Understanding English for Teaching

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This document contains three questions related to Understanding English for Teaching. The first question is about orthographic transcription, the second question is about coherence, and the third question is about phonetics and phonology. The document provides detailed answers to each question along with examples and explanations. The subject is English for Teaching and the course code and name are not mentioned. The document type is an essay and the type of assignment is not mentioned.

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Running head: UNDERSTANDING ENGLISH FOR TEACHING
UNDERSTANDING ENGLISH FOR TEACHING
Name of the Student
Name of the University
Author note

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1UNDERSTANDING ENGLISH FOPR TEACHING
Question A – Orthographic Transcription
Hello(.) I’m glad to introduce myself↓ as Nancy ↑. I’m from India, in India↓ basically from
Karnal ↑, one of the oldest district↓ of Haryana ↑. The city has gained importance since
Mahabharat era, the historical one ↑. I came↑ from nuclear family and youngest among my
sibling and I recently got married↓. Talking about my hobbies and studies, I love cooking ↑, I
love to explore new places specially the historical one. Recently I discovered Jaipur the pink
city↓, Gujrat and many ↓more (0.3) In my senior secondary ↓years I studied subjects like
(0.1) accounts (.) business studies (.) English (.) maths (.) etc. (0.2) as per my interests, I did
my further studies as in bachelor of ↓commerce and master of ↓commerce from Kurukshetra
University. But the life goes on ↑, we always keep on learning ↑ and increase our knowledge
= though as per ↓my further interest in education field (.) I did my ! bachelor of education
from same Kurukshetra University ↑ for further enhancing my knowledge in the same field
but from different country, I chose to move on in the different (0.5) country like Australia (.)
I chose Australia for its high quality ↓of education friendly natives ↓and culture diversity and
now I am doing my master of ↓education in leadership and management ↑ from one of the
top ranking university that is La Trobe University. And I believe that after completing my
masters from here, it will be a great impact on my life and career too. At last I want to say
that (.) all our dreams can come true if we have the courage to pursue them. Thank you for
listening me.
In doing this orthographic transcription I have followed the transcription convention
notations used by Heritage and Clayman (2011). The marks indicate different aspects of
speech as instantiated below:
(.) – a small gap approximately one tenth of a second
(0.0) – timed gap
Word emphasis
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2UNDERSTANDING ENGLISH FOPR TEACHING
↓ - Falling tone, ↑ - rising tone, ! – animated and emphatic tone.
Question B – Coherence
Coherence is defined as the achievement of linguistic and semantic meaning in a text.
Coherence is achieved through the use of various syntactic and semantic elements along with
other structures like literary devices as well (Buhler, 1986). Coherence in a text describes the
continuity in a text and brings a meaningful and orderly structure to it.
First of all, looking at the text in Question A, we find a variety of elements that add to
the coherence of the text. The most significant element that adds to the coherence of the text
is the dual nature of the text. It is an oral speech that has been transcribed. Therefore, the
nature of intention behind the oral speech needs to be identified and analysed in the first
place. The text is not what would be called a formal text as the speech was orally made to
introduce myself and give the listeners a general overview of my background. This means
that the text contains personalised elements like the use of first person pronouns and
emotional words like ‘love’.
Moreover, since the oral speech has been converted into a digital text through
transcription, we would not get to identify the special characteristics of conventional speech
like intonation, word pauses, overlap or crosstalk. That is why the above text has been coded
using the Conventional transcriptional analysis symbols to illustrate those instances where the
textual representations fail to uphold the communicative elements.
According to De Beugrande and Dressler (1981), coherence is defined as the
continuity of senses between the relevant elements of the text. As we can see in the text, it
starts with a general introduction of myself, followed by a background information about my
hobbies and schooling. Afterwards it transitions to my educational interests, highlighting my
field of choice and explaining why I chose Australia for my higher studies. In short, the text
illustrates my intentions and outcomes quite thoroughly and in a systematic manner, thereby
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3UNDERSTANDING ENGLISH FOPR TEACHING
keeping the semantic coherence intact. I have used various cohesive devices like conjunctions
to mark the transmission from one aspect of the text to another without breaking flow. This
indicates that the text has also maintained its syntactic coherence.
Apart from just the text, I have also provided a selfie of myself, which I think adds to
the aspect of coherence. The picture is a very plain picture of my face without any additional
digital filters or artificial enhancements. This picture portrays that the originality of the
person in the picture is upheld. Therefore it adds to the coherence of the text.
In conclusion, I would like to state that the present educational field is slowly moving
away from the traditional textbook conventions and entering a digitised curriculum sphere.
Therefore using digital media in education can function as a significant benefactor for the
students. Motteram (2013) highlights that a digital media can have a manifold use in the field
of education provision. Even if we take the example of a digitised text for teaching english,
many Artificial Intelligence based software are developed and implemented that can read a
text with proper pronunciation, and can be useful for teaching phonetics. Similarly, there are
softwares like Grammarly which can highlight the correctness and errors in a grammatical
construction. This can be used for teaching linguistic rules as well as syntax to the children.
