Research Articles Base: Grammar And Usage

Grammar and Usage: Common Errors

•  Censor : to delete or suppress sensitive or dangerous information. The government    censored reports from the battlefield. • Censure: to condemn or disapprove. The protestors censured the government’s    suppression of the news.   •  Cite: quote or summon. I can cite several authorities. They were cited for speeding. •  Sight:  to see or take aim. Dave Johnson Sighted a UFO on April 2. •  Site:   location. This is a good site for links to Malaysian businesses. •  Client:  user of the services of a business or a non- medical professional. As a client of       Textfor, you can expect the best in Web design. •  Customer:  person who buys from store or business. As a customer of Self- Counsel     Press, you’re assured of prompt deliveries •  Climax :  highest point, turning point in a story. The book’s climax is deeply shocking. •  Crescendo: growing in loudness or intensity. The crescendo of applause ended with a    standing ovation. • Complement:  to complete, or total. This tie will complement your suit very well. This    chip carries a complement of 32 crew members. •  Compliment:  to praise. I most complement you on that elegant tie. •  Compose:  make or create. This committee is composed of six industry representatives. •  Comprise:   include or embrace. This committee comprises six industry representatives.       (Note: Never say “comprised of.”) •  Convince:  to win an argument through appeals to logic and intellect. The experiment     convinced even the skeptics. •  Persuade:   to win an argument through appeals motion. His tears and choked voice    persuaded her of his sincerity. •  Country:    the territory of a nation. Canada is a very large country. •  Nation :    the people of a country. Canadians are a largely peaceable nation. •  Dependant:   a person who relies on another. My daughters are my dependants.         • Dependent:   variable, depending on. Our starting time will be dependent on the    weather. •  Desert:   desolate, to abandon, or something deserved. The rocky desert stretched to the    horizon. He deserted his companions. The king praised each knight according to his      desert.  •  Dessert:   a sweet. We had key lime pie for dessert.       .  •  Different.  Used before a noun or pronoun. Taxco is different from Cuernavaca.  •  Different than:   used before a clause. Taxco was different than I had expected.  •  Disc:  correct spelling for all noun-computer references: A compact disc, a herniated     disc. •  Disk:   correct spelling for computer references: a ZIP disk, a floppy disk. •  Disinterested:  impartial, neutral. A disinterested arbitrator resolved the dispute. •  Uninterested:   not interested. The arbitrator was uninterested in minor issues. •  Effective:  having a desire result; coming into operation. The new policy, effective on    Monday, should be an improvement. •  Effectual:  performing as desired. Her arguments were effectual in winning the debate. •  Every day: each day We record the air temperature four times every day. •  Everyday:   routine. Recording air temperature is an everyday activity for us. •  Fever:  used with countable plural items. We’ve had fever hits on our site this moth    than last month. •  Less: used with uncountable singular items. We have less traffic on our site this month    than last month. •  Gibe:  insult, mock. I’m tired of your asinine gibes. •  Jibe:  fit agree. Your estimate jibes with ours. •  Healthful:  promoting good health. Vegetables from part of a healthful diet. •  Healthy:  in good health. She remained healthy and alert well into her 90s. •  Hoard:  a supply of something. We have a hoard of canned goods in the basement. •  Home in on :  approach a desired goal. The pilot homed in on the radio beacon’s signal. •  Hone in on:   incorrect that widespread usage; “hone” means “ sharpen” so the     expression is meaningless. •  Imply: suggest, hint. I don’t mean to imply that the mistake was deliberate. •  Infer:  conclude, deduce. From the evidence, we can infer that the mistake was     accidental. •  Incidence:  rate of occurrence. The incidence of drug-resistant tuberculosis is growing    rapidly. •  Incident: event. We’ve all learned from this unfortunate incident. •  Irregardless: incorrect or corruption of “regardless.” •  Its:  belonging to it. The committee has a lot on its agenda. •  It’s:  contraction of “it is” or it has” It’s going to be a long meeting. It’s been raining all    afternoon. ( by the way, its’ is not a word at all.) •  Loath: reluctant, averse. He was loath to confront the problem. •  Loathe:  detest, hate. He loathes his adversaries. •  Moral:   having to with good and evil. We faced a painful moral decision. •  Morale:   group spirit. Morale on the office sank when we heard the news. •  Perquisite:  a special privilege (perk). A new car is one of the perquisites of the job. •  Prerequisite:  a condition or requirement. A BA is a prerequisite for admission to our     program. •  Principal:  first or most important. My principal motive was to create a simple, elegant     Website. •  Principle: rule or idea. We support the principle of free speech on the Web. •  Proponent:  advocate. She is the proponent of free speech on the Web. •  Protagonist:  central character in a story. Ged is the protagonist of Ursula K. Le Guin’s    Earthsea novels. •  Reign:  time of a monarch’s rule. England prospered during the reign of Elizabeth 1. •  Rein:  harness or control. Our teacher kept us on a tight rein. •  Seasonable:  appropriate to the season. Rainfall has been seasonable this summer. •  Seasonal: pertaining to the season. We’ve broken the seasonal record for rain this    summer. •  Toe the line:  conform. The soldiers formed even ranks by toeing the line. •  Tow the line: incorrect usage, a misspelling of “toe the line “ •  Waive:  give up. You can waive your right to a jury trial. •  Wave: move back and forth. Wave good-bye to your hard won rights! •  Weaved:  past tense of weave meaning to avoid hitting something, or to contrive an     involved story. The striker weaved through the defenders on his way to the goal. He     weaved an incredible tale of adventure and derring-do. •  Wove: past tense of weave meaning a fabric. Penelope wove endlessly at her loom.               