Assignment applied linguistic Year 4 semester II

Click here to download

6:07:00 AM   by bonnharachun.blogspot.com ·   0

Tasks for Teacher Education: A Reflective Approach (Coursebook + Trainers' Book)

Designed specifically for classroom use with teachers in training, this new Coursebook addresses a wide range of teaching issues, such as skills integration, lesson planning, and dealing with different learning styles. An up-to-date, highly adaptable approach emphasizes reflection and discussion as well as active research.
- Hands-on tasks encourage self-awareness of teaching/learning skills.
- Self-contained units can be used in any order.
- Structured as a comprehensive training course - no need to adapt or supplement.

File Tasks for Teacher Education - Coursebook.pdf

File Tasks for Teacher Education - Trainers Book.pdf

6:46:00 AM   by bonnharachun.blogspot.com ·   1

Advice for Student Teachers

Advice for Student Teachers

Words of Advice for My Sisters on Student Teaching

   If you wanted to see and have Norton University Practicum    Cover Pages Please Click here

                                                                                                
                                                                                          Lesson plan Please Click here

                                                                                 Thank-You Letter Please Click here

For some, a full-time student teaching experience can be quite nerve-wracking. It is something that is looked forward to from the very first day in the School of Education, yet it is very easy to feel unprepared or unready for such new responsibilities. My own student-teaching experience took place during the first semester of my senior year. There were several times throughout the semester that I became quite frustrated with the fact that as my friends’ class schedules were winding down and easing up, mine was at an all-time high regarding responsibility and work. Not to mention, waking up at 6:30 in the morning Monday through Friday was a factor far from my friends’ minds as they prepared for a fun night out on the town with friends.
However, I can honestly say that my time spent in the classroom for my full-time practicum proved to be the most enjoyable, rewarding, and downright fun semester of my four years spent at Boston University. It was during that semester that I knew I was meant to be a teacher. The actual process of teaching, lesson-planning, attending parent-teacher or faculty meetings, staying after school much later than was necessary, etc. proved to me that being a teacher is something I can not only do well, but something I truly want to do. Sitting in lectures and writing papers can only teach a college student so much about the responsibilities and requirements of what is to come once you enter a classroom; however, I can promise you that a semester spent within a classroom full-time, taking on the duties of a teacher, will teach you much more than a book ever could.
After much reflection and thoughtful consideration regarding my own student-teaching experience, I have devised a list of 5 key points which I remember being quite helpful towards my practicum learning experience:

• Arrive at school earlier than is required. Stay after school. Attend parent-teacher and faculty meetings. I’m sure that right now you’re saying to yourself, “Yeah right.” You think that the last thing you are going to want to do is spend even more time at your practicum school. However, you will find that taking on the responsibilities of a teacher is something that you will truly want to do. Simply put, the more you are at the school the more you learn. You have been given a wonderful opportunity to surround yourself with the resources, people, and settings that will help your future career as a teacher. Take advantage of it while you can!
• Take notes. Yes, it may be difficult to take notes during a full-time practicum, especially because you should be active with the children most of the time. However, I would advise that during a free period or at the end of the day to jot down a few ideas or helpful points that you have noticed around the classroom or during any lessons. This will not only help you during your take-over weeks, but it is something that you will always have in the future when it comes time for you to take over your own classroom. Also, taking pictures or drawing diagrams of the setup of the classroom is an idea which I found quite helpful as well. These pictures can then be printed out, kept with your notes, and referred back to in the future. Once again, a helpful idea for when you land a teaching job.
• Establish relationships with each child. To my amazement, I have witnessed a few student teachers who have neglected to spend time with their children aside from teaching a lesson. It is your job as a teacher to not only carry out academic lessons but also to ensure each and every child that you are interested in anything he/she says or does. For instance, during snack-time, try not to sit in the back of the room and correct homework. Instead, grab a rolling chair, spend a few minutes at each table or desk, and talk with the kids. Also, go outside with your class during recess and play games with you students. You’d be surprised how something so simple to you or I could make the biggest impact in a child’s world. This sort of thing will help to establish a great teacher-student relationship, helping the students to feel as though you are not only their teacher and disciplinarian, but that you can also relate to them on a more casual and less academic level.
• Know the principal. This is perhaps the most important to remember while student teaching. The principal is there to help and guide you; to make sure that your experience in his/her school is the most beneficial to your learning experience. Meet with him/her at least 4 times throughout the semester. Ask questions. Ask a lot of questions. This is someone who interviews potential teachers. He knows what to look for in a resume, a cover letter, and most importantly, a teacher. The principal of my school was more than willing to take a look at my resume and cover letter in order to tell me what was good and what I should change. Not to mention, he provided me with the types of questions that are typically asked on an interview. The principal is absolutely someone you want to get to know, not only to ensure that your time spent in his school is a positive one, but for future references as well. As mentioned before, take advantage of the resources that are available to you.
• Take initiative. Do not be afraid to ask your cooperating teacher to accommodate your learning experience in any way that you feel will be beneficial. An important thing to remember while student-teaching is that your cooperating teacher is there for you to learn from, but also to aid your development of becoming a teacher. Therefore, the lines of communication between you and your teacher must be wide open for you to get the most out of your practicum experience. Ask her to photocopy any handouts that you might want to keep for the future, provide you with feedback on your teaching skills/abilities as often as you feel necessary, or leave you alone with your class for a significant period of time prior to your takeover weeks. Requests such as these are ones which cooperating teachers are prepared to accommodate. If there is anything you feel can better help you become a great teacher, simply ask. He/she is there to help!

