Research Topics: Grammar And Usage

Grammar or English

(1) I cannot correct your grammar or English writing on the draft of your chapters.  One of the reasons is that my correction may be different from  correction, and he will make the final call anyway.  But please use your Word software to check your grammar again. (2) You should prepare a Table of Content in front of the draft so that and your readers can have a common ground to exchange ideas. (3) Chapter One: you cover too many subjects and you may want to downsize somewhat.  But of course, if this is the way you prefer, you can keep this format. (4) On the first paragraph of page 1, you said, “… a succeeding low with…” and I don’t quite get the meaning.  Please modify to make it clear. (5) On page 3, the second paragraph: “.. including three major urban areas in Kaohsiung.” I believe it is NOT Kaohsiung, but should be Taiwan. (6) On page 13: usually you don’t review methodology on chapter one.  If you want to review what other researchers’ methodology would be on similar studies, you should address the issue on chapter 2 (Literature Review).  Or simply put the summary in Chapter Three. (7) On Chapter Two (starting from page 21): Please give me more quotes and references.  You put too many statements and research findings without disclosing where they come from.  You should disclose as much as possible.  The more quotes, the better.         For example, in the first paragraph on page 21, you indicated the industry is expected to continue growing within the succeeding years.  Who says that? You must disclose the source of this information.        For example, in the second paragraph on page 21, you indicated the hotel industry in Taiwan is delineated into international and domestic hotels based on ….  Who says that? You must disclose the source of this information.        For example, in the third paragraph on page 21, you indicated the common objective is to utilize and maximize their resources to achieve a high brand equity.  Who says that? You must disclose the source of this information.        Remember, when writing a dissertation, you must have foundation, sources, and evidence on whatever you say.  You cannot simply write down statements without disclosing.  It is common that you have quotations on each paragraph on each page, unless you are telling your own personal story. (8) The literature review on Chapter Two looks fine to me, in general.  But I don’t know how  would view. (9) On Chapter Three (starting from page 41): Please remember that for those people who would read your dissertation carefully, they are highly educated and highly likely Dabs or PhDs already.  Therefore, you don’t treat them as college students by telling them what the statistics is.  You simply cut off all the introduction by getting right down to what methodology you would like to use in your study.         As a result, on page 48, you should NOT teach what is methodology.        On page 49, you should not teach what are the three kinds of research methods. You simply waste your time and paper.        On page 54, you should not teach what is sampling design.        On page 58, you should not teach watt is data collection.        On page 59, you should not teach what is data analysis.        All the these above “teachings” are just wastes.  Please cut them of and modify to simply what you are going to do for your own study.  You are not writing a textbook on methodology.  You are writing a dissertation by using a methodology. (10) On page 64, I thought you already changed to 7-point Liker Scale but on this page you continue to use 5-point.  Please clarify. (11) On page 68, again it’s a waste of your time and efforts that you teach what is ANOVA. (12) On References, please refer to APA manual again.  You must be consistent on the format.  Check each citation.  For example, on the 7th citation of page 73, you put Churchill … (1982), It should be (1982).  It should be a period “.” not a comma “,”  Please check your references again. Credit:ivythesis.typepad.com

Grammar or English

(1) I cannot correct your grammar or English writing on the draft of your chapters. One of the reasons is that my correction may be diff...