Moreover, there are online data storage and sharing domains that has made sharing tasks
easier. Therefore even assessing a task is made more feasible.

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4UNDERSTANDING ENGLISH FOPR TEACHING
Question C – Phonetics and Phonology
Part 1: Broad Phonemic transcription
hɛləʊ. aɪm glæd tuː ɪntrədjuːs maɪsɛlf æz nænsi aɪm frɒm ɪndɪə
ɪn ɪndɪə beɪsɪkəli frɒm kɜːr .nɑ́ːl wʌn ɒv ði əʊldɪst dɪstrɪkt ɒv
hɜː jeə na. ðə sɪti hæz geɪnd ɪmpɔːtəns sɪns məhɑ́ːbhɑ́ːrət ɪərə
ðə hɪstɒrɪkəl wʌn. aɪ keɪm frɒm njuːklɪə fæmɪli ænd jʌŋɪst
əmʌŋ maɪ sɪblɪŋs ænd aɪ riːsntli gɒt mærɪd. tɔːkɪŋ əbaʊt maɪ
hɒbiz ænd stʌdiz, aɪ lʌv kʊkɪŋ, aɪ lʌv tuː ɪksplɔː njuː pleɪsɪz
spɛʃəli ðə hɪstɒrɪkəl wʌn riːsntli aɪ dɪskʌvəd ʤɑ́ipó ðə pɪŋk
sɪti ɡʊdʒɹɑːt ænd mɛni mɔː. ɪn maɪ siːnjə sɛkəndəri jɪər aɪ
stʌdɪd sʌbʤɪkts laɪk əˈkaʊnts bɪznɪs stʌdiz ɪŋglɪʃ mæθs ɪt
ˈsɛtrə.
Part 2: Syllables and primary lexical stress
Syllables in phonetic transcription are depicted with a period [ . ] and the primary
lexical stress is depicted with a raised vertical line [ ˈ ] at the beginning of the syllable.
Content words are known as the words that describe the real and identifiable words in a
sentence (Kager, 1995). They include nouns, pronouns, primary lexical verbs, adjectives and
adverbs mainly. Therefore the content words in this text would be names, like my name, my
country’s name, primary lexical verbs etc. The content words in this transcript text are
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5UNDERSTANDING ENGLISH FOPR TEACHING
marked with a raised vertical line to denote the primary lexical stress and the stressed
syllables are denoted in bold.
hɛ . ləʊ aɪm glæd tuː ɪn . trə . djuːs maɪ . ˈsɛlf æz ˈnæn . si
aɪm frɒm ˈɪn . dɪ. ə ɪn ˈɪn . dɪ . ə beɪ. sɪk . əl . i frɒm kɜːr . ˈnɑ́ːl
wʌn ɒv ði ˈəʊl . dɪst ˈdɪs . trɪkt ɒv hɜː . ˈjeə . na ðə ˈsɪ . ti hæz
geɪnd ɪm . ˈpɔː . təns sɪns mə . hɑ́ː . ˈbhɑ́ː . rət e . rə ðə
hɪs . ˈtɒ . rɪk . əl wʌn aɪ keɪm frɒm ˈnjuː . klɪ . ə ˈfæm . ɪ . li
ænd ˈjʌŋ . ɪst ə . ˈmʌŋ maɪ ˈsɪb . lɪŋs ænd aɪ ˈriː . snt . li gɒt
ˈmær . ɪd ˈtɔː . kɪŋ əˈ . baʊt maɪ ˈhɒ . biz ænd ˈstʌ . diz aɪ lʌv
ˈkʊk . ɪŋ aɪ lʌv tuː ɪks . plɔː njuː ˈpleɪ . sɪz ˈspɛ . ʃə . li ðə
hɪs . ˈtɒ . rɪk . əl wʌn ˈriː . snt . li aɪ dɪs . ˈkʌv . əd ʤɑ́i . pó ðə
pɪŋk ˈsɪ . ti ɡʊdʒ . ˈɹɑːt ænd ˈmɛ . ni mɔː ɪn maɪ ˈsiː . njə ˈsɛk .
ən . dər . i jɪər aɪ ˈstʌd . ɪd ˈsʌb . ʤɪkts laɪk ə . ˈkaʊnts ˈbɪz .
nɪs ˈstʌd . iz ˈɪŋ . glɪʃ mæθs ɪt . ˈsɛt . rə.
