In this review I would like to tell you why one essay writing tool is something that all writers should learn. By using innovative technology, using writing, more than ever to articulate our views and perceptions and connect with others. In the following paragraphs, I will let you into something that is more appropriate and useful to those raised in households speaking English and they learn as a foreign language.
In today's computer world is almost a given that we use conventional word processors create and edit text. The script is about to get easier, thanks to some important developments in the technical aspects of what we call writing analysis. At last you can take advantage of a technologically advanced solution that instantly and successfully scan your written production of all possible trouble spots. It will save time and frustration, this program allows you to identify potential problem areas to avoid embarrassing grammar errors, for example. Imagine writing articles English is polished, precise and persuasive - literally in moments of text will be ready to go.
Struggling writers everywhere who are looking for tools or methods to make writing easier really should consider adding such a useful tool for your arsenal. This program ensures that they can communicate better with others, even if the written language has always been difficult. Wondering who can best use this solution? Engineers, lawyers, students - People in any walk of life. Indeed, it has the additional advantage of making not only the writing process without pain - but even enjoyable.
After installing an essay writing tool you will no doubt recognize the enormous potential that can give you. In response to a variety of user needs, this specialized software is a reasonable substitute for a company of high-priced edition. One fact is that - text applications are now used to not offer enough in line to check the grammar and text enrichment. Fortunately, this solution helps in the Internet is there, ready and willing to help at a time or two you will be able to get the help they need. Here's one last tip before turning the next English composition, check it first with a spell common English text.
Practices in Nepal: Study of Culture, Volunteer Services Training and pogrom Summer Au Pair
Keywords: au pair Nepal practices, au-pair in nepal, internship in Nepal, internship in western Nepal, lifedadeldhura Nepal, Doti, Nepal, Praktikum, Nepal, praktika Nepal, volunteer service Nepal, the study of culture in Nepal, volunteer program in Nepal, internship, internships of three months the people of Nepal, Nepal internship program, ---------------------------- About organisor of the internship program in Nepal We are a group of young people of Nepal living in the remote part of western Nepal who work voluntarily for the welfare of children in the village. Our village Moi, Koral Khola (please see the link on the left to find out where it is) is a small city located in the hillside area of Nepal, at the junction of two districts of Nepal namely Doti and Dadeldhura. Our organization of youth clubs is an organization Ambika totally non-profit that is dedicated fully in social activities and education of children. You may live in different parts of the world, but when ever we are, We are working voluntarily for the social and educational development of our people. We organize different internship programs, au-pair programs and volunteer service in the area the village of Nepal. Anyone interested in "work and live in the village of Nepal" is welcome. If you are interested in do an internship "educational or cultural" in Nepal or volunteer service in Nepal a few months then our people must be the perfect choice. Because we also work voluntarily, our main objective is to learn some new things from foreigners or people from elsewhere in the country and to give some of our culture. We firmly believe that we have to learn the good things in each culture
How to get to the place of practice in Nepal
Our people Moi, Koral Khola is on the far western Nepal The nearest town is Dadeldhura of our people which is about 16 km away of our people. If you come for an internship in Nepal from a foreign country, you can get to our place through two ways. Anyone who flies to Kathmandu Nepal and New Delhi, India.
If you are flying to Kathmandu, then you can take a direct bus from Kathmandu or SILGADI DIPAYAL and then tell the bus driver that you are getting down on the way in Koral Khola DIPAYAL
If you fly to Delhi, please take the train or bus to Banbassa Tanakpur and enter Nepal from the border with Mahendra Nagar, Nepal. This border is at the western end of Nepal. Then you can take again by Mahendra Nagar bus and get off to Dipayal Koral Khola Once people get to Koral Khola then you can ask anyone how to reach the Head teacher (Principle) Janta primary school.
About internship program in the village of Nepal
The program, practice in Nepal, is designed for people over 18 who are currently attending the university or college or just finished high school. It will be a unique to you if you do summer internship in Nepal, especially in rural communities as our place. If you wan to teaching practices, then it will teaching English or other subjects in our school. The school is governmental, but we have sufficient resources to maintain good quality. That's why we are looking for someone who can teach English lessons during school hours or after classes for groups of all ages. If you want to participate and share their knowledge with classes adults (adult education), then this would also be an alternative possibility. To take part in practical English teaching in Nepal or service Volunteer in Nepal, the participants need not be native English speaking countries. Volunteers teach 3 to 5 stitches (each period of 45 minuets) every day, six days a week. Most schools in Nepal hours start at 9:30 to 15:00. The majority of students between the ages of 6 to 17.
Practices, programs in the people of Nepal are related to the following fields.
Teaching practice in Nepal,
Medical Residency in Nepal
Cultural training and communication between the culture in Nepal
Voluntary short-term programs include education, training, community awareness, etc.
A long term volunteer programs including education and training (school, computer, languages) construction (school, community and public areas), agriculture and community development project, etc.
We also organize programs culutre time the time for the people who work as interns in our people will learn a lot about the culture and traditions of the Nepalese people. The main things to provide and arrange your practices are
We offer a unique opportunity and will have an international internship or work experience in the area of health, education or social services.
We will provide a comfortable and costfree food during practice time. You can work part time in schools of our people and assist children in learning English or math or history.
If you are a student seeking academic credit or simply want to add an international internship or to make a study of culture, is warmly welcome to our people.
You can work closely with local people and experience another culture like never had before.
You will have many other learning opportunities that offer a deeper perspective culture and lifestyle of the people of Nepal
You will be assigned an experienced internal supervisor will meet with you in a week basis to guide and help to facilitate their learning goals.
The communities where such work to schools, clinics, child care center nursing home people, and community organization.
Leisure activities during their internship in Nepal
If you are planning for your practices in our town since the beginning of mid-February to the middle of the work can you can go for trekking and hiking. Our young leading people to the areas of hiking or outdoor swimming river. Nursing seti flowing near our village is a beautiful river. You can go to the bathroom with school children or youth of the village. Pleas take a look at the beautiful and pristine hiking area is in the range of Mahabharata of Nepal.
Internet address: http://internship-nepal.blogspot.com/
Frequently asked questions about practices, volunteerism and au pair program in Nepal
How long the participant has to stay and where is the palace of life?
