...BEGINNING KOREAN: A GRAMMAR GUIDE DAVID J. SILVA THE UNIVERSITY OF TEXAS AT ARLINGTON DEPARTMENT OF LINGUISTICS AND TESOL DRAFT: AUGUST 2004 DO NOT CITE. Beginning Korean: A Grammar Guide Getting Started in Korean Note: This material is optional; ask your instructor / tutor if s/he would like to review these basic phrases during the first week of class. Listen carefully as your instructor teaches you the following greetings and classroom instructions. Don’t worry about grammar. Rather, listen to how each of these phrases sounds, and associate the sounds with what they mean and then learn how you should respond in each case. Basic Greetings 안녕 하세요? annyeong haseyo? Hello. / Greetings. (lit: Are you at peace?) - Yes. Hello / Greetings. Goodbye! Go well. (said to one leaving) Goodbye! Stay well. (said to one staying) - 네. 안녕하세요? ne. annyeonghaseyo? 안녕히 가세요. annyeonghi gaseyo. 안녕히 계세요. annyeonghi gyeseyo. Classroom Instructions 들으세요. deureuseyo. Listen(, please). Listen carefully(, please). Repeat (after me). Answer(, please). Speak up(, please). Speak louder(, please). 잘 들으세요. jal deureuseyo. 따라 하세요. ttara haseyo. 대답하세요. taedaphaseyo. 크게 말하세요. keuge malhaseyo. 더 크게 말하세요. deo keuge malhaseyo. ii Autumn 2004 D.J. Silva 일어나세요. ireonaseyo. Stand up(, please). Sit down(, please). Read(, please). Write (it down, please). Write it on the chalkboard(, please). Look at me(, please). Look at the chalkboard(,...
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...principle of combination. Let’s learn Korean vowels. 모음 vowel 이름 name 음가 Phonetic value 연습 Practice ㅏ ㅑ ㅓ ㅕ ㅗ ㅛ ㅜ ㅠ ㅡ ㅣ 아 야 어 여 오 요 우 유 으 이 [a] as like ‘car’ 아 야 어 여 오 요 우 유 으 이 [ja] as like’ yahoo’ [eo] as like ‘up’ [yeo] as like’ young’ [o] as like ‘go’ [yo] as like ‘yo-yo’ [u] as like ‘moon’ [yu] as like ‘you’ [eu] as like ‘ taken’ [i] as like ‘ bee’ Page 1 of 12 2.Consonants 자음 The consonants are based on the structure and the shape of the organ used when pronouncing that consonant (mouth, lips, tongue, throat, and teeth). Let’s learn Korean consonants. 자음 consona nts 이름 name 음가 Phonetic value 연습 Practice ㄱ ㄴ ㄷ ㄹ ㅁ ㅂ ㅅ ㅇ ㅈ ㅊ ㅋ ㅌ ㅍ ㅎ 기역 giyeok 니은 nieun 디귿 digeut 리을 rieul 미음 mieum 비읍 bieup 시옷 siot 이응 ieung 지읒 jieut 치읓 jieut 키엌 kieuk 티읕 tieut 피읖 pieup 히읗 hieut [g/k] as like ‘goal’ [n] as like ‘no’ [d/t] as like ‘door’ [l/r] as like ‘lion/ rain’ [m] as like ‘mother’ [b/p] as like ‘boy’ [s] as like ‘sky’ [sh] as like ‘ship’ [no sound] [ng] as like ‘song’ [c/j] as like ‘jucy’ [ch] as like ‘chicken’ [k] as like ‘Korea’ [t] as like ‘tiger’ [p] as like ‘pie’ [h] as like ‘home’ ㄱ ㄴ ㄷ ㄹ ㅁ ㅂ ㅅ ㅇ ㅈ ㅊ ㅋ ㅌ ㅍ ㅎ Page 2 of 12 3.Double vowels 겹 모음 These characters combined two or three vowels. Let’s learn Korean double vowels. 겹 모음 Double vowel 이름 name 음가 Phonetic value 연습 Practice ㅐ ㅔ ㅒ ㅖ ㅘ ㅙ ㅚ ㅝ ㅞ ㅟ ㅢ 애 에 얘 예 와 왜 외 워 웨 위 의 [ae] as like ‘and’ [ja] as like ‘end’ [eo] as like...