You will have noticed that, in many of these cases, the difference between using the correct term and the incorrect one can be a spelling error that the spell checker on your computer will miss. That’s also true of many other words: to, two, and to, there, and their, and they’re coarse and course. Chances are you already know the words you have trouble with, so check them repeatedly against the dictionary until you’re using them correctly.     Don’t Use Extended Metaphors               In print text we may develop an argument through contrast and comparison –that is, by showing how two things are different or similar. Again we use transition words and phrases:     Unlike the dungeons, the castle’s main floor is well furnished. Just as in Cuernavaca, your hosts in Taxco will make you feel very welcome.                      In hypertext, as Robert E. Horn advises in his book Mapping hypertext, we can use such contrast and comparisons only within a single section. The same is of extended metaphors. In a print document, you might describe a government as a “ ship of state” with the executive as the bridge, the legislature as the engine room, and so on. This extended metaphor may work to help unify a passage of many paragraphs. But in hypertext, with readers skipping around in no predictable order, their first encounter with such a metaphor may be baffling.             Use Clear Antecedents               Hypertext must always include the antecedent for every pronoun in a given section. If write ‘She went on to earn a PhD in physics MIT,” I’d better mention her name earlier in the same section; otherwise readers won’t know who “she” is.   Grammar and Usage: Common Errors               Whether you’re in New Zealand or New York, chances are you make the same errors in Standard English. Here are some of the most common errors:   Sentence fragments               Your sentence will be a fragment if it lacks a subject or a verb. Here are some examples of fragments and their corrected version:   • Which surprised everyone./ This surprised everyone. • Really weird./ I think that’s really weird. • A superb musician but a troubled human being./ She was a superb musician but    a troubled human being. • Not bloody likely!/ That’s not bloody likely!               Sentence fragment are often fine in captions and blurbs, where the readers doesn’t really need a full sentence. So a tag like “Joe Doakes in happier days” under a photo of Joe is all you readers require. A button linking to photos of your wedding can read “The Big Day!” instead of Come This Way to See Photos of Our Wedding Day.”   However, in text where you’re trying to explain or describe something in detail, avoid sentence fragments.         Subject-verb disagreements   Subject-verb disagreements are easy errors to make if you forget which word is your subject. For example:   The leader of the frightened soldiers were unable to make them cease firing.                Because “soldiers” is close to the verb, many people might make the verb plural (were) to agree with it. But look again—it was the soldiers’ leader, not the soldiers themselves, who couldn’t make them stop firing. The correct verb should be singular (was).   In other cases we have a compound subject but we mistakenly treat the two nouns like a single unit:   Snow and sleet makes hiking dangerous on the trails. Spelling and grammar is my big problem in English. In some cases, however, we really can treat a plural as a singular. Six months is the standard probationary period. A million dollars is still a lot of money. Richards and Johnson is a distinguished legal firm.               And to make things really confusing, sometimes we can describe a single thing or person with more than one noun and we still use a singular verb:   The lawyer and human-rights activist has enjoyed great success.( One person with two titles.) The singer and songwriter has won a Grammy. (One person with two skills).               If you’re worried about subject-verb errors and you’re not sure which noun is the subject, ask yourself: Who or what is performing the action of the verb in this sentence? Who’s enjoyed success? Who’s won two Grammies? The answer is your subject.   Incorrect pronouns   We use pronouns to stand in for nouns when repeating the noun would sound awkward: Dora released her latest video last month, and she says she’s happy with it.   Imagine using “Dora” four times in the sentence: Dora released Dora’s latest video last month, and Dora say’s Dora’s happy with it.             We sometimes run into trouble when we forget that some pronouns are subjective (that is, they perform the action of the verb in the sentence) and others are objective (they receive the action of the verb). He emailed her. She emailed him. We’d laugh if we read: Her emailed he. Him likes she a lot.   But may people, in conversation and in writing, will say: She emailed him and I. Me and her went to the conference. Her and her husband set up a home-based business.   Evidently they think that the rules don’t apply if they’re talking about more than one person! But the rules do apply:             She emailed him and me. She and I went to the conference. She and her husband set up a home- based business.   Another pronoun problem is “myself” which some people use incorrectly. Pronouns with “self” are either reflexive or emphatic: I ask myself a question (action of verb turns back one the asker) I myself told you it wouldn’t work (emphasizes who told you). Don’t use “myself’ as a long winded way to say “I” or “me” Joan and myself went to the conference. My wife and myself set up a home-based business.   Misuse of adjective for adverb               Adjectives modify nouns: a good man, a fast computer. Adverbs modify verbs, adjectives, and other adverbs: a truly good man, a really fast computer. Sometimes you can change the meaning of a sentence by using (or misusing) some common adjectives: “ You did good by winning the contest” incorrect, but “You did good by raising flood-relief money”  is correct. We do well when we perform with style and excellence. We do good when you make the world a better place.                 These are just four common grammar and usage problem areas. For details on this and many other hazard of usage, spelling and punctuation, consult almost any composition handbook or dictionary.   