大学和高中的区别英语作文1
我们都知道，污染对生物有很大危害。在这个世界上，有许多不同类型的污染。例如：水污染，空气污染，噪音污染等等。下面给大家分享一些有关污染英语作文高中，希望对大家有帮助。
有关污染英语作文高中1In my hometown, the air is polluted seriously.However, in recent years,the pollution gets from bad to worse, because of the increasing number ofprivate cars.Especially during the rush hours, too many private vehicles moveslowly on narrow roads, emitting a large amount of waste gas.Moreover, thepoisonous gas sent by the nearby factories is also one of the main causes ofpollution.Therefore, it’s demanded that immediate and effective measures mustbe taken to restrict private cars and public transportation must be developed tothe largest extent.Besides, we should use renewable and clean energyrecourses.
有关污染英语作文高中2Today, as the economy develops fast, people can buy what they need, theproducers provide them all the new things, so the factory produce many products,in order to make the biggest profit, they don’t deal with the pollution.Watergets polluted, it does harm to people’s health, we drink water everyday, thegovernment controls the producers to figure out some ways to deal with the waterpollution.
有关污染英语作文高中3Recently, a Chinese student who studied abroad delivered a speech at thegraduate ceremony.Her speech soon became the hot issue, because she criticizedChinese air pollution, which was a great threat to her health.Though her speechhad exaggerated the problem, it is true that China has faced many pollutionproblems.The haze in Beijing is famous around the world, which is thepunishment for human to ruin the environment.It needs time to fix the problem,but there is no need to deny our country.Even for the developed countries, theyhave once faced such problem before.We can do something in the daily life toprotect it, such as do not throw away the rubbish.
有关污染英语作文高中4As we all know, pollution is harmful to living beings.There are manydifferent types of pollutions in this world.For instance, water pollution, airpollution, noise pollution and so on.Water pollution cause many kinds ofdisease that have negative effects on human beings, sometimes the diseases willtake people’s life away.Dirty air will increase the rate of getting lungcancer.While the noise pollution will cause insomnia.People’s health conditionwill be damaged.
In my humble opinion, people should take measures to control the pollution.Recently, not only the government, but also individual has taken part in theaction of protecting the environment.This is a good sign.Rivers are beingcleaned, air is purified, and the people come to realize that the importance ofprotecting the environment.
However, this is not enough, the problems are still exist.Not all of themhave been solved.Some factories are still pouring dirty water into the riversor give off the toxic gas into the sky.We should know that protecting theenvironment needs everybody’s effort.
有关污染英语作文高中5In the past few decades, our Earth has changed a lot, but to the baddirection.Among these changes, the air pollutions resulting from a huge numberof automobiles and coal-burning is almost the severest.The severe air pollutionalarms humans of the heavy load we have exerted on Earth by our insatiableproduction and usage of automobiles.However, with the deepening ofurbanization, more cars are needed, which will make the air pollution worse.Therefore, the following actions should be taken.First, we should apply themost cutting-edge technologies in order to adopt new forms of energy assubstitutes for fossil fuels.Second, try hard to develop possibletransportation means, which are enviromental friendly.So that the citizens canreduce the dependence on cars.In short, our humans should take responsibilitiesfor the air pollution and have to find ways to solve this problem.