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6UNDERSTANDING ENGLISH FOPR TEACHING
Part 3: Intonation Contours
hɛ . ləʊ aɪm glæd tuː ɪn . trə . djuːs maɪ . ˈsɛlf æz ˈnæn . si aɪm
frɒm ˈɪn . dɪ. ə ɪn ˈɪn . dɪ . ə beɪ. sɪk . əl . i frɒm kɜːr . ˈnɑ́ːl wʌn
ɒv ði ˈəʊl . dɪst ˈdɪs . trɪkt ɒv hɜː . ˈjeə . na ðə ˈsɪ . ti hæz geɪnd
ɪm . ˈpɔː . təns sɪns mə . hɑ́ː . ˈbhɑ́ː . rət e . rə
ðə hɪs . ˈtɒ . rɪk . əl wʌn aɪ keɪm frɒm ˈnjuː . klɪ . ə ˈfæm . ɪ . li
ænd ˈjʌŋ . ɪst ə . ˈmʌŋ maɪ ˈsɪb . lɪŋs ænd aɪ ˈriː . snt . li gɒt
ˈmær . ɪd ˈtɔː . kɪŋ əˈ . baʊt maɪ ˈhɒ . biz ænd ˈstʌ . diz aɪ lʌv
ˈkʊk . ɪŋ aɪ lʌv tuː ɪks . plɔː njuː ˈpleɪ . sɪz ˈspɛ . ʃə . li ðə
hɪs . ˈtɒ . rɪk . əl wʌn ˈriː . snt . li aɪ dɪs . ˈkʌv . əd ʤɑ́i . pó ðə
pɪŋk ˈsɪ . ti ɡʊdʒ . ˈɹɑːt ænd ˈmɛ . ni mɔː ɪn maɪ ˈsiː . njə ˈsɛk .
ən . dər . i jɪər aɪ ˈstʌd . ɪd ˈsʌb . ʤɪkts laɪk ə . ˈkaʊnts
ˈbɪz . nɪs ˈstʌd . iz ˈɪŋ . glɪʃ mæθs ɪt . ˈsɛt . rə.

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7UNDERSTANDING ENGLISH FOPR TEACHING
Part 4: Broad vs Narrow Phonemic analysis.
/hɛ . ləʊ/ - hello
/aɪm/ – I’m
/glæd/ - glad
/tuː/ - to
/ɪn . trə . djuːs/ – introduce
A broad phonemic analysis depicts the most noticeable and basic transcription of a
sound whereas a narrow phonemic analysis delved deeper into each sound and attempts to
describe each in terms of the significant allophonic variations as well (Shriberg & Lof, 1991).
For instance, as we look at the above transcriptions, the broad phonemic transcriptions for the
first five sounds from my introduction are provided. If we take a closer look at the word
‘introduce’ the broad phonemic transcription that is provided is /ɪn . trə . djuːs/. In a narrow
phonemic transcription, specific allophonic variations from my speech would have been
taken into account and therefore the transcription would have been different (Shriberg & Lof,
1991). I can provide a better example of the distinction between the broad and the narrow
phonemic analyses using the word ‘Married’. In my speech, I did not pronounce the word as
married but as marrd where the r sounds like a retroflex. In that case, the broad phonemic
analysis that is provided above shows the pronunciation as /ˈmærɪd/ whereas the narrow
phonemic analysis would have depicted it as [ˈmæɹ̥d].
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8UNDERSTANDING ENGLISH FOPR TEACHING
Part 5: Suprasegmental feature – activity.
The suprasegmental feature that I am focusing on is sentence or phrase stress in
speech. Sentence stress in speech is used to denote a particular meaning to the speech. As
Fromkin, Rodman and Hyams (2018, p. 320) explains, a sentence can have variable meaning
based on the word that is stressed in the sentence. For example, let us take the example from
the text that I have transcribed above, a phrase like ‘one of the oldest districts of Haryana’
can have different senses attributed to it. A stress on the word ‘one’ indicates that the place
being referred to is one of the many oldest places in Haryana, whereas a stress on the word
‘Haryana’ means that there may be many old places in the country but the one that is referred
to here is in Haryana.
Based on that concept, the following activity is designed to teach sentence stress to
the learners. This is a group based activity which is tailored to meet the communicative
competence requirement of the learners. Communicative competence is a highlight of all
upcoming activates, therefore I am providing a background information about the concept in
this section.
Communicative competence is a concept that indicates towards the grammatical
ability of a person. The term was coined by Dell Hymes in 1966 (Hymes, 1972) and draws a
contrast between Chomsky’s concepts of linguistic competence and performance. It
underpins that the competence in communication is developed based on the learner’s
knowledge of grammatical features as well as their ability to use those features in a social
situation.
Firstly, teach the learners the concept of sentence stress and give them an example
sentence on the board:
“I will have her killed if you fail the task”
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9UNDERSTANDING ENGLISH FOPR TEACHING
Secondly, randomly stress three words in the sentence by highlighting them. Do not
speak yet:
I will have her killed if you fail the task”
“I will have her killed if you fail the task”
“I will have her killed if you fail the task”
Thirdly, ask the learners what they can decipher from the three sentences. The
learners might not be able to decipher at first glance, in which case, ask three learners to read
out the three sentences each, with the stress on the indicated word. Afterwards, ask the
learners again what they were able to understand after the sentences were read out with the
proper stress mark in place.
The learners should be able to give three different scenarios for the three instances.
For the first instance they should say that the speaker will get someone killed. For the second,
they should say that someone in this situation will get killed. For the third, they should say
that a failure will result in someone’s death. In all three cases, they must be able to identify
the key highlight of the sentences as the speaker, the act of getting someone killed and the act
of failure respectively.