There is no set time that a participant has to stay in our town. It depends on how long students want to stay. During the stay of the students, our young people to organize all the participants. They do their best brands to make your stay comfortable and easy. During his stay, live with any of the family the people who can speak English well. To change the family during their stay, then so is welcome. If you are interested to live separately, also be possible. You can eat with the family or you can cook if you interested in having a private life. All these things are totally dependent on individual participants, because we want to respect the way she likes to spend his time.
What the villager eat mostly? What kind of food I receive during my stay in your town?
Most villagers take vegetarian food. During your stay, have breakfast, lunch and dinner. However, the lifestyle of the village is very traditional. That's why they have their own time to eat and own type of food for breakfast, lunch and dinner. At breakfast, especially people drink tea, bread that are produced in a Nepalese style. At lunchtime, people eat rice, lentils and vegetables. At night, eat bread with butter and vegetables. They also drink milk, buttermilk milk and yogurt if you have house animals such as cows and buffaloes.
Do I have to pay money for food and the living room?
You do not have to pay money for food it receives from the host family. However, if you want to eat some fruits that are not available at home or if you want to cook otherwise they can not be provided by the host family, then you need to buy their own. The young people will help those things.
How long do I have to work if they come to you by an au pair or internship program?
In Nepal, the schools will start at 10 am and closing time is at 4 pm every day except Saturday. However, it is necessary to remain in school throughout the period of time. You can teach two to four hours a day and 3 to 5 weeks. It is up to you. Since that will be new to the Nepalese society, you need to learn the Nepalese lifestyle first. That's why I do not want to make any pressure on you. You can decide how long and how many days a week in which you want to work. We want you to enjoy your time while are with us in our village.
Is it difficult to work in a village in Nepal? How difficult it is for foreign au pair / student to take Nepal's culture?
In our town, not many people can speak English. Only a few people from the older generation and younger generations may understand and speak English. In such a situation, who has been away from home before, you may feel a bit Loney at first. If you are unfamiliar with a foreign culture there is always a little difficult at first to understand and embrace a new culture and new lifestyle. The inhabitants of our own people often can not travel around the world. That's why the villagers and the village children are always curious when a foreign au pair / student comes to our village. They will come around you to hear from you. In this situation, some may feel uncomfortable if you are not familiar with Asian culture. But you do not have to worry. Although not all people can express all your feelings training (due to language communication), which is very kind and very welcoming.
Because our people are a bit far from the capital and not many people the people can speak English, we have cooperation with an English boarding school in Kathmandu, which also organizes teaching practices. In school Kathmandu, only English is spoken and there is no cultural and language problems. Just in case, if the au pair / student can not remain for long in our town due to the different culture, language or any other kind of other problems, then the au pair / student can move at any time from our village to Kathmandu and can complete his / her internship there.
Can a friend join me and go to Nepal, at the same time too? Could he / she lives in the same family?
Yes, this is also possible and recommend it if there is not any other au pair / in working practices in our people, while when you want to work here. This is fair because if you do something on their own, then you can arrange with your friend and then are independent of the other's help. We can ensure that we will do everything to make your stay comfortable. However, the au pair / students sometimes want to be independent and spend time in their own way. In this situation, would be better if you come along with his friend. Coming together with other au pair / student, then you can live well with the same family or with a family living near you.
What is the nearest airport to this town? And how would I get from the airport to the people?
There is only one international airport Nepal, located in Kathmandu. All international flights only to and from Kathmandu International Airport. The closest airport interior of our people are Dhangadi. Dhangadi is a city that is 170 km from our village. If you want a flight to Dhangadi, will pick you up at the airport. In Dhangadi, we have organized a family host with which they will spend a couple of days to know the culture and some data before you have to have during your stay in a village. You will receive a type small training culture so it will be easier for you to live in the village. If you want to fly to Kathmandu and then take a bus to our people, then you will be picked from the international community in Kathmandu. Our friends in Kathmandu organize your stay in Kathmandu, so you can get to know the city and around Kathmandu. You are visiting the city as long as you want. After that you can take a bus to our people, who have nearly 16 hours. Slope no more than 10 euros / $ 14 for travel from Kathmandu to our people. If you hesitate to take the bus alone, then one of our friends will accompany him. In this situation, he or she may ask you to pay for their travel from Kathmandu to the village for at least one way.
Since the people are not near a city largest, is there a doctor in case something happens?
The district hospital and doctors are in Dadeldhura which is 30 km from our village. There two hospitals where they also have 24 hour emergency service. Before starting your internship, we will organize your visit to a doctor for information may be enough about safety. The doctor will give instructions on food and things that have to be careful. For example, you should always drink bottled water safety or the prepared water. In the beginning, it is difficult for a person to take water and a little may get diarrhea if they do not care for drinking water. The doctor will also subscribe some basic medicines such as fever, headache, diarrhea, etc. which are sold at a pharmacy that is near our village. diseases like diarrhea children recover quickly if you take the medicine. You can also bring such as basic medicines with you. We recommend you take water pills, infection, so you can have drinking water.
What about the danger of all the different diseases that could come? Could you please write about the possibility of contracting diseases like malaria and others?
There is no danger of malaria in Nepal. There was a problem of malaria for almost 30-40 years. Without However, malaria was eradicated years ago. The possibility of contracting a disease (except diarrhea) among our people is the same as when you are living in their own city. It would be much more secure because the good weather and less pollution. However, you may be sick with diarrhea in a short time if not taken care of drinking water. You should always drink boiled water or mineral water. Mineral water can be purchased at the nearest town. Villagers will help you keep the water in your home. If you become ill with diarrhea, then you must tell the host family as soon as possible, which will take any medications (pills) through which you can retrieve in the next one or two days.
I imagine that there is no internet in the village. Is access nearby, or not? How can my family contact me? Is there access phone?
Yes, you are right. No internet access available in our town. The nearest Internet cafe is to say, in two cities Dadeldhura Dipayal or both of whom about 30 km from our village. If you need to check your email in a hurry, you can go with the bus at any time. Otherwise, you can do a regular program of electronic monitoring once or twice a week.
We have telephone facility in the village now. If your parents call to any local phone number of the village, will inform the half hour, or you can call back to your family or you can also remember after half an hour. Also you can buy a Sim card mobile Nepal can use in the village. However, you have to be careful when you buy a SIM card. Not all the access networks people. Only telecommunications SIM card may apply. Arriving in Nepal, which will help you buy a SIM card correctly.