大学和高中的区别英语作文2
第1篇：函授和自考有什么区别
函授和自考有什么区别
函授和自考都是成人提升学历的途径，属于国民教育系列，都是国家承认的学历，学信网可查询。接下来小编整理了函授和自考的区别相关内容，文章希望大家喜欢！
函授和自考的区别
1、考试难度
函授难度相对较小，只要通过成人高考被高校录取，那拿到学历就是时间的问题了。自考难度要大一些，十几门的考试课程，必须全部及格后才可以申请毕业。
2、考试次数
函授需要参加成人高考，所以每年只有一次考试机会，自考每年考前都可以报名，有两次机会。
3、毕业盖章
函授学历盖的是报考院校的章，自考盖的是自考委和主考院校的章。
4、毕业时间
自考没有学制，考完所有科目即可申请毕业，函授学制是两年半，但加上参加成人高考和领证的时间，一般需要三年时间。
5、学习方式
函授是学校将教材发给考生，考生自己阅读、电视讲座、电脑等方式进行学习，和老师的交流是用通信、电子邮件等方式进行的.，作业也是通过信件或电子邮件等方式上交的。自考完全自己学习，比函授要难很多。
相关问答：
问题：
成人高考函授大专，以后还能再上本科和研究生吗？
回答：
一：能。大专毕业后可以通过成人专升本考试考上成人本科读二年能领上本科毕业证或自考也可取得本科学历。
二：且看研究生报名条件：专科毕业满两年可以以同等学力身份报考研究生：成人本科应届生以同等学力身份报考研究生：自考本科在没拿到毕业证前不准报考研究生。不管哪种本科，只要本科毕业证在手，就可以以本科生身份报考研究生。
三：以同等学力身份报考研究生者要符合招生单位的具体规定：
1、有的大学不接受同等学力考生（如上海交通大学）；
2、有的要发表的论文原件（如清华大学）；
3、有的要英语四级证；
4、有的要续本成绩单。
但是二类大学没以上附加条件，专科毕业满两年就能报考，成人本科应届生也可报考。以同等学力身份报考者一般不允许跨大类学科报考。以同等学力身份报考者复试时加试两门本科专业课。所以最好以本科生身份报考，本科生还可跨专业报考，本科生复试时不加试。
四：考大学和考研年龄不限、婚否不限，70岁也可考研。
第2篇：函授和自考有什么区别这是一个互助平台，为您提供大量函授和自考有什么区别范文，送一篇给你。
自考和函授的区别 ：
“函授”、“夜大”、“远程教育”是成人高考教育的几种不同教学形式，因此在这里只说成人高考和自考的区别：
1、费用不同：
自考最多2000-3000元。
成人高考按年收学费每学年5000-6000或者更高。
2、办学主体不同：
各大学都有相应的成人教育学院或继续教育学院，所以成教的办学主体一般为国家，但目前也有一些成教是社会力量办学的。自考的办学主体一般为个人或民间机构，也有一些是由各大学办的，但一般都是打着大学的旗号而已。
3、招生对象不同：
我国成人教育的招生对象主要是在岗人员及待业者、已经离开正规学校的人员和已经接受过高等教育的专业技术人员和管理人员，从中可看出是名副其实的成人教育。不过目前也有些松动，越来越多的高中毕业生加入到成教的大军中来。
自考的情况与成考类似。
4、文凭不同：
成考的文凭是各大学的成教学院发的，你考上了哪个大学的成教，毕业时就会盖有哪个大学的章；自考的文凭上盖有两个章，一个是主考院校的章，另一个是当地自考委的章。
5、考试方式、难度不同：
成考入学叫严进宽出，学生只有通过国家统一的成人高考考试，才能入学就读。就像高考一样，也要填志愿。但只要你考上了，一般来说毕业都不会太困难（这与普高很相似）；自考和学历文凭考试入学叫宽进严出，学员入学时不需要通过考试，直接就可入学，但如果你想得到国家承认的毕业证，就得一门一门的通过国家的考试。所不同的是，自考是全都是由国家出题考试，难度最大。
6、学习方式不同：
成考的学习方式最多：有脱产全日制学习的，有夜大学，有函授，甚至早期的电大也是成人教育的一种方式。这对学员来说有很大的自主性：如果你有充足的精力与财力，你可以选择脱产学习，体验真正的大学生活；如果你一边在工作一边还想给自己充电，可以选择夜大学；如果你想上外地的著名大学，也可以足不出户的学习—函授。
自考，相对来说学习方式就要少点，你只能在脱产学习与业余自学之间选择（当然，较大的城市里也会有自考的业余辅导班）。
7、含金量不同：
只要你能毕业出来，其毕业证都是国家承认的。但如果非要在其中比个高低的话，应该说，最难考的含金量最高。
自考脱产班就是自考全日制辅导班
因为高等教育自学考试是成人高等教育的一种,与成人高考、广播电视大学、网络教育学院一样本质是非全日制高等教育，主要面向在职人员，在大学里搞自考脱产班占用了高考考上的计划内大学生的教学资源，同时自考脱产班招生时由于没有门槛，经常被骗子利用，而且也确实产生了各种问题，所以教育部要求取消部属高校自考脱产班，比如北京大学不能招自考脱产班，但是市属高校北京联合大学就可以招
业余班就是用业余时间进行学习，比专业课讲授的内容一般要少一些，浅一些。
函授学习就是学校将教材发给你，你通过自己阅读、电视讲座、电脑等方式进行学习，你和老师的交流是用过通信、电子邮件等方式进行的，作业也是通过信件或电子邮件等方式上交的。有时会有几天的面授学习和考试，通过考试就可以取得相应的证书。
成教就是成人教育如党校，电大，函授等！
大学和高中的区别英语作文3
个人简历是求职者给招聘单位发的一份简要介绍。包含自己的基本信息：姓名、性别、年龄、民族、籍贯、政治面貌、学历、联系方式、自我评价、工作经历、学习经历、离职原因及本人对这份工作的简要理解。编写个人简历要注意的原则是真实性、针对性、价值性、条理性，同时还需要注意编写时出现的问题，比如缺乏针对性、出现明显错误、电话沟通一问三不知、求职简历不完整、求职简历表述过于简略等。
