child language acquisition L1 and L2

child language acquisition L1 and L2. child language acquisition L1 and L2. This paper should be on child language acquisition. The reference book is Syntax: A Generative Introduction by Andrew Carnie, and Minimalist Syntax: Exploring the Structure of English by Andrew Radford, which I provide the eBook links below.
https://books.google.com/books?hl=en&lr=&id=or-Y3c9dY4UC&oi=fnd&pg=PA3&dq=syntax+a+generative+introduction&ots=MBzkZ0M9jz&sig=P7kjePsg3J4DVCrDwFWp_pC2fJ0#v=onepage&q=syntax%20a%20generative%20introduction&f=false
https://books.google.com/books?hl=en&lr=&id=y5VJLP-NW1gC&oi=fnd&pg=PR11&dq=syntax+andrew+radford&ots=Wo-HXoftEE&sig=JW662DhtdD6DONRU0Wm6RgT3Zlw#v=onepage&q=syntax%20andrew%20radford

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child language acquisition L1 and L2

child language acquisition L1 and L2

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child language acquisition L1, and L2

child language acquisition L1, and L2. child language acquisition L1, and L2. This paper should be on child language acquisition. The reference book is Syntax: A Generative Introduction by Andrew Carnie, and Minimalist Syntax: Exploring the Structure of English by Andrew Radford, which I provide the eBook links below.
https://books.google.com/books?hl=en&lr=&id=or-Y3c9dY4UC&oi=fnd&pg=PA3&dq=syntax+a+generative+introduction&ots=MBzkZ0M9jz&sig=P7kjePsg3J4DVCrDwFWp_pC2fJ0#v=onepage&q=syntax%20a%20generative%20introduction&f=false
https://books.google.com/books?hl=en&lr=&id=y5VJLP-NW1gC&oi=fnd&pg=PR11&dq=syntax+andrew+radford&ots=Wo-HXoftEE&sig=JW662DhtdD6DONRU0Wm6RgT3Zlw#v=onepage&q=syntax%20andrew%20radford&am

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child language acquisition L1, and L2

child language acquisition L1, and L2

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Translation By Sara Laviosa

Translation By Sara Laviosa. Translation By Sara Laviosa. You are going to make a handout and the handout will be an outline summary of the reading which highlights the main points of the reading. Follow APA guidelines in citations and references. As in all summary writing, use paraphrasing mostly (the teacher will check the handout) and use the main points as the same if they are really important, and be sure to credit author(s), when quoting them. (see prompt)

Also, you have to include a discussion question at the end and include the answer of it for me (see sample of discussion question)

You going to write down some speaker notes for me underneath some of the main points that I don’t just read the main points in order to present the article the Translation by Sara Laviosa to the class (see sample of how it should be done) don’t put speaker notes at every main point. The speaker notes mostly explaining and synthesizing some points and especilly the ones who need clarification. Sample provided for you in the materials with their articles to get an idea but please, make them as pullet points and close to sample one and make them easy for me to understand

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Translation By Sara Laviosa

Translation By Sara Laviosa

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Institutional Talk&quot

Institutional Talk&quot. Institutional Talk&quot. The questions are:
Q1

On page 189, Hiraga and Turner (1996) studied Japanese students interactions with the professors. in this study students had issues describing their work to their tutors due to their cultural beliefs where they feel uncomfortable in oral speech contexts. How can we as teachers prepare students with similar beliefs to cope with the new academic setting?

Q2

Chapter 8 on "Institutional Talk" describes how lawyers use coded language to subtly assert views about plaintiffs or defendants. Surely this process must become even more complicated when court interpreters come into the picture. I can imagine that court interpreters who interpret languages with large speaker populations might have different pragmatics than do the person whom they are interpreting for. For example, a court interpreter here in LA who speaks Mexican Spanish natively might have very different pragmatic practices than a defendant who speaks Uruguayan Spanish. How can that mismatch affect court outcomes?

3/
create a critical question or a question that could be discussed in class on ch 9 (language , gender,and power) which is similar to the type of questions above

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Institutional Talk&quot

Institutional Talk&quot

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Analyzing MP Safaa Al-Hashim’s written, vocal and sign language on foreigners in kuwait

Analyzing MP Safaa Al-Hashim’s written, vocal and sign language on foreigners in kuwait. Analyzing MP Safaa Al-Hashim’s written, vocal and sign language on foreigners in kuwait. 1. cover page
2. Table of contents
3. Abstract
4. Introduction
5. Literature review
6. Methodology
7. Results
8. Discussion
9. Recommendation
10. Conclusion
11. Bibliography (list of references)
12. Appendixes

5 articles
5 ebooks
3 research questions
15 questions for survey

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Analyzing MP Safaa Al-Hashim’s written, vocal and sign language on foreigners in kuwait