Keywords: au pair internship in Nepal Nepal Nepal Nepal Dadeldhura life Doti, praktika in Nepal, scholarships for internships in Nepal, Voluntary Service in Nepal, the study of culture in the program life volunteering in Nepal Nepal in Nepal Nepali people Praktikum traditional villages of Nepal, trekking area, internships, 3 months internship in the village of Nepal
href = "http://1.bp.blogspot.com/_TvsA7S4yfMg/StduJiPJe1I/AAAAAAAABt4/XiuSYZ8Zidg/s1600-h/IMGP4272.JPG"> "Pupils are first class seated with their teachers. "
School children sitting in class room.They I learn a lot, but the government of Nepal has failed to provide enough teachers for the school. So sometimes they have to learn without teachers. If you could teach subjects such as English, geography, mathematics and music, it would be very grateful to you.
One of the more frequent means by which customers are defrauded is by cheque interception. On average, a cheque is handled by up to 20 people from the time you make it out to the time your branch pays it. This means that there are numerous opportunities for the cheque to be intercepted. Most commonly this happens when cheques are posted.
Another common way in which customers are defrauded is in accepting a cheque or bank deposit when selling goods. Often the cheque or the deposit turns out to be fraudulent and the seller is out of pocket. Sellers are advised never to release goods until they are certain that the payment is valid.
Always wait for the funds to be cleared before releasing goods, even if it seems to be a bank issued cheque. While the cheque may appear to be genuine, fraudsters have even gone so far as to print their own cheques. The cheque could also be stolen. Even if the cheque is genuine, there are certain circumstances when bank issued cheques will not be honoured.
Never accept a faxed bank deposit slip as proof of payment. Amounts and details can easily be changed to reflect a higher value or that it is a cash deposit. Check with your bank first that the correct amount has been deposited and whether the deposit is cash or cheque. If it is a cheque deposit, wait until the cheque has been paid (usually this will take seven days) before you release goods.
Some sensible safety tips:
The person writing out a cheque should always attempt to use a ballpoint pen instead of making use of pens with more erasable inks like fountain pens or felt tip pens.
To prevent unauthorised additions and/or alterations, commence all writing as close as possible to the left-hand margin, leaving no gaps and drawing a line through unused spaces.
Any cheques that the account holder does not wish to be cashed should be crossed and, to ensure that a cheque is paid into the intended beneficiary's account, the cheque should be marked with the words "Not Transferable" between two transverse lines.
The customer should take responsibility for keeping his/her chequebook in a safe place to prevent unauthorised use.
The customer should always keep his chequebook separate from his credit cards, ATM cards or any other document that bears his signature. If a thief gets hold of your chequebook, but does not have a sample of your signature, a forged signature will probably not resemble yours.
All paid cheques that are returned with your bank statements should be kept in a safe place because they contain your signature. Fraudsters may even try to re-use these cheques.
The customer should make a habit of doing monthly reconciliations on the cheques that were issued on his/her account.
Regular recons should be done on all unused cheques in a chequebook against counterfoil or carbon copy records.
The customer should report a stolen chequebook to his/her account holding or nearest FNB branch as soon as he/she detects that the chequebook is missing. There is also the ability to stop a cheque online via FNB Internet Banking.
The posting of cheques should be avoided and, should it be necessary, cheques should be placed in non-transparent or dark envelopes without any staples / paper clips, which can be felt through the envelope.
Never have any cheques lying around that have not been completed or fully signed.
Many alternative payment methods exist that are safe and convenient and can even save on bank charges. These alternatives include Visa Cheque Cards, Visa Electron debit cards, Internet, Telephone and Cellphone Banking, ATM payments, debit orders and future dated payments.
Pronunciation is an integrated part and integral of second / foreign language learning as it directly affects the competence of students in communication and performance to a substantial extent. However, the EFL pronunciation teaching has received treatment ranged from having no place in the curriculum summary and the grammar-translation method Cardinal to be the focus in the curriculum status and audio-lingual method in which the emphasis is on traditional notions of pronunciation, minimal pairs, exercises and mini-talks. And with the advent of communicative language teaching in the late 1960s (Richards and Rodgers, 1986), the role of pronunciation in EFL curriculum began to face questions: whether the focus of programs and teaching methods were effective or not. Teaching pronunciation was hitherto "Not seen as pointless exercises and tactical communication exercise" (Morley, 1991: 485-6). However, with the passage of language skills expand specific communicative and goals for both the teacher and the student (Morley, 1991), the need for the integration of pronunciation with communication oral is clearly noticed.
Until recently, the teaching of English as a foreign language in many territories worldwide, including Bangladesh would emphasize principal in literacy and secondary and / or little emphasis on listening and speaking. But, especially in Bangladesh, since the introduction of communicative teaching of language a few years ago at different levels of education, especially primary, secondary and higher secondary levels where English is taught as a subject mandatory, listening and speaking skills have begun to enjoy some kind of situation with reading and writing, although earlier are neither serious nor taught formally tested. That is, it is now clear that it understood that the student's communicative competence and performance depends on his command of all basic skills target language which covers listening and speaking. Although the pronunciation is overlooked in the curriculum, materials and even classroom activities, is an inseparable link with communication through listening and speaking (Gilbert, 1984, Celce-Muria, 1987).
Both as a student and a research professor of English as a Foreign Language I am aware of the curriculum, materials and classroom activities in primary, secondary and tertiary levels in Bangladesh and many other foreign language environments, thus which unfortunately only has space for teaching pronunciation. Therefore, based on my experience and a number of existing studies in various settings EFL, this work examines and addresses four major issues concerning the teaching of pronunciation to EFL students at different levels.
First, I explored and discovered why ignore the teaching of pronunciation.
Secondly, I have tried to justify the teaching of pronunciation, along with other skills of the target language.
Thirdly, I tried to ascertain the level and variety and aspects of pronunciation of foreign languages should be taught.
Finally, I talked about some approaches to teaching pronunciation and called for a variety of techniques and activities for teaching pronunciation in EFL classroom.
Why is the teaching of EFL pronunciation ignored?
