Teaching English Overseas: An Introduction: A Guide for Native-speaker Teachers of English Preparing to Work Overseas.OUP Oxford, 12. mar. 1992 - 155 sider Puts overseas teaching in its broader context: social, cultural, political, and economic. Explains how a country's educational and institutional structures and systems affect language teaching. Provides 'case studies' in each chapter based on a range of specific countries and teaching situations Suitable for both pre-service and in-service teachers Can be used as part of a teacher training course or for self-study |
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Side 21
... speakers and two million native Afrikaans speakers . 2. There were one million people who were designated as Indian . Of these one million , almost all , except for a few Hindi speakers , are native English speakers . 3. South Africa ...
... speakers and two million native Afrikaans speakers . 2. There were one million people who were designated as Indian . Of these one million , almost all , except for a few Hindi speakers , are native English speakers . 3. South Africa ...
Side 91
... Speakers of Singapore English do not use stress distinctions to mark different parts of speech . Thus , in Singapore English ' increase ' and ' object ' would be pronounced as ' increase ' and ' object ' when used either as a verb or a ...
... Speakers of Singapore English do not use stress distinctions to mark different parts of speech . Thus , in Singapore English ' increase ' and ' object ' would be pronounced as ' increase ' and ' object ' when used either as a verb or a ...
Side 118
... speakers who are not sure of pronouncing [ 3 ] accurately in isolation refer to it as " reversed epsilon . " Speakers of General American English , who pronounce the word err with the tip of the tongue retroflexed , can learn [ 3 ] by ...
... speakers who are not sure of pronouncing [ 3 ] accurately in isolation refer to it as " reversed epsilon . " Speakers of General American English , who pronounce the word err with the tip of the tongue retroflexed , can learn [ 3 ] by ...
Indhold
Language teaching and the sociopolitical context | 3 |
continued | 18 |
Language teaching and the economic context | 25 |
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acoustically affricate allophone alveolar alveolar ridge American Speech aspirated assimilation Atlas Brazilian Portuguese British chapter classroom close Cockney consonant cluster context CRUZ The University cultural curriculum dental diglossia diphthong economic English language English Sounds English teaching Examples expatriate language teachers Filipinos final foreign French frequently front vowels glottal glottal stop glottis initial intervocalic intonation Italian language planning learning English linguistic lips Malaysia medial medium of instruction Mountain speech nasal non-palatal Norwegian NOTE occurs orthographic palatal consonant Pennsylvania German Philippines phonetic plosive or fricative position preceding Pretonic pronunciation Russian schools secondary stress silent South Spanish speakers standard stressed syllables substandard substitute symbol teeth tongue tongue-point Transcribe and pronounce transcription trill unaspirated unstressed velum vibration Viëtor voiced consonant voiced plosives voiceless wherever encountered word beginning words spelled
Henvisninger til denne bog
Non-Native Language Teachers: Perceptions, Challenges and Contributions to ... Enric Llurda Begrænset visning - 2005 |
English in the World: Global Rules, Global Roles Rani Rubdy,Mario Saraceni Ingen forhåndsvisning - 2006 |