Exercises 2: Activating the Passive   Revise these sentences to activate the passive voice and then check your answers against those in the back of the book.   1.      It argued some researches that alien bodies were retrieved by the US Air Force from a crashed spacecraft near Roswell, New Mexico, in 1947. 2.      Miles Davis’s “Sketches of Spain” was hailed by critics as one of his finest                       works.   3   The graphic user interface was originally developed by researches at Xerox. 4.  A cholera outbreak in 19th-century London was stopped when a neighborhood        water pump’s handle was removed by a local physician.   Exercises 2—continued     5.      These graphic have been chosen carefully to illustrate each step of the process.   Exercises 3: Using Anglo-Saxon Vocabulary   Replace each of the following words with an Anglo –Saxon word or phrase (or a more common Greco-Latin word).   1.      Altercation 2.      Antagonist 3.      Capitulate 4.      Celestial 5.      Demotic 6.      Epitome 7.      Fiduciary 8.      Gravamen 9.      Impediment 10.  Litigious If you can’t find a shorter, clearer word without checking you dictionary, imagine how your readers would fell if they didn’t have a dictionary at all. Now that you know these words, do your readers a favor: don’t use them in your Webtext!         Editing Webtext        In ancient Rome, the title of the person who sponsored a gladiatorial fight to the death was Editor. Maybe because of that association with hacking and slashing, modern writers are often suspicious of editors. They shouldn’t be. A good editor can save you from countless embarrassing mistakes while helping you make your points more coherently, more eloquently, and even more gracefully.   What’s more, you can be your own editor. Here are some steps you can take improve your own text once you’ve drafted it.   Trash Your Spell Checker        Computer spell checkers are rubber crutches: they fail just when you need them most. All they do is compare what you’ve written with a list of words, and if they find the word in their list, they say it’s okay. So you may have written “their” when you meant to write “there” or “your” when you meant “you’re,” and the spell checker will tell you it’s correct.        The spell checker will of course catch outright typos, double words, and other errors, so it has some usefulness in that regard. But the quick skim of your document, flagging obvious goofs, is the bet you can hope for from a spell checker.        If you have a grammar and style checker, you’re a little better off, but not much. Style checkers can spot bad habits like overuse of the passive voice, or too many prepositional phrases. This at least forces you to think about whether you have to indulge in such habits.        Your style checker can also give you a sense of the reading level of your text. It does so by counting the number of syllables per word, the number of word per sentence, and the number of sentence per 100 words. The fewer the syllables, the fewer the number of words per sentence, and the more sentence per 100 words, the lower your reading level—usually expressed as a grade level. (This book is readable at the grade 7 level, for example.)        If your site is aimed at the general audience, especially one including young children or persons who don’t read English fluently, it’s common sense to keep the reading level as low as the subject permits. You don’t get extra points for making your text readable only to PhD candidates. Clearly you don’t want to dumb down your text needlessly, but a lower reading level makes your text understandable to more people. And the point of a Website, after all, is make information available to as many people as possible.   Cut Verbiage        Your hit and run text is all the most of your readers will bother with. Only the really dedicated people will actually look at your archived text and perhaps download it for careful reading. Therefore your hit an run text should be as brief as possible, so it delivers its message clearly and quickly.        If you set yourself an arbitrary word limit—for example, no chunk of text may run over 75 words—you will be amazed at how easy it is to cut the fat out of your text. I suggest as a first step that you deliberately write long chunks of text: maybe 150 or 200 words. Then start cutting words until you’re down to55 or 60 words; now you have the luxury of actually adding some words. Every sentence, every phrase, every word has had to fight for its life. Nothing is there just because it sounds good—you’re writing, remember, not making music! You’ve packed the maximum meaning into the minimum text, so you readers will get the message in the shortest possible time.                Critique Your Own Text   A writer lives inside your head, and so does an editor. They don’t always get along. The writer is having a great time being creative and showing off his vocabulary; the editor is watching over the writer’s shoulder and tearing her hair out. While the writer is cranking out Great Prose, the editor is screaming herself hoarse about what drivel this all is. The writer doesn’t hear details, but starts feeling nervous. “Maybe this isn’t all that good after all,“  he mutters. Finally he decides something’s gone horribly wrong (heaven knows what), and he abandons the job.     Sound familiar?        It doesn’t have to be that way. If you were a best-selling author, you could send your messed-up manuscript to your high-priced editor, who would tell you exactly what was going right and wrong with the manuscript and offer detailed advice on improvements. What if don’t have the services of a professional editor? Well, you have an editor living right inside your skull—all you have to do is give her a chance to put her criticisms into words.        So as you’re putting your Webtext together, keep a diary or journal in which you can make notes to your self about how your writing is going. If a problem does arise, your inner editor can sound off about it (“The introduction is way to long and to cute, and you don’t need to use the word fiduciary’’’).                                                        Credit:ivythesis.typepad.com

