999 resultados para Wells, John, 1770-1823.


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Includes bibliographical references.

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Back Row: Richard Ries, Craig Kirby, Ben Farabee, Stephen Smith, Bob Timberlake, Charles Ruzicka, Tom Cecchini

4th Row: student manager Schulwitz, Jack Clancy, Richard Hahn, Bill Laskey, Gerald Mader, Bill Yearby, Charles Dehlin, Jeffery Hoyne,

3rd Row: John Marcum, Dick Rindfuss, Mel Anthony, Brian Patchen, John Henderson, James Green, Richard Wells, John Rowser,

2nd Row: Paul Woodward, Harvey Chapman, Tom Prichard, Dave Kurtz, Dennis Alix, Forest Evashevski, Bob Chandler, David Kovacevich,

Front Row: Wayne Sparkman, Tom Keating, Fritz Crisler, captain Joe O'Donnell, coach Bump Elliott, Jim Conley, William Dodd, John Houtman,

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Top Row: asst. Ken Simmons, Dick Wells, John Henderson, Bill Yearby, Bob Donnelly, Jim Austin.

4th Row: Dorie Reid, John Rowser, Roy Woodton, Bob Densham, Bob Jarema, Willie Brown, asst. coach David Martin

3rd Row: Fred Lambert, Dan Hughes, Tom Sweeney, captain Kent Bernard Cecil Norde, Jay Sampson.

2nd Row: Joe Mason, Mac Hunter, Dave Romain, Ernst Soudek, Cliff Nuttall, Al Ammerman, Des Ryan, Norm Kohns

Front Row: Ken Burnley, Chris Murray, Ted Kelly, Coach Don Canham, captain Roger Schmitt, Dave Hayes, Dorr Casto, George Wade

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Reproduction of original from Harvard Law School Library.

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Vol. 5 has title: The works of Robert Hall. With a brief memoir of his life, by Dr. Gregory, and observations on his character as a preacher, by John Foster.

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This paper reports the findings from a study of the learning of English intonation by Spanish speakers within the discourse mode of L2 oral presentation. The purpose of this experiment is, firstly, to compare four prosodic parameters before and after an L2 discourse intonation training programme and, secondly, to confirm whether subjects, after the aforementioned L2 discourse intonation training, are able to match the form of these four prosodic parameters to the discourse-pragmatic function of dominance and control. The study designed the instructions and tasks to create the oral and written corpora and Brazil’s Pronunciation for Advanced Learners of English was adapted for the pedagogical aims of the present study. The learners’ pre- and post-tasks were acoustically analysed and a pre / post- questionnaire design was applied to interpret the acoustic analysis. Results indicate most of the subjects acquired a wider choice of the four prosodic parameters partly due to the prosodically-annotated transcripts that were developed throughout the L2 discourse intonation course. Conversely, qualitative and quantitative data reveal most subjects failed to match the forms to their appropriate pragmatic functions to express dominance and control in an L2 oral presentation.