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10UNDERSTANDING ENGLISH FOPR TEACHING
Question D – Morphology
Part 1: Inflectional morphemes (highlighted in red)
Hello. I’m glad to introduce myself as Nancy. I’m from India, in India basically from Karnal,
one of the oldest district of Haryana. The city has gained importance since Mahabharat era,
the historical one. I came from nuclear family and youngest among my sibling and I recently
got married. Talking about my hobbies and studies, I love cooking, I love to explore new
places specially the historical one. Recently I discovered Jaipur the pink city, Gujrat and
many more. In my senior secondary year I studied subjects like accounts, business studies,
English, maths etc. as per my interests, I did my further studies as in bachelor of commerce
and master of commerce from Kurukshetra University. But the life goes on, we always keep
on learning and increase our knowledge. Though as per my further interest in education field,
I did my bachelor of education from same Kurukshetra University. For further enhancing my
knowledge in the same field but from different country, I chose to move on in the different
country like Australia. I chose Australia for its high quality of education, friendly natives and
culture diversity and now I am doing my master of education in leadership and management
from one of the top ranking university that is La Trobe University. And I believe that after
completing my masters from here, it will be a great impact on my life and career too. At last I
want to say that all our dreams can come true if we have the courage to pursue them. Thank
you for listening me.
Justification: inflectional morphemes are bound morphemes that mark the properties like
tense, number, gender, case etc. in a sentence (Fromkin, Rodman and Hyams, 2018).
Inflectional morphemes are denoted by suffixes like –ing, -ed, -s (for plurals and third person
singular present), -en, -‘s, -er and –est. Inflectional morphemes are very common in the
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11UNDERSTANDING ENGLISH FOPR TEACHING
English language and therefore, even in my speech, I have used many instances of
derivational morpheme, both consciously as well as unconsciously.
Part 2: Derivational Morphemes (highlighted in blue)
Hello. I’m glad to introduce myself as Nancy. I’m from India, in India basically from Karnal,
one of the oldest district of Haryana. The city has gained importance since Mahabharat era,
the historical one. I came from nuclear family and youngest among my sibling and I recently
got married. Talking about my hobbies and studies, I love cooking, I love to explore new
places specially the historical one. Recently I discovered Jaipur the pink city, Gujrat and
many more. In my senior secondary year I studied subjects like accounts, business studies,
English, maths etc. as per my interests, I did my further studies as in bachelor of commerce
and master of commerce from Kurukshetra University. But the life goes on, we always keep
on learning and increase our knowledge. Though as per my further interest in education field,
I did my bachelor of education from same Kurukshetra University. For further enhancing my
knowledge in the same field but from different country, I chose to move on in the different
country like Australia. I chose Australia for its high quality of education, friendly natives and
culture diversity and now I am doing my master of education in leadership and management
from one of the top ranking university that is La Trobe University. And I believe that after
completing my masters from here, it will be a great impact on my life and career too. At last I
want to say that all our dreams can come true if we have the courage to pursue them. Thank
you for listening me.
Justification: Derivational morphemes are used to make new words of a different
grammatical category. They are usually denoted by the addition of affixations that inherently
change the word’s grammatical class and/or the basic meaning of the word (Fromkin,
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12UNDERSTANDING ENGLISH FOPR TEACHING
Rodman and Hyams, 2018). For example, addition of the affixation ‘–ness’ is a common way
of denoting a derivational morpheme. In the sentence “he is a bold man”, adding the affix –
ness to the word bold can change the grammatical class of the word from an adjective to a
noun (Bold ADJ + ness = Boldness N).
Derivational morphemes are also bound morphemes but are not as common as inflectional
morphemes. That is why in my speech, there are fewer instances of derivational morphemes
that are identified. For instance, the words leadership and management are two examples
where derivational morphemes are displayed. ‘Leadership’ can be formulated by adding the
affix –ship to the word leader. Even though both remain nouns, the meanings of the words
change. In contrast, in ‘management’, the suffix, -ment can be added to the verb manage to
form the noun ‘management’. Therefore these two words are instances of derivational
morphemes.

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Part 3: Compounds (in yellow) and other word formation processes (green)
Hello. I’m glad to introduce myself as Nancy. I’m from India, in India basically from Karnal,
one of the oldest district of Haryana. The city has gained importance since Mahabharat era,
the historical one. I came from nuclear family and youngest among my sibling and I recently
got married. Talking about my hobbies and studies, I love cooking, I love to explore new
places specially the historical one. Recently I discovered Jaipur the pink city, Gujrat and
many more. In my senior secondary year I studied subjects like accounts, business studies,
English, maths etc. as per my interests, I did my further studies as in bachelor of commerce
and master of commerce from Kurukshetra University. But the life goes on, we always keep
on learning and increase our knowledge though as per my further interest in education field, I
did my bachelor of education from same Kurukshetra University. For further enhancing my
knowledge in the same field but from different country, I chose to move on in the different
country like Australia. I chose Australia for its high quality of education, friendly natives and
culture diversity and now I am doing my master of education in leadership and management
from one of the top ranking university that is La Trobe University. And I believe that after
completing my masters from here, it will be a great impact on my life and career too. At last I
want to say that all our dreams can come true if we have the courage to pursue them. Thank
you for listening me.
