spellings of some words, though my study was only focused in determining the words with middle and final ‘r’. My study also found out that pronunciation affected comprehension in learning a new English for the students who were exposed to another kind of English of which reduction of the final sound is practiced . This is the idea confirmed based on this study.
However, the problem raised in the study was not focused directly on the difference of American English and British English but to determine and discuss some common errors committed by the learners as influenced by their pronunciation. This was the reason why the participants of this study performed differently than what I expected as a teacher in trying to teach English using American English.
General Reference : American Speech, Vol. 77, No. 2, Summer 2002
Copyright © 2002 by the American Dialect Society
Oher Reference (cited in Gick’s Study)
Ash, Sharon. 1982a. “The Vocalization of /l/ in Philadelphia.” Ph.D. diss., Univ. of Pennsylvania.
———. 1982b. “The Vocalization of Intervocalic /l/ in Philadelphia.” SECOL Review 6: 162–75.
Bloom?eld, Leonard. 1935. Language. London: Allen and Unwin.
Broadbent, Judith. 1991. “Linking and Intrusive r in English.” UCL Working Papers in Linguistics 3: 281–302.
Browman, Catherine P., and Louis Goldstein. 1995. “Gestural Syllable Position Effects in American English.” In Producing Speech: Contemporary Issues. For Katherine Safford Harris, ed. Fredericka Bell-Berti and Lawrence J. Raphael, 1934. New York: American Institute of Physics Press.
Costa, Paul, and Ignatius G. Mattingly. 1981. “Production and Perception of Phonetic Contrast during Phonetic Change.” Journal of the Acoustical Society of America 69: S67.
Delattre, Pierre C., and Donald C. Freeman. 1968. “A Dialect Study of American r’s by X-ray Motion Picture.” Linguistics 44: 29–68.
Fasold, R. W. 1981. “The Relation between Black and White Speech in the South.” American Speech 56: 163–89.
Fowler, J. 1986. “The Social Strati?cation of (r) in New York City Department Stores, 24 Years after Labov.” Unpublished MS.
Gick, Bryan. 1991. “A Phonologically Motivated Theory of Consonantal Intrusion and Related Phenomena in English.” Unpublished MS.
———. 1997. “The Intrusive L.” Paper presented at the annual meeting of the American Dialect Society, Chicago, 2–4 Jan.
———. 1999. “A Gesture-Based Account of Intrusive Consonants in English.” Phonology 16.1: 29–54.
———. Forthcoming a. “Articulatory Correlates of Ambisyllabicity in English Glides and Liquids.” In Papers in Laboratory Phonology VI: Constraints on Phonetic
a m e r i c a n s p e e c h 77.2 (2002) 182 Interpretation, ed. J. Local, R. Ogden, and R. Temple. Cambridge: Cambridge Univ. Press.
———. Forthcoming b. “An X-ray Investigation of Pharyngeal Constriction in American English Schwa.” Phonetica.
Gick, Bryan, A. Min Kang, and D. H. Whalen. Forthcoming. “MRI Evidence for Commonality in the Post-oral Articulations of English Vowels and Liquids.”
Journal of Phonetics.
Giegerich, Heinz. 1997. “The Phonology of ‘/O:/’ and ‘/A:/’ in RP English: Henry Sweet and After.” English Language and Linguistics 1: 25–47.
Giles, Stephen B., and Kenneth L. Moll. 1975. “Cine?uorographic Study of Selected Allophones of English /l/.” Phonetica 31: 206–27.
Halle, Morris, and William Idsardi. 1997. “r, Hypercorrection and the Elsewhere Condition.” In Derivations and Constraints in Phonology , ed. Iggy Roca, 331–48.
Oxford: Clarendon.
Hardcastle, William, and William Barry. 1989. “Articulatory and Perceptual Factors in /l/ Vocalisations in English.” Journal of the International Phonetic Association 15.2: 3–17.
Harris, John. 1994. English Sound Structure. Cambridge, Mass.: Blackwell.
Jones, Charles. 1989. A History of English Phonology. London: Longman.
Jones, Daniel. 1917. An English Pronouncing Dictionary. London: Dent.
Kahn, Daniel. 1976. Syllable-based Generalizations in English Phonology. New York: Garland.
Kurath, Hans. 1964. A Phonology and Prosody of Modern English. Heidelberg: Winter.
Kurath, Hans, and Raven I. McDavid, Jr. 1961. The Pronunciation of English in the Atlantic States. Ann Arbor: Univ. of Michigan Press.
Labov, William. 1963. “The Social Motivation of a Sound Change.” Word 19: 273309.
———. 1966. The Social Strati?cation of English in New York City. Washington, D.C.: Center for Applied Linguistics.
———. 1994. Principles of Linguistic Change. Vol. 1, Internal Factors. Language in Society 20. Cambridge, Mass.: Blackwell.