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...| | | | Consonants : - | | | ㄱ | ㄴ | ㄷ | ㄹ | ㅁ | "g" or "k" | "n" | "d" or "t" | " r " or " l " | "m" | | | | | | | | | | | ㅂ | ㅅ | ㅇ | ㅈ | ㅊ | "b" or "p" | "s" | - | " ch " | " ch' " | | | | | | | | | | | ㅋ | ㅌ | ㅍ | ㅎ | | " g' " or " k' " | " d' " | " p' " | " h " | | Note that " ' " means the letter is aspirated, i.e a sharp sound. | ㅎ + | ㅏ + | ㄴ = | 한 | han | | h | a | n | | | | | | | | | | ㄱ + | ㅜ + | ㄱ = | 국 | guk | | g | u | k | | | | II.DOUBLE VOWELS ㅐ | ㅒ | ㅔ | ㅖ | ㅘ | ㅙ | ㅝ | ㅞ | | eir | yeir | ere | yere | wa | where | wo | weo | | | | | | | | | | | ㅟ | ㅢ | | | | | | | | weou | wei | | | | | | | | III.USE OF CONSONANTS AND VOWELS Vowels in the korean languages may be attached to the left, right or beneath each other in order to form a word, the following are examples of their use : - 가 = ka | 거 = keo | 겨 = kyeo | 갸 = kya | 기 = ki | 고 = ko | | | | 바 = pa | 버 = peo | 부 = pu | 뵤 = pyo | 지 = chi | 저 = cheo | 즈 = chu | 조 = cho | 마 = ma | 머 = meo | 무 = mo | 나 = na | 너 = neo | 이 = i | 야 = ya | 디 = ti | 고 = ko | 댜 = tya | 요 = yo | 오 = o | 도 = to | 드 = tu | 두 = too | 그 = ku | When constructing a word, you must add a mixture of consonants and vowels, beginning with the consonant at the beginning of the word. In some cases, there is no need to use a consonant at the beginning in...
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..._____________________________ SUBMITTED TO: Professor 2012 BACHELOR OF SCIENCE IN OFFICE ADMINISTRATION ACNOWLEDGEMENT We would like to dedicate this research study first to our almighty God for his Guidance and wisdom. To our family who gave us financial and moral support all throughout this research. To our professor, who thought us on the step by step process of this research and to all BSOA students that are interested to make this research as their guide for their future career. Bachelor of Science in Office Administration BACHELOR OF SCIENCE IN OFFICE ADMINISTRATION TABLE OF CONTENTS Abstract . . . . . . . . . . pg 1 Statement of the Problem . . . . . . . pg 2 Review of Related Literature . . . . . . . pg 2-10 Design of Investigation . . . . . . . . pg 11 Measurement Technique Used . . . . . . . pg 12-13 Findings . . . . . . . . . . pg 14-24 Conclusion . . . . . . . . . . pg 25 Summary . . . . . . . . . . pg 26-32 BACHELOR OF SCIENCE IN OFFICE ADMINISTRATION LIST OF FIGURES Figure Page Pitman Shorthand . . . . . . . . . 3 Munson Shorthand . . . . . . . . 3 Thomas Natural Shorthand . . . . . . . 4 Eclectic shorthand . . . . . . . . . 4 Bezenšek Shorthand . . . . . . . . 4 Boyd's syllabic shorthand . . . . . . . . 5 Current Shorthand . . . . . . . . . 6 Deutsche Einheitskurzschrift . . . . . . . 6 Dutton Speedwords . . ....
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...Ltd., Waterbury, Connecticut USA All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or any other form, without prior written permission of the publisher. Published by: Vocalis Ltd., 100 Avalon Circle, Waterbury, CT 06710 USA ISBN# 0-9709948-0-X Library of Congress Catalog Card Number: 98-90574 Printed in the U.S.A. Table of Contents Introduction ............................ pages 4-5 Letters of the alphabet ........... pages 6-83 R-controlled vowels ................ pages 84-89 Vowel digraphs ....................... pages 90-93 Consonant digraphs ............... pages 94-103 Consonant blends .................. pages 104-105 Silent letters ........................... pages 106-107 Vowel contrasts ...................... page 108 Consonant contrasts .............. page 109 Practice sentences ................. pages 110-111 Pronunciation key ................... pages 112-113 CLICK HERE Introduction English is one of the most widely-spoken languages in the world today, necessary for international business, cultural and travel purposes. The English language has a rich vocabulary and flexible grammar use. However, its pronunciation can be challenging at times because of the many complexities. ABC Pronunciary, an American English pronunciation dictionary, is set up to help students learn clear and effective pronunciation. It is aimed at beginning-tointermediate English...
