The types of intelligence are as follows: Spatial: People who are spatially intelligent are good at visual things such as visual arts like architecture and designing. Linguistic: People who are linguistic are good with verbal and written things. They are usually good at reading‚ writing‚ telling stories‚ learning languages and public speaking. They learn best by discussing‚ debating‚ reading and writing. Logical-mathematical: These people are good with reasoning‚ abstractions‚ logic and
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Kaplan argues that the humans are influenced by the diversity of their linguistic and cultural backgrounds. It affects their perceptions and thoughts about the world‚ or what Kaplan refers to as “logic”‚ which is the basis of rhetoric. This logic is believed to be a dynamic and cultural specific phenomenon varying from one culture to another and from time to time within a given culture. Consequently‚ the variations in linguistic and culture will lead ESL students to unconsciously compose rhetoric and
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relate to. Exit Strategy Build Buy or Ally Our ultimate goal is to scale the business and build it into a formidable product that can benefit the native culture and next generation. We will do this by leveraging relationships with University Linguistics/Native-American programs. Competitive Landscape Google Translate: Opportunity: Strong name brand Mobile translation Cost effective Weaknesses: Only utilized for short phrases Long response time No customization for natives Rosetta
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SEMANTICS (Concepts‚ and major questions) Prepared by: Mabanag‚ Leomar A. SEMANTICS Sub discipline of linguistics focuses on the study of meanings. It understands what meaning is as an element of language. It is closely linked to pragmatics. PRAGMATICS SEMANTICS Study of meaning Study of meaning More practical subject and is interested in meaning in language in use. highly theoretical research perspective‚ and looks at meaning in language in isolation‚ in the language itself
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by Abdul Bari Communicative Language Teaching and Audio-Lingual Method: Definition Communicative Language Teaching (CLT) is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as “communicative approach to the teaching of foreign languages” or simply the “Communicative Approach.” The Audio-Lingual Method‚ or the Army Method‚ is a style of teaching used in teaching foreign languages
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economy‚ diplomacy‚ the media and also individual interactions across language boundaries and having more second-language speakers than native speakers (Crystal‚ 2003). The global spread of English and the diversity of its speakers have given rise to linguistic diversity and variations in the aspect of phonology‚ morphology and syntax within native and non-native Englishes. It is used not only for international but also intranational communication. People tend to adjust English to the needs of their specific
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Examples and Observations: • "Code-switching performs several functions (Zentella‚ 1985). First‚ people may use code-switching to hide fluency or memory problems in the second language (but this accounts for about only 10 percent of code switches). Second‚ code-switching is used to mark switching from informal situations (using native languages) to formal situations (using second language). Third‚ code-switching is used to exert control‚ especially between parents and children. Fourth‚ code-switching
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are made (articulatory phonetics)‚ the acoustic properties of the sound (acoustic phonetics) and how sounds are organized in the language (linguistic phonetics). Phonetics (Webster) is the science or a study of speech sounds and their production‚ transmission and reception and their analysis‚ classification and transcription. Phonetics is a branch of linguistics‚ which studies the sounds of the language‚ their functional side as well as material side‚ including the work of pronouncing operators or
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writing are deferred till speech is mastered. Reading and writing can start from the first day‚ if desired. 13. Teaching Patterns The target linguistic learner will be learned through the over teaching of the patterns of the system. The target linguistic system will be learned best through the process of struggling to communicate. 14. Competence Linguistic competence is desired
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Bibliography: Felix‚ W. Sascha‚ 1988. “UG-Generated knowledge in adult second language acquisition”‚ in Suzanne Flynn and Wayne O’Neil (ed). Linguistic Theory in Second Language Acquisition. Dordrecht: Kluwer Academic Publishers‚ pp. 277-279. Fleta‚ Teresa. 2006. “Aprendizaje y técnicas de enseñanza del inglés en la escuela”. Encuentro‚ 16‚ pp. 51-62. Fleta‚ Teresa 2006. “Stepping Stones for teaching
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