Justification: Compounds are words that are formed by joining two or more words together
(Fromkin, Rodman and Hyams, 2018). An effective example of compounding in English is
the word blackboard which is formed by joining the words ‘black’ and ‘board’. In my
transcript, I have not used any instance of compound words in english, however the two
words Mahabharat and Kurukshetra are compound words in Sanskrit. The word Mahabharat
is formed by joining ‘maha’ (great) and bharat (India). Likewise, the word ‘Kurukshetra’ is
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14UNDERSTANDING ENGLISH FOPR TEACHING
formed by joining the words ‘kuru’ (battle) and ‘kshetra’ (field), which would translate to
‘battlefield’ in English.
Similarly, the other instance of word formation process that I was able to identify in
reference to this transcript was clipping. Clipping is a process where a bigger word is cut
short to create a shorter word with effectively the same meaning. The example that I
identified from the ext is that of ‘maths’ (clipped from ‘mathematics’).
Part 4: Morphological Feature – Activity
In this activity, a morphological feature will be taught to the learners. The activity is
designed to teach affixation with special focus on inflectional morphemes, to the learners in a
setting that helps them develop their communicative competence.
In this activity, the learners will be divided into groups and assigned a random series
of words, each written in a piece of folded paper. The derivational affixes as mentioned
above will be written on the board. Each student will then assign an inflectional affix to their
respective words.
Once that is done, the groups will share their papers among themselves and write on
the paper of their peers which other affixation can be used in the case of the word that they
have been assigned and how that affects the meaning.
For example:
Group 1 Student 1 gets a word ‘like’. S/he attaches the affix –s to it and forms ‘likes’.
Group 3 student 2 receives the paper from the student and adds ‘-d’ below the
construction and explains the difference between the two constructions.
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15UNDERSTANDING ENGLISH FOPR TEACHING
Through this activity, he learners will be able to learn about inflectional morphemes
and affixation while maintaining for communicative competence development amongst
themselves.
Question E: Words
Part 1: Word Class
Word class Example Justification
Noun Nancy Nouns refer to objects,
names as well as places
directly. Nouns form an
indispensable part of most
linguistic constructions
(Fromkin, Rodman and
Hyams, 2018).
In my text, my name, the
place that I am from, the
place that I am travelling to
etc form examples of Noun
as a word class. Therefore,
my name falls into the
category of the noun word
class.
Nancy is a non-prototypical
noun as it does not denote a
category of objects that can
be represented
Verb Studied Verbs denote action and
connect the subject in a
sentence with the predicate
(Fromkin, Rodman and
Hyams, 2018).
‘Studied’ is therefore a verb
in the text as it denotes the
action of study with the past
tense.

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This verb is a prototypical
verb. Prototypical verbs in
English are used to express
concepts that involve action
or change and appear
typically in past tense or
non-past tense forms. The
verb ‘Studied’ denotes an
action in a past tense form,
making it a prototypical
construction.
Adjective Nuclear Adjectives are word classes
that denote the quality of a
noun especially when the
grammatical properties of
those word classes are
lacking. A prototypical
adjective describes a noun
by the properties it entails
(Dixon, 2004). They
perform the function of a
noun phrase modifier.
The word ‘nuclear’
describes the type of family
that I come from. It is
describing the noun ‘family’
in terms of its inherent
property, therefore it is a
prototypical adjective.
Adverb Recently Adverbs are the word class
that modify a verb by
indicating aspects of time,
place, manner, location etc.
A prototypical adverb
denotes a descriptive
property (Hallonsten
Halling, 2017).
The adverb ‘recently’ is
used to describe an aspect of
time when a particular
action is taking place. It
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17UNDERSTANDING ENGLISH FOPR TEACHING
describes the action, and
therefore it is a prototypical
adverb.
Prepositions From A preposition indicates the
location where an action has
taken place, is about to take
place or is the source from
which an action is
progressing. For example, in
the sentence, ‘I am coming
from the market’, From is a
preposition that denotes the
noun ‘market’ as the place
of origin of my action
(Fromkin, Rodman and
Hyams, 2018).
In this example, ‘from’ is a
prototypical preposition. A
prototypical preposition
identifies the basic locative
function of the verb.
Determiners The Determiners are indicators
of specificity of a noun. In
other words, determiners
indicate whether or not the
referent in a noun phrase is
known to the listener or the
reader.
Prototypical determiners are
the definite article (the) and
the indefinite articles (a/an).
The example here is
therefore a prototypical
determiner.
Part 2: Hesitation Markers
Hayashi and Yoon (2006) identify hesitation markers as a linguistic form where the
speakers face difficulties in retrieving linguistic information, either names or grammatical
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18UNDERSTANDING ENGLISH FOPR TEACHING
structures, during speech production. Sometimes, the speaker may encounter a scenario
where he/she is unable to retrieve the correct information and may substitute the linguistic
element with a pause, an unfinished construction or a filler like um, er, etc.