Teaching English pronunciation is still surprisingly and scandalously neglected and / or ignored in many EFL environments including Bangladesh, although the ability to listen and talk is now something included in the program and teaches them to provide proper communication to the student competition. In the primary, secondary and tertiary sectors in Bangladesh, a course in English pronunciation or the pronunciation of English as a component in the course of English is not significant given any place at all. In China, a course in English phonetics are simply left to chance or no space given (Cheng, 1998). As in Bangladesh, some teachers in Taiwan could argue that English pronunciation is not important, for tests requiring very few Students demonstrate the skills related to pronunciation and speech (Lin, Fan and Chen, 1995). Similarly, English pronunciation is arbitrary overlooked Thailand (Wei and Zhou, 2002). In Mexico, the pronunciation is described as "the Cinderella of language teaching, which means low frequency emphasize this very important language skills (Dalton, 2002). It is now evident that the teaching of EFL pronunciation has little space in the program, the material and the classroom. But why?
Although very few studies were found to have been carried out to reveal the reasons for neglecting the teaching of pronunciation Foreign Language, based on my experience as a student and a teacher-researcher of English as a foreign language, will try to divulge the secrets of the peripheral position pronunciation as a foreign language.
First, the absence or exclusion of EFL pronunciation of curriculum / program is indicative of the fact that the curriculum / program designer has overlooked, deliberately or through ignorance of its meaning. Therefore, the curriculum / syllabus design skills, experience and honesty can be seriously questioned.
Secondly, local production materials and / or imported abroad used to teach / EFL learning usually does not include elements of pronunciation and lessons. This indicates that local materials developers are aware of the importance of pronunciation or not able to design materials pronunciation or just simply blind components the program lacks pronunciation. In addition, the materials incorporated abroad no pronunciation tips and lessons to attract our teachers and other very concerned because many of them have no formal training and proper phonetics and English phonology and EFL teaching pronunciation.
Third, like most teachers do not have useful strategies and techniques teaching EFL pronunciation as they do not know what strategies are appropriate when they encounter a specific problem, simply to avoid the pronunciation instruction in the classroom through the use of clever tricks. Dalton (2002) rightly says:
We are comfortable teaching reading, writing, listening and up some degree, general oral skills, but when it comes to pronunciation that often lack basic knowledge of articulatory phonetics (not hard to acquire) to offer our students anything more rudimentary (and often useless) advice like, "sounds like this: uuuh.
Finally, is a fact that a significant number of people (of course, over fifty percent in Bangladesh), currently working as the English curriculum / designers program, materials developers, educators, teachers and test writers / setters question in EFL settings have either literature or background insufficient training in the leadership and therefore, tactfully, avoid and / or consciously exclude items EFL pronunciation of the curriculum, lessons of instructional materials and classroom activities.
Why EFL pronunciation should be taught?
The usefulness of secondary education / pronunciation of foreign languages is a widely discussed issue in the teaching of world languages. Purcell and Suter (1980:286) argue that the practice pronunciation in class has little effect on the pronunciation of the student and, on the other hand 'that the attainment of accurate pronunciation in a second language is an issue far beyond the control of educators. "Instead, Pennington (1989) questions the validity of the results of Purcell and Suter, and states that there is no basis solid state categorically that pronunciation is not to teach or is not worth spending time teaching pronunciation. However, Stern (1992: 112) says "There is no convincing empirical evidence that could help resolve the various positions on the merits of pronunciation training."
However, the pronunciation is definitely the biggest thing people notice when a person is speaking. Here is an anecdote:
Each time I spoke with one person in America who asked me "What?" What? ". Let me repeat my sentence again and again. Finally, they said "ah-ha!" And then say my sentence, using exactly my words! It was very humiliating. I knew my words and grammar were good, but no one understands me, just for my pronunciation (Antimoon.com).
Therefore, Gilbert (1995: 1) believes that the skills of listening comprehension and pronunciation are interdependent, and said "if they (the students) can not hear well, which are cut from the tongue. If they (students) can not be understood easily, they are separated from conversation with native speakers. "Similarly, Nooteboom (1983) suggests that speech production is affected by the perception of speech, and emphasizes the need for pronunciation, both listening and speaking. Wong (1987) notes that even when the vocabulary of non-native speakers "and grammar are excellent, if it falls below their pronunciation a certain threshold, are not able to communicate efficiently and effectively. Tench (1981:1) rightly argues
Pronunciation is not an accessory for language students, rather than grammar, vocabulary or any other aspect of language is. If the student's overall objective is to speak intelligibly to others in another language, a reasonable pronunciation important.
Varonis and Gass (1982) examine the factors affecting listening comprehension in native speakers English accents exposed to L2, and conclude that the grammar and pronunciation interact to influence intelligibility.
Moreover, Wong (1993) argues that the importance of pronunciation is even clearer when the connection between pronunciation and listening comprehension is taken into account. Wong (1993) also shows that lack of knowledge of the pronunciation, it could even affect the students' reading and spelling. According to Baker (1992), the pronunciation is very important and students should pay close attention to the pronunciation as soon as possible. Otherwise, the result is that students can improve advanced search all aspects of their competence in English, except for pronunciation, and the errors that have been repeated for years are impossible to eradicate. Scarcella and Oxford (1994) Similarly postulated that the pronunciation should be taught in every second (foreigner) language classes through a variety of activities. With the emphasis in meaningful communication and Morley (1991 intelligible pronunciation: 488) premise that "it is an essential component of communicative competence, teachers should include pronunciation in their courses and expect students to do well in them.
Therefore, we must tolerate what Morley (1991) states: The question is not whether pronunciation should be taught, but instead what should be taught in a class of speech and how it should be taught.
What should be taught?
The question "What should be taught?" Covers two different points: (a) the level, variety or accent of pronunciation and EFL (b) aspects, components or features of pronunciation as a foreign language.
The level, variety or tone of the pronunciation of foreign language
It has long been believed and accepted that ESL / EFL students have to try to get as close as possible in their pronunciation with one of the dominant native accents, as Received Pronunciation (RP), the U.S. equivalent. However, the time covering the last fifteen years or so with the trend of globalization has produced a big change in the role of the English language around the world that is inevitable to review and rethink this situation. English is currently the world's most used and principal international language, as a result of which there are now more exchanges between non-native English speakers than among nonnative speakers and native speakers. It addition, it is foreseeable that in the near future at least this situation will not change for the minority of native speakers, and suddenly at that hegemony their specific accents is under fire (Walker, 2001). Macaulay (1988) and Glass (1995) also questions the idea of a native speaker accent as a model or standard ESL / EFL students.