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...Tamil alphabets braille has 12 vowels and 23 consonants. Tamil braille different from other braille Tamil Braille phonology is characterised by the presence of retroflex consonants and multiple rhotics. Tamil braille does not distinguish phonologically between voiced and unvoiced consonants; its depending on a consonants position in a word. Lets see about Tamil braille vowels and consonants, vowels sounds represents has a, e, i, o and u same as English braille. The diphthongs are usually pronounced about 1.5 times as long as short vowels. In Tamil braille consonants are a grammar which roughly corresponds to plosives, approximants and nasals. It does not distinguish aspirated and un aspirated consonants. The consonants written same as the voiceless allophones, as voicing is determined by context. Aytam in braille called phoneme written as ..... The aytam suggested to represent the voiced implosive of geminated voiced plosives inside a word.In Tamil braille letters ஜ ஶ ஷ ஸ ஹ and the ligature are called grantha letters. The letters are ழ ற ன corresponding sounds occur only in Dravidian...
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...Thank you, Lou, for being such a perfectionist with the sound and insisting on fixing the audio “mistakes” I couldn’t hear anyway. I am also grateful for the contributions of Maryam Meghan, Jack Cumming, Katarina Matolek, Mauricio Sanchez, Sabrina Stoll, Sonya Kahn, Jennie Lo, Yvette Basica, Marc Basica, and Laura Tien. © Copyright 2009 by Barron’s Educational Series, Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means without the written permission of the copyright owner. Address all inquiries to: Barron’s Educational Series, Inc. 250 Wireless Boulevard Hauppauge, NY 11788 www.barronseduc.com ISBN-13: 978-0-7641-4185-0 (book only) ISBN-10: 0-7641-4185-6 (book only) ISBN-13: 978-0-7641-9582-2 (book & CD package) ISBN-10: 0-7641-9582-4 (book & CD package) Library of Congress Control Number 2008938576 Printed in the United States of America 987654321 Contents Introduction vi Chapter 1: The Vowel Sounds 1 Main Vowel Sounds of American English 1 Production of Vowels 2 /i/ as in...
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...Assimilation of Consonants in English and Assimilation of the Definite Article in Arabic By Hamada Shehdeh Abid Dawood حمادة داود Supervised by Dr. Ahmad Atawneh 2013/2014 Assimilation of Consonants in English and Assimilation of the Definite Article in Arabic Abstract This paper aims at discussing the term assimilation. Assimilation is a phonological process where a sound looks like another neighboring sound. It includes progressive, regressive, coalescent, full and partial assimilation. In addition, contextual assimilation is subject to the environment of sounds where historical assimilation is resulted from the development of languages. In Arabic, it is clear that the /l/ sound in the definite article disappears if followed by coronal consonants. It is, however, concluded that the importance of assimilation is to make pronunciation of a word or speech easier. 1. Introduction Assimilation is an everyday occurrence in every human language, and it is particularly common for nasal sounds (McMahon, 2002, p. 4). Thus, sounds in the environment of other sounds, across morpheme and word boundaries tend to undergo various phonological changes referred to as phonological processes (Ofulue et al, 2010, p. 49). Making a sound more like another in the same or next word in continuous utterance is called assimilation (Oxford Dictionary, 2008). Assimilation usually occurs because two sounds share common features in place or manner. Thus, assimilation of consonants occurs when...
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...AbstractIAbstractPronunciation learning is very important in second language acquisition.However,thebasic knowledge of phonetics has been ignored.Pupils in Hebei province begin to learnEnglish in grade three in the primary school.But there is no systematic knowledge ofphonetics in the textbooks.Phonetics learning needs not only the phonics imitation method,but also the basic knowledge about phonetics.However,with the influence of quality-orientededucation and the western language teaching mode,pronunciation teaching in China tends touse the imitation method and the basic knowledge of phonetics is undervalued.It is worth tonotice that English acquisition environment for Chinese students is different from the West.First,English teachers in China are mostly Chinese.Even if there are foreign teachers,theforeigners teaching force is relatively weak.Second,the language surrounding to the studentsis mainly in Chinese.And students in the oral English class are not active to participate andinteract.Moreover,English belongs to Indo-European language system,while Chinesebelongs to Sino-Tibetan language system.They belong to different language families andthere are many differences in tone,syllable and phoneme.Thus the negative influence ofChinese on the English acquisition is great.Without any basic knowledge of phonetics,thelearners will meet lots of difficulties when they learn a new language which is quite differentfrom their mother tongue.Therefore,the Chinese phonetic teaching only...
