Vol. 8. No. 4 A-2 March 2005 Return to Table of Contents Return to Main Page Barriers to Acquiring Listening Strategies for EFL Learners and Their Pedagogical Implications Yiching Chen Department of Applied Foreign Languages Takming College in Taiwan Abstract As theorized in Anderson ’s (1983‚ 1995) associative stage of skill acquisition‚ errors or obstacles become an important index of the learning process. However‚ learning obstacles have not been widely researched in the
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Content words/Function words Henry Sweet in his famous grammar of 1891 (p.22)‚ writes: "In a sentence such as The earth is round‚ we have no difficulty in recognizing earth and round as ultimate independent sense-units ... Such words as the and is‚ on the other hand‚ though independent in form‚ are not independent in meaning: the and is by themselves do not convey any ideas‚ as earth and round do. We call such words as the and is form-words‚ because they are words in form only. When a form-word
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26 Zeugma and Pun Zeugma is the use of a word in the same grammatical but different semantic relations to two neighboring words in the context‚ the semantic relations being‚ on the one hand‚ literal‚ and‚ on the other‚ transferred. "Dora‚ plunging at once into privileged intimacy and into the middle of the room". (B. Shaw) ’To plunge’ (into the middle of a room) materializes the meaning ’to rush into’ or ’enter impetuously’. Here it is used in its concrete‚ primary‚ literal meaning; in ’to plunge
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Terminology 1 Medical Terminology words/terms which make up the language of medicine Majority of terms are based in Latin or Greek Serves as a Universal Language Medical terms are broken down into FOUR word parts: 1. Stem/Root = gives the essential meaning of the term 2. Prefix = added to the beginning of the term 3. Suffix = placed after a word 4. Linking or Combining Vowels = connects roots to suffixes or roots to other words Word Building Involves two steps: 1. Knowing
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and Perfetti gave their participants different tasks to perform on each word list like finding rhymes for a word and finding synonyms for a word. The rhyming task involved acoustic coding and the synonym task involved semantic coding. The participants were not told that they would be asked to try recalling the words on the word list however; they surprisingly did remember some of the words. The participants remembered more words from the synonym task rather than the rhyming task due to the synonym
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Besides English is considered to be one of the most popular language in the world. Pyles and Algeo (1970) noted that : “When we first think about the language‚ we think about words. It is words that we arrange together to mark sentence‚ conversations and discourse of all kind ’’. In fact‚ vocabulary is the element that links the four skills of speaking‚ listening‚ reading and writing. The more words you know‚ the more you will be able to understand what you hear and read. Studying English‚ students have chance to know many interesting things around the
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Wheelbarrow‚ one of the masterpieces of William Carlos Williams. This paper analyses the linguistic features of this poem‚ including phonological‚ lexical‚ syntactic and semantic features‚ and we can have a more clear idea of this poem. II．Key words: linguistic features‚Semantic feautres‚ The Red Wheelbarrow‚White Chickens III．Introduction In the "The Red Wheelbarrow" we see a harmonious relationship between an manmade object (reflective of the human world) and nature. The red wheelbarrow
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listener: receiver & destination knowledge of a language formulate thought find correct words put correct endings on words string them together tell muscles how to make sounds send sounds through air **if you hear a sentence you UNDO this process phonetics: physical nature of speech phonology: use of sounds in language morphology: word formation syntax: sentence structure semantics: meaning of words and how they combine into sentences pragmatics: meaning and function of language in context
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then I asked him to use a Lego piece to represent each word. He got 2/5 correct placing him in the Intensive category. He struggled with multi-syllable words by considered the syllables two separate words. In part B‚ I gave Landyn a word and asked him to represent each syllable with a Lego piece. He got 6/8 correct‚ placing him at the top of the Strategic category. He seemed familiar with the concept of syllables. In part C‚ I gave Landyn a word and asked him to represent each sound or phoneme with
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and repeat the pronunciation of two-syllable words. 2.1.2 Pronounce two-syllable words correctly. 3.4.1 Read aloud words and phrases. 4.1.1 Write words‚ phrases and sentences in clear legible print. Learning outcomes : By the end of the lesson‚ pupils will be able to: a) listen to and repeat the pronunciation of two-syllable words. b) pronounce at least 8 out of 10 two-syllable words correctly. c) read aloud words‚ phrases and sentences with the correct
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