What accent of English the student must be exposed next? Kenworthy (1987) proposed the concept of "comfortableintelligibility 'As an appropriate goal for most students. Morley (1991: 496) supports the view Kenworthy and advocates that the goal of pronunciation should be changed from the achievement of "perfect" pronunciation more realistic goals of developing functional intelligibility, communication skills, greater confidence in itself, the development of speech control capabilities and discursive strategies of modification for use beyond the classroom. The overall aim of these objectives is for the student to develop knowledge and skills that will enable monitoring of learning opportunities outside the classroom. Robertson (2003:4) quotes Morley (1991) saying that intelligible pronunciation is an essential component of communicative competence. "
Influenced by both the thread stated above, I am a promotion for both dominant native speaker, as the BBC or standard American English accent and an accent intelligible, but in a practical, convenient and useful. I, of course, a defender accent intelligible, but to acquire the student must be exposed to proper and adequate input becoming a standard accent or dominant, for example, the Queen's English, or a variety of local production as Indian accent, never a merger of two or more dominant accents. However, both the ultimate goal of teaching and learning of EFL pronunciation would be an intelligible accent.
Aspects, components or characteristics of EFL pronunciation
Pronunciation of EFL teaching should cover both segmentals and suprasegmental as well as the formation of the organs of speech, like the lips, teeth, lip alveolar, palatal, tongue, vocal cords, ears, etc.
The vowels and consonants segmentals embody, preferably phonemes and syllables. A phoneme is a set of similar sounds that show the meaning of the differences or distinguish between words. And a syllable is composed of a vowel as a mandatory element and one or more consonants at the beginning and / or termination as optional items, which speak with one contraction of the lungs. The English language has twenty vowel phonemes (diphthongs and twelve monophthongs eight) and twenty-four consonant phonemes. While vowels are articulated without any obstacle in the vocal tract, consonants are produced with a freeze in the passage of air. Treatment of segmentals basically includes sharp contrasts in words, pronunciation of vowel and consonant phonemes. Phonemes not available in the mother tongue of the learner and a problem for he / she should receive special treatment in the training materials and methodology in space student practice.
The suprasegmental are composed of words and stress in connected speech, rhythm, pitch, volume, length, quality, tone and intonation which play an essential role in natural English speech production and perception. As the language of Bengali-speaking students is scheduled mother syllable while English is stress time, he / she, inevitably, is the domain EFL pronunciation of a daunting task (Bell, 1996). Therefore, suprasegmental differences between the student's native language and target language are the momentous issues that he / she must not only be aware of, but must make a conscious effort to study and concentrate on (Thompson and Gadd, 2005).
Moreover, the student must be helped to train their bodies speech that have so long been trained naturally and used to articulate the sounds of their L1. This helps tremendously, and sufficiently comfortable for the use of their articulators for how to produce the sounds of the target language in an intelligible manner.
How can EFL pronunciation be taught?
The question "How can it be taught EFL pronunciation? Includes axiomatic issues, procedural and implemetational related to teaching Pronunciation: teaching approaches and classroom techniques and activities.
Teaching approaches
In recent years, with professional support renewed to allow students to be effective and efficient speakers of English as L2, there has been a constant progress pronunciation to put it back on stage because, as a large number of prominent theorists and researchers to discover, should be given preferential treatment. However, researchers and teachers are not yet fully convinced that the models, objectives, approaches and methodologies are most useful for teaching pronunciation and supported equally.
To take a look at the different approaches to teaching pronunciation, the "bottom-up approach" begins with the articulation of sounds or phonemes individual and works toward stress, rhythm, tone and intonation. Moreover, the approach of "top down" begins with the intonation patterns and separate phonetically brings relief, when necessary. According to Dalton and Seidlhofer (1994), the first is based on the idea that if they are taught segmentals first Instead, the suprasegmental subsequently be acquired without the need for formal instruction, while the latter is based on the assumption that once the characteristics suprasegmental are in place, the necessary segmental discrimination will result. The bottom-up approach and top-down approach, respectively correspond the traditional approach and the research approach proposed by Scarcella and Oxford (1994). While the traditional approach to dealing with individual sounds and pronunciation native, agreements, research-based approach to the suprasegmental features and goals in communication.
However, according to studies existing figure from top to bottom or approach to be more effective research in L2 pronunciation teaching. Jenkins (2002) argues that integral from voice quality and then go to work in segmentals implies that the student is pushed to adapt and use the target language settings with their articulators articulatory yet pursues the pronunciation of the sounds of their native language. That is, pronunciation teaching should begin EFL suprasegmental which are most essential and contribute more to the intelligibility and accent segmentals do.
classroom techniques and activities
Due to pedagogical reasons, it might be useful to think about the scale of teachability, learnability and Seidlhofer introduced by Dalton (1994) suggests that there are certain aspects of English pronunciation that appear to be easily taught, ie, phonemes, stress, while others, such as intonation, are extremely dependent on individual circumstances and, therefore virtually impossible to separate the direct teaching. Therefore, it might be reasonable to think that instead of pushing students to strive for a pronunciation perfect, a focus on pedagogical attention to articles that are essential to teaching and learning and also in terms of intelligible pronunciation seems to be a more reasonable goal. Based on the exploration and critical analysis of different approaches to pronunciation teaching and what appears to be teachable and learnable for configuring EFL classroom, I will propose ten technical activities, the researchers influential pronunciation (eg Morley, 1991, Scarcella and Oxford, 1994, Fraser, 1999, Thompson, Taylor and Gray, 2001) and my own experience, seem to be useful for students and teachers:
a. Using sounds familiar: In the initial phase of learning, the student, especially the young can be helped to compare the sounds of the target language with their language mother. This eventually helps the student to produce the sound pattern EFL to a significant extent.
b. Explanation: Explanation of how to produce sounds or the procedures for proper use should be kept to a minimum pronunciation through instructions on what to do with the vocal organs may help some students EFL youth and adults in some circumstances.