8:47:00 AM   by bonnharachun.blogspot.com ·   0

assingment grammar and reading 3semester 2 (some and any)

SOME AND ANY (advance learner)


Download please click on folder below

8:57:00 AM   by bonnharachun.blogspot.com ·   0

Revision Guidelines for Semester I Exam Linguistic

                        Revision Guidelines for Final Exam

Section A: Definition of linguistic terms

Chapter 1

1.       Slang: is the non-standard use of language, and slang expression are those that we use in everyday, informal communication.

2.       Dialect: organized in regions along the Atlantic coast. Each dialect has its own sub-dialects.

3.       Idiomatic expression:

4.       Technical word: word s which are limited to English of specific subjects, topics or solutions.

Chapter 2

1.       School curriculum: probably many Ss learn the language because it is on the school curriculum whether they like or not.

2.       Advancement: some people want to study English because they think that it will offer them a chance to get promoted and to get a better job.

3.       TLC: Target Language Communication some learners learn the language because they want to live in a target language community. They learn English to survive in that community.

4.       ESP: English for Specific Purpose

5.       EOP: English of Occupational Purpose

6.       EST: English for Science and Technology

7.       Culture: some Ss learn the language because they are attracted to the culture of one of the TLC. They learn because they want to know more about the culture, people, the place, and the writing.

8.       Motivation: is some kind of internal drive that encourages somebody to pursue a course of action.

9.       Extrinsic motivation: concerned with factors outside classroom.

10.   Intrinsic motivation: concerned with factors inside classroom.

11.   Integrative motivation: this kind of motivation Ss need to be attracted by the culture of TLC, and they wish to integrate themselves into that culture.

12.   Instrumental motivation: Ss believe that mastery of the target language will be helpful in getting them a better job, position of the status; language is an instrument in their achievement of such goal.

13.   Physical condition: refer to the classroom that is badly lit and overcrowded can become de-motivated.

14.   Method: the teacher uses to teach the Ss should have some effect on their motivation. If it bring the Ss will become de-motivated.

15.   Teacher: all Ss want a teacher who is fun or one who understands them. The teacher should motivate the Ss through enjoyable and interesting class and build confidence for all Ss.

16.   Success: the Ss’ success and failure depend on the teacher. So when setting the activities, teacher should consider the level of the Ss.

Chapter 3

1.       Pronunciation: is the way in which a language or particular word or sound is pronounced.

2.       Sound: which words, or which parts of a word, you say loudest and longest.

3.       Stress: is an extra force used when pronouncing a particular word or syllable.

4.       Intonation: is the rise and fall of the voice in speaking, especially as this affects the meaning of what is being said.

5.       Accent: mode of pronunciation characteristic of group of people or region.

6.       Grammar: is the rule in a language for changing the form of words and joining them into sentences.

7.       Vocabulary: language Ss need to learn the lexis of the language. They need to learn what words mean and how they are used.

8.       Lexis: all word forms having meaning or grammatical.

9.       Context: paragraphs surrounding a word or sentence function.

10.   Discourse: is the use of language in speaking or writing in order to produce meaning.

11.   Language function: is the basis of what purpose we wish to achieve or performs the function of congratulation as soon as the word is out of your mouth.

12.   Discourse organization: at the same time as Ss are studying grammar, vocabulary, and language functions, we can encourage them to work on the way they organize what they say and write.

Chapter 4

1.       ELT: English Language of Target

2.       Lexical set: refer to what words can be grouped and it can help people learn new words.

3.       Word stress: is usually marked with a small line just before the stressed syllable, e.g. ‘record, re’cord.

4.       Sentence stress: is important for two reasons.

Ø  First, the rhythm of English speech tends to bound along from stressed syllable to stressed syllable.