求职需要做好充分的准备，例如在面试之前的个人简历的投递，在面试之时的相关学历证书、职业证书等等。此外，在求职中求职信往往也是伴随个人简历投递给用人单位。求职信与求职简历有很多相同之处，不过编写个人简历的关键要点与写求职信的要点各不相同。
如果求职者在求职中同时写个人简历与求职信，要能够区别开两者之间的差异。
其一，格式于板式的不同
首先个人简历与求职信的格式以及板式就不相同，求职信是书信得的格式，在求职信的开头会有称谓、落款。而个人简历则只需要有一个标题，大多是以表格的形式来编写。在板式上求职信具有较高的针对性，通常是针对某一企业、职位来写，而个人简历则可以通用。
其二，侧重点不同
个人简历于的求职信的侧重点不同，这也是简历与求职信的本质区别，个人简历侧重点于对自己各方面的描述，以此让对方认识自己，并看到自己求职的优势所在。而且求职信的侧重点在于自己对企业公司可作出哪些贡献，以及对职业生涯的展望规划等等。
其三，表达描述上的差异
个人简历与求职信在表达方式上也有很大的不同之处，相对来说个人简历所描述的事件更为具体，如具体的教育经历、工作经历。而求职信则是综合描述介绍，重点突出自身的优势之处。在个人简历中通常以客观描述来评价，求职信则可带有主观性的评价。
大学和高中的区别英语作文4
常用文种的用法与区别
文种即公文的种类，它是公文的重要组成部分，反映一篇公文的性质、内容和贯彻落实的要求，体现行文关系及其特点，应当正确使用。根据中共中央办公厅、国务院办公厅2012年4月颁布的新《党政机关公文处理工作条例》，党政机关的公文种类共有十五种：决议、决定、意见、通知、通报、公报、报告、请示、批复、通告、公告、纪要、函、议案、命令。在实际工作中，有几个文种容易混淆，这里作些分析，供大家参考。
一、决议、决定和意见的用法与区别
决议适用于经会议讨论通过的重大决策事项，如《中共中央关于加强社会主义精神文明建设的决议》（1996年10月10日中国共产党十四届三中全会通过）；《中共中央关于建国以来党的若干历史问题的决议》（1981年6月27日中国共产党十一届六中全会通过）。未经会议讨论通过的事项，不能用决议行文。
决定适用于对重要事项作出决策和部署、奖惩有关单位和人员、变更或者撤销下级机关不适当的决定事项。这种“决策和部署”，既可以是经过会议讨论通过作出的，也可以不经会议讨论通过、而由机关或领导者根据职权作出的决策和安排，如《中共中央关于加强党的执政能力建设的决定》（2004年9月19日中国共产党十六届四中全会通过），《中共中央、国务院关于实施科技规划纲要增强自主创新能力的决定》；《中共河南省委、河南省人民政府关于表彰荒山造林绿化先进市的决定》。
意见用于对重要问题提出见解和处理办法，既可以用于上行文，也可以用于下行文。意见用于上行文时，主要目的是希望上级同意并批转对重要问题的“建议和处理办法”。意见用于下行文时，主要作用在于对重要问题提出原则性的工作要求，各级各地根据“意见”提出的原则性要求，可以结合实际制定具体的贯彻落实措施，使上级的政策在实际工作中取得良好效果。如《中共中央、国务院关于推进社会主义新农村建设的若干意见》。
可以看出，决议和决定都是决策性文件，是上级机关对某些重大问题或重要事项作出的安排、部署，下级机关必须贯彻执行。其区别在于，用决议行文必须经有关会议讨论通过，用决定行文可以是会议通过的事项，也可以是主管机关或领导人依照权限决策的事项。决议、决定的事项，各有关地方、有关部门和单位都必须认真贯彻落实。意见用于对“重要事项”的下行文时，也要求认真贯彻落实，但同时强调因地制宜、创造性地开展工作。
二、报告和请示的用法与区别
报告和请示都是上行文。向上级汇报工作、反映情况、提出建议、答复上级询问时，用报告行文，如《铁道部关于193次旅客快车发生重大颠覆事故的报告》，《关于治理水质污染问题的报告》。请求上级给予指示，遇到自己不能解决的问题而希望上级在有关方面给予支持、帮助、批准时，用请示行文，如《关于追加我省自然灾害救济款的请示》，《关于交通肇事是否给予被害家属抚恤问题的请示》。
很显然，报告和请示是两个功能不同的文种，不需要上级答复或批准的事项，用报告行文；需要上级答复或批准的事项，用请示行文，上级机关一般以“批复”的形式回复请示的事项。报告与请示切不可错误地混用、并用，如《××市人民政府关于解决水利基础设施建设资金的报告》（应将“报告”改为“请示”），《××县人民政府关于工业普查准备工作情况的请示》（应将“请示”改为“报告”），《关于建立××市体育学校的请示报告》（“请示”、“报告”不能混用）等都是错误的用法。报告和请示一般都应当“一文一事”，报告中不得夹带请示的事项，请示的问题不得越级、越权。
三、公报、公告和通告的用法与区别
公报、公告、通告都是告知性文种。公报用于公开发布重要决定或重大事件，党的机关、行政机关都可以使用，如《中国共产党第十六届中央委员会第一次全体会议公报》，《××市统计局关于2012年国民经济和社会发展统计的公报》。公告用于向国内外宣布重要事项或者法定事项，如宣布领导人出访、宣布施行重大行政措施、公布重大科研成果等，如《中华人民共和国人民代表大会公告》、《最高人民法院、最高人民检察院关于不再追诉去台人员在中华人民共和国成立前的犯罪行为的公告》。通告用于公布社会各有关方面应当遵守或者周知的事项，其内容比较具体、一般，如《××市公安局关于严禁燃放烟花炮竹的通告》，《××市人民政府关于取缔违法占道的通告》。
由此可见，“公报”是党政机关公开发布重要事项和重大事件使用的文种，内容一般比较详细具体；“公告”是国家机关向国内外宣布重要事项或法定事项，内容一般比较重大而简要；通告是国家机关、企事业单位以及各人民团体公布社会各有关方面应当遵守或周知的事项。三个文种的用法是有明显区别的。
四、决定、通报在奖惩性公文中的用法与区别