c. Communication Activities: The teacher can design communication tasks, such as dialogues or conversations mini-for EFL students and young adults, according to their language level to practice certain sounds, especially those that are not available in their native language, for example, / me?: fv? ? d / In case of Bengali speaking students. In addition, students can be taught some useful communication strategies, such as recovery strategies, testing strategies, which refer to strategies to help give the impression that their pronunciation is better than it actually is (Oxford, 2000).
d. written versions of oral presentations: In the more advanced levels, students may be strategies for the analysis of the written versions their oral presentations. This helps them to detect, identify and correct errors or mistakes committed in their oral presentations.
e. Modelling and individual correction: In this technique, the teacher reports the results of the analysis of the sample of students speaking individually. The young student or adult gets feedback analysis and stop repeating past mistakes or errors.
f. Incorporating elements of the novel: The teacher can add new elements of pronunciation, sounds, stress placement, the ancient tones with the use of addresses. This helps both young and adult EFL students improve their pronunciation receive further.
g. Section and self-study tutorials: Tutorial sessions start with a diagnostic analysis of each student spoken English, and an individualized program is designed for each student. This technique can be used for both youth and adult students
h. Self-monitoring and self-correction: Self-control is the conscious action of listening to their own discourse in order to find errors and mistakes. This action is followed by permanent self-correction process fixing one of the errors and mistakes after they have occurred by repeating the word or phrase correctly. By teaching our adult students to self-control and self-correct, which can carry out their learning of EFL pronunciation more personal, more meaningful and effective.
i. Assisted Language computer-learning: computer-assisted language learning or request can be an important tool when it comes to helping students to become more autonomous, allowing he or she hears his own errors and mistakes and see both segmental and suprasegmental graphs. CALL benefits the student by allowing him / her study at their own pace in a semi-private environment, and allow him / her to build profiles that allow the teacher to monitor student improvement as a foreign language pronunciation. In addition, the teacher can exploit visual displays of speech patterns to teach intonation, stress and individual phonemes and small groups of students. This tool can be used for both youth and adult students, but in a set.
j. Read aloud: The student can give a piece of spoken text to read aloud. Here the teacher is identifying the pronunciation of the errors and mistakes made by the student, then give information that helps students improve their pronunciation as a foreign language.
Finally, these classroom techniques and activities for teaching EFL pronunciation are by no means exhaustive, but a useful when used on the basis of feasibility and appropriateness in a particular environment, taking students in particular. Moreover, according to Morley (1991: 507), the teacher can play the role of a speech coach "or" speech coach ', Instead of correcting student mistakes and errors, provides information, gives models, offers hints, suggestions and constructive feedback on performance sets high standards, offers a variety of practice opportunities, and generally supports and encourages the student.
Conclusion
It is clear our teachers, program designers, materials developers and policy makers consciously or indifference avoid teaching pronunciation And learning, due to several constraints that indicates a lack of skills and experience of those affected.
However, the pronunciation should be considered EFL in the same light as the other facets and English language skills, such as vocabulary, grammar, reading, writing, and so on, because it is a crucial part communication, especially through listening and speaking. Therefore, pronunciation components must be incorporated in materials, classroom activities and analysis tools, and teachers must be trained in the pronunciation of foreign language and the teaching of EFL pronunciation.
The teaching of EFL pronunciation should pursue intelligible pronunciation regarded as an essential component of communicative competence (Morley, 1991). And to help students achieve intelligible speech, he / she may be exposed to a model, such as BBC English, Standard American English, or variety of local production as Indian Accent by some appropriate and effective techniques and activities presented above.
References
Trivia. Antimoon.com. Retrieved on 21 May 2007 http://www.antimoon.com/how/pronuncwhy.htm
Bell, M. (1996). Teaching pronunciation and intonation EFL students in Korea. Retrieved October 14, 2004, in http://www.geocities.com/Athens/Acropolis/9583/PRONUN.html
Celce-Muria, M. (1987). Pronunciation education as communication. In J. Morley (Ed.), Current perspectives on pronunciation (pp.5-12). Washington, DC: TESOL.
Cheng, F. (1998). The teaching Chinese pronunciation for learners of English. English Teaching Forum, January-March 1998, 37-39.
Crystal, D. (1995). Encyclopedia Cambridge English Language. Cambridge: Cambridge University Press.
Dalton, D. (2002). Some techniques for teaching pronunciation. Accessed 1 May 2002, from http://iteslj.org/Techniques/Dalton_Pronunciation.html
Dalton, C. & Seidlhofer, B. (1994). Pronunciation. Oxford: Oxford University Press.
Fraser, H. (1999). ESL pronunciation teaching: Could be more effective? Australia Language Matters, 7 (4). Retrieved on November 9 2004, http://www-personal, une.edu.au / hfraser ~ / docs / HFLanguageMatters.pdf
Gilbert, J. (1984). Clear Speech: Pronunciation and understanding Hearing in American English. Teacher's manual and answer key. Cambridge: Cambridge University Press.
Gilbert, J. (1995). Pronunciation practice as an aid to listening comprehension. In DJ Mendelsohn and J. Rubin (Eds.), Teaching Guide for second language learning (pp. 97-111). San Diego: Press Sunday.
Jenkins, J. (2002). The Phonology of English as an international language. Oxford: Oxford University Press.
Kenworthy, J. (1987). Teaching pronunciation English. England: Longman.
Lin, H., Fan, C. & Chen, C. (1995). Pronunciation teaching in student-centered classroom. (Service ERIC document reproduction No. ED393292)
Macaulay, R. (1988). RIP RR. Applied Linguistics, 9 (2).
Morley, J. (1991). The component pronunciation in teaching English to speakers of other languages. TESOL Quarterly, 25 (3), 481-520.
Nooteboom, S. (1983). Is it production speech is controlled by speech perception? In van den Broecke et al. (Eds.), Sound Structure (pp. 153-194). Dordrecht: Foris.
Oxford, RL (2000). Strategies communication. In M. Byram (Ed.), The Routledge Encyclopedia of teaching and learning.
Pennington, M. (1989). Pronunciation teaching top down. RELC Journal, 20 (1), 21-38.
Purcell, E. & Suter, R. (1980). Predictors of pronunciation accuracy: a review. Learning Language, 30 (2), 271-87.
Richards, J. & Rodgers, T. (1986). Approaches and methods in language teaching. New York: Cambridge University Press.