Ø  The second reason why stress is so vital is that we clear stress words which we think are important to the meaning of what we want to say

5.       IPA: International Phonetic Alphabet as it used for standard British English and standard American English.

CHAPTER 5:

1.       Phonemes: are the different sounds within a language.

2.       Consonant sound: may be voiced or unvoiced (voiceless).

3.       Vowel sound: are all voiced, and may be single (like /e/, as in let, or a combination, involving a movement from one vowel sound to another (like /ei/ as in late); such combinations are known as diphthongs.

4.       Voiced consonant:  b, z, d, g, m, n, ɪ, r, v, j, ð, 3, d3, ng

5.       Unvoiced consonant: p, t, k, ts, f, s, h, th, sh

6.       Single vowel: æ, i:, I, u, u:, e, A, ……

7.       Short vowel: ɪ, u, e, æ, ʌ, ɒ

8.       Long vowel: I, u, ɑ:, ɔ:, ɜ:

9.       Diphthong: Sounds which consist of a movement or glide from one vowel to another.

      Examples:

• ɪə : beard, weird, fierce, ear, beer, tear

• eə: aired, cairn, scarce, bear, hair,

• ʊə: moored, tour, lure, sure, pure

• eɪ : paid, pain, face, shade, age, wait, taste, paper

• aɪ: tide, time, nice, buy, bike, pie, eye, kite, fine

• ɔɪ: void, loin, voice, oil, boil, coin, toy, Roy

• əʊ: load, home, most, bone, phone, boat, bowl

• aʊ: loud, gown, house, cow, bow, brow, grouse

10.   Triphthong:

      A triphthong is a glide from one vowel to another and to a third, all produce rapidly and without interruption. For example, a careful pronunciation of the word ‘hour’ begins with a vowel quality similar to ‘ɑ:’, goes on to ‘ʊ’ then ends in ‘ə’.

• It says /aʊə/

• Triphthong : 5 closing diphthongs with ‘ə’ added on the end.

- eɪ + ə = eɪə . as in layer, player

- aɪ + ə = aɪə. as in lire, fire

- ɔɪ + ə = ɔɪə, as in loyal, royal

- əʊ + ə = əuə, as in lower, mower

- aʊ + ə = auə, as in power, hour.

11.   Suprasegmental feature: are features of speech which generally apply to groups of segments, or phonemes.

12.   Plosive: a complete closure is made somewhere in the vocal tract, and the soft palate is also raised. Air pressure increases behind the closure, and is then released ‘explosively’, e.g. /p/ and /b/

13.   Affricative: a complete closure is made somewhere in the mouth, and the soft palate is raised. Air pressure increases behind the closure, and is then released more slowly than in plosives, e.g. /ts/ and /d3/

14.   Fricative: when two vocal organs come close enough together for the movement of air between them to be heard, e.g. /f/ and /v/

15.   Nasal: a closure is made by the blade of the tongue against the palate, the soft palate is lowered, and air escapes through the nose, e.g. /m/ and /n/

16.   Lateral: a partial closure is made by the blade of the tongue against the alveolar ridge. Air is able to flow around the sides of the tongue, e.g. /l/

17.   Approximant: vocal organs come near to each other, but not so close as to cause audible friction, e.g. /r/ and /w/

18.   Bilabial: using closing movement of both lips, e.g. /p/ and /m/

19.   Labio-dental : using the lower lip and the upper teeth, e.g. /f/ and /v/

20.   Alveolar: the blade of the tongue is used close to the alveolar ridge, e.g. /t/ and /s/

21.   Palat-alveolar: the blade (or tip) of the tongue is used just behind the alveolar ridge, e.g. /ts/ and /d3/

22.   Palatal: the front of the tongue is raised close to the palate, e.g. /j/

23.   Velar: the back of the tongue is used against the soft palate, e.g. /k/ and /ng/

24.   Glottal : the gap between the vocal cords is used to make audible friction, e.g. /h/

25.   Close front vowel:  is produced when the front of the tongue is the highest part, and is near the roof of the mouth. /i:/ bead

26.   Close back vowel: is produced when the back of the tongue is the highest part, and is near the roof of the mouth. /u:/  food

27.   Mid front vowel: is the symbol in the IPA that represents this sound is /e/ left

28.   Mid center vowel: is the symbol in the IPA that represents this sound is /er/ about

29.   Mid back vowel: is the symbol in the IPA that represents this sound is / / call

30.   Open front vowel: is produced when the front of the tongue is the highest part, but the tongue itself is low in the mouth. / æ/ hat

31.   Open center vowel: is the symbol in the IPA that represents this sound is / / run

32.   Open back vowel: is produced when the back of the tongue is the highest part, but the tongue itself is low in the mouth. / / dog

33.   Manner of articulation: is the configuration and interaction of the articulators (speech organs such as the tongue, lips, and palate) when making a speech sound.

