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Thursday, December 21

  1. page home edited Michelle K. Gross of grosslearning, teaching by contract at ....UMBC FAZKOedu ....FAZKOedu at UM…
    Michelle K. Gross of grosslearning, teaching by contract at
    ....UMBC FAZKOedu....FAZKOedu at UMBC
    ... Howard Community College: Vocabulary (Inside Reading)College
    ... Maalot Division of Gratz College
    ....UCSD Extension
    ... The Ethiopian Community Center, Inc
    ....Montgomery College inCollege, Maryland: Adult EducationEducation, Language Coaching for Refugees: ESOL/Civics
    ....Todays Family: MS Word scheduleFamily
    ....ETS, Pacific MC
    Writing and Research samples
    ...
    ................... Memory practice: Friendship_Cards
    ................... Listening practice: Vigor OR Bigger
    Course Content I wrote to help me prepare to teachworking papers
    ................... HCC : Vocabulary (Inside Reading, Focus)
    ................... MS Word schedule (Intro)

    ................... Student Access : Public Speaking
    ................... English for joint Navy projects
    ...
    ....................Beg II dialogs songs more
    ................... Speech acoustics lesson with praat
    ...
    Union Station by Metro
    ....Rockville Senior Center
    ................... Speaking on the telephone
    (view changes)
  2. page home edited ... ....UMBC FAZKOedu ... Howard Community College: Vocabulary (Inside Reading) ... of Gratz …
    ...
    ....UMBC FAZKOedu
    ... Howard Community College: Vocabulary (Inside Reading)
    ...
    of Gratz College: College
    ....UCSD Extension
    ... The Ethiopian Community Center, Inc
    (view changes)
  3. page home edited ... ....UMBC FAZKOedu ... Howard Community College: Vocabulary (Inside Reading) ... Gratz Coll…
    ...
    ....UMBC FAZKOedu
    ... Howard Community College: Vocabulary (Inside Reading)
    ...
    Gratz College: Restricted
    ....UCSD Extension
    ... The Ethiopian Community Center, Inc
    ...
    ................... Listening practice: Vigor OR Bigger
    Course Content I wrote to help me prepare to teach
    ................... English+for+joint+Navy+projectsStudent Access : Public Speaking
    ................... English for joint Navy projects

    ................... HCC Math 070 Algebra - correlation coeffcient
    ................... Conversation and Culture
    ...
    ....................Beg II dialogs songs more
    ................... Speech acoustics lesson with praat
    ...
    ideas : Going to Union Station
    ....Rockville Senior Center
    ................... Speaking on the telephone
    (view changes)
  4. page home edited Michelle K. Gross of grosslearning, teaching by contract at ....UMBC FAZKOedu ... Howard Commun…
    Michelle K. Gross of grosslearning, teaching by contract at
    ....UMBC FAZKOedu
    ...
    Howard Community College :College: Vocabulary (Inside
    ...
    of Gratz College:RestrictedCollege: Restricted
    ....UCSD Extension
    ... The Ethiopian Community Center, Inc
    ...
    ....ETS, Pacific MC
    Writing and Research samples
    .................. Uh-huh as a culturally mediated back-channel
    .................. Explorations in bilingual metrics - Ukrainian speakers in Canada
    .................. Uh-huh as a culturally mediated back-channel
    .................. Evaluating pronunciation exercises: Seeing through the smoke and mirrors,
    ............................................................................ poster session at College's Annual Professional Development Conference: 2014

    Cognition and Communication
    ................... Speaking practice: Hospitalized
    (view changes)
  5. page home edited ... ....UMBC FAZKOedu ... Howard Community College : Vocabulary (Inside Reading) ... Maalot Div…
    ...
    ....UMBC FAZKOedu
    ... Howard Community College : Vocabulary (Inside Reading)
    ... Maalot Division of Gratz College:Restricted
    ....UCSD Extension
    ... The Ethiopian Community Center, Inc
    (view changes)
  6. page home edited Uh-huh as a culturally mediated back-channel Explorations in bilingual metrics - Ukrainian speake…
    Uh-huh as a culturally mediated back-channel
    Explorations in bilingual metrics - Ukrainian speakers in Canada

    Michelle K. Gross of grosslearning, teaching by contract at
    ....UMBC FAZKOedu
    ...
    ....Todays Family: MS Word schedule
    ....ETS, Pacific MC
    Writing and Research samples
    .................. Uh-huh as a culturally mediated back-channel
    .................. Explorations in bilingual metrics - Ukrainian speakers in Canada

    Cognition and Communication
    ................... Speaking practice: Hospitalized
    (view changes)
  7. page home edited Uh-huh as a culturally mediated back-channel Explorations in bilingual metrics - Ukrainian speake…
    Uh-huh as a culturally mediated back-channel
    Explorations in bilingual metrics - Ukrainian speakers in Canada
    Michelle K. Gross of grosslearning, teaching by contract at
    ....UMBC FAZKOedu
    ...
    ................... Lessons: Bargaining means asking for a discount ; Exploring the CDC web-site ; Thanksgiving ; Listening on the telephone
    Links that make useful backup lessons
    ...
    for kids songs
    Geometry (directions): drawing angles using a printable protractor
    Create an Academic Calendar in Powerpoint - empty
    (view changes)

Thursday, December 17

  1. page Transcription protocol-1 edited ... In one case, I heard a repetition without an intonational distinction, but I resisted characte…
    ...
    In one case, I heard a repetition without an intonational distinction, but I resisted characterizing it as a dysfluency because of the pause, indicated by a comma.
    That’s a, that’s a pity.
    In another case, I conjoined two tokens as one to re-create a phrase-level repetition that lacked an intonational distinction.
    and I try-to try-to read becomes I try-to * read.