决定和通报都可以用来表彰先进或批评错误，两者有什么不同呢？在表彰性公文中，决定主要用来表彰影响比较大的先进典型、开展向先进人物学习活动或者授予荣誉称号，如《中共河南省委关于开展向任长霞同志学习活动的决定》，《关于授予××等10个县区双拥模范荣誉称号的决定》。通报主要用来表彰一般性的先进事迹或经常性的工作，如《中共××市委办公室关于表彰2005年度公文处理工作先进单位的通报》，《关于表彰2013年招商引资先进单位的通报》。在批评性公文中，决定主要用来批评或惩处造成很坏影响的比较严重的错误，如《中国共产党××市委员会关于开除×××党籍的决定》，《国务院关于大兴安岭特大森林火灾事故的处理决定》，《关于撤销××市卫生局市级文明单位荣誉称号的决定》。通报主要用来批评一般性的错误，或者工作落后的单位和个人，如《关于对少数单位不按时参加××市经济工作会议的通报》。
决定和通报尽管都可以用作表彰先进或批评后进，但适用的情况是不同的。“决定”侧重于重大的、重要的、严肃的问题，一般对整个工作有比较大的影响。“通报”侧重于一般的、经常性的问题，对整个工作起到引导、示范的效应。对于开展向先进模范人物学习、授予荣誉称号、对单位或个人作出纪律处分等事项，必须用“决定”行文。
此外，有的公文种类不可随意使用。条例、准则、规定、办法、规则、细则等属于党内法规文种，省级以下各级党组织无权制定和发布。个别文种有特定的要求，“命令”的发文机关比较严格，应依照法律规定发布；“议案”只用于各级人民政府按照法律程序向同级人民代表大会提请审议的事项；“函”用于平行机关或不相隶属机关之间的行文。
大学和高中的区别英语作文5
The Phonetic Comparison Between the Yi Language and English
Abstract: People in Liangshan Yi Minority Autonomous Prefecture speak the Yi Language, which is a completely different language from English. The writer of this paper carried out a research to make a comparison and a contrast of the two languages in phonetics, for the purpose that the result of the research could not only help Yi students to understand the phonetic characteristics of the two languages and clear the obstacles in learning English, but also help English teachers in Liangshan design some scientific teaching methods and improve the foreign language teaching conditions there. The writer has been to middle schools in Puge County, Liangshan Prefect. to do some investigation with questionnaires and mini-type meetings, where she discussed the differences of the phonetics in the two languages and the difficulties Yi students face, from which she has got precious first-hand materials. The writer found that, apart from the different phonetic symbols in the two languages, some more differences exist in their intonation, tune and phoneme. As the writer focuses on the difference of phonetic symbols, she will discuss in this paper the following points: 1. some phonetics symbols in the Yi language and English are the same both in form and pronunciation; 2. some phonetics symbols in the Yi language and English are the same in form but different in pronunciation; 3. some phonetics symbols in the Yi language and English are different in form but the same in pronunciation; 4. apart from vowels and consonants, the Yi language has some initial consonants and vowels；5. English has some diphthongs，but the Yi language hasn’t. Finally, the writer proposes a few constructive suggestions to the English teaching in Liangshan Autonomous Prefecture.
