...American English Pronunciation Differences Paco G´omez Contents 1 Pronunciation Differences between British English and American English 2 2 Rhotic Accent 3 3 Differences in Vowel Pronunciation 5 3.1 Change of Diphthong [@U] to [oU] . . . . . . . . . . . . . . . . . . . . . . . . 5 3.2 Change of Vowel [6] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 3.2.1 The Main Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 3.2.2 Changes to [oU] and [2] . . . . . . . . . . . . . . . . . . . . . . . . . . 7 3.3 Change of [æ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 3.4 Change from [ju:] to [u:] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 3.5 Minor Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 3.5.1 Change of [I] and [aI] . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 3.5.2 Changes of [i:] and [e] . . . . . . . . . . . . . . . . . . . . . . . . . . 9 4 Differences in Consonant Pronunciation 9 4.1 Pronunciation of Letter t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 5 Change of Stress 10 5.1 French Loanwords . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 5.2 Ending -ate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 5.3 Suffixes -ary, -ory, -berry, and -mony . . . . . . . . . . . . . . . . . . . . . . 11 6 Changes in Articulation 12 7 Notes 13 1 1 Pronunciation Differences between...
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...particular that are changing their accents to fit in with ‘showbiz’ and the latest trends or for a movie they will play a part in. Within seconds of meeting someone, we make judgements about who they are just by the way they sound. Attitudes towards accents are based more on social connotations and prejudices surrounding the location or social group associated with that accent than on the sound itself. The reason people may be obliged to change their accent is to feel like they fit in and not stand out, so that people from all over the world can understand them and not only their social networks. Some accents evoke a positive response and others, negative, and this is the reason why people change their accent. Accents such as Received Pronunciation (RP) are seen as the borderline – the norm as to how people should sound like. RP is seen as a standard, social accent that is not specific to any one region and is instead identified as a neutral accent used by the well-educated in the world. This prestigious accent of British English was judged most favourable when Strongman and Woosley conducted a study of listeners’ reaction to a range of British accents. RP was found to be associated with intelligence and brought positive connotations of authority and competence. Alternatively, RP can bring about negative connotations such as haughty, unfriendly and cold because of the 2% of the British population that speak RP, it isn’t seen commonly in everyday life unlike regional dialects...
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...Explain Inoue's argument that "the copy precedes the original." Compare the Japanese data to the data presented by Agha, Moore, and/or Kiesling. In this essay I will be discussing Inuoe’s concept of a “copy preceding the original” in terms of her research on Japanese women’s language and then comparing it to the works written by Agha (2003), Moore (2007; 2011) and Kiesling (2004). Agha (2003) concerns himself on the subject of accent and standardised English within Britain, while Moore (2007 & 2011) looks at accent within the Irish context and how the media directly influences its production. The last of these, Kiesling (2004), looks at the origins of the word “dude” becoming an integral part of conversation among both young men and women. All of these contain the same element when it comes to the emergence of a linguistic discourse – a copy precedes the original. Japanese women’s language is first and foremost a series of linguistic constructs and meanings that are only exclusive to women (Inoue, 2006). It is associated with feminine characteristics, such as being delicate, polite, gentle and non-aggressive. All that is women’s language is strictly Japanese – it encompasses history, culture, tradition, and politics, while going against Western culture (Inoue, 2006). While being such an essential component to Japanese-ness, most women (especially those in regional areas and the working class) are not able to produce women’s language, nor have direct access to it (Inoue...
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...factors. Some of these factors include; professional status, regional background, and age. These theories are the accommodation theory and the co-operative principle. The accommodation theory was developed by Howard Giles in the 1970’s. He had the theory we change our speech depending on the conversational needs of the person we are talking to. This either leads to divergence, people’s speech moving apart, or convergence, moving our speech closer to the other person’s style. Furthermore, convergence has the effect of decreasing the social distance between speakers which includes downwards convergence which is moving away from Received Pronunciation. A situation where this would take place could be talking to a friend or relative with a strong regional accent. This contrasts with upwards convergence where a person moves closer to Received Pronunciation. A situation in which this could occur could be when talking to a boss or someone with higher status. Mutual convergence is when both the participants move towards each other’s speech styles which tends to happen when both the speakers like each other. Divergence has the effect of emphasising the differences between two people’s speech styles such as a teacher asserting their authority with a class of students. The co-operative principle was created by H.P Grice in 1975. His theory was that a successful conversation occurs when participants abide by certain rules such as turn taking. He also stated that cooperation between speakers...
