Through their experiences there were many comparisons to suggest but some stood out more than others; such as, how each writer grew up learning do deal with their family and their English, and on that note what they are doing now to understand how their English language as a second language affects others. The first of the differences was experiences in family life. Each of the writers had very different experiences when it comes to family. Amy Tan had a term she explained as “different English” where Richard Rodriguez had a term he explained as “family quietness”. The difference in the two is that although Amy’s mother did have a hard time speaking the language clearer that the average English speaker she was able to have a language with her family that was English but they had a certain bond with it.
I always use certain words like “like” and “y’know” to make sure the person I am talking to knows what I am saying. They are also fillers, so I have time to think of what to say next. I think the environment that I am in also caused the change in my language and the way I speak to certain people. In my transcript with my friend, I mainly use short sentences. I use them because I like to get straight to the point.
In the article, I like how Tan said, “I was forced to ask for information.” Even though I don’t have to pretend I am my mother, but I get the feeling that who ever speak better English had the responsibilities to help out the situation. Sometime it is a hard time for me to do this because I may not speak the perfect English like Tan. I will get nervous when the question comes up with many words I don’t know, or I want to say something but there are some terms I don’t know how to translate into English. For example, when I first come to America, I cannot understand the way my classmates talk to me, and there are some people speak very different English. It cost me a long time to get used to speak to different people in school.
When talking to friends I also use more fillers such as ‘yeah’. I constantly use this filler to check that the other person is listening, as when I say ‘yeah’ my friend will also reply with ‘yeah’ giving me certainty that they are listening to me. When friends and I are talking, the topic is usually about something that happened, whether on a programme or in real life. So when we are telling each other what has happened, the other person usually has an opinion of what happened so will overlap. For example in my transcript...... Overlapping when I friend is talking is done so often that it’s not deemed as ‘rude’ between us so I constantly do it.
My second issue would be my ability to proofread. I always miss something when I proof read, once my other half reads it, he finds it right away, but I just cannot see all of my own errors. I would say my third problem is tone. Sometimes I am not sure which tone to use and if it is being conveyed correctly. I plan to work on all of these things, I am sure this class will help me learn all the skills needed to make my papers better.
I noticed that I often converge my way of speaking to accommodate to the other participant in the conversation and this habit seemed to develop into accommodating to the actual language being spoken. For example, when studying a conversation between a teacher and myself, the teacher greeted me in French, “Bonjour Madame!” and I accommodated to this shift and answered back in French, “Bonjour!” Unlike Giles proposition, I think this convergence and accommodation to the spoken language is less about ‘seeking approval’ and more about distinguishing oneself and to express solidarity between people of the same ability. This theory also developed into code switching between English and Turkish, since I am half Turkish I am able to switch between the two seamlessly. In a conversation between my mother and me, I start of in English, “What you got in the omelette?” and my mother code switches from English to Turkish, “Depends, ne istiyorsun?” (What do you want) and then I accommodate to this by imitating the code switch. “Can I have sucuk ve hellim ve biraz salate yaninda?” (Can I have Turkish sausage, halloumi and a bit of salad on the side) and you can notice how although I start off in
When to use “POR” and “PARA” in Spanish By Uri S. Quintal. Prepositions in Spanish are used almost in every sentence but, there are two ones that cause a lot of problems when students are trying to learn the language. Prepositions por and para challenge Spanish students to be very careful with their usage because both words mean “for” in English. In this case, preposition POR is considerably more common, so in theory, students might be able to get away with just memorizing the uses for PARA and then use POR for everything else. But, getting to know the specific ways and situations in which they should be used is also the best way to differentiate both prepositions.
After watching the movie I found it surprising how difficult it was/ is for the Deaf to make friends. They do the unexpected, for instance travel half the country to meet with others with the same mastery in sign language. For this reason, I also feel that without a Deaf community the language barrier for the Deaf is enormous so traveling to meet up with others is acceptable. I pity us hearing people for taking our senses for granted, for example, a deaf person would have to see the instructor throughout the whole lecture, or he/ she couldn’t watch a movie without subtitles. Watching this video gave me a clearer picture of the deaf community as a whole, and a stronger hold in wanting to learn and keep learning sign language.
Tia Johnson Adam Jones CA104 Interpersonal Communication 07/06/2015 Personal Approach To Communicating Communication has been here since life started. There are many approaches to communication but it is how we as humans interpret it. One key role that I learned that would make life easier in the approach to communication world is that we have to learn the differences in the cultures. With my personal approach to communication, I thought there was only one way of communicating. I was wrong.
I then gave them a more formal lesson on sportsmanship. We then reviewed and discussed their answers to the list of questions I gave them to make sure they fully understood what was read and the lesson I gave them and to see if any of their original answers had changed. This lesson was great at evaluating reading, writing, comprehension, and verbal skills of the English Language learner because each was used at some point or even multiple times throughout the lesson. The lesson also gave numerous opportunities for the ELL student to engage with his peers as well as with the teacher. (I apologize but I could not copy and paste the SOLOM formatting but here are the results.)