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More recently, research on dialogue journal use in Myanmar with deaf adults [126] noted that dialogue journal writing was an effective means of communicating one-on-one with students who had varying English language skills and normally communicated in a Myanmar sign language or spoken Burmese. Using entries on family life, school, and work ...
The skills of writing and reading are not neglected, but the focus throughout remains on listening and speaking. Dialogue is the main feature of the audio-lingual syllabus. Dialogues are the chief means of presenting language items. They provide learners an opportunity to practice, mimic and memorize bits of language.
Reading aloud – the students take turns reading sections of a passage, play or a dialogue aloud. Student self-correction – when a student makes a mistake the teacher offers him/her a second chance by giving a choice. Conversation practice – the students are given an opportunity to ask their own questions to the other students or to the ...
Dictogloss activities integrate the four language skills of listening, reading, and writing. [3] They also give students opportunities to talk about both content and the language itself. Furthermore, dictogloss activities are a useful way of presenting new factual information to students and encourage them to listen for key points.
Speakers vary their speed of speaking according to contextual and physical factors. A typical speaking rate for English is 4 syllables per second, [5] but in different emotional or social contexts the rate may vary, one study reporting a range between 3.3 and 5.9 syl/sec, [6] Another study found significant differences in speaking rate between story-telling and taking part in an interview.
An example of this lexical phenomenon in Spanglish is the emergence of new verbs when the productive Spanish verb-making suffix -ear is attached to an English verb. For example, the Spanish verb for "to eat lunch" ( almorzar in standard Spanish) becomes lonchear (occasionally lunchear ).
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