34.   Place of articulation: is the point of contact where an obstruction occurs in the vocal tract between an articulatory gesture, an active articulator (typically some part of the tongue), and a passive location (typically some part of the mouth).

35.   Phonetics: the study of the sounds made by the human voice in speech

36.   Phonology: is the study of the speech sound of a particular language.

CHAPTER 6:

1.       Morphology: is the study of the form of the language.

2.       Morphemes: is a minimal unit of meaning or grammatical function in a language.

3.       Free morphemes: are morphemes that can stand by themselves as single words.

4.       Bound morphemes: are morphemes which cannot normally stand alone, but which are typically attached to another form, Ex: re-, -ist, -ed, -s

5.       Lexical morphemes: a free morpheme that carries the content of the message3s we convey.

6.       Functional morphemes: a free morpheme that is used as a function word.

7.       Derivational morphemes: A bound morpheme that is used to make new words or to make words of a different grammatical category from the stem.  

8.       Inflectional morphemes: A bound morpheme that is used to indicate aspects of the grammatical function of a word.

9.       Morphological description: a full description of English morphology will have to take account of both historical influences and the effect of the borrowed elements.

10.   Morphs: are the actual forms used to realize morphemes.

11.   Allomorphs: are variations of morph or are the different forms of morph.

CHAPTER 7:

1.       Coinage: form proper names and the names of products.

2.       Borrowing: is the process of taking over words from other languages.

3.       Compounding: is when two or more words are combined together to form another new word.

4.       Blending: is the process of taking only the beginning of one word combined with the end of other word.

5.       Clipping: is a word that is shortened with one or more syllables omitted.

6.       Backformation: reduction parts of the words to create a new words.

7.       Conversion: a change in the function of a word as, for example, when a noun comes to be used as adverb, without any reduction.

8.       Acronym: the initial letters of words are combined in a way that produces consonant and vowel.

9.       Derivation: the formation of a word from another word or from a root in the same of another language.

10.   Prefix: are words, letters, or numbers placed before other words.

11.   Suffix: are morphemes added at the end of others words to form derivative.

12.   Infix: are formative elements inserted in other words.

13.   Multiple processes: although we have concentrated on each of more than one process at work in the isolation, it is possible to trace the operation of more than one process at work in the creation of a particular word.

Section B: True/ False statements

...T....    1. Morpheme is a minimal unit of meaning or grammatical function.

...F...      2. Bound morpheme is a morpheme that can stand freely as independent words.

…F….     3. Free morpheme is a morpheme that cannot stand alone and are typically attached to another form.

…T….      4. Lexical morpheme is a free morpheme that carries the content of the messages we convey.

…F….      5. Derivational morpheme is a free morpheme that is used as a function word.

…F….      6. Functional morpheme is a bound morpheme that is used to make new word or to make words of a different grammatical category from the stem.

…T…       7. Inflectional morpheme is a bound morpheme that is used to indicate aspects of the grammatical function of a word.

…T…       8. The word “unemployed” has three morphemes.

…T…       9. The morphemes “ir-/dis-/un-“are derivational morphemes for prefixation.

…F…       10. The morphemes “-less/-ful/-hood” are functional morphemes for suffixations.

…F…       11. The words “-in/ we/ and/ may” represent lexical morphemes.

…F…       12. The words “book/ teach/ slow/ yesterday” constitute functional morphemes.

…T….      13. The morphemes “-ing/ -ies/ -ed” in “watching/ comedies/ performed” are inflectional morphemes.

…F….      14. The morpheme “-er” in “fatter” represent a derivational morpheme of suffixation.

…F….      15. The morpheme “er” in “teacher” represent an inflectional morpheme for suffixation.

…F….     16.  Affixation is used to change the parts of speech, not meaning.

…T….    17.  The morphemes “im-/in-/ir-“ in “im penetrable /in edible /ir regular” constitute an allomorph of “not”.

…T….    18.  Morphemes are divided into free morphemes and bound morphemes.

…F….    19. The sounds /b/, / ð/, /d/, /n/, / ʒ/, /dʒ/, / ŋ/, /z/, and /g/ are voiceless.

