Overcome Mother Tongue Influence

Overcome Mother Tongue Influence: Mother tongue influence, the habit of native speakers of one language to modify non-native languages with phonetics and vocabulary of their native tongue. Movie tie-in (book) edition of a book is often indicated by “(MTI)” after its title.

  •  The evidence of mother tongue influence on English is very obvious.
  • This manifests in the form of incorrect pronunciation. Pronunciation error may be due to many issues.
  • Guesswork or vagueness of the correct form of a word or sentence, or a general ineptness of the language could be the reason of mispronunciation.
  • Mothertongue refers to one’s native language or parent language. (“mother tongue,” 2015).
  • Mothertongue interference refers to the influence of the native language of the learner on her/his acquisition of the target language.

Articulation (phonetics), the movement of the tongue, lips, jaw, and other speech organs to make speech sounds. Manner of articulation, how speech organs involved in making a sound make contact. Place of articulation, positions of speech organs to create distinctive speech sounds.

Resume Preparation

Creative speaking:

  • Students will continue to fear an audience that they don’t know.
  • They can tackle unknown audiences as they get better at public speaking.
  • A few suggestions for activities that start small are: Ask students to think of a topic they are knowledgeable about.

 Mastering

  • The art of speaking is the single most important aspect of learning a second or foreign language and success can be seen in terms of the ability to carry out a conversation in the language.
  • In relation to speaking and oral interaction, learners need the ability to articulate the sounds comprehensibly, mastery of stress, rhythm, intonation patterns, an acceptable degree of fluency, transactional and interpersonal skills, skills in the management of interaction, skills in negotiating meaning, conversational listening skills, using appropriate conversational fillers, etc.
  • Learning to speak in a second or foreign language will be easier when learners are actively engaged in attempting to communicate.
  • Learners learn to speak by speaking. It is, then, our role to give our students opportunities to speak English more spontaneously and creatively.
  • It is not unusual for people who study another language not to have a desire to speak it Most students are eager to converse in the new language, and conversation practice therefore assumes primary importance in their learning experience.
BODY LANGUAGE AND NON-VERBAL COMMUNICATIONS

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