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Effects of two teaching methods of connected speech in a Polish EFL classroom

100%
Kul M.
Research in Language
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2016
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vol. 14
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issue 4
389-407
EN
Abe (2010) argues that the Negotiation of Form (NF) instruction exerts positive effects on learning of connected speech by Japanese learners of English, finding that the progres achieved with NF was more significant than for the traditional treatment. The study reported here seeks to uncover the acquisitional value of NF in a Polish classroom. The study hypothesizes that NF, in comparison with the deductive teaching method, effectively promotes learning of assimilation, elision and weak forms. The hypothesis was tested by investigating production and perception of 50 Polish students of English. As for evaluating the effects of the two types of instructions, a classic pretest-posttest design was used. With regard to methodology, acoustic analysis was performed. The results demonstrate that in general, NF proved more effective than NNF. With regard to individual processes of connected speech, NF was more effective in production, whereas no such effect was found for perception.
2

ПІЗНАВАЛЬНА АКТИВНІСТЬ ЯК ЗАСІБ ФОРМУВАННЯ ЗВ’ЯЗНОГО МОВЛЕННЯ В ДІТЕЙ З ІНТЕЛЕКТУАЛЬНИМ НЕДОРОЗВИНЕННЯМ

100%
Тарасова В.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 9(43)
192-199
EN
The article notes that the problem of implementation of the potential of children with mental retardation, their social adaptation to life, becomes increasingly important in Ukraine in connection with a tendency to increasing the number of children in this category and the small number of studies on the issues of education and upbringing. For a long time the children of this category were considered incapable of learning. In modern scientific literature raises the question of implementation of the potential of these children in the educational activity, the possibility of integrating them into society. One of the incentives for the development of connected speech, including in the form of communication and dialogue, is the activity of the child, due to his natural information needs of reality based on existing experience. From this perspective, the promotion of cognitive activity may be one of the means of forming coherent speech at pupils with intellectual underdevelopment. Driving force, enabling active cognitive manifestations of children is cognitive interest. At present, the content of remedial work to stimulate cognitive activity as a means of forming a dialogue to be developed, and the problem of finding new effective approaches to diagnosis and formation of coherent speech via stimulation of cognitive activity becomes particularly relevant. Improving correctional-educational work should take into account the dynamics of psychiatric and personality of the preschooler. Early and targeted correctional and educational work carried out with children at an early agemaximizes adjust of their existing disorders and helps in the prevention of secondary personality disorders, more successful schooling of these children. The relevance and importance of the problem of speech disorders and their correction in children with intellectual underdevelopment is determined, above all, a close relationship between the processes of development of speech and cognitive activity of the child. Correction of speech disorders in schoolchildren with intellectual underdevelopment should be closely linked with the development of their cognitive activity, analysis, synthesis, comparison, generalization, abstraction.
3
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Lancashire and RP: A comparison of processes of connected speech

72%
Kul M.
Socjolingwistyka
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2017
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issue 31
51–70
PL
Celem badania jest opis procesów mowy potocznej występujących w dialekcie Lancashire, niestandardowej odmianie języka angielskiego. Badanie to uzupełnia istniejącą lukę w literaturze przedmiotu: prace Wells(1982) lub Kortmann i Upton (2008) nie zawierają systematycznego opisu cech Lancashire. Badanie zostało przeprowadzone za pomocą analizy akustycznej na korpusie mowy Phonologie de l’Anglais Contemporain, zawierającym 4,5 godziny nagrań mowy potocznej dziewięciu rodzimych użytkowników Lancashire. Porównanie listy procesów występujących w Lancashire w stosunku do Received Pronunciation pozytywnie zweryfikowało hipotezę Kortmanna i Wagnera (2005). Według niej w odmianach niestandardowych języka występują zjawiska językowe nieobecne w standardzie. Trzy cechy typowe dla Lancashire, usuwanie /j/, /g/oraz lenicja spółgłosek, zostały skorelowane z wiekiem, wykształceniem i długością pobytu w Lancashire, a wyniki okazały się niejednoznaczne.
EN
The paper reports the results of a study on connected speech processes in the Lancashire dialect. Auditoryand acoustic analysis was performed on 4.5 hs of speech of 9 speakers of Lancashire from the Phonologiede l’Anglais Contemporain corpus. Filling a gap in the literature (Lancashire is neither discussed by Wells1982 nor by Kortmann, Upton 2008), a list of connected speech processes is provided. Comparison of processesfound in Lancashire to RP and other dialects of English (Lodge 1984) reveals that Lancashire hasa number of processes, absent from the highly codified variety but found in other dialects of English. In fact,Lancashire exhibits the processes of Yod dropping, fricativization and g-dropping which are unattested inRP. Age, education and duration of residence, factored in for explaining the use of dialect-specific processes,produced mixed results.
4

From introduction to phonemic symbols to development of transcription skills: A case study in the English Department at University of Tuzla

58%
Jurida S. H.
ExELL
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2014
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vol. 2
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issue 2
116-132
EN
The present study portrays some of the key aspects of connected speech in English, as adopted by 42 native Bosnian/Croatian/Serbian-speaking undergraduate students of English in the English Department, University of Tuzla, in the academic year 2013/2014. More specifically, the study shows how successfully these students developed their transcription skills in English, particularly when it comes to the use of diacritics for dental, velarised, and syllabic consonants of English, as well as for aspirated and unreleased (unexploded) English plosives. In addition, the study focuses on the coalescent type of assimilation. Connected speech (also known as rapid, relaxed, casual, or fluent speech) is characterised by a number of phonetic phenomena. The paper also analyses the level to which students enrolled in the English Department in Tuzla have developed a sense of elementary terms in this field, an understanding of the English sound system, and generally speaking, to what extent they developed their broad and narrow transcription skills.
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