Grammar and Usage: Common Errors

• Censor : to delete or suppress sensitive or dangerous information. The government censored reports from the battlefield. • Censu...

Grammar or English

(1) I cannot correct your grammar or English writing on the draft of your chapters.  One of the reasons is that my correction may be different from  correction, and he will make the final call anyway.  But please use your Word software to check your grammar again. (2) You should prepare a Table of Content in front of the draft so that and your readers can have a common ground to exchange ideas. (3) Chapter One: you cover too many subjects and you may want to downsize somewhat.  But of course, if this is the way you prefer, you can keep this format. (4) On the first paragraph of page 1, you said, “… a succeeding low with…” and I don’t quite get the meaning.  Please modify to make it clear. (5) On page 3, the second paragraph: “.. including three major urban areas in Kaohsiung.” I believe it is NOT Kaohsiung, but should be Taiwan. (6) On page 13: usually you don’t review methodology on chapter one.  If you want to review what other researchers’ methodology would be on similar studies, you should address the issue on chapter 2 (Literature Review).  Or simply put the summary in Chapter Three. (7) On Chapter Two (starting from page 21): Please give me more quotes and references.  You put too many statements and research findings without disclosing where they come from.  You should disclose as much as possible.  The more quotes, the better.         For example, in the first paragraph on page 21, you indicated the industry is expected to continue growing within the succeeding years.  Who says that? You must disclose the source of this information.        For example, in the second paragraph on page 21, you indicated the hotel industry in Taiwan is delineated into international and domestic hotels based on ….  Who says that? You must disclose the source of this information.        For example, in the third paragraph on page 21, you indicated the common objective is to utilize and maximize their resources to achieve a high brand equity.  Who says that? You must disclose the source of this information.        Remember, when writing a dissertation, you must have foundation, sources, and evidence on whatever you say.  You cannot simply write down statements without disclosing.  It is common that you have quotations on each paragraph on each page, unless you are telling your own personal story. (8) The literature review on Chapter Two looks fine to me, in general.  But I don’t know how  would view. (9) On Chapter Three (starting from page 41): Please remember that for those people who would read your dissertation carefully, they are highly educated and highly likely Dabs or PhDs already.  Therefore, you don’t treat them as college students by telling them what the statistics is.  You simply cut off all the introduction by getting right down to what methodology you would like to use in your study.         As a result, on page 48, you should NOT teach what is methodology.        On page 49, you should not teach what are the three kinds of research methods. You simply waste your time and paper.        On page 54, you should not teach what is sampling design.        On page 58, you should not teach watt is data collection.        On page 59, you should not teach what is data analysis.        All the these above “teachings” are just wastes.  Please cut them of and modify to simply what you are going to do for your own study.  You are not writing a textbook on methodology.  You are writing a dissertation by using a methodology. (10) On page 64, I thought you already changed to 7-point Liker Scale but on this page you continue to use 5-point.  Please clarify. (11) On page 68, again it’s a waste of your time and efforts that you teach what is ANOVA. (12) On References, please refer to APA manual again.  You must be consistent on the format.  Check each citation.  For example, on the 7th citation of page 73, you put Churchill … (1982), It should be (1982).  It should be a period “.” not a comma “,”  Please check your references again. Credit:ivythesis.typepad.com