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...it, they sell & ship it! Zazzle *** Many resources for writers The Writers Store *** Search hundreds of Literary Agents in seconds! FirstWriter English Korean Phonetic Dictionary ROMANIZED Travel Companion Edition A beginner’s guide to the Korean language By D.L. Bangerter Emergency Word List ambulance bleeding breathless (not breathing) choking doctor food poisoning headache heart heart failure help hospital injured medicine pain painful painkiller pharmacy poison sick unconscious urgent g(k)oo-guuhp-chah pee-nah-yoh soom-ah-moht-sae-oh soom-mahk-hee-dah uuhee-sah s(sh)eek-joong-d(t)ohk d(t)oo-tohng sheem-jahng sheem-jahng-mah-bee d(t)oh-ah-choo-sae-oh b(p)yuhng-wuhn d(t)ah-chee-dah yahk g(k)oh-tohng ah-puuhn j(ch)een-tohng-jeh yahk-gook d(t)ohk-yahk mah-nee-ah-puuh-yoh moo-uuhee-sheek g(k)een-guuhp-hahn 구급차 피나요 숨 못쉬어요 숨막히다 의사 식중독 두통 심장 심장마비 도와주세요 병원 다치다 약 고통 아품 진통제 약국 독약 많이아프다 무의식 긴급한 Public Places airport bank downtown hotel immigration office market (small store) money changer police station post office restaurant subway taxi stop train station travel agency gong-hang eun-haeng beon-hwa-ga hotel cheul-ip-guk-gwalri-so sik-pum-jeom hwan-jeon-sang gyeong-chal-seo u-che-guk eum-sik-jeom ji-ha-cheol taek-si stap gi-cha-yeok-jeon yo-haeng-sa g(k)ohng-hahng uuhn-haeng b(p)uhn-hwah-gah hoh-tehl chuul-eep-gook-gwahl-ree-soh s(sh)eek-poom-juhm hwahn-juhn-sahng g(k)yuhng-chahl-suh oo-cheh-gook...
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...Germany Demographics Profile 2013 Home > Factbook > Countries > Germany Population 81,305,856 (July 2012 est.) Age structure 0-14 years: 13.2% (male 5,499,555/female 5,216,066) 15-24 years: 10.9% (male 4,539,977/female 4,339,221) 25-54 years: 42.2% (male 17,397,266/female 16,893,585) 55-64 years: 13% (male 5,236,617/female 5,354,262) 65 years and over: 20.7% (male 7,273,915/female 9,555,392) (2012 est.) Median age total: 45.3 years male: 44.2 years female: 46.3 years (2012 est.) Population growth rate -0.2% (2012 est.) Birth rate 8.33 births/1,000 population (2012 est.) Death rate 11.04 deaths/1,000 population (July 2012 est.) Net migration rate 0.71 migrant(s)/1,000 population (2012 est.) Urbanization urban population: 74% of total population (2010) rate of urbanization: 0% annual rate of change (2010-15 est.) Major cities - population BERLIN (capital) 3.438 million; Hamburg 1.786 million; Munich 1.349 million; Cologne 1.001 million (2009) Sex ratio at birth: 1.06 male(s)/female under 15 years: 1.05 male(s)/female 15-64 years: 1.02 male(s)/female 65 years and over: 0.76 male(s)/female total population: 0.97 male(s)/female (2011 est.) Infant mortality rate total: 3.51 deaths/1,000 live births male: 3.81 deaths/1,000 live births female: 3.19 deaths/1,000 live births (2012 est.) Life expectancy at birth total population: 80.19 years male: 77.93 years female: 82.58 years (2012 est.) Total fertility rate 1.41 children born/woman...
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...History of English (Source: A History of English by Barbara A. Fennell) The English language is spoken by 750 million people in the world as either the official language of a nation, a second language, or in a mixture with other languages (such as pidgins and creoles.) English is the (or an) official language in England, Canada, Australia and New Zealand; however, the United States has no official language. Indo-European language and people English is classified genetically as a Low West Germanic language of the Indo-European family of languages. The early history of the Germanic languages is based on reconstruction of a Proto-Germanic language that evolved into German, English, Dutch, Afrikaans, Yiddish, and the Scandinavian languages. In 1786, Sir William Jones discovered that Sanskrit contained many cognates to Greek and Latin. He conjectured a Proto-Indo-European language had existed many years before. Although there is no concrete proof to support this one language had existed, it is believed that many languages spoken in Europe and Western Asia are all derived from a common language. A few languages that are not included in the Indo-European branch of languages include Basque, Finnish, Estonian and Hungarian; of which the last three belong to the Finno-Ugric language family. Speakers of Proto-Indo-European (PIE) lived in Southwest Russia around 4,000 to 5,000 BCE. They had words for animals such as bear or wolf (as evidenced in the similarity of the words for these animals...