In my text, I had trouble retrieving the word ‘country’ after the word ‘different’ thus I
took a pause between those words. This indicates a hesitation marker. I would attribute this
cause to the fact that I had prepared a speech for the introduction part and I was unable to
effectively recall what I was trying to say.
Part 3: Flat Adverbs
Flat adverbs are adverbial denotations that resemble the same form as the related
adjective. It is a bare form of adverb which lacks the suffix ‘ly’. Therefore the cautionary
phrases like ‘Drive Slow’ instead of ‘Drie Slowly’, are examples of flat adverbs (Lukac &
van Ostade, 2019).
In my speech I haven’t used any instance of flat adverb. The reason behind the rarity
of flat adverbs nowadays is that since the advent of prototypical adverbs, the use of flat
adverbs have declined in comparison to its use in the 18th century, when traditional
grammarians used to consider flat adverbs the same as adjectives.
Part 4: Word Class teaching – activity.
In this simple activity, different word classes can be taught to the learners in a setting
that develops heir creative skills as well as communicative competence. This is a group
activity where each member of a group will be assigned a particular word class.
For instance, members 1 to 6 will be assigned the word classes of Determiners, Noun,
verb, Adverb, Adjective and preposition respectively. Afterwards they will engage in a word

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19UNDERSTANDING ENGLISH FOPR TEACHING
chain activity where they will supply a word pertaining to their word class and the group will
attempt to connect the classes and build a meaningful sentence.
The following instance highlights how it can be done:
Member 1 Member 2 Member 3 Member 4 Member 5 Member 6
Noun Verb Adverb Adjective Preposition Determiner
Kitten,
window
climbed carefully small through The, a
Sentence – a small kitten climbed carefully through the window.
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20UNDERSTANDING ENGLISH FOPR TEACHING
Question F: Phrases and Clauses
Part 1: Noun Phrases
Hello. I’m glad to introduce myself as Nancy. I’m from India, in India basically from Karnal,
one of the oldest district of Haryana. The city has gained importance since Mahabharat era,
the historical one. I came from nuclear family and youngest among my sibling and I recently
got married. Talking about my hobbies and studies, I love cooking, I love to explore new
places specially the historical one. Recently I discovered Jaipur the pink city, Gujrat and
many more. In my senior secondary year I studied subjects like accounts, business studies,
English, maths etc. as per my interests, I did my further studies as in bachelor of
commerce and master of commerce from Kurukshetra University. But the life goes on,
we always keep on learning and increase our knowledge though as per my further interest in
education field, I did my bachelor of education from same Kurukshetra University. For
further enhancing my knowledge in the same field but from different country, I chose to
move on in the different country like Australia. I chose Australia for its high quality of
education, friendly natives and culture diversity and now I am doing my master of
education in leadership and management from one of the top ranking university that is
La Trobe University. And I believe that after completing my masters from here, it will be a
great impact on my life and career too. At last I want to say that all our dreams can come
true if we have the courage to pursue them. Thank you for listening me.
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21UNDERSTANDING ENGLISH FOPR TEACHING
Part 2: prepositional phrases
Hello. I’m glad to introduce myself as Nancy. I’m from India, in India basically from
Karnal, one of the oldest district of Haryana. The city has gained importance since
Mahabharat era, the historical one. I came from nuclear family and youngest among my
sibling and I recently got married. Talking about my hobbies and studies, I love cooking, I
love to explore new places specially the historical one. Recently I discovered Jaipur the pink
city, Gujrat and many more. In my senior secondary year I studied subjects like accounts,
business studies, English, maths etc. as per my interests, I did my further studies as in
bachelor of commerce and master of commerce from Kurukshetra University. But the life
goes on, we always keep on learning and increase our knowledge though as per my further
interest in education field, I did my bachelor of education from same Kurukshetra
University. For further enhancing my knowledge in the same field but from different
country, I chose to move on in the different country like Australia. I chose Australia for its
high quality of education, friendly natives and culture diversity and now I am doing my
master of education in leadership and management from one of the top ranking university
that is La Trobe University. And I believe that after completing my masters from here, it
will be a great impact on my life and career too. At last I want to say that all our dreams can
come true if we have the courage to pursue them. Thank you for listening me.

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22UNDERSTANDING ENGLISH FOPR TEACHING
Part 3: Verb Phrases
Hello. I’m glad to introduce myself as Nancy. I’m from India, in India basically from Karnal,
one of the oldest district of Haryana. The city has gained importance since Mahabharat era,
the historical one. I came from nuclear family and youngest among my sibling and I recently
got married. Talking about my hobbies and studies, I love cooking, I love to explore new
places specially the historical one. Recently I discovered Jaipur the pink city, Gujrat and
many more. In my senior secondary year I studied subjects like accounts, business studies,
English, maths etc. as per my interests, I did my further studies as in bachelor of commerce
and master of commerce from Kurukshetra University. But the life goes on, we always keep
on learning and increase our knowledge though as per my further interest in education field,
I did my bachelor of education from same Kurukshetra University. For further enhancing my
knowledge in the same field but from different country, I chose to move on in the different
country like Australia. I chose Australia for its high quality of education, friendly natives and
culture diversity and now I am doing my master of education in leadership and management
from one of the top ranking university that is La Trobe University. And I believe that after
completing my masters from here, it will be a great impact on my life and career too. At last I
want to say that all our dreams can come true if we have the courage to pursue them. Thank
you for listening me.