Grammar or English

(1) I cannot correct your grammar or English writing on the draft of your chapters. One of the reasons is that my correction may be diff...

English Grammar

PART I. <li class="MsoNormal" style="line-height: 200%"> Points to Consider # 2. Teaching English vary and dependent on the type of student a teacher is teaching. In this case, aside from using the lexical definition of the word, the teacher can use the following styles: <li class="MsoNormal" style="line-height: 200%"> Visual aids – for Beginners</li> <li class="MsoNormal" style="line-height: 200%"> Word use, Synonyms and antonyms – for Advanced and Intermediate</li> <li class="MsoNormal" style="line-height: 200%"> Activities – for Intermediate and Advanced</li> </li>   <li class="MsoNormal" style="line-height: 200%"> Points to Consider # 5. Before considering the following techniques, it is important that the students know the basic rule in using the said rule in a particular application (e.g. writing). With this, the teacher can teach them easier using the similar rule. In the speaking practice, the teacher can use the following styles: <li class="MsoNormal" style="line-height: 200%"> Oral recitation – individual (reading some provided materials) or by partners (one will ask and the other will answer)</li> <li class="MsoNormal" style="line-height: 200%"> Role playing – a situation requiring a question and answer</li> </li> In the reading practice, the following can be used: a.    Oral recitation – reading lines from famous poems, stories, rhymes, quotations, songs, etc. – could be done in unison, per group or individual In the listening practice, the teacher can used the following: a.    Oral recitation – reading lines from famous poems, stories, rhymes, quotations, songs, etc. – could be done in unison, per group or individual b.    Listening to recorded materials/voices – popular songs or video karaoke <li class="MsoNormal" style="line-height: 200%"> Points to Consider # 6. Yes, adults can learn a language like children can because there is no difference on the principles or standards in teaching. However, there are some consideration that the teacher should consider like: <li class="MsoNormal" style="line-height: 200%"> Presence of the first language learned in adult</li> <li class="MsoNormal" style="line-height: 200%"> Physical </li> <li class="MsoNormal" style="line-height: 200%"> Emotional</li> <li class="MsoNormal" style="line-height: 200%"> Psychological</li> <li class="MsoNormal" style="line-height: 200%"> Physiological</li> <li class="MsoNormal" style="line-height: 200%"> Other factors related in readiness and ability to learn (e.g. environment, culture, etc.)</li> </li>   PART II. 1.  The following case is observable among Japanese speakers. The three examples of the same error in different contexts (e.g. as a statement) with different tenses is identified.     a.    (In Japanese) – Kare wa sore o Tanaka-san ni agemasita. (Literally rendered into English) – [He] [that] [Mr. Tanaka] [gave]. (In Correct English Form) – He gave that (to) Mr. Tanaka.   b.    (In Japanese) – Kare wa gakusei desu. (Literally rendered into English) – He student is/am/are. (In Correct English Form) – He is (a) student.   c.    (In Japanese) – Watashiwa asita ikimasu. (Literally rendered into English) – I tomorrow go. (In Correct English Form) – [I will] go tomorrow.   2.  The articles “a”, “an”, and “the” of the English vocabulary do not have Japanese equivalent. If, for example, you want to refer to a book in Japanese, you don’t have to say “a book” or “the book”. You just say hon (book). There are no plural forms in Japanese. Whether you refer to the equivalent of “a book” or “many books“, the word used is always hon. A listener understands on the basis of context whether what is being referred to is singular or plural in number. There are no possessive forms of nouns or pronouns in Japanese. If you want to say “Mr. Tanaka’s book”, you simply speak the possessive particle no after the words for Mr. Tanaka and then follow it with the word for book.   3.  These practical activities could be use in the classroom for the purposes of overcoming the MT influence among the students.   a.    Activity One. Everyone in the class is instructed to do a self-introduction. With this simple practice, they can be able to try and use English in the right way then translate it from their MT.   b.    Activity Two. Have a set of cards with objects, fruits, places, etc. Then, instruct each student to pick a card and to say 3 sentences that will describe what they see in the card. For example, ·         This is a banana. ·         Its colour is yellow. ·         It tastes sweet.   c.    Activity Three. The teacher will write few sentences showing how Japanese would say it and literally rendered into proper English. Ask the class to write the right answer. For example, ·         This book is. – This is (a) book. ·         Automobile by I will go. – I will go by (an) automobile. ·         I book will read. – I will read (the) book.   PART III. 1.    Teaching the different ways fast is used in the following sentences: He has a fast car. He drives fast.             