Related PapersTaking a quick look at English course books, be it general, business or academic, it can be noticed that the listening skill per se and listening strategies seem not be the real point of listening tasks because these activities just tend to support the main topic of the course book unit. One major problem learners tend to have is understanding native speakers, i.e. understanding authentic speech mostly because of its speed, the accents used, and the fact that they “often don't hear boundaries between words, they hear everything as one long word” (Wilson, 2008, p.11). Not being aware of the features of connected speech can explain this phenomenon, and the aim of my thesis is to prove that it can be remedied by helping learners gain awareness of the features of connected speech and by providing them with activities that focus on the production of these features specifically. This will be explored by looking at the methodology of teaching listening and pronunciation, and then by conducting a small-scale experiment with a group of high school students. The final outcomes suggest that direct instruction of connected speech reaches positive results: students’ listening skills with regards to understanding authentic speech improves. MA Thesis submitted to Karoli Gaspar University of the Reformed Church in Hungary, 2017 Show I was asked to review Connie Corcoran Wilson’s first volume of her OBAMA’S ODYSSEY. I accepted because it was vastly entering my field of competence and my practice as a university professor teaching US politics, culture and history along with the English language. This essay will provide the readers with three reviews of books first. 1- Dreams from My Father: A Story of Race and Inheritance, by Barack Hussein Obama; 2- Of Thee I Sing: A Letter to My Daughters, by Barack Hussein Obama 3- Nairobi To Shenzhen: A Novel of Love in the East, byMark Okoth Obama Ndesandjo Then I included my presentation of November 2009 in Brest, France, later published in Paris: BARACK OBAMA’S VIRTUAL STYLE IN HIS INTERNET MESSAGES TO HIS SUPPORTERS (11/05 – 02/02) by Dr Jacques COULARDEAU, Université Paris 1 Panthéon Sorbonne. You will then finally find my review of Connie Corcoran Wilson’s book: OBAMA’S ODYSSEY: The 2008 Race for the White House, 2015. You can of jump to it directly, page 27. The whole collection of articles, presentation and reviews is built along a discourse on history and what a historian can say about a present situation he or she is involved in. I also assess the campaign of Donald Trump so far by the date of March 16, 2016. That sets Connie Corcoran Wilson’s book in perspective: it is a blog written and published on Yahoo in 2008 but republished in 2016 in a situation where Hillary Clinton severely rejected in 2008 is now the front running candidate of the Democratic Party with the full support of President Barack Obama whose State Secretary she was from 2008 to 2012. This 2008 rejection is typical of a blog but the reuse of this blog 12 years later is hardly hiding an ideological stance against the establishment of the Democratic Party, no matter what it may stand for in 2016. It may also appear as support for the contending candidate against Hillary Clinton in the primaries, but it may also turn out to be objective support for the contending candidate of Hillary Clinton in the presidential election itself. Let’s say that the rather sectarian rejection of Clinton’s attitude at the time of the Lewinsky shady business because she did not asked for divorce is of the same level as the barking Clinton Donald Trump depicts in his March 16 hostile TV ad. Enjoy the debate and the confrontation of ideas, knowing that if there is no truth in history but only points of view, there is no truth in real life but ideological and political competition that may turn sour at times with the bigotry of some actors. REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings 24 papers from the 2011 conference (published in 2012) Jennifer Jenkins, in numerous publications (e.g., 2000; 2002; 2006), has proposed a syllabus for teaching English pronunciation that takes into consideration the new role of English as an International Language (EIL), or English as a Lingua Franca (ELF). In these publications, she proposes a “lingua franca core” in which some pronunciation features are considered core, or necessary for intelligibility, and some features are considered non-core, or not necessary for intelligibility. She proposes that word stress not be considered part of the core for three reasons: because word stress does not pose intelligibility issues, because word stress is too complex to be teachable, and because word stress patterns are variable among Native Speaker (NS) dialects of English. This paper will argue from other research that each of these issues may be seen as an argument for rather than against word stress being considered a core feature, thus suggesting a more important role for word stress in ELF. A Delta LSA background essay, with an analysis of delexicalised verbs, issues students might have with them, and possible solutions. This essay received a merit. This paper explores EFL teachers' views on the intermediate students' pronunciation difficulties in Beninese secondary schools of the Littoral region. A questionnaire was distributed to sixty (60) EFL teachers selected from six schools of the said region. The data obtained were analyzed through Microsoft Excel ® 2007 and rendered in the form of figures. The study results show that participants agree that pronunciation should be taught first before grammar and vocabulary. They indicate that pronunciation is the most difficult aspect to be taught because there are no fixed rules that may help them to do so and more importantly to know that they are not doing it well. The great variability and personal preferences and views attached to this issue seem to have determined answers. That may be why they also agree that the intermediate level is appropriate for teaching pronunciation. However, some participants claim that teaching pronunciation should be for beginners. We believe that beginners should learn simple things about pronunciation, such as vowels and consonants. On the issue of suitability, teacher participants answered diversely. For some of them, the English curriculum goes with the learners' abilities and there is no problem faced. Others answered " no " and explained that the curriculum should be reduced. The time devoted to teaching pronunciation is insufficient and has to be augmented. This is because the longer time devoted to teaching pronunciation the better it is for the learners. As far as the correction of learners' pronunciation is concerned, teachers indicated that correction is useful. But over-correction is to be avoided so as not to make the learners unwilling to speak. What are the difference between American and British English in pronunciation?British English and American sound noticeably different. The most obvious difference is the way the letter r is pronounced. In British English, when r comes after a vowel in the same syllable (as in car, hard, or market), the r is not pronounced. In American English the r is pronounced.
What are the major differences between British English and American English?The three major differences between American and British English are: Pronunciation - differences in both vowel and consonants, as well as stress and intonation. Vocabulary - differences in nouns and verbs, especially phrasal verb usage and the names of specific tools or items.
How is RP different from other varieties of English?RP is an accent, not a dialect, since all RP speakers speak Standard English. In other words, they avoid non-standard grammatical constructions and localised vocabulary characteristic of regional dialects. RP is also regionally non-specific, that is it does not contain any clues about a speaker's geographic background.
Is there a difference between British and American English?Aside from spelling and vocabulary, there are certain grammar differences between British and American English. For instance, in American English, collective nouns are considered singular (e.g. The band is playing).
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