English Grammar

PART I. <li class="MsoNormal" style="line-height: 200%"> Points to Consider # 2. Teaching English vary and dependent on the type of student a teacher is teaching. In this case, aside from using the lexical definition of the word, the teacher can use the following styles: <li class="MsoNormal" style="line-height: 200%"> Visual aids – for Beginners</li> <li class="MsoNormal" style="line-height: 200%"> Word use, Synonyms and antonyms – for Advanced and Intermediate</li> <li class="MsoNormal" style="line-height: 200%"> Activities – for Intermediate and Advanced</li> </li>   <li class="MsoNormal" style="line-height: 200%"> Points to Consider # 5. Before considering the following techniques, it is important that the students know the basic rule in using the said rule in a particular application (e.g. writing). With this, the teacher can teach them easier using the similar rule. In the speaking practice, the teacher can use the following styles: <li class="MsoNormal" style="line-height: 200%"> Oral recitation – individual (reading some provided materials) or by partners (one will ask and the other will answer)</li> <li class="MsoNormal" style="line-height: 200%"> Role playing – a situation requiring a question and answer</li> </li> In the reading practice, the following can be used: a.    Oral recitation – reading lines from famous poems, stories, rhymes, quotations, songs, etc. – could be done in unison, per group or individual In the listening practice, the teacher can used the following: a.    Oral recitation – reading lines from famous poems, stories, rhymes, quotations, songs, etc. – could be done in unison, per group or individual b.    Listening to recorded materials/voices – popular songs or video karaoke <li class="MsoNormal" style="line-height: 200%"> Points to Consider # 6. Yes, adults can learn a language like children can because there is no difference on the principles or standards in teaching. However, there are some consideration that the teacher should consider like: <li class="MsoNormal" style="line-height: 200%"> Presence of the first language learned in adult</li> <li class="MsoNormal" style="line-height: 200%"> Physical </li> <li class="MsoNormal" style="line-height: 200%"> Emotional</li> <li class="MsoNormal" style="line-height: 200%"> Psychological</li> <li class="MsoNormal" style="line-height: 200%"> Physiological</li> <li class="MsoNormal" style="line-height: 200%"> Other factors related in readiness and ability to learn (e.g. environment, culture, etc.)</li> </li>   PART II. 1.  The following case is observable among Japanese speakers. The three examples of the same error in different contexts (e.g. as a statement) with different tenses is identified.     a.    (In Japanese) – Kare wa sore o Tanaka-san ni agemasita. (Literally rendered into English) – [He] [that] [Mr. Tanaka] [gave]. (In Correct English Form) – He gave that (to) Mr. Tanaka.   b.    (In Japanese) – Kare wa gakusei desu. (Literally rendered into English) – He student is/am/are. (In Correct English Form) – He is (a) student.   c.    (In Japanese) – Watashiwa asita ikimasu. (Literally rendered into English) – I tomorrow go. (In Correct English Form) – [I will] go tomorrow.   2.  The articles “a”, “an”, and “the” of the English vocabulary do not have Japanese equivalent. If, for example, you want to refer to a book in Japanese, you don’t have to say “a book” or “the book”. You just say hon (book). There are no plural forms in Japanese. Whether you refer to the equivalent of “a book” or “many books“, the word used is always hon. A listener understands on the basis of context whether what is being referred to is singular or plural in number. There are no possessive forms of nouns or pronouns in Japanese. If you want to say “Mr. Tanaka’s book”, you simply speak the possessive particle no after the words for Mr. Tanaka and then follow it with the word for book.   3.  These practical activities could be use in the classroom for the purposes of overcoming the MT influence among the students.   a.    Activity One. Everyone in the class is instructed to do a self-introduction. With this simple practice, they can be able to try and use English in the right way then translate it from their MT.   b.    Activity Two. Have a set of cards with objects, fruits, places, etc. Then, instruct each student to pick a card and to say 3 sentences that will describe what they see in the card. For example, ·         This is a banana. ·         Its colour is yellow. ·         It tastes sweet.   c.    Activity Three. The teacher will write few sentences showing how Japanese would say it and literally rendered into proper English. Ask the class to write the right answer. For example, ·         This book is. – This is (a) book. ·         Automobile by I will go. – I will go by (an) automobile. ·         I book will read. – I will read (the) book.   PART III. 1.    Teaching the different ways fast is used in the following sentences: He has a fast car. He drives fast.             In this case, I will begin with the discussion by describing what is an adjective and an adverb. By using and presenting several examples, the students might be able to grasp the concepts. Also, I will show some pictures that will supplement my explanation.   ACTUAL DISCUSSION             Adjective – The adjective describes or limits the meaning of a noun. For example, if I tell you to get a pencil, you may get any kind of pencil. But if I say a red pencil, I describe the pencil and limit the kind that you can bring. The word red, which describes and limits pencil is an adjective.   Adjectives describe or limit the meaning of nouns and pronouns.   In other words, they modify nouns and pronouns.       Adjectives describe nouns. Examples: high mountains, stout boy, wide sky, pure water In the case of the sentence above, FAST is the adjective that describes the car.   Adverb – Adverbs are words that tell how, when, and where. For example, in the following sentences:             How – They eat well. How did they eat? They eat well. The adverb describes how they eat – well.             Examples:     She spoke softly.                                     I will choose quickly. He read fast.             When – My father will arrive tomorrow. When will your father arrive? My father will arrive tomorrow. The adverb describes when will my father arrive – tomorrow.             Examples:     We will go now.                                     She needs the pencil today.                                     Mother cooked yesterday.             Where – You go there. Where will you go? You go there. The adverb tells where you go – there.             Examples:     Work here.                                     He went nowhere.                                     We look for Anna everywhere.   Adverbs modify adjectives and other adverbs.         In the case of the sentence above, the word fast is used in describing how he drives.   2.    The following are practical exercises/activities for to test the understanding of the students on the difference of fast as an adjective and as an adverb.   Activity 1. Identify the adjective and the adverb in the sentence. Encircle the adjective and underline the adverb. 1.    The black cat is sleeping. 2.    She is very lovely. 3.    We heard him quite well. 4.    The desert has fine sand and wide skies. 5.    Exams will be tomorrow. 6.    The mouse run fast. 7.    Stephen is a fast messenger. 8.    I am a fast learner. 9.    The students learn the lesson fast. 10. We will watch the fast fireworks exhibition. Note:        Blue words – adjectives                   Red words – adverbs       Activity 2. Match Columns A and B below. Read them aloud and find out which groups of words communicate using adjective and adverb.   Column A                                                                                    Column B Juniper drinks                                                                this book. I love                                                                                 high mountains.                  I want to climb                                                                pure water. We listen                                                                                     here. Stand                                                                               intently. The boy                                                                            fast reader. Annie is a                                                                        eats fast. Nobody will among them                                             fast sprinter. The horse is a                                                                 work fast. I will                                                                                  run fast.   Answers: Juniper drinks pure water. – Adjective I love this book.  – Adjective                                                                 I want to climb high mountains. – Adjective                                                              We listen intently.  - Adverb Stand here. – Adverb The boy eats fast. – Adverb                                                                              Annie is a fast reader. – Adjective                                           Nobody will among them work fast. – Adverb                                               The horse is a fast sprinter. – Adjective                                             I will run fast. – Adverb Note:        Blue words – adjectives                   Red words – adverbs           Activity 3. Fill in the blanks with the word fast and identify if it is an adjective or adverb. 1.    Lily works _____. 2.    My dog runs _____. 3.    I am a _____ worker. 4.    The _____ cat caught the mouse. 5.    We will walk _____. 6.    Red Cross is a _____ humanitarian provider. 7.    The new motorcycle runs _____. 8.    Andy drives the new motorcycle ______. 9.    We hate the _____ transformation of events. 10. I will walk _____ because I am in a hurry.   Answers:   1.    Adverb 2.    Adverb 3.    Adjective 4.    Adjective 5.    Adverb 6.    Adjective 7.    Adverb 8.    Adverb 9.    Adjective 10. Adverb Credit:ivythesis.typepad.com