In this case, I will begin with the discussion by describing what is an adjective and an adverb. By using and presenting several examples, the students might be able to grasp the concepts. Also, I will show some pictures that will supplement my explanation.   ACTUAL DISCUSSION             Adjective – The adjective describes or limits the meaning of a noun. For example, if I tell you to get a pencil, you may get any kind of pencil. But if I say a red pencil, I describe the pencil and limit the kind that you can bring. The word red, which describes and limits pencil is an adjective.   Adjectives describe or limit the meaning of nouns and pronouns.   In other words, they modify nouns and pronouns.       Adjectives describe nouns. Examples: high mountains, stout boy, wide sky, pure water In the case of the sentence above, FAST is the adjective that describes the car.   Adverb – Adverbs are words that tell how, when, and where. For example, in the following sentences:             How – They eat well. How did they eat? They eat well. The adverb describes how they eat – well.             Examples:     She spoke softly.                                     I will choose quickly. He read fast.             When – My father will arrive tomorrow. When will your father arrive? My father will arrive tomorrow. The adverb describes when will my father arrive – tomorrow.             Examples:     We will go now.                                     She needs the pencil today.                                     Mother cooked yesterday.             Where – You go there. Where will you go? You go there. The adverb tells where you go – there.             Examples:     Work here.                                     He went nowhere.                                     We look for Anna everywhere.   Adverbs modify adjectives and other adverbs.         In the case of the sentence above, the word fast is used in describing how he drives.   2.    The following are practical exercises/activities for to test the understanding of the students on the difference of fast as an adjective and as an adverb.   Activity 1. Identify the adjective and the adverb in the sentence. Encircle the adjective and underline the adverb. 1.    The black cat is sleeping. 2.    She is very lovely. 3.    We heard him quite well. 4.    The desert has fine sand and wide skies. 5.    Exams will be tomorrow. 6.    The mouse run fast. 7.    Stephen is a fast messenger. 8.    I am a fast learner. 9.    The students learn the lesson fast. 10. We will watch the fast fireworks exhibition. Note:        Blue words – adjectives                   Red words – adverbs       Activity 2. Match Columns A and B below. Read them aloud and find out which groups of words communicate using adjective and adverb.   Column A                                                                                    Column B Juniper drinks                                                                this book. I love                                                                                 high mountains.                  I want to climb                                                                pure water. We listen                                                                                     here. Stand                                                                               intently. The boy                                                                            fast reader. Annie is a                                                                        eats fast. Nobody will among them                                             fast sprinter. The horse is a                                                                 work fast. I will                                                                                  run fast.   Answers: Juniper drinks pure water. – Adjective I love this book.  – Adjective                                                                 I want to climb high mountains. – Adjective                                                              We listen intently.  - Adverb Stand here. – Adverb The boy eats fast. – Adverb                                                                              Annie is a fast reader. – Adjective                                           Nobody will among them work fast. – Adverb                                               The horse is a fast sprinter. – Adjective                                             I will run fast. – Adverb Note:        Blue words – adjectives                   Red words – adverbs           Activity 3. Fill in the blanks with the word fast and identify if it is an adjective or adverb. 1.    Lily works _____. 2.    My dog runs _____. 3.    I am a _____ worker. 4.    The _____ cat caught the mouse. 5.    We will walk _____. 6.    Red Cross is a _____ humanitarian provider. 7.    The new motorcycle runs _____. 8.    Andy drives the new motorcycle ______. 9.    We hate the _____ transformation of events. 10. I will walk _____ because I am in a hurry.   Answers:   1.    Adverb 2.    Adverb 3.    Adjective 4.    Adjective 5.    Adverb 6.    Adjective 7.    Adverb 8.    Adverb 9.    Adjective 10. Adverb Credit:ivythesis.typepad.com

