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Question 6. Essay.
Minimum word length: 200 words
What changes have you noticed in English pronunciation, spelling, grammar or words and phrases either (a) historically, during your life or (b) geographically, as you have met people from other regions or experienced their English via the media?
As the English dialect has changed, it’s been simple to choose out words that pass into common utilization. Each decade sees modern slang terms like these showing up within the English dialect. And whereas a few words or truncations do come from web or content discussions, others may show up as totally unused words, a modern meaning for an existing word, or a word that gets to be more summed up than its previous meaning, brought approximately by any one of the reasons over. Decades prior, “blimey” was a unused expression of astonish, but more as of late “woah” is the word in regular utilization. Sentence structure is of course another alter to English dialect. Decades prior, it would have been typical to inquire “Have you a moment?” Presently, you might say “D’you have a sec?” Additionally, “How do you do?” has gotten to be “How’s it going?” Not as it were have the sentences been shortened, but modern words have been presented to regular questions.
Associated to this can be the substitution of certain words with other, more-modern adaptations. It’s lovely recognizable that words like “shall” and “ought” are on the way out, but “will”, “should” and “can” are doing fair fine. Other changes can be more inconspicuous. A number of verbs can take a complement with another verb in either the “-ing” shape or the “to” shape, for case “they enjoyed painting/to paint”, “we attempted leaving/to leave”, “he didn’t bother calling/to call”. Both of these developments are still utilized and have been for a long time but there has been a consistent move over time from the “to” to the “-ing” complement.
Question 7: Essay
Minimum word length: 500 words
Describe your own experience of learning a language. Considerations to include but no limited to the following:
Was it taught or 'picked up'? How? When did learning start, how long was it for and how frequent was your exposure to the language? What was your experience of native/ESL/EFL speakers of English both among classmates and teaching staff? What was the bias of listening, speaking, reading, writing, grammar, translation, literature, pronunciation teaching? What kinds of texts and other materials or teaching aids were used? How efficient was the learning? Which language variety(s) did you learn? Where are the gaps in your knowledge or ability?
What conclusions can you draw for your own teaching of English?
I was my own educator from the absolute initially start of my English learning. It was simply me, an English personnel from a state college in Tashkent with basically no language abilities. All I learned was the manner by which to interpret various types of English texts into Uzbek. We had been told and we should realize the language prior to applying it for our major. Notwithstanding, after graduation of my college was, everything I could recollect was some haze syntax rules and jargon. I began to concentrate on them without anyone else envisioning that I would have a class to educate, I concentrated on a page and its comparing pages in the educator's release to figure out how to show it and attempted to anticipate the inquiries that the understudies could have posed. I needed to be a proficient educator so no plausible inquiries ought to have stayed unanswered; consequently, I investigated every one of the important books accessible on the lookout.
The most troublesome thing for me as a not went to any English student classes as an understudy has been first how to grow my jargon and afterward how to involve the words in their unique situations. The models in word references, the texts I have been perusing and the English motion pictures and shows I have been watching have furnished me with the setting I want to learn English words yet since English is never utilized around me and assuming it does it is too little to ever be considered, I need to constantly look the new words I run over up in my word references prior to involving them in my classes. Presently, you can think about how much the planning takes, and this is the fundamental driver of my sluggish advancement in learning specialized expressions of various fields of study.
I surmise I have dominated the casual and formal styles of elocution, punctuation and jargon as opposed to the next language parts. The course books, which I enjoy been taking benefit of, furnish understudies with circumstances where companions or associates are having a discussion or similar characters are conversing with outsiders. One can seldom view as close, easygoing, or frozen styles in English course books; notwithstanding, they can be presented to them through motion pictures and TV. Expressly talking, since I have been concentrating on English course books and showing them during my own learning cycle, I surmise I'm vastly improved in utilizing casual and formal styles than others.
During my initial two years of showing experience, I ought to admit that it was just me who did the majority of the talking in my classes. I knew nothing about the way that the understudies reserve the option to talk as well. I was simply the educator however when I took a gander at myself I was really one of the understudies. I needed to demonstrate to both myself and my understudies that I was precise and sufficiently familiar and a decent instructor. Learning about educating, counseling my accomplished associates, and going to instructor instructional classes made ready for the view that the understudies' oral interest assumes the main part in working on their talking capacity. Step by step, I understood it had been the educating of the language that empowered me to talk it, so I began turning out to be increasingly quiet, allowing the understudies to talk and control the class. I figured out that being the sole speaker was helpful just to me not the understudies. Thereafter, I attempted to decrease my talking time in class particularly in upper-level classes where understudies have better orders of language abilities. . Subsequently, I attempted to diminish my talking time in class particularly in upper-level classes where understudies have better orders of language abilities
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