By Rebecca M. Dauer

This pronunciation textual content is helping scholars in achieving a near-native accessory.

  • Teaches vowels, consonants, rhythm, rigidity, and intonation utilizing ideas of articulatory phonetics.
  • Provides specified illustrations of lip positions of vowels and consonants, and a diagnostic speech sample.
  • Reinforces thought with various perform workouts that come with words, dialogues, examining passages, and oral presentations.
  • Includes spelling styles for traditional phrases and educational words.

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He found that logical relationships of the type marked by conjunctions were more difficult than referential and lexical relationships. He also found that content familiarity was more significant than grammatical complexity in determining the difficulty of reading texts. The bulk of task-based research has focused on the activities or procedures which learners carry out in relation to the input data. The key question here has been, What tasks seem to be most helpful in facilitating second language acquisition?

3 Ratings for items according to mean scores Item Type Rating 1 2 3 4 5 6 7 8 9 Traditional Communicative Communicative Communicative Traditional Traditional Buffer Buffer Communicative Trivial, incidental use Essential use Important supplementary use Important supplementary use Trivial, incidental use Trivial, incidental use Trivial, incidental use Trivial, incidental use Essential use Learner-Centred Curriculum Development 23 Discussion The results demonstrate quite clearly that, for the group of teachers surveyed, the concept of ‘communicative language teaching’ is salient, with the three noncommunicative and one of the buffer statements being accorded ‘trivial incidental use’.

Arguments or opinion-expressing texts containing abstract concepts and relationships were the most difficult. Follow-up research cited in Anderson and Lynch (1988) identified a number of other factors, including the following: 1 2 3 4 5 The way the information is organized (narrative texts in which the order of events in the texts mirrors the order in which the events actually occurred in real life are easier to comprehend than narratives in which the events are presented out of sequence) The familiarity of the topic The explicitness and sufficiency of the information The type of referring expressions (for young children, pronominal referents are more difficult to comprehend than full noun phrase referents) Text type In the area of reading comprehension, Nunan (1984) found that similar elements were implicated in the difficulty of school texts for secondary level students.

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