English Grammar

PART I. Points to Consider # 2. Teaching English vary and dependent on the type of student a teacher is teaching. In this case, as...

Write an essay analyzing the 4 most prominent phonological problem for a tape record segment of speech from a non-native speaker of English

4 Most common Phonological problems from Non-native English speaker         Before we understand some basic problems in phonology let us first understand what it is all about. Phonology – is the science of speech sounds including specially the history and theory of sound changes in language or in two or more related language.  From this point of view we can easily understand that there may be many possibilities that there will be more phonological problem that may arise from different linguistic and cultural background.  But for now we are going to focus from variation of 2 phonological problems that we may encounter when, let us say talk to a foreigner or non native English speaker like Chinese or maybe Japanese or Koreans which may hinder the meaning of the languages they may have spoken. This may bring unintentional misunderstanding in communication since problem in linguistic approach and usage differs from their respective way and cultural upbringing Let us identified the problem. The samples below may not imply a thorough study of the subject matter but will just set samples. ·         First is the segmental - problem which pertains to linguistic, noting or pertaining to the discrete elements of sequential speech, as consonants and vowel. Any discrete unit can be identified as physical or auditory in the stream of speech. Let us say that we talked to Chinese student who speak Cantonese, thus we may say that the first problem we may encounter maybe 1. Vowel Phonemes The narrow divisions of vowel phonemes in the sound system of English makes great demand upon the Cantonese learner. Cantonese only has 3 vowels compare to 5 in English.      2. Consonant  phonemes, because of absence of initial from the range of Cantonese phonemes there may not be able to pronounce such words or letter like B, D, G and the letter V, W, and Z. this means that they are going to experience a difficulty in unfamiliar sounds since they may not heard such letters. Example: tied and died or sink and zinc. Occasionally the letter F will be replaced with V and or the substitution of V to W may take place .Another example of segmental problem is the absence of S the confusion of said and shed or shame or same. Another there is the absence of many consonants like  b, d, and g. The Interchangeability or a change of language like weary to fairy there may not be enough examples to that will constitute such differences or it required a thorough study.   ·         Second is the Supra segmental – Is a vocal effect that extends over more than one sound segment in an utterance. Example is 1.Stress is the relative emphasis that maybe given to certain syllable in a word or to certain words in phrase or sentence. The term is also used for similar patterns of phonetic prominence inside syllable. The word accent is also used with this sense. It is a common for stressed and unstressed syllables to behave differently as language evolve. Example the word volver has the form volvi in the past tense but vuelvo in the present tense. 2. Vowel reduction is any of the various changes in the acoustic of quality of vowels which are related to changes. Examples may be. Marry, merry, mary. You can feel the reduction of contrasting sound when you pronounce the word.             To give solutions to all this barriers you will need to have a translation of your language to English language you may want to use the website www.translate.google.com  since languages are written according to aborigines if they are going to introduce English in their own language they must design a conventionally ways to conform their indigenous norms and ways to make it a reality learning it easily. English language is universal language that is why this is a powerful means of communication and you must have to learn this language in order for you to communicate among nations. The process of learning requires much harder in non-English speaking nations. The time to start is today. You may want to consult professional help or hire a tutor, enroll in an English class or join the Online English course which many Koreans is doing. You may always want to have a book about translation of your language like Japanese – English dictionary or Arabic-English dictionary etc. Generally the language barrier from other nations so as to speak differently does not really depend on the cultural manifestation but on your desire to learn.             Credit:ivythesis.typepad.com