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...since I was able to measure the outcomes. At the beginning, the average time spent on phone with a customer was around 17 minutes. But as the time goes through, we finally set goals as a team and reached less than 6 minutes to attend a customer. Also, the differences and the diversification between both US and India were so unexpected that I didn’t know how to interact with the organization. My knowledge about India and its culture were so weak that it wasn’t easy for me to integrate the society. From my personal experience over there, I noticed that cultural understanding was so important when it comes to outsourcing in different countries. I had a big culture shock when I first landed in India. I had a hard time taking a cab and I received many strange looks. I thought that I was going to teach people about how to interact in an American way, but I realized that I had to learn more about their culture before I could start teaching them a westernized mindset. India believes that cows are blessed; I didn’t get that until I introduced our branding item to the employees. Moreover, It did not help much with the Indian employees having such strong accent when it came to them speaking English. I made them realize that if tried hard to drop the accent and speak with an American...
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...As the new academic year opens, Interface Computer College celebrated the Acquaintance Party where Interfacers witnessed a night of beauty and talents. It was held at the Multi-Purpose Hall July 16, 2011. The annual event gave all students the chance to get acquainted to their schoolmates and even to their instructors. It was highlighted by the presentation of school officials, faculty members and staffs where all ICC employees were introduced. It was a night where Interfacers also witnessed an intermission dance number from the newest bunch of ICC instructors. Raffle and gift items from Globe were also given to the lucky ICC students. The new batch of officers and advisers of the different school organizations were also presented, with their oath taking happening in front of the audience. Students showcased their craft and talents with the ICC Got Talent contest, won by Eugenio Bisnan, a 3rd year BSBA student, who treated the audience to a comedy act. Beautiful and handsome freshmen students filled the night with glitz and glamour with the most-anticipated Mr. and Ms. Freshmen competition. Nieson Naviamos and Julie Anne Cabalar stood out of all the lovely candidates that earned them the title Mr. and Ms. Freshmen 2011. First runner-up winners are Princewin Vino and Maricel Flores, while Richard Guittu and Sharmaine Robles won 2nd runner-up. The celebration also gave Interfacers the opportunity to relax, mingle and find new friends, as party-goers were delighted with...
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...WARRED & WHH 1. Location Internship: Jakarta (Kampung Kids, RED NOSE, WARRED), Bekasi (WHH) 2. Time Period: you may see the timeline section in the booklet or the TN form 3. Field: all is about education & children (except RED NOSE that teaching acrobat to children) 4. Task: Actually I didn't really get this question. Of course they will do internship as volunteer here. As for the specific job, please kindly search on the TN Id provided (WHH) TN-In-ID-UI-2013-2117, (RED NOSE) TN-In-ID-UI-2012-2062, (WARRED) TN-In-ID-UI-2012-2096 and Kampung Kids will be raised soon. 5. Arrangements by your LC or the Organization: -> Is the Host Family included? Yes -> Is the food included within the host family or organization? Yes for the family, sometimes no for the organization -> Any certificate will be given after the completition of the internship? Yes (will it be directly from the TN itself or from LC UI, it would be discussed later) 1. General Questions: -> Arrangements with the visa? Any person is allow to ask for a visa or are there nationalities who can not request for one? I have to make sure with the QnS manager, but I think your country would have no problem in obtaining visa of coming here -> EP responsabilities while he is in your LC? attending the welcome/farewell party and behave well in the NGO -> EP requirements: Not spoiled, understanding with all the facilities provided, set their motivation to do the internship (not as a traveller)...