…T….    20.  Bound morphemes are divided into derivational morphemes and inflectional morphemes and inflectional morphemes.

…T….   21.  Learners can be categorized into five groups according to their ages.

…F….   22.  The sounds /p/, /f/, / θ/, /t/, /s/, / ʃ/, / tʃ/, /k/, /h/, and /s/ are voiced.

…F….   23.  Adolescents are the most interesting people to teach and they do not present any problems at all.

…T….   24. The most important of the teaching of pronunciation is to give students communicative efficiency.

…F….   25.  There are three kinds of motivations: Extrinsic motivation, intrinsic motivation, and Integrative motivation.

…F….   26.  The sounds /aɪ/, / oʊ/, / aʊ/, / ɔɪ/, / eɪ/ are monothongs.

…T….   27.  English monothongs can be long or short.

…T….   28.  Three factors are important in discussion of language varieties.

…F….   29.  Intrinsic Motivation concerned with factors outside classroom.

…T….   30. Free morphemes are divided into lexical morphemes and functional morphemes.

SECTION C: PHONOLOGY, MORPHOLOGY

I.                    Phonology

Manner of articulation
Plosive	A complete closure is made somewhere in the vocal tract, and the soft palate is also raised. Air pressure increases behind the closure, and is then released ‘ explosively’ , e.g. /p/ and /b/
Affricate	A complete closure is made somewhere in the mouth, and the soft palate is raised. Air pressure increases behind the closure, and is then released more slowly than in plosives, e.g. /tʃ / and /dʒ/
Fricative	When two vocal organs come close enough together for the movement of air between then to be heard, e.g /f/ and /v/
Nasal	A closure is made by the blade of the tongue against the palate, the soft palate is lowered, and air escapes through the nose, e.g. /m/and /n/
Lateral	A partial closure is made by the blade of the tongue against the alveolar ridge. Air is able to flow around the sides of the tongue, e.g. /l/
Approximant	Vocal organs come near to each other, but not so close as to cause audible friction, e.g. /r/ and /w/

Place of the articulation
Bilabial	Using closing movement of both lips, e.g. /p/ and /m/
Labio-dental	Using the lower lip and the upper teeth, e.g. /f/ and /v/
Dental	The tongue tip is used either between the teeth or close to the upper teeth, e.g. / θ/ and / ð /
Alveolar	The blade of the tongue is used close to the alveolar ridge, e.g. /t/ and /s/
Palato-alveolar	The blade(or tip) of the tongue is used just behind the alveolar ridge, e.g. / tʃ/ and /dʒ/
Palatal	The front of the tongue is raised close to the palate, e.g. /j/
Velar	The back of the tongue is used against the soft palate, e.g. /k/ and /ŋ /
Glottal	The gap between the vocal cords is used to make audible friction, e.g. /h/

II.                  Morphology

      What are the functional, inflectional, lexical, and derivational morphemes in the sentence below: “For a few linguists, the analysis of conversational speech is considered to be a poor way of discovering the major properties of language.”

a.       functional:   for, a, of, the, is, to, few

b.      inflectional : s, ies, ing, ed

c.       lexical: linguist, analysis, conversational, speech, consider, poor, way, discover, major, property, language

d.      derivational:

III.                Word-Formation Processes

Give two clear examples of the word-formation processes below:

1.       Coinage: is the process of inventing new word from proper name and the name of product.

Ex: somp, aspirin

2.       Borrowing: is the process of taking over of words from other languages.

Ex: alcohol (Arabic), boss (Dutch)

3.       Compounding: is the process of combining two or more word together to form another new word

Ex: Nouns: pop group, car park

                             Adjective: heartbreaking, homesick

4.       Blending: is the process of taking only the beginning of one word and joining in to the end of other word.

Ex: camcorderï camera+ recorder

                                    Fanzine ï fan+ magazine

5.       Clipping: is the process of shortening a word with one or more syllables omitted.

Ex: ad ï advertisement, advert

      Memoï memorandum

6.       Backformation: is the process of reducing part of verb to create new word.

Ex: emote< emotion

      Televise< television

7.       Conversion: is the process of changing function of word without any reduction.

Ex: Verb> nouns: cure, drink, doubt

      Noun>verbs:  to bottle, to bully, to chair

Section D: Comprehensive Questions

Answer the 5 questions below with short explanation.

v  Questions to be revise:

Chapter 1:

1.       Briefly write about the development of English language.

      Original English: along with other languages spoken in Europe and Western Asia, English belongs to the Indo-European family of languages. Linguists believe that all of these languages developed from Proto-Indo-European, a tongue spoken by nomadic group in Europe more than five thousand years ago. Development of Old English: during the A.D. 400s and 500s, three groups of Germanic people_ the Jutes, the Saxons, and the Angles_ invaded the Britain and settled there. Development of Middle English: The English language changed after the Normans from Normandy France invaded and conquered Britain in 1066. Rise of Modern English: the next major change in English came in about 1476, when William Caxton set up the first printing press in English. Elizabethan English__ the language of the English poets William Shakespeare. John Donne, and Edmund Spenser__ became the standard form of English during the reign of Queen Elizabeth from 1558 to 1603. This was the language of the educated classes of London.