Robertson, P. (2003). Teaching English pronunciation skills for students of Asia: cultural complexity or subsumed a piece of cake? EFL Journal Asia, in June. Retrieved on August 18, 2007, in http://www.asian-efl-journal.com/june2003subpr.php
Scarcella, R. & Oxford, RL (1994). Pronunciation second language: state of the art in teaching. System, 22 (2), 221-230.
Stern, HH (1992). Issues and options in language teaching. Oxford: Oxford University Press.
Tench, P. (1981). Pronunciation skills. London and Basingstoke: Macmillan.
Thompson, T. & Gaddas, M. (2005). The importance of teaching pronunciation to adult learners. Asian EFL Journal, February. Retrieved on August 9, 2007, in http://www.asian-efl-journal.com/june2003subpr.php
Thompson, S. Taylor, K. & Gray, G. (2001). Pronunciation with an eye on multiple intelligences. WATESOL Fall 2001 Convention. Retrieved December 15, 2004, in http://www.soundsofenenglish.org/Presentations/WATESOL2001/multipleintelligencesactivities.htm
Varonis, E. & Gass, S. (1982). The non-native speech intelligibility. Studies in Second Language Acquisition, 4, 114-136.
Wei, Y, and Zhou, Y. (2002). Insights into English problems pronunciation of the Thai students. Service (ERIC Document Reproduction No. ED476746)
Wong, R. (1987). Teaching pronunciation: Focus on English rhythm and intonation. Englewood Cliffs, NJ: Prentice Hall Regents.
Wong, R. (1993). Pronunciation myths and realities. Education Forum English, Oct.1993, 45-46.
Walker, R. (2001). International intelligibility pronunciation. English Teaching Professional, 21, 19-26.
About the Author
MA in English Language and PhD in Applied Linguistics & ELT, currently Associate Professor in the Department of English, Jahangirnagar University, interested in phonetics, phonology, syntax, sociolinguistics, psycholinguistics, teaching methodologies, syllabus/materials design, and testing, and published 41 books and papers.
Grammar Mastery For Better Writing - Special Notice !
Anyone who has ever searched for info about grammar mastery for better writing will no doubt consider this brief but important article rather amazing. After centuries of struggling, there's now a user-friendly and highly effective solution which allows all of us to write confidently and correctly, just like the professionals. Have we piqued your interest for more information? Continue to read - the information will surely transform everything you thought you knew about writing in the english language.
Up until today, getting to an advanced level in english grammar was a difficult and time-consuming undertaking, and demanded that you practice and memorize constantly. There are tons of grammar rules that you need to follow with each and every word and sentence that you write - there are so many things to remember if you want to be taken seriously by the reader.
Now, for anyone who is hoping to find more info about grammar mastery for better writing I have very interesting news - a simple solution is now available which allows you to write as usual while all your errors are detected and fixed on the spot. Credit for this must go to some natural language processing specialists who have given us a helpful Tool for language analysis. This tool is stocked and regularly updated with all possible combinations of proper words and phrases, so when it analyzes your text, it has the capability to recognize the errors and to instantly purge them from your work.
It's obvious that anyone and everyone who is hoping to find more details about grammar mastery for better writing should check out this amazing tool. Communicating via the written word has long been a vital part of human interaction; it is worth the effort we put into it, since it creates an impression of who we are as well as our chance for success in the future. If you've ever wished you could change your writing into a distinguished and effective product in just a few clicks, then your search is over - this tool is the answer. Take a moment to visualize how this technology can improve your run-of-the-mill emails, reports, or whatever your current writing project is. And that's not all - it won't just take care of your grammar errors, but, in addition, such basics as spelling and punctuation.
(Remember: November is National Novel Writing Month)
My latest novel has been lounging on my computer for months. I have a thousand excuses for not finishing it: too busy with other endeavors, writer's block, my lead character won't budge, my cat needs food. Oh, yes, I have a ton of legitimate reasons for not finishing my third novel in my Amos Grant mystery series. I feel angry with myself. But then again, I don't want my cat to starve. A dead cat in the house is bad for one's muse.
So I feed the cat and start to thumb through The Easy Way To Write A Novel by Rob Parnell. It's an e-book that caught my attention. (I like e-books because they are cheap and fast, much like some of the girls from my old neighborhood.) But Parnell's book is more satisfying.
“If you are reasonably well educated, or even if not, everything you need to write an enduring novel-length piece of fiction is inside you. You already possess the talent and the necessary skills. All you have to do is access them.”
This is how Rob Parnell, founder of Easy Way To Write, begins his 179-page informative e-book. Using psychology and motivational advice, Parnell walks you through his unique process. More Zen monk than strict writing teacher, he spends a good part of his book teaching you meditation and visualization techniques.
Some may find his holistic approach a bit strange. But treating the whole person, taking into account one’s mental and social factors as well as the physical act of writing, caught my attention. It differed from the hundreds of other writing books I have sitting on my bookshelves. It sparked my muse into a new way of writing novels. If I had read Parnell’s e-book before I struggled through my own six novels, I believe the entire process would have been less painful.
What Rob Parnell does is prepare you to write before he shows you how to write your novel in 30 days. (Maybe he should have named his book “The FAST Way To Write a Novel.”) In any case, I was intrigued by his system. I, especially, enjoyed his putting to rest some of the myths about writing a novel.
For instance, he points out that all art (writing included) is subjective. “There is absolutely no reason to believe that what you create is less a work of art than anything else,” he writes. “If you believe your book to be a work of art, then that’s exactly what it is. Period.”
You must have an “original idea” is another phrase you hear a lot about. But Parnell points out that what these know-it-alls really mean is that you should write something “significantly different.” There is no such thing as an original idea. I found this out when in 1973 I came out with my “original” magazine of memories, Yesterday’s Magazette. Unbeknownst to me, others were heaving this same “original” idea around the same exact time. But I still say I came out with it first.
Here's another example: In 1970, I coined the “original” saying of “always expect the unexpected.” But the funny thing is that since that time I must have heard my same "original" expression repeated a million times or more. One more original idea I thought I had back in the late 70s was to write a column of “Oddball News” items, which I did for a few years. Now I see there is a very similar column called News Of The Weird which is now syndicated in hundreds of newspapers.
So believe me and Rob Parnell when we say “don’t waste your time” agonizing and trying to come up with some original idea for your book. Don’t even try. Just put a twist on an old idea.