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...English learner ENGLISH LEARNER SHADOWING PROJECT Part I Description Shadowing Project Rationale Throughout the shadowing projects, so much valuable information about English Language Learners and how they learn was gained. Although the student I chose is very bright, he does have disabilities that permits his growth academically therefore qualifying him for Special Education services. This student moved to the United States at the age of 12. He spoke no English at all and had accomplished to learn English on his own determination by speaking with his adoptive parents, playing video games, and watching television. After enrolling in school he was classified and enrolled as an English Language Learner. This student has excelled at tremendous speeds. Now that he is a junior in high school, he is at a high L3 and by test scores would be considered an advanced L4 or early L5. Due to his disability and being in Special Ed classes, he will never be able to advance past a L3 status in high school. As my student was observed one could not help to observe other English language Learners in the class. You will quickly realized that no matter what part of the world people come from weather it is from Mexico, Japan, Iraq Africa or Russia, all English Language Learners begin the learning process at the same starting point, the basics. This shadowing project took place in a Junior Resource English class at Frontier High School. The student that was observed was...
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...differs from register in that it is mainly applied to literary texts or texts which hold strict conventions such as newspapers, poetry, fictional writing and legal documents. Naturally then, to carry out a genre analysis would mean looking at a complete text rather than an excerpt as stated by Biber and Conrad (2009: 17-18) ‘Text excerpts are not adequate for genre analysis, because they do not necessarily represent the linguistic conventions that define the genre’. The data I obtained [Item 1] shows clearly that during the 24 hour period I received a larger range of differing language registers in comparison to the quantity that I produced. Language varieties I received came from a variety of contexts surrounding the text for example, listening to a lecturer deliver a presentation was formal in its approach and address and similarly, watching a BBC news programme where the presenter spoke formally in Standard English (or Received Pronunciation). The formal register in both could be identified through longer, more complex sentence structures and sophisticated vocabulary in addition to little use of contractions or slang. More frequently, I encountered informal registers such as conversations between friends...
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...Contents 1 Introduction..........................................................................................................3 2 Stress.....................................................................................................................4 2.1 2.2 2.3 2.4 2.5 3.1 3.2 Word Stress..........................................................................................4 Sentence Stress....................................................................................5 Shift Stress...........................................................................................6 Contrastive and Emphatic Stress.........................................................7 GA versus RP.......................................................................................7 Approach............................................................................................10 Results................................................................................................11 3 Research: Word Stress in GA and RP..............................................................10 4 Conclusion...........................................................................................................12 5 Bibliography........................................................................................................13 6 Appendix: Assessment of Recordings and Questionnaire...................................14 1. Introduction As the title suggests, this term paper deals...
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...again / gen/ or / ge n/). The phenomenon also applies to words that exhibit different stress patterns (e.g. controversy /k n tr v si/ or / k ntr v :si/) with no change in meaning or grammatical category. The existence of phonological free variants is caused by different types of factors. These include ongoing sound changes (e.g. / /-/ :/ for sure in BrE representing the general replacement of / / by / :/ in the system) or phonetic and/or phonological processes such as assimilation, dissimilation, epenthesis or liaison (e.g. / febju ri/ for February –as well as / febru ri/– due to dissimilation of the two nearby /r/s). Sociocultural aspects such as speakers’ awareness and knowledge or beliefs about the relationship between spelling and pronunciation in the mother tongue or in foreign languages are also a fruitful source of free variation (e.g. / we stk t/ for waistcoat as well as the former / westk t/-/ westk t/ in an attempt to follow more closely regular sound/spelling correspondences). Independently of the causes of phonological free variation, phonological free variants can be related to different variables studied by...