English Grammar

PART I. Points to Consider # 2. Teaching English vary and dependent on the type of student a teacher is teaching. In this case, as...

Write an essay analyzing the 4 most prominent phonological problem for a tape record segment of speech from a non-native speaker of English

4 Most common Phonological problems from Non-native English speaker         Before we understand some basic problems in phonology let us first understand what it is all about. Phonology – is the science of speech sounds including specially the history and theory of sound changes in language or in two or more related language.  From this point of view we can easily understand that there may be many possibilities that there will be more phonological problem that may arise from different linguistic and cultural background.  But for now we are going to focus from variation of 2 phonological problems that we may encounter when, let us say talk to a foreigner or non native English speaker like Chinese or maybe Japanese or Koreans which may hinder the meaning of the languages they may have spoken. This may bring unintentional misunderstanding in communication since problem in linguistic approach and usage differs from their respective way and cultural upbringing Let us identified the problem. The samples below may not imply a thorough study of the subject matter but will just set samples. ·         First is the segmental - problem which pertains to linguistic, noting or pertaining to the discrete elements of sequential speech, as consonants and vowel. Any discrete unit can be identified as physical or auditory in the stream of speech. Let us say that we talked to Chinese student who speak Cantonese, thus we may say that the first problem we may encounter maybe 1. Vowel Phonemes The narrow divisions of vowel phonemes in the sound system of English makes great demand upon the Cantonese learner. Cantonese only has 3 vowels compare to 5 in English.      2. Consonant  phonemes, because of absence of initial from the range of Cantonese phonemes there may not be able to pronounce such words or letter like B, D, G and the letter V, W, and Z. this means that they are going to experience a difficulty in unfamiliar sounds since they may not heard such letters. Example: tied and died or sink and zinc. Occasionally the letter F will be replaced with V and or the substitution of V to W may take place .Another example of segmental problem is the absence of S the confusion of said and shed or shame or same. Another there is the absence of many consonants like  b, d, and g. The Interchangeability or a change of language like weary to fairy there may not be enough examples to that will constitute such differences or it required a thorough study.   ·         Second is the Supra segmental – Is a vocal effect that extends over more than one sound segment in an utterance. Example is 1.Stress is the relative emphasis that maybe given to certain syllable in a word or to certain words in phrase or sentence. The term is also used for similar patterns of phonetic prominence inside syllable. The word accent is also used with this sense. It is a common for stressed and unstressed syllables to behave differently as language evolve. Example the word volver has the form volvi in the past tense but vuelvo in the present tense. 2. Vowel reduction is any of the various changes in the acoustic of quality of vowels which are related to changes. Examples may be. Marry, merry, mary. You can feel the reduction of contrasting sound when you pronounce the word.             To give solutions to all this barriers you will need to have a translation of your language to English language you may want to use the website www.translate.google.com  since languages are written according to aborigines if they are going to introduce English in their own language they must design a conventionally ways to conform their indigenous norms and ways to make it a reality learning it easily. English language is universal language that is why this is a powerful means of communication and you must have to learn this language in order for you to communicate among nations. The process of learning requires much harder in non-English speaking nations. The time to start is today. You may want to consult professional help or hire a tutor, enroll in an English class or join the Online English course which many Koreans is doing. You may always want to have a book about translation of your language like Japanese – English dictionary or Arabic-English dictionary etc. Generally the language barrier from other nations so as to speak differently does not really depend on the cultural manifestation but on your desire to learn.             Credit:ivythesis.typepad.com

Write an essay analyzing the 4 most prominent phonological problem for a tape record segment of speech from a non-native speaker of English

4 Most common Phonological problems from Non-native English speaker Before we understand some basic problems in phonology let us ...