Key words: English; the Yi language; phonetics; comparison; constructive suggestions for teaching
摘要： 凉山彝族自治州的多数居民说的彝语是和英语完全不同的一门语言。为了提高彝族学生的英语水平，提高彝族地区的英语教学质量，本文作者对彝语和英语的语音进行了对比，目的是找出两种语言在语音方面的异同，帮助彝族学生认识两种语言，扫清英语学习障碍；同时帮助彝族地区的英语教师制定出科学的教学方法，改进凉山州目前的英语教学落后状况。本文作者到彝族地区普格县对中学生做了问卷调查，并开了小型座谈会与彝族学生面对面交流，获取了第一手资料。作者发现，英语和彝语的语音除了可以在音标上比较异同，还可从语调、声调、音素组成入手进行阐述。音标上存在以下差异：1彝语和英语音标写法与发音均相同；2彝语和英语音标写法相同而发音不同；3彝语和英语音标写法不同而发音相同；4彝语语音除元音和辅音外，还存在声母和韵母；5英语语音中存在双元音，而彝语中没有。最后，作者对彝族地区的英语教学提出了一些建设性的建议。
关键字: 英语； 彝语； 语音； 对比； 教学
Ⅰ. Introduction
Yi language belongs to the Yi language branch of Sino-Tibetan language system, and is quite different from English either in origin or in phoneme. For many reasons, the English teaching in Yi area is backward compared to the interior area for a long time, which becomes one of the biggest obstacles in the process of Yi students’ study. Many talented and diligent Yi students are refused by many top universities in China just because of their poor English. In addition to the reasons of study environment, study condition and teaching method, the differences of speech organs and speech habits between English and Yi language are also the obstacles of English-learning of Yi students. And all of these obstacles result in inevitable influence in English learning in Yi area.
In order to offer useful information to the English teachers and Yi students in Yi area, the research team first made an thorough research of the English and Yi language phonetics and then penetrate the middle schools of Yi area ( Puge county of Liangshan Yi people autonomous prefecture) and communicate with the Yi students face to face to obtain the first-hand materials.
Through means of investigate-questionnaire and the mini-symposium, we communicated with the local Yi students, acquired the first-hand materials, and finally find out the similarities and differences between English and Yi language in phonetics and the common problems that the Yi students face in English-learning. And I hope the research would have some help in improving the English teaching in Yi area and in improving the Yi students’ English ability.
Ⅱ. Phonetic symbols of the two languages
English contains 26 phonetic symbols, of all these phonetic symbols, there are 5 vowels and 21 consonants. Every phonetic symbol has one or more than one sound. Thus, English totally has 44 phonemes, if take [ts],[dz],[tr],[dr] into consideration, then there are 48 phonemes in English. The written form of phoneme is phonemic alphabet, that is phonemic symbol. One phonemic alphabet stands for one phoneme. English totally contains 12 monophthongs, 8 diphthongs, and 24 consonants.
On the contrary, Yi language is a syllable character language, that is to say, one character stands for one syllable in Yi language. Yi language totally has 10 vowels and 43 consonants. The comparison between the two languages is as following.