2.       Briefly write about the development of American language.

      Throughout the 1600s and 1700s. American English was developing as a dialect with characteristics that differentiated it from those dialects in Britain. By the end of the eighteenth century, though, it had developed three chief dialects, which originated in regions along the Atlantic coast. Each dialect has its own sub-dialects.

The northern dialect: is spoken in New England and New York. The Midland dialect: extends from New Jersey to Delaware and includes most of Pennsylvania. The Southern dialect: rages from southern Delaware to South Carolina.

3.       Some of American words share the same meanings with British words but different spelling, can you think of those differences of spelling?

       

British English	American English
Theatre	theater
Favourite	favorite
Petrol	gas, gasoline

                                                                                                       

4.       As second language student, do you find any difficulties understanding American and British English? If so, why? If not, why not?

       

5.       As a teacher of English, do you think you should teach American English or British English or both to your students? Why?

       

6.       Can you give some examples of American and British slang?

       

Slang of American	Meaning	Slang of British	Meaning
Crazy	wonderful	Get stuffed!	Scram!
hep	aware	Bugger off!	Go away!
hairdo	coiffure	Barmy	crazy

7.       As a second language learner, do you wish to sound like American or British people? If so, Why? If not, why not?

       

Chapter 2:

1.       What are the reasons for learning languages? Explain each one briefly.

      Reasons for learning languages: A. School curriculum: probably many students learn the language because it is on the school curriculum whether they like it or not. B. Advancement: some people want to study English because they think that it is will offer them a chance to get promoted and to get a better job. C. Target language community (TLC): some learners learn the language because

2.       What is motivation? How many kinds of motivation are there? Explain each one in detail by attaching with clear examples.

      Motivation is some kind of internal drive that encourages somebody to pursue a course of action. Motivation is separated into two main categories. Extrinsic motivation and intrinsic motivation. Extrinsic motivation: concerned with factors outside classroom. Intrinsic motivation: concerned with factors inside classroom.

3.       How many age groups are there in motivational processes? Explain each one in summary.

      Motivational differences:

1.       Children are those people who are curious

2.       Adolescents are the most interesting people to teach but they can also present more problems than any other age group

3.       Adult beginners are in the same ways the easiest people to teach

4.       Adult intermediate students are those who may well be motivated extrinsically. They already know a lot and may a lot and may not make any progress. So the teacher needs to motivate the students that there is still a lot to learn.

5.       Adult advanced learners these student are often highly motivated. If not they would not see the need to continue with language study because they have already achieved so much.

4.       As a teacher, what types of learner do you prefer to teach? Why?

      I prefer to teach adult advanced learner because those learners are mature; they what they should and not do in the class, so as the teacher we do not need to advise them much like other level. Additionally, as teachers we do not need to teach them new thing every single day, for they want to work on what they have already known.

5.       Do you think students should learn with fun or they should learn useful lesson all the time? Explain clearly with supporting examples.

      I am sure all students prefer to learn with fun rather than learning all the time because fun learning is a hook, which can draw students’ attention, or it is a tool to refresh students’ mind. To illustrate, we are explaining them about the history of English, most difficult point in the applied linguistic, so some students might feel bored or frustrated with the point; however, when we explain them with a funny style, they will get the point because we awake or refresh them with funny time.

6.       Do you agree or disagree that the students` success is depending on the teachers? Explain briefly with supporting examples.

      I take issue with this mindset. In fact, students’ success is not depending on the teachers alone; students themselves must effort to reach success which means those parts must join in order to get success. For instance, my teacher is a dedicated teacher, and he tries to illuminate the lesson to me; when I get back home, I never review the lesson because I think that my teacher is a good teacher. As a result, how I can succeed if I depend on only my teacher.

7.       Do you think it is better to build good rapport with the students inside the classroom? Why/why not?

      Having good rapport with student inside the class is very crucial because we can know their needed. Moreover, students will be motivated through the rapport, and it can dare student to talk or ask when they do not understand the lesson.

