Japanese Final Particles and Self-Expressions in Japanese Gay Males Masataka Murakami Haverford College Swarthmore College Abstract Japanese final particles are a gendered‚ optional linguistic feature that is added to a word in a sentence or to the end of a sentence to express subtle nuances commonly in the spoken language. In terms of frequency of use‚ final particles such as zo‚ ze‚ and na are strongly masculine‚ that is‚ they are used most frequently by male speakers whereas wa‚ no‚ and
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The Importance Of Teaching Culture In The Foreign Language Classroom 1/14/10 11:34 PM Radical Pedagogy (2001) ISSN: 1524-6345 The Importance Of Teaching Culture In The Foreign Language Classroom Dimitrios Thanasoulas Member of TESOL Greece and the AILA Scientific Commission on Learner Autonomy akasa74@hotmail.com I would like to express my gratitude to my supervisor‚ Dr. Doreen Du Boulay for her assistance and insightful ideas‚ and record my thanks to my friends Joshua Jackson and Eleni
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Cambridge: Cambridge University Press‚ 2006. – pp.384-419. 10. Hudson R.R Sociolinguistics. – 2nd.edn. – Cambridge: Cambridge University Press‚ 1996. – 279 p. 11. Hughes A.‚ Trudgill P. English accents and dialects: An introduction to social and regional variants of British English. – 3d edn. – London‚ 1996. – 142 p. 12. Labov W. Principles of linguistic change. – Oxford: Blackwell‚ 1992. – 250 p. 13. Labov W. Sociolinguistic Patterns. – 11th edn. – Philadelphia‚ 1991. – 344 p. 16. Orton H. The linguistic
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Processes‚ Vol. 13‚ No. 1‚ pp. 33-71 Graddol‚ D.‚ Cheshire‚ J.‚ and Swann‚ J Halliday‚ M.A.K. (1978) Language as Social Semiotic: The Social Interpretation of Language and Meaning‚ London‚ Edward Arnold Hewings‚ A Holmes‚ J. (2001) Introduction to Sociolinguistics (2nd edn)‚ London‚ Longman Lakoff‚ R Malinowski‚ B. (1923) ’The problem of meaning in primitive languages ’ in Ogden‚ C.K. and Richards‚ I.M. (eds) The Meaning of Meaning‚ London‚ Routledge &Kegan Paul Maybin‚ J Percival‚ A. (2011) What? The
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2006. Paradowski‚ Mical B. Benefits of MultiLingualism. 2008. 20 01 2009 . Patil‚ Z.N. "On the nature and role of English in Asia." The Phillipine ESL Journal (2001). Pennycook‚ A. "Global Englishes‚ RIP Slyme and performativity." Journal of Sociolinguistics (2003): 513-533. Qiong‚ Hu Xiao. "Why China English should stand alongside British‚ American‚ and the other "World Englishes"." English Today 20.2 (2004): 26-33. Quinn‚ Daniel. Ishmael. Bantam-Turner Books‚ 1995. Scehll‚ Martin A. "Whose English
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The main theories in Second Language Acquisition (SLA) 1. Introduction The language produced by learners learning a second language is extremely varied. It can range from one learner to another in regard to many factors. These variations can be accounted for by a number of ideas including: first language (L1) interface‚ age differences‚ motivation‚ self-confidence‚ aptitude‚ anxiety‚ gender and social distance. In this essay I will define SLA and then outline five of the main linguistic theories
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Bibliography: [1]Andersen‚ G.‚ & Fretheim‚ T(eds). (2001). Pragmatic Markers and Sociolinguistic Variation: Relevance Theoretic Approach to the Language Adolescents. Philadelphia: John Benjamins Publishing Company. [2]Blakemore‚ D. (2002). Indicators and Procedures: Nevertheless and But. Journal of Linguistics‚ 36(pp.463-486). [3]Brown‚ P
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Multicultural Australia: Australia’s Immigration History and Current Political Debate Ryan Besgrove Word Count: 1‚491 MACQUARIE UNIVERSITY INTRODUCTION People have always come to Australia through immigration. Whether it be 45‚000 years ago via nomadic boats (Broome‚ 1994) or through the efforts of the British Empire to expand their Anglican empire (Ferguson‚ 2003). As a result modern Australia is a composite of many varying cultures and ethnicities. It is often said that Australia is
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INDEX Assignment Instructions ………………………………………………………….… 3 Essay …………………………………………………………………………............5 Bibliography………………………………………………………………………….12 In the world of English teaching‚ each new approach that arises is considered innovative and offers new solutions to the problems its predecessor could not solve. Nowadays‚ the Communicative Language Teaching (CLT) is the most common approach used in the world; however‚ there are certain aspects
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