vowel
consonant
English
Monophthong
Diphthong
Stops[p][t][k][b][d][g]
Fricatives[f][][s][][h]
[v][][z][]
Affricates[][]
Liquids[l][r]
Nasals[m][n][]
Glides[w][j]
Front vowels
[i:][i][e][]
Central vowels
[][][]
Back vowels
[][][][][]
[ei][][ai][au]
[][][][]
Yi language
[ie] [i] [a] [uo] [o]
[e] [u] [ur] [y] [yr]
Bilabial [b] [bb] [nb] [p] [hm] [m]
Labio-dental [f] [v]
Glottal [hx]
Front apical sound [z] [c] [zz] [nz] [s] [ss]
Central apical sound [d] [t] [dd] [nd] [hn] [n] [hl] [l]
Back apical sound [zh] [ch] [rr] [nr] [sh] [r]
Velar [g] [k] [gg] [mg] [ng] [h] [w]
Palatal [j] [q] [jj] [nj] [ny] [x] [y]
According to the analysis of the materials that we collected, we can know that there are many phonetic similarities and differences between English and Yi language, mainly prominent as following:
ⅰ. the phonetic symbols that have similar written form and pronunciation in the two languages
Phonetic symbols
Yi language
English
i
Iqi(head) idix(clothes)
Sit miss
p
Pbbo(flag) polix(barn)
Port pay
n
Nekop(mile) neddu(cushion)
Not nice
f
Taxkefo(altar) futma (six)
Fine fail
v
Vosy(snow) voco(human)
Save vote
t
Tekop(time) tebbo(pineapple)
Toe top
l
Lezhyp(rope) leho(corral)
Life long
k
Keddiho(northwest) kebbo(ratify)
Key kill
h
Hevat(pot) hexjjy(fine)
Hat have
s
Syke(cucumber) saxle(cotton)
Sip seal
r
Ryyi(hut) roxjy(economize)
Red raw
ⅱ. the phonetic symbols that have same written form but different pronunciation in the two languages
Phonetic
symbols
Yi language
English
e
sheddu(iorn) ne(you)
bed dead
b
bosimv(protection) bowzhyw(strong)
back bad
d
bvdex(praise) depshe(welcome)
dad dark
g
geapmop(great) getlv(technology)
game great
w
wega(effort) wejjip(victory)
what why
z
zyly(bell) zytmop (hoe)
zip zone
j
jibbv(aside) jipxi(relatives)
yet yellow
ⅲ. the phonetic symbols that have the same pronunciation but different written form in the two languages
Yi language
phonetic symbols
Examples
English phonetic
symbols
examples
y
jjossy(forever)
i:
eat
ie
ieqip(duck egg)
e
dead
o
obbu(smart)
sort
uo
uoma(head)
fox
u
wu(intestines)
u
book
e
ssheddu(iron)
about
bb
bborrox(delegate)
b
back
gg
ggeddu(information)
g
game
x
tatxi(should)
mission
Ⅲ. The other differences between the two languages
Yi language and English belong to totally different language systems, Yi language belongs to Sino-Tibetan language system, while English belongs to Indo-European language system. So, we can compare the phonetic differences not only in phonetic symbols, but also in tone, intonation, formation of pronunciation, diphthong, consonant and vowels.
ⅰ. the tone of Yi language
Tones are pitch variations, which are caused by the differing rates of vibration of the vocal cords. Pitch variation can distinguish meaning just like phonemes; therefore, the tone is a suprasegmental feature. The meaning-distinctive function of the tone is especially important in what we call tone languages. English is not a tone language. Yi language, however, is a typical tone language. It has four tones. And the role of the tone can be well illustrated by pronouncing the same sound combination such as‘o’in the four different tones.
Ot(under) ox(have done) o(kidney) op(goose)
In Yi language, a syllable can be pronounced in different ways, thus result in different meanings. This is the definition of tone in Yi language which can distinguish different meanings through different pronunciation.
The Yi language in Liangshan , a syllable stands for a character, and a character consists of consonant, vowel, and tone.
In addition to distinguish the meaning of word, the tone also has grammatical function. For example:
xit(bite) nga shep(I look for) nga mo ox(I have seen)
xix(what) nga shex(look for me) nagx mo ox(have seen me)
Liangshan Yi language has four tones, that is .
ⅱ. the intonation of English
When pitch, stress sound length are tied to the sentence rather than the word in isolation, they are collectively known as intonation. Intonation plays an important role in the conveyance of meaning in almost every language, especially in a language like English. English has four basic types of intonation, known as the four tones: the falling tone, the rising tone, the fall-rise tone, and the rise-fall tone. The most frequently used are the first three. When spoken in different tones, the same sequence of words may have different meanings. Generally speaking, the falling tone indicates that what is said is a straight-forward, matter-of-fact statement, the rising tone often makes a question of what is said, and the fall-rise tone often indicates that there is an implied message in what is said. Compare the following three different ways of saying the same sentence:
1. ‘That’s ‘not the ‘book he ‘wants.
2. ‘That’s ‘not the ‘book he, wants.
3. ‘That’s, not the book he, wants.
Spoken in the falling-tone, version1 simply states a fact, i.e., the book in question is not the one he wants. Version2, said in the rising tone, indicates uncertainty on the part of the speaker; he is asking the question: is that not the book he wants? Version3, spoken in the fall-rise tone indicates that apart from what is said literally, there is an implied message, i.e., besides telling the listener that the book in question is not the one he wants.