8.       Students should be motived to learn the language, so how do you, as a teacher, motivate students to learn the language?

      I can motivate them to learn the language by telling them the advantages and disadvantages of learning language.

9.       What do you think make the students learn language?

      students learn language because –school curriculum: both they and their parents want to have taught, -Advancement: some people want to study English (or another foreign language) because they think it offers a chance for advancement in their professional lives, -Target language community: English-speaking country would be a TLC, -English for specific purposes: students who are going to study at a university in the USA, Great Britain, Australia and Canada, on the other hand, may need English so that they can write reports or essays and functions  in seminars, -culture: because they want to know about the people who speak it, -Miscellaneous: for some students learning a language because they think it was fun, want to be tourists in a country, and all their friends are learning the language.

10.   What is Integrative and Instrumental Motivation?

      Integrative motivation: for this kind of motivation students need to be attracted by the culture of TLC, and they wish to integrate themselves into that culture. Instrumental motivation: students believe that mastery of the target language will be helpful in getting them a better job, position of the status. Language is an instrument in their achievement of such goal.

11.   What is Intrinsic Motivation?

      Concerned with factors inside classroom.

12.   Do you think students should be both intrinsically and extrinsically motivated? Why/why not?

       

13.   Do you think how useful it is for the teacher to know different methods of teaching? Explain clearly with your own supporting examples.

       

Chapter 3:

1.       What should students learn in pronunciation? Explain each one in detail with examples.

2.       What should students learn in vocabulary? Explain each one in detail with examples.

     

Word

In vocabulary students should know about:  

MEANING Meaning in context Sense relation

WORD USE Metaphor and idiom Collocation Style and register

WORD FORMATION Parts of speech Prefixes and suffixes Spelling and pronunciation

WORD GRAMMAR Noun: countable, uncountable Verb completementation, Phrasal verbs, etc Adjective and adverbs, position, etc

 

3.       What is discourse? And what is language function? What is the relationship between discourse and language function?

      Discourse is the use of languages in speaking or writing in order to produce meaning. Language function

4.       What is syllabus? How many types of syllabus are there? Explain each one briefly.

      Syllabus is an outline of the subjects in a course of study or teaching. There are three types of syllabus

1)      Structure-and-function Syllabus

2)      Vocabulary-Based Syllabus

3)      Situation/Topic/Task – Based Syllabus

5.       What is good pronunciation? Explain with your own supporting examples.

      Good pronunciation is not "perfect American or British accent" but to make the partners of the conversation clearly understand what you meant. Example: You don't have to sound like the Queen of England or the President of the United States of America. But your accent must be close to the standards (American and British English).

6.       How important is good pronunciation in a foreign language to you?

7.       How important is it for your student?

8.       How important is it to teach grammar? What is the best way of doing it?

      Today the tendency is to say, “Forget grammar. Teach the language people speak, and let your students have fun!” I do not agree with this attitude, and I will explain why. A child who goes to live in a foreign country, will learn to speak the language by just listening and interacting with others. His brain is young and powerful enough to pick up the language he is exposed to while respecting all the aspects of this language—grammar, vocabulary, and pronunciation. If he is young enough, his language acquisition will be perfect. It will not be a whole set of approximations with masses of errors. No, his language will be native-like.

9.       Which one is more important, grammar or vocabulary? Why?

Chapter 4:

1.       How do you teach students new words? Explain each techniques briefly.

2.       How do your teach students what to do when they do not know a word? Explain each techniques briefly?

3.       Explain this sentence

“You should base your confidence on pretense of knowing or base your confidence on an ability to look things up and explain.”

       

4.       What are the helps of the use of language functions in ELT? Explain each one with specific example.

Chapter 5:

1.       What is phonology? And what is phoneme? Give practical examples to support your definitions.

      Phonology is the study of the speech sound of a particular language. Phonemes are the different sounds within a language. For example: the word rat has the phonemes /ræt/. If we change the middle phonemes, we get /rɒt/ rot, a different word.

2.       What are the manners of articulation and places of articulation? Give examples to support your definitions.

      The manner of articulation is the configuration and interaction of the articulators (speech organs such as the tongue, lips, and palate) when making a speech sound. The place of articulation (also point of articulation) of a consonant is the point of contact where an obstruction occurs in the vocal tract between an articulatory gestures, an active articulator (typically some part of the tongue).

3.       What are suprasegmental features? Give examples to support your definition.

      Suprasegmental features: apply to groups of segments or phonemes. The features which are important in English are stress, intonation, and how sounds change in connected speech, PAper, or BOttle.

