...Frequent Errors in English Grammar: Articles and Possessive Markers Keiko Muto-Humphrey 1. Introduction During past decade or so, The Ministry of Education, Culture, Sports, Science and Technology (MEXT) has been making increasing efforts to shift the focus of EFL pedagogy from “correctness and accuracy” in English to “communicative ability” (MEXT 1998). In response to this, much emphasis has been placed on students’ ability to express themselves orally in class. This has, however, had the (undesired) effect of grammar and lexis being minimised in schools. We are now at a stage whereby the overwhelming majority of students enter universities with an insufficient knowledge of grammar and lexis. This paper will examine two error patterns committed by Japanese studying English as a second language: the genitive markers of/’s indicating possession; and the English article system a/an/the. The former is concerned with the misuse of the English preposition of, which I consider to originate in the L1. The analysis shown below manifests that it is difficult for Japanese students to distinguish between of and ’s: a comparison of this will ensue. The latter originates in the misuse/overgeneralisation of learning strategies: the usage of articles: a/an/the. The Japanese language lacks an article system, making this, “one of the greatest problems for Japanese learners [and this] is vividly revealed in the high frequency of mistakes,...” (Kimizuka 1968:78). After analysing the two...
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...Incidental and Intentional Learning JAN H. HULSTIJN 1 Introduction There are two popular views on what it means to learn a second language. One view holds that it means months and even years of “intentional” study, involving the deliberate committing to memory of thousands of words (their meaning, sound, and spelling) and dozens of grammar rules. The other, complementary, view holds that much of the burden of intentional learning can be taken off the shoulders of the language learner by processes of “incidental” learning, involving the “picking up” of words and structures, simply by engaging in a variety of communicative activities, in particular reading and listening activities, during which the learner's attention is focused on the meaning rather than on the form of language. These popular views on intentional and incidental learning reflect, at best, only partially the ways in which these terms have been and are being used in the academic literature. Some empirical researchers attribute to them only a specific methodological meaning, in the context of laboratory-type learning experiments. Apart from this methodological sense, incidental and intentional learning have been given various interpretations, sometimes indistinguishable from two more widely used terms, namely implicit and explicit learning, respectively. There are virtually no experimental L2 grammar learning studies which are explicitly presented as “intentional” learning studies...
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...MODULE A2003 ENGLISH FOR TECHNICAL PURPOSES 2 INTRODUCTION and GUIDE CURRICULUM GRID | TOPIC |UNIT |TIME ALLOCATED | |Application for Industrial Attachment |1 |4 weeks (8 hours) | |Processes and Procedures |2 |4 weeks (8 hours) | |Instructions |3 |3 weeks (6 hours) | |Description of Object |4 |3 weeks (6 hours) | UNIT 1 : APPLICATION FOR INDUSTRIAL ATTACHMENT 1. Letter of Application for Attachment for Industrial Training 2. Confirmation by Telephone for Industrial Attachment 3. Thank You Letters UNIT 2 : PROCESSES AND PROCEDURES UNIT 3 : INSTRUCTIONS UNIT 4 : DESCRIPTION OF OBJECT Introduction This module is designed for second semester students taking technical courses at the polytechnic. The learning materials provided in the module will help you improve your language proficiency to handle communication situations as well in English. The module is designed for 30 contact hours. This includes assessments and class activities. General...
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...|Subject |T |P/D |C | | |English |2+1 |- |4 | | |Mathematics - I |3+1 |- |6 | | |Mathematical Methods |3+1 |- |6 | | |Applied Physics |2+1 |- |4 | | |C Programming and Data Structures |3+1 |- |6 | | |Network Analysis |2+1 |- |4 | | |Electronic Devices and Circuits |3+1 |- |6 | | |Engineering Drawing |- |3 |4 | | |Computer Programming Lab. |- |3 |4 | | |IT Workshop |- |3 |4 | | |Electronic Devices and Circuits Lab |- |3 |4 | | |English Language Communication Skills Lab. |- |3 |4 | | |Total ...
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...Student Number: XXXXXXX Employment ORGB 424 CHERIF ATALLAH Individual Assignment: Job analysis M Pxxx Student Number: Employment ORGB 424 CHERIF ATALLAH 08 Fall 08 Fall Contents: 1. Introduction……………………………………………………………. 3 2. Job Analysis………………………………………………………………4 3. Inventory of job duties and tasks………………………………..7 4. Analyzing the knowledge, skills and abilities.……………..11 5. Critical tasks……………………………………………………………..17 6. Selection plan……………………………………………………………19 7. Internal and external recruitment..…………………………….21 8. Critical dimensions #1……………………………………………….23 9. Critical dimensions #2……………………………………………….25 10.Conclusion………………………………………………………………...28 11. Appendix #1……………………………………………………………..29 12. References……………………………………………………………......30 Introduction The principle use of this assignment is to correlate the theories behind the staffing model and techniques. Before deciding the job requirements and specifications for hire, a manager must determine what are the tasks and duties necessary to accomplish the job efficiently. A job analysis must be done periodically due the introduction of new technologies; tasks will change and need to be adapted. Job Analysis There are three (3) key points that have to be taken into consideration when performing a job analysis. (Milkovich, Newman & al 156) 1. There is no signal method to proceed with the analysis but a range of technique is more advantageous. 2. There should...