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...INTRODUCTION The title of this work is “Australian English” The work which is presented deals with the study of the Australian English Language, about its pronunciation, regional variations, vocabulary. The Australian English is a language with its own peculiarities and it differs a lot from Standard English and the other variants because it has its own history and development. There appeared a large number of new words in each variety of the English language because of historical, political, different socio- economic events and of course it has affected to the Australian English. I wanted to learn more about the appearance, development and using nowadays of the Australian English language. The aims of this work are: -To study the difficulties of using and understanding the words in AusE -To define cultural peculiarities of AusE speakers The topicality of this work is explained by the interest to the difference of Australian English between the other English variants and to the practical usage of the vocabulary. The theoretical value of this work is determined by necessity of the comprehensive analysis of Australian English because every language allows different kinds of variations: geographical or territorial, stylistic and others. It is very important to use up- to –date information of the western scientists who are concerned nearly to the English linguistics. The practical value is seen in rising interest to the English...
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...Voice Communications Guide Phonetic Alphabet | Letter | Word | Pronunciation | A | ALFA | AL FAH | B | BRAVO | BRAH VOH | C | CHARLIE | CHAR LEE or SHAR LEE | D | DELTA | DELL TAH | E | ECHO | ECK OH | F | FOXTROT | FOKS TROT | G | GOLF | GOLF | H | HOTEL | HOH TELL | I | INDIA | IN DEE AH | J | JULIETT | JEW LEE ETT | K | KILO | KEY LOH | L | LIMA | LEE MAH | M | MIKE | MIKE | N | NOVEMBER | NO VEM BER | O | OSCAR | OSS CAH | P | PAPA | PAH PAH | Q | QUEBEC | KEH BECK | R | ROMEO | ROW ME OH | S | SIERRA | SEE AIR RAH | T | TANGO | TANG GO | U | UNIFORM | YOU NEE FORM or OO NEE FORM | V | VICTOR | VIK TAH | W | WHISKEY | WISS KEY | X | XRAY | ECKS RAY | Y | YANKEE | YANG KEY | Z | ZULU | ZOO LOO | Number Pronunciation Guide | Numeral Spoken As 0 ZE RO 1 WUN 2 TOO 3 TREE 4 FOW ER 5 FIFE 6 SIX 7 SEV EN 8 AIT 9 ...
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...frequently used to communicate even in final exam at Senior High School. That is why listening is an important skill that empowers students to learn more deeply and effectively. A good situation in listening has to be created with proficiency of receiving, interpreting and reacting to the messages received from the communication sender. Practicing listening technique in most of Indonesian senior high school are plenty, but unfortunately, most of them are also ineffective. It occurs because most of the techniques that used in listening classes are common. According to Richard, “technique is implementational- that which actually take place in the classroom.” The techniques such as listening with tape recorder, radio tape, or dictation are not very effective in practice as many disturbances will occur. Like the media such as tape recorder or radio tape can be the source of disturbance. Old devices usually have many noises are very irritating students. Teachers who teach listening practice by dictation will get exhausted speaking the entire listening material and must repeat if students do not understand. Students will be getting confused by this technique if teachers have poor pronunciations. Thus, these old...
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...information gathering interview. Interpersonal Communication Interpersonal communication is the process of exchanging information, feelings, and meaning through verbal and non-verbal messages. Volume The volume of Jordan’s voice was loud and easy to hear. Rate The rate of Jordan’s speaking was slow enough to easily process. However, his rate was not too slow, which would have probably caused the listener to become impatient. Inflection Jordan’s voice had enough inflection to where it was interesting to listen to him speak. This was a serious interview, though. Too much inflection in this interview may have made him seem too informal or not serious enough about the audit interview. Pronunciation Jordan missed a few verbal pronunciations. He struggled on pronouncing a few of the words, one being “patron.” This is understandable in this mock interview because if Jordan were really a movie theatre owner, he would probably be able to pronounce all the words in the industry. Kinesics Kinesics is the study of posture, movement, gestures, and facial expression. Space Jordan kept the category of space labeled personal distance while he was being interviewed by Ruby. He was about 3 feet away from Ruby, which fits into the personal distance range of 18 inches to 4 feet. Touching Jordan and Ruby began the interview by introducing themselves and touching in the form of a handshake. This was the only form of touching that was involved...
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