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23UNDERSTANDING ENGLISH FOPR TEACHING
Part 4: Auxiliary Phrases
Hello. I’m glad to introduce myself as Nancy. I’m from India, in India basically from Karnal,
one of the oldest district of Haryana. The city has gained importance since Mahabharat era,
the historical one. I came from nuclear family and youngest among my sibling and I recently
got married. Talking about my hobbies and studies, I love cooking, I love to explore new
places specially the historical one. Recently I discovered Jaipur the pink city, Gujrat and
many more. In my senior secondary year I studied subjects like accounts, business studies,
English, maths etc. as per my interests, I did my further studies as in bachelor of commerce
and master of commerce from Kurukshetra University. But the life goes on, we always keep
on learning and increase our knowledge though as per my further interest in education field, I
did my bachelor of education from same Kurukshetra University. For further enhancing my
knowledge in the same field but from different country, I chose to move on in the different
country like Australia. I chose Australia for its high quality of education, friendly natives and
culture diversity and now I am doing my master of education in leadership and management
from one of the top ranking university that is La Trobe University. And I believe that after
completing my masters from here, it will be a great impact on my life and career too. At last I
want to say that all our dreams can come true if we have the courage to pursue them. Thank
you for listening me.
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24UNDERSTANDING ENGLISH FOPR TEACHING
Part 5: Adjectival Phrases
Hello. I’m glad to introduce myself as Nancy. I’m from India, in India basically from Karnal,
one of the oldest district of Haryana. The city has gained importance since Mahabharat era,
the historical one. I came from nuclear family and youngest among my sibling and I
recently got married. Talking about my hobbies and studies, I love cooking, I love to explore
new places specially the historical one. Recently I discovered Jaipur the pink city, Gujrat
and many more. In my senior secondary year I studied subjects like accounts, business
studies, English, maths etc. as per my interests, I did my further studies as in bachelor of
commerce and master of commerce from Kurukshetra University. But the life goes on, we
always keep on learning and increase our knowledge though as per my further interest in
education field, I did my bachelor of education from same Kurukshetra University. For
further enhancing my knowledge in the same field but from different country, I chose to
move on in the different country like Australia. I chose Australia for its high quality of
education, friendly natives and culture diversity and now I am doing my master of education
in leadership and management from one of the top ranking university that is La Trobe
University. And I believe that after completing my masters from here, it will be a great
impact on my life and career too. At last I want to say that all our dreams can come true if we
have the courage to pursue them. Thank you for listening me.

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25UNDERSTANDING ENGLISH FOPR TEACHING
Part 6: Adverbial Phrases
Hello. I’m glad to introduce myself as Nancy. I’m from India, in India basically from
Karnal, one of the oldest district of Haryana. The city has gained importance since
Mahabharat era, the historical one. I came from nuclear family and youngest among my
sibling and I recently got married. Talking about my hobbies and studies, I love cooking, I
love to explore new places specially the historical one. Recently I discovered Jaipur the pink
city, Gujrat and many more. In my senior secondary year I studied subjects like accounts,
business studies, English, maths etc. as per my interests, I did my further studies as in
bachelor of commerce and master of commerce from Kurukshetra University. But the life
goes on, we always keep on learning and increase our knowledge though as per my further
interest in education field, I did my bachelor of education from same Kurukshetra University.
For further enhancing my knowledge in the same field but from different country, I chose to
move on in the different country like Australia. I chose Australia for its high quality of
education, friendly natives and culture diversity and now I am doing my master of education
in leadership and management from one of the top ranking university that is La Trobe
University. And I believe that after completing my masters from here, it will be a great
impact on my life and career too. At last I want to say that all our dreams can come true if we
have the courage to pursue them. Thank you for listening me.
Document Page
26UNDERSTANDING ENGLISH FOPR TEACHING
Part 7: Phrasal Activity
I have identified prepositional phrase for the desired teaching activity. Prepositional
phrases consist of group(s) of words that contain one preposition, its object and a word that
modifies the object. The object can either be a noun, a verb (or a gerund) or even a clause.
For example, in the sentence ‘I arrived just in time for dessert’, the phrase ‘in time’ is
identified as a prepositional phrase as it modifies the noun ‘time’.
Similarly, in the following extract from my text, “, I did my further studies as in
bachelor of commerce and master of commerce from Kurukshetra University”, the phrase
‘from Kurukshetra University’ is a prepositional phrase as it identifies the university from
which I finished my studies.
For teaching prepositional phrase to the learners, I have developed the following
activity.
