But, after analysis, it was found that there is no major difference in Pakistani and Singaporean English vowels, though slight difference has been noted in the F1 and F2 of the sounds /ɒ/, /ɔ:/ and /ɜ:/. It was assumed, before the analysis, that the two varieties would be different from each other.
While Singaporean English speaker’s recording has been downloaded from internet.
The data of three speakers out of five have been used for analysis. The data have been collected through recording the sounds of five Pakistani male speakers’ vowels during reading a piece of written material “North Wind and Sun” which they were given to read. (F2, front and back) of Pakistani English vowels, and also to analyse the difference between Pakistani English and Singaporean English vowels. This research tries to analyse the height (F1) and quality. The paper confirms the findings by Asim (2011) which establishes Pak English as a separate variety of English. The main purpose is to see if Pakistani spoken English in terms of vowels is different from Singaporean English. This paper presents acoustic analysis of Pakistani English vowels in comparison with Singaporean English vowels. An area for further exploration is the effect of a teacher's use of verbal aggression and slang on cognitive learning. Findings suggest that, overall, the conditions with verbal aggressiveness were perceived much more negatively than the conditions without verbal aggression. The verbally aggressive condition was rated significantly lower than all three of the other conditions. Participants also reported greater lecture affect for the slang condition over the verbally aggressive and combination conditions. Results indicated that the instructor's competence was higher in the control condition than in the verbally aggressive and the combination conditions. After listening to the lecture, participants completed a questionnaire.
The instructor's use of slang and verbal aggression were manipulated in 4 conditions: with verbal aggression only:(39participants) with slang only (39) with both (45) and, a control condition, with neither (44). Participants,167 undergraduate communication students at a large midwestern university,attended a research session outside of class and listened to one of four audiotapes of a presentation. The study used an experiment to investigate the relationship between these two variables and students' perceptions of credibility, affect, and immediacy. The present study considers how the data and research in previous studies on written laughter and language identity can be combined to support arguments that laughing in a specific language online not only expresses the language identity of an individual, but should be considered an important aspect of second language acquisition.Ī study examined students' perceptions of an instructor's use of slang and verbal aggression in giving a presentation. Researchers now have the opportunity to study laughter from a linguistic perspective since laughing online is illustrated through the use of emojis or typed text. Furthermore, no studies have considered the possible significance of online laughter in terms of language acquisition. However, while emojis or common netspeak abbreviations are often the focus of research concerned with cyber language, no studies have considered the function laughter might play in establishing an online language identity. Research in computer mediated communication and sociolinguistics, have increasingly highlighted the concept of establishing an "online identity" through specific language use.