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...The central focus skills were accuracy and automaticity (and comprehension), with the literacy strategy of cross-checking and increasing high-frequency vocabulary recognition. When River and/or Ali go stuck decoding a word, I often found myself telling them to chunk the words into different parts (i.e. yes//ter//day). Most words that the students encountered, at the GRL A consisted of high-frequency words (I, am, is, etc.) and CVC words (Consonant-Vowel-Consonant words). The specific skills modeled and employed to improve accuracy and decode unfamiliar words included: cross-checking, checking the beginning and ending sounds, chunking, and stretching and blending sounds (Boushey & Moser, 2009). I also had the students practice their high-frequency words and inventive spelling, many times in the form of a game (e.g. POP for Sigh Words, Hang-man, Letter-Word identification), to help with their accuracy as well as fluency. Before, during, and after reading the focus was always what the story about (and the connections students could make to their life experiences). Ali enjoyed the Letter-Word Identification game, played on whiteboards. The game required Ali to identify a letter/digraph, the...
Words: 1437 - Pages: 6
...Richard Chambers / Chicago University Since 1928, Turkish has been written in a slightly modified Latin alphabet which is very nearly phonetic. The Turkish alphabet has 8 vowels (A E I İ O Ö U Ü ) and 21 consonants. The letters Q,W and X do not exist in Turkish. Most letters are pronounced pretty much as you would expect, but some are not. Once the phonetic value of all letters is known, then it is rather easy to pronounce any word one sees or to spell any word one hears.The following letters require explanation: Aa = "a" as in "card" or "dark", never as "a" in"cat" or "back" ( kan = blood ) Cc = "J" as in "judge" ( can= life, soul, pronounced like "John" ) Çç = "ch" as in "church"( çay= tea, pronounced "chay", rhymes with "buy" ) Ee = "e" as in "bed" ( ekmek =bread ) Gg = "g" as in "get" ( gelin =bride ) g ( yumuşak ge [soft g] Never appears as the first letter in a word; essentially silent; sometimes lengthens preceding vowel; sometimes pronounced like "y" in "yet" (dag =mountain, pronounced daa , rhymes with the "baa" of "baa baa black sheep"; diger =other, pronounced diyer ) lı( undotted "i" ) "u" as in "radium" or "i" as in "cousin" (ışık =ligth, ırmak = river ) İi( dotted "i" ) ="i" as in "sit" ( bir = one, pronounced like "beer" ) Jj = "j" as in "azure" (garaj = garage, pronounced as in French & English ) Oo = "o" as in "fold"(okul =school ) Öö German "ö" as in "König" or French "eu" as in "peur"( göl = lake, rhymes with furl) Ss="s" as in "sing", never...
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...Korean Grammar Guide Welcome Korean Alphabets Sentence Order Particles - 는, 가 Particles - 도, 를, 에 Pronouns- This, It, That Nouns - Present, Past Nouns - Nominalizing Verbs Nouns - Numbers and Counting Adjectives - Present, Past Adjectives - Polite [Present, Past] Adjectives - Descriptive Adjectives - Connective Verbs - Present, Past Verbs - Polite [Present, Past] Verbs - Future [Will] Verbs - Continuous Verbs - Connective Verbs - Can Verbs - Have Verbs - Want Verbs - Descriptive I Verbs - Descriptive II Verbs - Speech Adverbs - 부사 Particles - 께/에게/한테 Particles - 으로/로 Particles - 에서, 까지 Particles - 만 [only] Possessive - 의 Conjunctions - And Conjunctions - But Conjunctions - But [는데/은데] Conjunctions - Because, So Conjunctions - Because [때문에] Conjunctions - If Conjunctions - When Conjunctions - While 5W1H Advanced Grammar Comparatives & Superlatives Imperatives - 해, 하지마 Have to - 해야 한다 Allowed to - 해도 된다 I like doing - 하는게 좋다, 하는걸 좋아한다 I think - ~고 생각해 (Opinion) I think - 하는 거 같애 (General) Special Expressions Are you doing? - ~는 거야? [Informal] Are you doing? - ~시는 거예요? [Polite] Are we doing? - 하는 거야 / 거예요? To do something - ~기 위해 Try doing - 해 보다 Of course, I've done it before - 해봤죠 Give the favour of doing - 해 주다 Would you like to go? - 갈래요? Shall we do something? - 우리 뭐 할까? It's cold, isn't it? - 춥지요? Let's do it - 하자 Easy to do / Difficult to do - ~기 쉽다 / ~기 어렵다 I know how - 어떻게 하는지 알아 I'm in the habit of - ~되면 ~게 돼요 Miscellaneous Addressing people Welcome: The...
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