Write an essay analyzing the 4 most prominent phonological problem for a tape record segment of speech from a non-native speaker of English

4 Most common Phonological problems from Non-native English speaker Before we understand some basic problems in phonology let us ...

Students Problem in Using English Tense

STUDENTS PROBLEM IN USING THE ENGLISH TENSES         English has become an International language and probably the most popular language of all time that is why it is taught all over the world. Non English speaking countries may need to study this language so that they can move towards progress to a more productive country and individual. People need to learn this language since this is widely used around the world that is why students can’t help but to study. This language is being taught in elementary school to college.       There are several problems that students have been encountering in their English lesson especially among the non English native communities including China, Japan, Korea and other countries. Students find it confusing to use the different tenses in its proper form on when or where it is going to be read, written or spoken. While English tenses can be one of the most useful parts of their lesson it can also be one of the most difficult parts of the study so students and teachers may need more time to study their lessons to master its use.       Students may need to take note the basic structure and restriction or sometimes foreign learners overly structure the tenses including the verb in its proper contextual approach while some students never really have any idea of what tenses are. English tenses are a time oriented language that requires markings to be included in its sentences.       When we talk about the tenses in practical speech Chinese students find it hard to utter the verb tenses such as “study, studied” may sound the same since most of these children have a hard time pronouncing the words because of their non flexible tongue. Therefore these students may need to exercise their tongue frequently to control and contract their vocal cord energy while speaking.           Japanese students also encountered a different problem in communicating the English tenses for example when “love becomes rob”, they have a different pattern and stocked like throat that hinder the sound of their voice but then again these students may need to practice to develop their grammatical errors specially in writings.       In a written expression of English lessons including tenses, countries in most Asian nations shows that most middle east countries including Saudi Arabia, United Arabs, Iraq etc. and Asian minority  speaks the English tenses a bit poorly. Only countries from the Philippines and India have somehow able to manage a strong percentage response to exhibit a quite remarkable performance and progress in oral and written English communication.       Second language learners may even find it more difficult to deal with and to understand the Basic English language because of a culture shock new form and meaning.  Unlike in most European nation which is easier to write but harden their vocal chords to speak the correct English language most of their countries may be able to understand but they may have sound differently especially in England to pronounce words example is box may sound backs or fax while speaking but nevertheless they spell it correctly during the test.        In Thailand students are tested to translate a Thailand sentences to English, all this sentences are originally derived from the English language to personally identify individual student to track their progress and to show the difficulty they are encountering and therefore to give remedy about their problem area. Their scores shows nearly 60% failed 38% are in intermediate and less than 2% have high ratings in the verb tense agreement examination.         Verb tenses includes Present tense, Past tense and the Future tense but there are also Present perfect tense, Past perfect tense and Future perfect tense and so on that needs additional clarification and examples that these students point of view may need to discuss to further enhance and develop their use of this so called tenses. In fact in a deeper thought even an English speaking student may have a difficulty in modality which expectedly appropriate for advance learner to use because there are auxiliary and complexity of tenses and so even English speaking students find it difficult to understand.         Teachers may need to differentiate each tense and give examples to determine the difference of tenses over others. Unfortunately in this article we only focus on the student’s problem area and we may not be able to discourse its entirety because of long winding approach and explanation that needs to be followed but the following websites should be of help to every students to take a bit of knowledge and a thorough examples that they can derive. (Copy and paste the links to view the pages) http://www.englishpage.com/verbpage/verbtenseintro.html http://www.englishtenseswithcartoons.com/help http://www.examples-help.org.uk/parts-of-speech/verb-tenses.htm http://www.chabotcollege.edu/languagearts/esl/verb%20tense%20book–pdf.pdf                      Credit:ivythesis.typepad.com

Students Problem in Using English Tense

STUDENTS PROBLEM IN USING THE ENGLISH TENSES English has become an International language and probably the most popular language o...

Students Problem in Using English Tense

Students Problem in Using English Tense

STUDENTS PROBLEM IN USING THE ENGLISH TENSES English has become an International language and probably the most popular language o...

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