Analyzing MP Safaa Al-Hashim’s written, vocal and sign language on foreigners in kuwait

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History Of The English Language

History Of The English Language. History Of The English Language. Please be sure to complete the following reading selections for this week:

Bragg: Read Chapters 18-21 (EBOOK ATTACHED)

Video: Watch the seventh episode of Bragg’s Adventure in English here: https://www.youtube.com/watch?v=SygpJAwypeo

Professor Instructions:

Thus far in the course, we have observed through our readings and videos the tremendous journey of the English language. Now that we are in the closing weeks, take a look back at how much ground has been covered and discuss how one new development from the reading and viewing this week has contributed to the development and well-being of the English language. Next week, we will be up to contemporary times (today), so it’ll be helpful to start to take stock of just how far the English language has come overall in order to help put things into full perspective (including where English is going in the future).

Attached is the podcast for this week & the podcast transcription for you to please view. Thank you Writer.

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History Of The English Language

History Of The English Language

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Australian and British accents

Australian and British accents. Australian and British accents. Instructions
This assignment requires students to research on connected speech, incorporating waveform and spectral analysis. The assignment is to be in the form of a research report, and should be supported by library research.

In this project you will investigate the phonetic characteristics of a selected dialect* of English which is spoken in the local community.
• Working with speakers of the dialect you will record audio samples and will transcribe selected passages of natural speech.
• You will then identify a number of key phonetic features that appear to distinguish that dialect and undertake an acoustic analysis of them, comparing your results with those from ‘standard’ Australian English (which you may also have to produce for yourself). Your acoustic analysis must include relevant waveforms and spectrographic read outs.
• You will provide a report on your investigations and findings, and comment on any aspects of phonology, phonetics or transcription that you see as relevant.
• You will also comment on the nature of these key phonetic differences: how might they have arisen? What problems might they create for communication? What issues do they create for education?

* Approved Dialects for this assignment are:
*Choose one dialect only*
• ‘Chinese’ English
• ‘Vietnamese’ English
• ‘British’ English
• African dialects of English
• Broad Australian ‘working class’ English

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Australian and British accents

Australian and British accents

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Applied linguistics

Applied linguistics. Applied linguistics. reading commentaries( 1 page) commentary will respond to a following prompt and include an exploratory part.

Prompt:

Summarize the design of the study. Include information on
the topic of the study,
the need for the study,
the research questions,
the research site;
participants, and
the methods used.
Answer the following question:
How do you understand the following concepts:
writing is a social action;
construction of social identity;
writer’s identity,
ecological perspective on writing?
the reading is ( pp. 414-431 of Smidt, J. (2002). Double histories in multivocal classrooms: Notes toward an ecological account of writing

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Applied linguistics

Applied linguistics

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Testing/Assessment in Teaching English for speakers of other languages

Testing/Assessment in Teaching English for speakers of other languages. Testing/Assessment in Teaching English for speakers of other languages. Task 2 
A) Identify and describe a problem area in a test used in your teaching situation. (10%) 
B) Review relevant literature. Compare various possible solutions to the problem.(20%)
C) Conclusion: Identify the most suitable solution to your problem, detailing specific recommendations. (20%)

NB: Appropriate copies of parts of the test should be included in your appendices.

You should write up this task in essay format, using the headings above indicated as A), B) and C).

Please give in-text and end-text references. You should try to aim for between 5 to 15 references, from a range of sources, including books, journal articles and websites.

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Testing/Assessment in Teaching English for speakers of other languages

Testing/Assessment in Teaching English for speakers of other languages

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Language in Action PartB TMA02

Language in Action PartB TMA02. Language in Action PartB TMA02. Part B: word count 1,500 words

Watch the video recording, DVD 2 Additional material, EAP CLASS, UK: presentations, from 1:02 to 4:01 on the timer, which features two students, E chi and Leona, discussing a presentation that Leona is preparing to give to the class (a basic transcript is provided below). Using your linguistic descriptive skills (including phonemic transcription where appropriate) and the concepts you have learned from Part 2 of the module, answer the following questions concerning English language usage as captured in the transcript and recording:
a.To what extent is the transcribed conversation characteristic of a spoken, rather than a written text? In your answer, you should comment on specific linguistic features.
b.Focusing on Leona’s speech only, discuss which features of her English you would prioritize in helping her to maximize the intelligibility of her presentation, making clear which approach you would take to intelligibility and why.

For each question discuss how your use of linguistic description enabled identification, as well as understanding of, relevant features. You need to go beyond mere description and ensure that you use concepts from Part 2 of the module to inform your arguments.

The word length for this TMA is 1500 words, which you are advised to allocate evenly between (a) and (b). To avoid exceeding this limit, you should focus on the most significant features rather than trying to cover every detail. Remember to include a word count (excluding appendices and list of references).

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Language in Action PartB TMA02

Language in Action PartB TMA02

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