    Some dysfluencies incorporated modified repetition of the first syllable's vowel.
    clen-clinic
    ...
    For other unusual pronunciations, I maintained the word form rather than use a narrow transcription. For example Wez-day becomes Wednesday. This allows for word-frequency counts with Wednesday as the sole token.
    Although Tagliamonte here advises against narrow transcription of phatics so that word counts are immune from allophonic differences. I therefore refrained from distinguishing among Uh-huh, Uh-hm, and Uh-hum and used only the first form when transcribing. Nevertheless, when I felt that there was a difference in meaning, I transcribed a vocalic elongation: I distinguished between OK and Oh-kay and between ah and aaah.
    I also ended up withUtterance-initial lower case emphasizes when a distinction between utterance-initial Um and utterance-initial um. The latter represents when one speaker interrupts the other speaker seeminglystarts an utterance mid-sentence. The
    ...
    that I wrote, however,wrote ignores the
    ...
    instance of "um."the same token. Nevertheless, I
    ++Starting from the um you-know when * you got up in the morning to
    --Ah.
    ++um the activities.
    --Everyday, I keep a note diary a memo
    ++Right
    --Yeah. to * not to confuse
    ++Right.
    --uh, everyday life.
    ++OK.

    ++Um. Great. So, um, you recently finished your first assignment, [chatter]
    --Fourth assignment. @@
    (view changes)
  2. page Transcription protocol-1 edited ... ++Sorry, your fourth assignment. Excuse me. --@ ... doing that? Elsewhere, I noted a c…
    ...
    ++Sorry, your fourth assignment. Excuse me.
    --@
    ...
    doing that?
    Elsewhere, I noted a comma at the end of an utterance for what seemed like a pause. That pause lasted long enough for the other speaker to interject a phatic and the first speaker to continue the utterance.
    --So, after the lecture and ah it was a party, so I joined them,
    ...
    --came to the Tokyo.
    (Let's take a look at these phatic-rich interchanges through an aizuchi lens.)
    ...
    to get "thend.thend.
    (Thanks to CM for providing the reference to APPENDIX C. TRANSCRIPTION PROTOCOL. Tagliamonte, Sali A. Last updated on: September 10th, 2004, which auto-magically downloads here.)
    Here is a 2011 transcription protocol from Penn , which addresses dysfluencies/disfluencies, but ends up with coded symbols.
    (view changes)
  3. page Transcription protocol-1 edited ... For other unusual pronunciations, I maintained the word form rather than use a narrow transcri…
    ...
    For other unusual pronunciations, I maintained the word form rather than use a narrow transcription. For example Wez-day becomes Wednesday. This allows for word-frequency counts with Wednesday as the sole token.
    Although Tagliamonte here advises against narrow transcription of phatics so that word counts are immune from allophonic differences. I therefore refrained from distinguishing among Uh-huh, Uh-hm, and Uh-hum and used only the first form when transcribing. Nevertheless, when I felt that there was a difference in meaning, I transcribed a vocalic elongation: I distinguished between OK and Oh-kay and between ah and aaah.
    ...
    a distinction inbetween utterance-initial Um
    ++Starting from the um you-know when * you got up in the morning to
    --Ah.
    ++um the activities.
    (Let's++Um. Great. So, um, you recently finished your first assignment, [chatter]
    --Fourth assignment. @@
    ++Sorry, your fourth assignment. Excuse me.
    --@
    ++Um, and that was showing the American military men [dysfluency-a-] around. Um. How many days were you doing that?
    Elsewhere, I noted a comma at the end of an utterance for what seemed like a pause. That pause lasted long enough for the other speaker to interject a phatic and the first speaker to continue the utterance.
    --So, after the lecture and ah it was a party, so I joined them,
    ++Uh-huh.
    --um at the um at the [dysfluency-a] Assembly-Hall.
    +Uh-huh
    --And there are many ah important people there, some American ambassadors, or ah some actually Diet dieting Diet members,
    ++Oh, really.
    --came to the Tokyo.
    (Let's
    take a look at thatthese phatic-rich interchanges through an
    I could not resist using a narrow transcription for the student who over-generalized the past tense marker with then to get "thend.
    (Thanks to CM for providing the reference to APPENDIX C. TRANSCRIPTION PROTOCOL. Tagliamonte, Sali A. Last updated on: September 10th, 2004, which auto-magically downloads here.)
    (view changes)

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