———. 1996. “The Organization of Dialect Diversity in North America.” Paper presented at ICSLP4, Philadelphia, 6 Oct. Data published in The Phonological
Atlas of North America (Web site). Available from http://www.ling.upenn.eduphono_atlas/ICSLP4.html.
Labov, William, Malcah Yaeger, and Richard Steiner. 1972. A Quantitative Study of Sound Change in Progress. Philadelphia: U.S. Regional Survey.
Lanham, L. W., and C. A. MacDonald. 1979. The Standard in South African English and Its Social History. Heidelberg: Groos.
Lutz, John. 1984. “A Study of a Midwestern Dialect Using a Computational Model for Linguistic Variation.” Undergraduate senior thesis, Harvard Univ.
McCarthy, John. 1991. “Synchronic Rule Inversion.” In Proceedings of the 17th Annual Meeting of the Berkeley Linguistics Society, February 15–18, 1991, vol. 1,
General Session and Parasession on the Grammar of Event Structure, ed. Laure
About the Author
Johnnie J. Lim is a graduate of Ateneo de Zamboanga University, Philippines with Master of Arts in English. He was an Editor-in-Chief during his college at Mindanao State University where he finished his Bachelor of Science in Education major in English. In 2008-2009,he worked as an English teacher in Non-Destructive Testing Technology Institute, 2nd Industrial city of Dammam, Kingdom of Saudi Arabia, where he taught General English to college students. In 1998-2008, He worked as an English teacher and later became the Language Coordinator in Notre Dame of Jolo College, Jolo, Sulu,Philippines. He also served as one of the representatives of the American Studies Program Committee through the initiative of the Thomas Jefferson Information Center of US Embassy Manila in putting up American Studies Resource Centers in some of the colleges/universities in the Philippines. In 1994-1996, he worked as a high school English teacher in Luuk National High School, Luuk, Sulu, Philippines. Mr. Lim has conducted a research entitled ” Students’ Reactions on Code Switching Among Teachers”. He is also conducting studies about mysticism.
Will Mancini target the FA Cup trophy seriously this year ?
The last time Manchester City lifted the FA Cup was in 1969 , when they beat Leicester city was it ?
some silverware is the best way to start a legacy as a manager at a club, and of course, begin building a dynasty…if thats what Mancini has in mind at Man City.
Also, does anybody see Man City become the next big force of the English game if they attract more big names over this summer ?
definitely.. and they are in the semi final of the carling cup as well.. they have a decent chance of a silverware this season.. but tbh, Hughes has already done alot of the background work for Mancini..
he will be targeting a win against Manchester united and to try to grab the carling cup i guess.. subsequently he can work on the league.. the FA cup might be a secondary competition for him if they do get into the carling cup final..
with the money they have, you can never discount them.. afterall, football works on money these days..
I’m from the Uk and planing to apply to US universities ,What IVY league universities are near or in Boston?
Are any of these near boston
Princton
Stanford
Yale
MIT
Harvard
I want to do a maths course , i have 8 A’s and a B , i am part of the Royal Air Force Air cadets where we move up rank and learn military and leadership skills as well as how to fly and shoot , i have done a lot of fundraising events and i’m planning to go mozambique to help out in 2012 . I’m 16 and i want to apply for scholorship , i havent done SAT’s yet , but i’m doing :
Maths , further maths , economics and english literature for Alevels , as well as japanese and spanaish languages
Do i have a chance to get in ?
You can go on any college/university web site to see their location. and requirements for international student.
Your SAT subject scores in math, reading and writing are going to have to be 700+ for these schools. You can go on wwww.collegeboard.com for info on the SAT.
You have an extremely slim chance of getting in. Yale (in CT) gets over 20,000 applications and accepts less that 2000. Harvard’s (in Cambridge, MA as is MIT) acceptance rate is 7%. The international student population is under 10% at these schools. and make sure to check out the cost. Plan on $50,000 per year
Stanford is on the west coast in CA
How likely is it I will get conditional offers for nursing with these grades (Scotland)?
I don’t have highers yet, but I am currently doing them. I have 8 Standard Grades (Biology, Art, English, Maths, PE, French, Computing, Modern Studies) at grades 1-3, an A in int2 English, B in int2 Spanish and C in int2 maths. This year, I’m doing Modern Studies, English, Human Biology and RMPS (religious moral and philosophical studies) all at higher
I’ve applied to Dundee, Edinburgh Napier, Glasgow Caledonian and UWS for nursing courses. Does anyone have any rough idea how likely a conditional offer is with these grades?
Thanks =]
York, which is arguably the best nursing school in the UK offers BBC/BCC for it’s Nursing Degrees, as does Kings, London.
Other places, for example, Swansea and Sheffield Hallam offer anything from CCC-DDD.
Not sure how different it is in Scotland…?