4.       Give the differences between phonetics and phonology.

      Phonetics is concerned with how sounds are produced, transmitted and perceived (we will only look at the production of sounds). Phonology is concerned with how sounds function in relation to each other in a language. In other words, phonetics is about sounds of language, phonology about sound systems of language. Phonetics is a descriptive tool necessary to the study of the phonological aspects of a language.

Chapter 6:

1.       What is morphology? And what is morpheme? Give examples to support your definitions.

      Morphology is the study of form of the language. Morpheme is “a minimal unit of meaning or grammatical function in a language.” Example: talks, talker, talked and talking must consist of one element “talk", and a number of other elements such as –s, -er, -ed, -ing.

2.       What are free and bound morphemes? Give examples to support your definitions.

      Free morpheme is morpheme that can stand by themselves as single words. Example: Open, Tour. Bound morphemes, that is, those which cannot normally stand alone, but which are typically attached to another form. Example: re-, -ist, -ed, -s.

3.       Give some problems in morphological description.

      Example:

Singular	Plural
Cat	cats
sheep	sheep
man	men

Chapter 7:

1.       Explain about Frequency, Coverage. And Choice.

2.       Explain about Word Use.

3.       Explain about Word Formation.

4.       Explain about Word Grammar.

Section E Discussion Topics

Choose one topic among five discussion topics below and answer in precisely in the form of paragraph.

*Topics to be revised:

Chapter 1:

1.       From your own understanding, do you think the development of English and Khmer languages is similar or not? Why and why not? Support your answers with examples.

2.       During the Khmer Empire, there were many languages spoken by many groups of people from different regions. Do you think the falling down of this Empire was caused by the language varieties or? Why or why not?

Chapter 2:

1.       What are your own reasons for learning English language? Explain in detail.

2.       Studying English language today, what motivate you to learn? Explain in detail.

3.       What age group of students do you like to teach the most? Why?

Chapter 3:

1.       There are four skills in English: reading. Listening, speaking, and writing. In the context of Cambodia, do you think you should teach these four skills equally to your students or not? Why or why not? Explain your reasons with the support from the examples.

2.       Among pronunciation. Vocabulary, and grammar, which one do you like to teach the most? Give your reasons.

Chapter 4:

1.       What are your own ways to learn new words?

2.       Do you think it is important to have the same or similar accent as the native speaker? Why or why not?

Chapter 5:

1.       Find the differences and the similarities between English and Khmer phonology? Give specific examples to your answers.

Answer

      According to my understanding on the differences and the similarities between English and Khmer phonology of Applied Linguistics, I can see the main part of the similarities of them. To the similarity is based on the Vowel phonemes that share the same points like single and diphthong vowels. In English, we pronounce the word based on the short sound like his /I/, / book /bʊk/ for short and we (wi:)To the difference is based on the consonant phoneme that contains voiced like /b/, /d/, and /g/, and unvoiced/voiceless phonemes of consonants like /p/, /t/, and /k/. In Khmer language, we don’t classify the sounds like that.

Chapter 6:

1.       Find the differences and the similarities between English and Khmer morphology? Give specific examples to your answers.

      Referring to the study of morphology on Applied Linguistics, I found some difference and the similarities between English and Khmer morphology. To the similarities between English and Khmer morphology, we can see the parts of speech of them like the parts of speech of noun. For example, animal, and other parts of speech like verbs, adjectives, conjunctions, interjections, pronouns, prepositions, and adverbs. However, English and Khmer morphology have some differences. The important point of the differences of Khmer morphology is the position of parts of speech. For example, in English, adjectives stand before noun like the adjective beautiful stands before the noun girl, but in Khmer, nouns stand before adjectives like the noun girl stands before the adjective beautiful. Both English and Khmer morphology, adjectives modify nouns the same.

Chapter 7:

1.       Find the differences and the similarities of the word-formation processes between Khmer and English languages.

      Referring to my own understanding on Applied Linguistics, I found that some word-formation processes between Khmer and English languages are similar. The important similarities of English and Khmer in word-formation processes are borrowing words like the words are from Chinese, English and French for Khmer language. For example, logo (symbol) is from English, café (coffee shop) is from French, and Yi How (symbol) is from Chinese. Also, in English, there are some borrowing words from Arabic, like alcohol, Dutch like boss, and French like croissant. Despite they share the same word-formation they also share some different word-formation. The significant point is the clipping. Clipping is appeared only in English language like ad from advertisement, memo from memorandum, and decaf from decaffeinated. The clippings are appeared in English, not in Khmer language.

3:40:00 PM   by bonnharachun.blogspot.com ·   0