Table of Contents Introduction………………….………………………………………………..2 1. The Literature Review……….……………………………….……….…….…...4 2.1. Phonetics and Phonology ………………………………………………......4 2.2. Phoneme and Allophone…..…………………………………………….….5 2.3. Voiceless Plosive Consonants …………………………………....………..7 2.4. Aspiration and Degrees of Aspiration ……………………………….…….9 2.5. Spoken Discourse…………….…………………………………………….12 2. Research Results and Discussions……………………………………………....15 3
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Glenneisha Jones Music & Movement March 10‚ 2011 Music In The Classroom For my classroom observation‚ I chose the three year old room at my daycare. In this classroom‚ music and rhythm were utilized numerous times during my observational period. Upon entering the classroom‚ the children were working on their morning journals and listening to classical music. After the children were done it was time for them to transition and prepare for breakfast. To keep the students calm‚ the
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English unstressed reduced vowels‚ such as schwa ’[ə]’ and barred-i ’[ɨ]’‚ have phonetic features that are distinct from other vowels. Phonetic features of those vowels are reduced in duration and vowel quality (F1 and F2). Schwa ’[ə]’ occurs in a word-final position like Rosa as a mid central reduced vowel and barred-i ’[ɨ]’ occurs in a non-final position like roses as a high central reduced vowel (Flemming & Johnson 2007). In contrast to English‚ there is no stress in Korean phonological system
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FISHING 7” LOCK SET PACKER IN DIRECTIONAL WELL HISTORY WELL } Set 7” Lock Set Packer at @4855’. } Dump sand 5 sacks & displace 15 BBLS. } Squeeze off interval & conduct DOC. } RIH 7” CSG Scrapper‚ than fished LSP; un success. } RIH Imp. Block & RIH wash pipe shoe. } Fished LSP; failed‚ than RIH over shot; un success. } RIH wash pipe shoe & RIH Imp. Block. } RIH Releasing tool + lower from 4886’-4899’; fished OK! DIRECTIONAL WELL CAUSE OF CASE } Wrong estimate when displace
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UNIVERSITY OF QUINTANA ROO PHONETICS AND PHONOLOGY CLASS December 13th‚ 2012. Field Investigation of the English VI Class Nowadays‚ it is still argued whether or not it is important to teach pronunciation to students of English. Most teachers decide not to correct their students when they make mistakes and they focus on improving other skills like writing or the use of language and grammar. On the other hand‚ to some teachers it is necessary to be familiar with the correct pronunciation
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Introduction I have chosen the theme “Intonation” because it is one of the most interesting things of the speech and it is very important to acquire the proper intonation. The aim of my speech is to tell what the speech melody is and how is it connected with sentence stress and how they influence each other. Intonation is magic. It can say more than even words. Intonation can tell you about the mood and the character of the person. Each person has his own intonation. That is why already at the first
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Progress test 2 due to 28th of February 2012 Phonetics 1) Transcribe the following sentences. Mark the stressed words and use weak forms where appropriate: ’She can ’swim ’faster than ’I can. (contrast) /’ʃi: kən ’swɪm ’fɑ:stə ðən ’aɪ kən/ ’She’s from ’Scotland. ’Where ’are ’you from? (contrast) /’ʃi:z frəm ’skɒtlənd. ’weər ɑ: ’ju: frəm?/ ’Sally’s been ’trying to ’send you an ’e-mail. /’sælɪz bin ’traɪɪŋ tə ’send ju ən ’i:meɪl/ ’Alastair ’claimed he was ’selling the ’company
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Contents Introduction 1. The syllable as an integral part of the word. Definition of the syllable 2. Main features of syllable formation in English 3. Theories of syllable formation and division Conclusion References Introduction The syllable is a primary basic unit of speech. Being joined with each other‚ speech sounds serve as structural material‚ as “bricks” for syllables. A syllable is a sequence of speech sounds joined together to form a solid undividable stable primary speech unit of segmental
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Flags | Name & Phonetic Pronunciation | Meaning | Morse Code | | Alpha(AL-fah) | I have a diver down; keep well clear at slow speed. | • ▬ | | Bravo(BRAH-voh) | I am taking in‚ discharging‚ or carrying dangerous cargo. | ▬ • • • | | Charlie(CHAR-lee) | "Yes" or "affirmative". | ▬ • ▬ • | | Delta(DELL-tah) | I am maneuvering with difficulty; keep clear. | ▬ • • | | Echo(ECK-oh) | I am directing my course to starboard. | • | | Foxtrot(FOKS-trot) | I am disabled; communicate with
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1. Intonation. Its functions. Much has been said about the importance of paying due attention to intonation when studying a foreign language. The process of communication cannot be performed without intonation as it has its own functions in a sentence. These functions are: 1. The constitutive 2. The distinctive (1) Intonation forms sentences. Each sentence consists of one or more intonation groups. An intonation group is a word or a group of words characterized by a certain intonation pattern
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