First of all, the following extract from my text will be taken “I came from nuclear
family”. Afterwards, I will ask the learners which word in the sentence describes the type of
family that I belong to. The learners should respond ‘nuclear’. Then I will shift the focus and
ask ‘where do I come from?’. The learners should be able to respond with ‘from a nuclear
family’.
Afterwards, I will provide the students with a variety of real life instances where
prepositional phrases can be identified. For example, I will first take two volunteers from the
class. One of them will be sent outside the door and the other will be made stand in one
corner of the room. The first learner will walk in through the door and stand in the middle of
the classroom. Then the other learner will start walking and approach the second student.
Once this small activity is done, I will ask the rest of class, where the first learner go and
where did the second learner move to. The proper answers should be ‘the first learner came
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27UNDERSTANDING ENGLISH FOPR TEACHING
inside the classroom/from outside the classroom’ and ‘the second learner moved towards
the middle of the room/towards the first learner’. These parts indicated by bold are
prepositional phrases that denote prepositions of phrase.
Question G: Understanding one’s linguistic self.
No two people speak in the same manner and the ways their speech differ can have a
multitude of factors ranging from socio-cultural influences to cognitive developmental skills.
It is crucial that each person’s individual ways of speaking are given enough highlight so that
they can develop their communicative competence while at the same time adjusting for minor
communicative nuances.
In the transcript I have identified that I do not use a lot of intonation while speaking.
At the same time, I also like to highlight subjective aspects more than objective ones in
speech. As in the two minute speech, I have already spoken twice about how learning is a
progressive process and how we can all achieve our dreams if we try. I have also noticed that
because of my Indian heritage, a lot of my pronunciation holds certain aspects that are
common to Indian languages. The use of retroflex in the word ‘married’ has highlighted that
aspect very well. I do not expect my phonological and articulatory mechanism to work in the
same way as that of a BBC newsreader. Instead I think that if I am able to get my ideas across
and people are able to receive and interpret my speech without significant problems, my
speech pattern is justified.
However, I would like to point out that since the speech was pre written, I have not
been able to completely justify the nuances of my utterance like hesitation markers or pauses,
over talk and syntactic mismatch etc.

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When it comes to teaching students about their individual ways of speaking, I would
first highlight that the way they speak is nothing that can be justified under right or wrong.
For instances, I would show them videos of speeches from famous personalities and stars
around the world that significantly highlight the differences in the speech. I Would inform
them that the conventions of British and American ways of speaking are just in place for
reference and there is no set rule that says that these should be followed by heart. I would
also highlight the cultural significance of speech along with instances from articulatory
phonetics to inform them about two distinct sides of speech production difference – one
sociological and one scientific. In this way, I would enforce in them, the idea that their
individual speeches are their personality traits and they should not actively try to focus on
imitating a ‘standard’ format.
Being from India, growing up learning English as a non native language taught by
non native speakers, I have never felt the need to follow the set standards of speech
production. I think that the whole concept of narrow phonemic analysis would then be biased
if everyone followed the same speech production parameters, and they will only be reserved
for non English languages.
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29UNDERSTANDING ENGLISH FOPR TEACHING
References
Bühler, H. (1986). Linguistic (semantic) and extra-linguistic (pragmatic) criteria for the
evaluation of conference interpretation and interpreters. Multilingua, 5(4), 231-235.
De Beaugrande, R., & Dressler, W. U. (1981). Introduction to text linguistics. Routledge.
Dixon, R. M. (2004). Adjective classes in typological perspective. Adjective classes: A cross-
linguistic typology, 1-49.
Fromkin, V., Rodman, R., & Hyams, N. (2018). An introduction to language. Cengage
Learning.
Hallonsten Halling, P. (2017). Prototypical adverbs: from comparative concept to typological
prototype. Acta Linguistica Hafniensia, 49(1), 37-52.
Hayashi, M., & Yoon, K. E. (2006). A cross-linguistic exploration of demonstratives in
interaction: With particular reference to the context of word-formulation trouble.
Studies in Language. International Journal sponsored by the Foundation “Foundations
of Language”, 30(3), 485-540.
Heritage, J., & Clayman, S. (2011). Talk in action: Interactions, identities, and institutions
(Vol. 44). John Wiley & Sons.
Hymes, D. (1972). On communicative competence. sociolinguistics, 269293, 269-293.
Kager, R. W. J. (1995). The metrical theory of word stress. Blackwell handbooks in
linguistics, 1, 367-402.
Lehiste, I., & Lass, N. J. (1976). Suprasegmental features of speech. Contemporary issues in
experimental phonetics, 225, 239.
Lukač, M., & van Ostade, I. T. B. (2019). Attitudes to flat adverbs and English usage advice.
Processes of Change: Studies in Late Modern and Present-Day English, 21, 159.
Motteram, G. (2013). The benefits of new technology in language learning. Retrieved March,
19, 2016.
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30UNDERSTANDING ENGLISH FOPR TEACHING
Shriberg, L. D., & Lof, G. L. (1991). Reliability studies in broad and narrow phonetic
transcription. Clinical Linguistics & Phonetics, 5(3), 225-279.
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