You're welcome!

I'm using the adaptation of the IPA that Peter Avery uses in his book "Teaching American English Pronunciation". I find it a lot easier for students to understand, as /j/ might be confused for /dʒ/ at the beginning by some students who aren't familiar with the IPA. Avery's adaptation of the IPA also changes some symbols in the vowels, which seem to help first time students in the matter.

Great!!

Top down and bottom up processing requires a text or audio to process. Therefore, both kinds of processing can only occur during the While stage, when a text or audio is present.

Unfortunately, as a linguist and not a psychologist, I have only seen bottom up and top down when processing text or audios while reading or listening. However, I can add that top down requires is higher order thinking skills and Schema to work. But how your situation plays into the processing of info, I am not sure.

The video utilizes an adaptation of the IPA, suggested by Peter Avery and Susan Ehrlich in their book "Teaching American English Pronunciation". This adaptation is very similar to the one Marianne Celce-Muria uses in one of her books as well. The idea of using an adaptation is to make it easier or more understandable for students of the subject. So, in the adapted IPA, the initial sound for year would be /y/, whereas in the traditional IPA the intial symbol for year would be /j/.

Thank you very much!

Glad it was helpful!

Thanks

It depends on what author you believe. I like how Peter Avery and Susan Ehrlich describe the /h/ as a voiceless vowel. This is due to the fact that even if it is a fricative, the place of articulation will vary depending on the vowel after it. For example, the production of the /h/ will be different in the words 'heel' and 'hot'... the place of articulation varies, though the manner of articulation doesn't (like in vowels). I hope this helps.

@@RodCortesEdu Yes, that is helpful! Thank you for responding! :)

There are more, but this is a good idea to start: Microskills & Macroskills for Reading ComprehensionBy H. Douglas Brown (2003) a.Microskills for Reading Comprehension •Discriminate among the distinctive graphemes and orthographic patterns of English. •Retain chunks of language of different lengths in short-term memory. •Process writing at an efficient rate of speed to suit the purpose. •Recognize a core of words, and interpret word order pattern and their significance. •Recognize grammatical word classes (noun, verbs, etc.), system (e.g., tense,agreement, pluralization), patterns, rules, and elliptical forms. •Recognize that a particular meaning may be expressed in different grammaticalforms. •Recognize cohesive devices in written discourse and their role in signaling therelationship between and among clauses. b. Macroskills for Reading Comprehension •Recognize the rethorical forms of written discourse and their significance forinterpretation. •Recognize the communicative functions of written texts, according to form and purpose. •Infer context that is not explicit by using background knowledge. •From described events, ideas, etc., infer links and connections between events,deduce causes and effects, and detect such relations as main idea, supproting idea,new information, given information, generalization, and exemplification. •Distinguish between literal and implied meanings

@@RodCortesEdu love that. thanks a lot for your explanation. In fact, I have the book, but some concepts are not clear to me like number 2, 4, and 6 in the micro-skills list. Can't wait to see more videos.

Many thanks!

Me hiciste acordar a mis prácticas docentes.