Intonation can make a certain part of sentence especially prominent by placing the nucleus it. Nucleus refers to the major pitch change in an intonation unit. Within one intonation unit, the nucleus normally falls on the last stressed syllabe. Shifting the nucleus to another syllable, normally stressed or unstressed, will cause difference in meaning.
ⅲ. in addition to consonants and vowels, there are initial consonants and vowels (韵母) in Yi language
Consonants and vowels are classified in terms of manner of phoneme, while initial consonants and vowels(韵母) are classified in terms of the place of the phoneme in a syllable. Generally speaking, a syllable is divided into two part, the front part is initial consonants and the back part is vowel(韵母).
Initial consonant is the consonant of the beginning of a syllable, and the vowel(韵母) is the left part of a syllable. i.e., sso(study) and ma(bamboo), in these two syllables, ‘ss’ and ‘m’ are initial consonants, ‘o’ and ‘a’ are vowels(韵母).
But here what I want to point out is that consonants and initial consonants are different concepts, the same as vowels and vowels(韵母). All initial consonants are served by consonants, but not all consonants in the syllables are initial consonants. And though nearly every vowel can act as vowel(韵母), but the phonemes which are serves as vowels(韵母) are not limited in vowels. So, we can say that the scope of vowels is less than the scope of vowels(韵母).
ⅳ. the diphthongs that English phonetics has but Yi language does not
In English there are a number of diphthongs, which are produced by moving from one vowel position to another through intervening positions. But in Yi language there aren’t diphthongs. And t the English diphthongs include [ei] [ai] [au] [] [] [] [] [] [].
ⅴ. both languages have some phonetic symbols which do not exist in the other language.
The phonetic symbols which
exist only in Yi language
The phonetic symbols which
exist only in English
vowels
[uo] [ie] [ur] [y] [yr]
consonants
[bb] [nb] [hm] [dd] [nd]
[hn] [hl] [gg] [mg] [hx]
[ng] [zz] [nz] [zh] [ch]
[rr] [nr] [sh] [j] [nj]
[ny] [x] [y]
Ⅳ. The difficulties of Yi students in pronunciation when learning English
Our investigate target includes the first grade and the second grade students of middle school in Puge county. Of the investigation about 120 Yi students in Puge middle school and Puge ethnic middle school, we find out most of the students, though cannot articulate some phonetic symbols, they can articulate the words which contain these phonetic symbols. From this point, we can figure out that the English teachers don’t pay much attention to the pronunciation of phonetic symbols, but to the pronunciation of the single word which cause the students cannot understand the phonemes and cannot pronounce the word by themselves. And thus they can only rely upon teachers, without teachers, they would lose the ability of self-study. And some English teachers cannot articulate the phonetic symbols themselves, no speak of teaching the students. We also found that during the process of leaning English phonetic symbols, the students always try to find the English phonetic symbols’ counterparts in Yi phonetic symbols, if they cannot find the counterparts, they would guess the pronunciation without any scientific reasons, and always mistake[] into [s], and mistake [] into [z], and do not care the long vowels and the short vowels. The phonetic symbols that Yi students always make mistake are listed as follow:
Phonetic symbols
Wrong pronunciation
the right pronunciation rate of phonetic symbols
the right pronunciation rate of words
Reasons of wrong pronunciation
[b]
Pronounce it into [b] in Yi language
10%
(12 students)
81.1% (96 students)
There exist same writing form phonetic symbols in Yi language
[d]
Pronounce it into [d] in Yi language
11.7% (14 students )
80% (96 students )
There exist same writing form phonetic symbols in Yi language
[q]
Pronounce it into [q] in Yi language
14.2% (11 students )
80% (96 students )
There exist same writing form phonetic
symbols in Yi language
[]
Pronounce it as [s]
15% (18 students )
15% (18 students )
The teacher didn’t emphasize
[]
Pronounce it as [z]
12.5% (15 students)
12.5% (15 students)
The teacher didn’t emphasize
[]
Pronounce it as [n]
2.5% (3 students )
10% (12 students )
Hadn’t distinguished it when learning
[i] []
There is no difference when pronounce them
66.7% (80 students)
60% (72 students)
Hadn’t distinguished it when learning
[] []
There is no difference when pronounce them
70.8% (85 students)
72.5% (87 students )
Hadn’t distinguished it when learning
[] []
There is no difference when pronounce them
48.3% (58 students )
71.7% (86 students )
Hadn’t distinguished it when learning
[j]
Pronounce it into [j] in Yi language
40% (48 students)
40% (48 students )
Hadn’t distinguished it when learning
[] [] []
Retroflex the
tongue when pronounce them
40% (48 students)
46.7% (56 students )
Hadn’t distinguished it when learning
[l]
Pronounce it into[l] in Yi language
14.2% (17 students )
46.7% (56 students)
There is the same writing form phonetic symbols in Yi language
[w]
Pronounce it into [w] in Yi language
7.5% (8 students)
8% (9 students)
There is the same writing form phonetic symbols in Yi language
Ⅴ. Means to improve
Through series of investigation, comparison and analysis, we can find that there are still some phonetic problems in English teaching which must be solved quickly. If you want to improve the teaching quality, learn a language and use it to communicate, phonology is crucial. If you cannot pronounce it correctly, you cannot make yourself understood, then you did not reach the goal. So, we should put the phonetic study in an important place either in study or in teaching. What’s more, the phonetic teaching shouldn’t limited just in the first step but should throughout the process, corrected again and again, and finally overcome the mother-tongue remove influence, and we can speak an influent and correct sentence. Here are some advice we give according to the existent problems.