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...Business Communication in English Parts I & II TMAENG17R1(E) 2015-2016 Contents 1 Introduction - 3 - 2 Programme - 4 - Programme Block 1 - 4 - Programme Block 2 - 5 - 3. Attendance ……………………………………………………………… ……………...6- 4. Literature ………………………………………………………………………………- 6- 5 Assignments Blocks 1 & 2 - 7 - Block 1: Oral Group Assignment - 7 - Block 2: Oral assignment - 9 - 6. Written Test - 10 - 7. Assessment Blocks 1 & 2 - 11 - 1 Introduction Welcome to the first English courses at TMA. In the next four years you will acquire a lot of knowledge and many skills for your future career. You will learn how to write a marketing plan and how to implement it, how to import and export products from and to Asia and how to do business with people from another culture. In this way you will lay the foundation for a career in international business. One skill you will certainly need in Asia is a good command of business English. These courses will help you acquire the specialised vocabulary that you will need. The words and expressions that you are going to learn are different from the words used in everyday English, so most of them will be new to you. Furthermore, you will develop your reading skills through reading texts in business English. In order to be able to express yourself in proper English you will also spend some time refreshing your knowledge of the English grammar. You will do all kinds of exercises, both in class...
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...vgaikwad@kean.edu Office Hours: M & Th 2-4 pm; T and F 10 – 12 am; W 2-4 pm ------------------------------------------------- Class Times: Mondays & Thursdays 16:00 – 17:45 (W2) Course Description: Develop reading, writing, and vocabulary in English for General Education courses. Pass/Fail. Institutional credit only. Course Objectives: A. Develop reading and comprehension strategies B. Develop vocabulary for English for general academic purposes C. Develop general academic writing skills D. Develop as a writer in response to reading E. Develop critical thinking skills F. Develop awareness of the written text as the basis of higher education G. Locate and use language and research tools Required Textbooks: Slaght, John and Anne Pallant. English for Academic Study: Reading and Writing. 2012 edition – Source Book. Garnet Books, 2012 Slaght, John, Paddy Harben and Anne Pallant. English for Academic Study: Reading and Writing. American Edition – Course Book, 2009 Supplementary Materials: See attached Reading List Online Resources: Dictionary: http://dictionary.reference.com/ Purdue Online Writing Laboratory: http://owl.english.purdue.edu/owl/ WordReady: Academic English. Garnet Education. http://www.garneteducation.com/Book/629/WordReady.html Course Content: A. Reading Strategies as applied to General Education readings 1. Predicting/pre-reading 2. Surveying 3. Using graphic organizers 4. Recognizing...
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...Chemistry I. Along with school, I was briefly working two jobs and volunteering twice a week. I decided only to keep one job because it was too hectic. My title for the job I kept is Student Success Leader, which is similar to a peer-counselor. With the other brief job, I was a tour guide for the CUNY-wide College Explorers program, which gives tours to middle school students, with the intent of having them go to college. I volunteer for South Bronx United, where I serve as a youth tutor to high school students. I was also offered an opportunity to work as a tutor for the math department at BCC, seeing how well I did on the placement exam and both my Calculus courses, I declined the offer because of all the tasks I was doing. Lastly, I was offered an opportunity by general chemistry II professor to do research with him. The research is on “the Determination of chemical composition in rainwater and snow in different locations at Bronx Community College of City University of New York (BCC).” In the end, I decided not to do the research as I was trying to make going to classes, working and volunteering along studying and doing homework all happen. I am also in a program called Academy for Transition to Health Professions (ATHP), which is an exclusive program that gives students with a strong academic potential to excel at the...
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...All in all we have learned that English 13 tackles with different ways of writing paragraphs and essays with the guidance of our teacher. We learned that to make an effective paragraph you have to make a point, support the point, organizing and connecting the evidence. We also learned that the different types of paragraphs whether it is exemplification, narration, descriptive, process, cause & effect, compare/contrast definition paragraph or division/classification and how to make it in our own. We also have learned that in writing and developing an essay you need to formulate your introduction, grabber, thesis statement, summary sentence and conclusion. With all of these activities you guide us ma’am in how to make and improve writing our paragraphs and essays. First and foremost, we would like to thank to our supervisor of this project, Miss Jennifer Chiongson, for the valuable guidance and advice. She inspired us greatly to work in this project. Her willingness to motivate us contributed tremendously to our project. We also would like to thank her for giving us her time, patience to give us knowledge in what English 13 is all about. Besides, we would like to thank the authority of Ateneo de Davao University (AdDU) for providing us with a good environment and facilities to complete this project. We would also like to thank God for guiding us to goodness and giving us the opportunity to live without complications. Finally, an honorable mention goes to our families...
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...the other lords rebelled, resulting in the capture and imprisonment of Mary in England. This ultimately made the task of placing Mary on the English throne much more difficult. The hasty actions of Pius V proved to...