Parnell recommends writing fast. “If you try to use your conscious logical side of your mind to write, you’ll take forever,” he states. “Let your fingers write or type automatically.” In other words, he advises, use your subconscious to write that great novel.
As much as I enjoyed the mindset and motivational techniques in the first half of Parnell’s book, I have to admit that Part Two about his “30 Day Formula” for writing a novel was equally entertaining and informative. Right off, he tells you that you need CHARACTERS before anything else. He says without interesting characters, there is simply no story.
He guides you through each day. He even designs a ten step plot template and explains how setting should best be viewed as another character to define. He then goes on to list the ten fundamental mistakes that writers should avoid. Lastly, like a good coach, he is there to nudge and push you along and to motivate you. “You’re always closer to success than you think!”
I admit Rob Parnell’s e-book, The Easy Way To Write a Novel, got my motor running. In fact, I've decided to spend the rest of the day working on my novel. After all, it is National Novel Month. What better time to finish a novel. I feel really pumped! My mind is racing with ideas. My fingers are a twitter. I'm smokin'!
But first ... I need to feed the cat.
About the Author
E. P. Ned Burke has worked in publishing for 30 years. He is the author of 6 novels and numerous short stories and articles.
Currently, he is president of E. P. Burke Publishing and serves as the online editor of Yesterday's Magazette and The Perspiring Writer Magazine. He is also owner of My Personal Copywriter, Ebooks On Writing, Ebooks For Marketeers, and The eBay Book Nook Depot.
It is a nice idea to choose a topic of article before writing article itself. The best way to create the great article is to write on a topic that you feel inspired to write about. If you have come across any problem and solved this problem, it is very comfortable to write about it. Another goal of article writing is to make your article search engine friendly. Actually, including popular keywords that search engines will like is vital for search engine optimization.
If you plan to write and submit many articles to article directories and other online resources, you need to format them properly. Publishers get many article submissions, so if your article is correctly formatted the risk of being rejected is low.
Also, your article must be unique. Publishers are able to recognize that you copy someone else’s article and may ban you from sending them any more articles. Most publishers prefer short articles with not more than 800 words. Read publisher rules before submitting your article.
Use an expressive and descriptive title that summarizes your article content. Create an attractive title and include keywords if possible to keep the search engines happy. Format each sentence to make them short, this will allow readers to understand it easier than if you had long sentences.
Use short paragraphs not to make reader's eyes tired. Resource box should be short enough also. Include your name, website address, a unique offer and a call to action. Do not forget to correct spelling and grammar. Most article directories will allow simple html tags to enable particular sections of article to stand out. Ensure that you close every tag otherwise article will not be formatted properly.
Avoid including affiliate links in your article or resource box. Articles with affiliate links will almost certainly be rejected. Instead send the readers of your article to your own website. Try to make your article as informative as possible. Include tips, strategies, methods that will help make article reader more educated. Share your knowledge on chosen topic.
After you have written the article, and run it through a spell checker, come back to it after few hours or several days before you submit it for publication. This will enable you to take a fresh look at it and help you to find mistakes that you did not see before or even rewrite a paragraph or two to make it flow better. Try to get someone else to read your article, it may happen that they will find the mistakes that you missed. Remember that improving your article effectiveness will finally attract more readers and visitors to your website. Read more about article marketing at Article Value Blog.
About the Author
Carole is the author of some web-blogs in Health category. You can find more interesting and useful information at Beautiful Skin Blog and Ideal Weight Blog.
The term toddler is usually applied to one and two year old children. Toddlers go through many changes at this important stage in life. This is the time when toddlers break away from the baby stage and begin to express themselves in a more independent way. Everything that happens to the toddler is meaningful. This gives us insight into how to write books for toddlers and what they should be about.
If your interests lye with writing stories for toddlers and young children, there are a few things you should know before getting started. Toddlers go through many changes at this stage of life. This can give you an advantage when your writing for this age group. Parents and caregivers are always on the lookout for that great book to help their toddler with transitions. Potty training, having a new baby, moving house, etc are great examples of transitions in toddlerhood. I'm sure we have all been through a transition in our lives and have a special way of dealing with it. What about a story that could of helped you at a certain time? Use your idea's and experiences when writing about transitions. Put a funny twist on the story. Toddlers and young children will find it funny, turning everyday experiences into a joke, it may drive caregivers crazy for awhile but at least you can get the job done!
Books for toddlers are usually very simple stories and educational books like ABC's, colors, numbers, shapes etc. Many toddlers enjoy reading picture books with mum and dad and grandma and grandpa. When started at a young age, reading is nice bonding time. Although, be aware that toddlers will more often than not have someone reading with them, so your story will need to flow when read out loud.
Here are the 5 top tips to follow when writing books for toddlers.
1. Use language that is simple and easy to understand.Some books for toodlers and young children will have very limited word counts.
2. Keep the story cheerful.Toddlers are a bit too small for to much drama, they are sensitive so keep the story light hearted, fresh and fun.
3. Create characters that toddlers will identify and relate to. A good idea for books designed for the younger audience is to create a hero type character and make them a child. Children like to see children do well! Builds a healthy sense of self esteem.
4. Keep to the point of the story and keep it short. Always think about the attention span of toddlers and young children, it's very short. Try to keep the story moving.
5. Remember to have a happy and satisfying ending. Always finish books for toddlers and young children in a nice way. You want to leave them feeling safe and secure with intention to go back and read it again.
These 5 success tips to writing books for toddlers are a guideline, you should always do your research according to what your publisher is looking for when producing books for this age group. Whatever type of book you choose to write for toddlers, don't let the age group fool you! Your story will still have to follow a process.
About the Author
Learn exactly how to write books for toddlers and young children. Get an expert to show you what and what not to do with your writing! Go here now http://learntowriteforchildren.com. You won't be disappointed with the quality of information available!
Mark Victor Hansen: How to Write a Book Part 1 - The Chicken Soup for the Soul Story
RSS
US $5.99
![How to Write A Social Letter Film: Writing Better Social Letters (1950) [DVD] - Proper Form for Letter Writing, Personal Thank You Letter Writing & Writing Formal Invitation Letter Film [Vintage]](http://www.writeelement.com/images/i/417y1DiFO-L._SL75_.jpg)