ⅰ. improve English teacher’s English ability
Through the investigation, we found that some English teachers, even themselves cannot articulate the phonetic symbols. For example, in this investigation, there is one class of grade two, when asked “Compare with the tape, does your teacher’s pronunciation correct?”. The 49 students’ answers are as following: 15 students’ thought that their teachers’ pronunciation is standard, 24 is just so so, and 10 is that they don’t know.
So, the English teachers in Yi area should first learn English very well themselves. All of us know that speech and writing are the two media or substances used by natural languages vehicles for communication. And of the two media of language, speech is more basic than writing for the reason that language is first perceived through its sounds, and writing system of any language is always “invented” by its users to record speech when the need arises. Thus the study of sounds is of great importance in language learning. So if the teachers have not had the standard pronunciation, then they would mislead the students through the process of teaching. And the result would be serious and cannot be solved during a short time.
ⅱ. improve the teaching method
we should develop the advantage of Yi students’ ability of imitation, and compare the phonetics between English and Yi language, through this way to let the students understand the differences of phoneme, tone, and intonation. Of course, in order to achieve this, the teachers should pay much attention to it. We found teachers can teach students through 4 differences. First, compare the phonetic symbols which have the same writing form and same pronunciation in both languages. For example, [i]. Second, compare the phonetic symbols which have the same writing form but different pronunciation. For example, [e]. Third, compare the phonetic symbols which have different writing form but same pronunciation. For example, [y] in Yi language and [i] in English. And last, compare the phonetic symbols which contained only in one language.
ⅲ. cultivate the students’ interests in English, stimulate their study motivation
There is one class of grade one, when asked “when you encounter the English phonetic symbol you cannot find its counterpart in Yi language, what would you do?” 10 percent of the students’ answer is to ask for the teacher’s help, 90 percent of the students would give up, and nobody would consultant the electronic dictionary for help, the reason is that they don’t have the tool.
And we can deduce a conclusion from the students’ answers that most of the students have no motivation to learn English, and thus when they encounter the difficulties, they would always choose to give up. So, from this point, in order to improve the students’ English, we should first cultivate the students’ interests in English, stimulate their motivation. Actually, the students have a strong curiosity in learning, but how to lead them to a useful way, it all depends upon the teachers right guidance. The only motivation to enter higher school is not enough.
ⅳ. increase facilities
The process of phonology is a process of continuous imitation. Thus, standard teaching tape and language lab become unnecessary through the process of English learning. But we found that both schools and students didn’t put much attention to it. In addition to have classes, only a few students have the chance to listen the original tapes and watch the original movies. The schools of Yi area should try to build language lab, make sure that the students learn standard phonology, what’s more, to stimulate their motivation to learn English.
Ⅵ. Conclusion
The Yi students’ difficult to learn English has limited the improvement of Yi area’s education quality in general for a long time. And this problem becomes more prominent nowadays, when the government proposes to improve Chinese people’s quality in general, and when the government proposes to improve the ethnic minority’s education in West China. This investigation focuses on the comparison between English and Yi phonology and find out the differences and similarities. And we hope that this paper can offer some useful information to the English teachers in Yi area and to the Yi students, too. And hope that the Yi students can benefit from this paper, and finally speak very influent English. The comparison between English and the Yi language has a long influence in Yi area’s improvement of education and economy. We sincerely hope that this paper have some value in this process.
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