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...16, 2014 Outline I. Topic Gender and Number Agreement in the Oral Production of L1 Arabic Among Bilingual Arab-Americans. II. Thesis Statement This study investigates Arabic heritage speakers’ knowledge of gender and number agreement and concord morphology in two syntactic contexts; subject-verb agreement and noun-adjective agreement. Additionally, how does their dominant language (English) may affect the correct usage of gender and number agreement in the two syntactic contexts. III. Hypothesis There is a negative influence of the dominant language (English) on the mastering gender and number agreement in Arabic among bilingual Arab-Americans. IV. Methodology A. Participants: Ten participants (Bilingual Arab-Americans). B. Data Collection Two tasks: 1. Oral-production task: includes the description of 10 pictures via PowerPoint. The purpose of this task is to produce examples of subject-verb agreement in Arabic as the following: a. human-singular masculine. b. human- singular feminine. c. human- plural masculine. d. human- plural feminine. 2. The second task is: Demonstrate and compare these pictures; each picture has contrastive adjectives, For example, happy/sad. Five pairs-pictures. The purpose of this task is to elicit examples of noun-adjective agreement in Arabic as the following: a. human-singular masculine. b. human- singular feminine. ...
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...MUET/RSQ800 MALAYSIAN UNIVERSITY ENGLISH TEST (MUET) REGULATIONS, TEST SPECIFICATIONS, TEST FORMAT AND SAMPLE QUESTIONS The information in this booklet applies to the end-2008 MUET and thereafter until further notice. 1 MAJLIS PEPERIKSAAN MALAYSIA (MALAYSIAN EXAMINATIONS COUNCIL) CHIEF EXECUTIVE MALAYSIAN EXAMINATIONS COUNCIL BANGUNAN MPM, PERSIARAN 1 BANDAR BARU SELAYANG 68100 BATU CAVES SELANGOR DARUL EHSAN MALAYSIA Telephone: 03-6136 9663 Facsimile: 03-6136 1488 Email: ceo@mpm.edu.my Website: www.mpm.edu.my © Malaysian Examinations Council 2006 All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopied, recorded or otherwise without prior permission in writing to the Chief Executive, Malaysian Examinations Council. 2 NATIONAL EDUCATION PHILOSOPHY Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a belief in and devotion to God. Such effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving a high level of personal wellbeing as well as being able to contribute to the betterment of the family, the society and...
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...Robert I, the Bruce Born on July 11, 1274, at Turnberry Castle in Ayrshire Scotland, Robert Bruce also known as Robert the Bruce is known as Scotland’s greatest hero. Yet, the movie Brave Heart would have you think William Wallace takes that title, making Bruce out to be nothing more than a self-serving opportunist. History however, shows us that Robert Bruce was the patient and cunning leader that Scotland needed to face the King of England Edward I, and later his son Edward II, to win Scottish independence from England. Family Background Robert’s father was known as Robert de Brus, 6th Lord of Annandale, descendent of David I with a distant connection to Scottish royalty. His mother was Marjory Countess of Carrick a lady of Gaelic decent. Robert the Bruce was married to Isabella of Mar in 1295 and later Elizabeth de Burgh in 1302. He fathered five legitimate children and several bastard children between the two marriages. Early life of Robert the Bruce The struggle for control of Scotland began in 1286 when Alexander III died leaving his infant grandchild Margaret to rule. In 1292, John Balliol was selected by some Scottish auditors to be King of Scotland. This caused a dispute on who should rule and King Edward I of England was asked to settle the dispute. John Balliol was Robert the Bruce’s rival to the throne. In 1292, at the age of 18, Robert the Bruce and his father pledged loyalty to Edward I at Berwick upon Tweed. Robert the Bruce’s lands and titles in...
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...Senior School Prospectus 2014 Yr 10/VCE/VCAL/VET 2013 College Captains [pic] Madeline Hallett, Jake Thomas, Arnela Dug, Elias Joseph Contents |Contact Details |Page 3 | |Glossary of Terms |Page 4 | |Key Dates |Page 5 | |Year 10 overview |Pages 6 -10 | |Core Unit Descriptions |11 -30 | |Vocational Pathway Course Overview |31 - 32 | |Victorian Certificate of Education (VCE) Overview |33 - 37 | |Victorian Certificate of Education (VCE) Subjects |38 - 66 | |Victorian Certificate of Applied Learning (VCAL) Overview ...
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...OF THE STUDY The word is growing digital every second in time with the evolution of new ideas radically transforming every facet of human endeavors and lives generally. There is a great potential for significant improvement our lives as a result of the new technological advancement will depend entirely on the spread with which we adapt to it. Oxford advanced learners dictionary: Information is fact or details about something while technology is the scientific knowledge used in practical ways in industry. In the word of Hornby (1982), information is the giving of knowledge or news while technology is defined as the study mastering and utilization of manufacturing and industrial methods, systematic application of knowledge to practical task in any industry. Information technology can be defined as the science and activity of using computers and other electronic equipment to store and send information. Information technology could be best defined as the various technologies and the application which includes all aspects of the use of computer, micro-electronic devices, satellite and communication...
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