SOUTHERN ACCENTS - COMMON FEATURES I • “Southern Drawl”: – “easy to recognize‚ but difficult to describe satisfyingly” (Wells) – relatively greater length in stressed accented syllables as compared to unstressed – lots of diphthongizations • lax vowels – Southern Breaking: strong Breaking effect for / æ/ esp. in stressed monosyllables: “hill” as [hi ] or even [hij ]‚ “bed” [bej d]‚ “bad” [bæ j d] • if
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take the _________________(answer of #4!) and remove the “_ _”. 6. Each verb conjugation is ‘marked’ by a vowel. Identify which vowel marks which conjugation: a. 1st is marked by the vowel ____. b. 2nd is marked by the vowel ____. (It is called the ________________ ______.) c. 3rd is marked by the vowel ____. (It is called the ________________ ______.) d. 4th is marked by the vowel ____. Fill in the endings in the following chart with the words in grey:22 vocare habēre ponere
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Preserved in “jargon” aphasia • Japanese allows only CV(n)‚ i.e.‚ consonsant followed by vowel perhaps followed by [n] – Borrowings with final consonants‚ consonant clusters modified – [besiboru] ‘baseball’ ; [kurIsumasu] ‘Christmas’ 6 Syllables • (onset rime) = (onset (nucleus coda)) • Rime determines what rhymes (in one syll.) – groß‚ los [os]; Rad‚ Tat [at]; Zahl‚ Kanal [al] • Nucleus always vowel • Possible
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none of the above 2. A word ending is called a: prefix X suffix vowel consonant word root 3. Which of the following vowels is most commonly used in combining forms? a e i X o u 4. A combining form is a word root plus: a prefix a suffix X a vowel another word root all of the above 5. An element located at the beginning of a medical word is a: word stem combining vowel word root X prefix combining form 6. In medical word building‚ a combining
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phrasing‚ correcting articulation‚ vocal nodules‚ dysphonia and several other voice disorders. This method relies on three strategies. The first being optimal abdomino-diaphragmatic breath support‚ the second is rhythmic play of accentuated relaxed vowels with progressive carry over to connected speech‚ and the third is dynamic rhythmic body and arm movements. These things automatically separate into three phases used in the treatment: 1)
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Lesson One: Differentiating between /r/ and /l/ Target group: This lesson targets students learning English who speak Chinese‚ Japanese‚ and Korean as a native language. Additionally‚ this lesson probably works best as a remedial response to observed difficulties in perception or production of these sounds. Time: 50 minutes 1. Introduction: This section involves introducing the sounds to the students using learner friendly explanations. In this section‚ I will also model the sounds
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of poetry that is concerned with the shape? 5. What is a poem that doesn’t rhyme? 6. What is a type of literature that expresses ideas and feelings? 7.8. What are the 2 kinds of Language? 9. What do you call it when words share either the same vowel or consonant sound but not both? 10. When a word rhymes to a word from a different line. 11. What do you call the central idea of the poem? 12. What kind of rhyme is it when a word inside a line rhymes with another word on the same line? 13. What
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Benjamin Martin stipulates that no language can ever be permanently the same‚ but will always be in a variable and fluctuating state. Every existing language undergoes change with time. To the advantage of human beings‚ these changes occur gradually. Had this not been the case‚ people would be faced with the task of relearning their native language almost every twenty years. As a result of these changes occurring moderately and gradually‚ it change is hardly noticeable. Several English language changes
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RF.K.2d Isolate and pronounce the initial‚ medial vowel‚ and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant‚ or CVC) words.1 (This does not include CVCs ending with /l/‚ /r/‚ or /x/.) Lesson Goal(s): * The students will be able to identify cvc words by listening to them spoken in segments only. Students will Isolate and pronounce the initial‚ medial vowel‚ and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant‚ or CVC) words.1 (This does not include
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Name : Rinaldo Kusumah Putra Class : 4E NPM : 10420222 MORPHOPHONEMIC TYPES Morphemes may have more than one variant in different environments‚ we can have another definition of morpheme‚ i.e. a morpheme is a group of allomorphs which have similar meaning or show semantic similarity‚ and are in complementary distribution. The change in form from the base into other allomorphs is called ‘morphophonemic’ change or alternation‚ while the study of morphophonemic change of morphemes
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