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French Foundations: Master the Basics in Two Weeks Learn French

為了解決How to pronounce ear的問題，作者Richards, Olly 這樣論述：

Master the basics of French and discover your hidden talent for the language in only two weeks Whether you are completely new to French, or whether you have been learning for some time with limited success, this concise, practical guide will help you navigate the fundamentals of French...in plai

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How to pronounce ear進入發燒排行的影片

學前微聽損、中重度以上聽損及聽常兒童語言發展能力之探究

為了解決How to pronounce ear的問題，作者余雅筑 這樣論述：

本研究旨在探討3到5歲學前微聽損兒童、中重度以上聽損兒童及聽常兒童語言發展能力之差異，以及微聽損兒童、中重度以上聽損兒童不同背景變項下和語言能力之相關性，並調查家長及教師對學前微聽損兒童於日常生活中的行為表現觀察。本研究採用修訂學前兒童語言障礙評量表之標準化測驗，及自編微聽損兒童日常生活行為表現之調查問卷作為研究工具，選取3到5歲學前微聽損兒童41位、中重度以上聽損兒童41位及聽常兒童30位作為研究對象。透過描述性統計、常態分佈檢定、獨立樣本t檢定／U 檢定、雙因子變異數分析、皮爾遜積差相關進行資料分析，根據研究結果歸納出以下結論： 一、微聽損組與聽常組整體的語言表現相近，中重度以上聽損組的

語言表現則較差，但未達顯著差異。 二、微聽損3歲組之分測驗 T 分數與輔具佩戴起始月齡、語言理解、口語表達和語言發展皆有顯著負相關；表示輔具佩戴起始月齡越小，語言表現也會越好。 三、微聽損3歲組聽語介入起始月齡和語言理解呈現顯著負相關；表示越早開始聽語介入，則語言理解的表現越好；然而，聽語介入時長和語言理解呈現顯著正相關，表示當介入時間越久，則語言理解表現越好。 四、微聽損4歲組和5歲組之不同背景變項與語言表現未達顯著相關。 五、中重度以上聽損3歲組之語言理解分測驗T分數，與聽語介入起始月齡呈現顯著負相關、和聽語介入時長呈現顯著正相關；表示當聽語介入起始月齡越小，語言理解表現越好；當介入時間越

長，語言理解表現越好。 六、中重度以上聽損4歲組之語言理解、口語表達、語言發展分測驗T分數，與聽語介入時長皆有顯著正相關；表示聽語介入時間越長，分測驗的表現越好。 七、中重度以上聽損5歲組之不同背景變項與語言表現未達顯著相關。 八、採不分齡方式分析結果：微聽損組無任何背景變項和語言表現有顯著相關；中重度以上聽損組的聽語介入時長和語言理解T分數有顯著正相關，表示當聽語介入時間越長，則語言理解表現越好。 九、調查問卷結果顯示，不論家長或教師，有7到8成都認為微聽損兒童在吵雜環境下難以遵循指令；約9成表示微聽損兒童大部分可以或總是可以回應遠處的聲音，而最容易忽略後方的聲音。 十、調查問卷結果顯示，家

長及教師皆認為塞擦音（家長：52.2%；教師：52.9%）和擦音（家長：52.2%；教師：41.2%）是微聽損兒童最容易發不清楚的語音，且多為替代之錯誤類型；7成的家長或教師認為微聽損兒童大部分能理解抽象語詞，且9成認為微聽損兒童說話的清晰度非常清楚或大部分清楚；2到3成則認為微聽損兒童使用的句子較同年紀的聽常兒童簡單。 十一、調查問卷結果顯示，約7至8成的家長及教師觀察到微聽損兒童多是使用口語與他人互動；約半數認為微聽損兒童在校參與團體活動的程度很積極；另外，有4成教師認為微聽損兒童在上午時注意力較難集中、3成教師則認為是下午。 十二、微聽損組個別差異大，標準化測驗對微聽損組檢測異常的面向不

夠全面，完整的評估還需仰賴主要照顧者於日常生活中的觀察。 最後根據本研究結論提出相關建議，以作為相關專業團隊人員、教育現場教師、家長及未來研究者之參考。

Assimilative Memory, or How to Attend And Never Forget

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為了解決How to pronounce ear的問題，作者Loisette, A. 這樣論述：

An infallible method of remembering proper names is (1) Get the name when introduced. If not quite sure, ask for it. (2) Pronounce the name aloud whilst looking at the person. Do this several times, if possible. The object is to produce a concurrence or connection between the sight-image of the P

erson and a sound-image of his Name. (3) To help the ear for sound, always pronounce everyone's name aloud whenever you meet him. This helps nature. -from "How to Remember Proper Names When Introduced" Memorize anything quickly with Prof. A. Loisette's "System of Memory Training," including his "Thr

ee Laws of Memory or of Thinking" . Discover the Cure of Mind Wandering . Learn any series of proper names . Memorize the longest sets of numeric figures almost instantly . Learn prose and poetry by heart . Speak in public without notes . Internalize rules and principles in academic realms of arts,

sciences, and history . And more This 1896 guide to remembering anything and everything is as practical and useful today as it was a century ago. "PROF. A. LOISETTE" was the pseudonym of memory-expert Marcus Dwight Larrowe.

華語為母語之前中後期移民者於英語及華語的母音表現

為了解決How to pronounce ear的問題，作者劉仲恩 這樣論述：

隨著全球化的演變，針對移民者及雙語現象的研究越來越多。其中語言學的關鍵期假說及母語與外語的干涉仍然是充滿爭議的研究議題。欲實驗關鍵期假說與外語的干涉的研究議題，本研究由兩大部分組成：英語母音及華語母音之研究，並且由三十位來自北加州的華語為母語之前中後期移民者來擔任受試者。試驗性研究的研究目標就是比較移民英語系國家的早和晚，是否影響英文母語及中文母音的發音表現。由於受試者由男和女而組成，本實驗藉由巴克值轉換公式 (Traunmüller, 1990) 讓男女受試者的元音標準化，另外再藉由多邊形面積公式計算出前中後期移民者母音口腔面積的差異。本實驗結果顯示，前中後期移民者在英語母音圖和母音口腔面

積上有明顯的差異，中文母音圖和母音口腔面積上則無明顯差異。早期移民者於英語有明顯梯形母音圖，並且於母音口腔面積有隨著前中後期移民者而由大變小的趨勢，表示早期移民者的英語母音的發音表現較接近英語母語者且相較於中期及後期的移民者有較大的母音口腔面積，暗示著不同年齡於學習第二語言的表現上確實有明顯不同。而身為中文母語者，前中後期移民者於中文母音圖的表現無明顯不同，且皆為明顯梯形母音圖，暗示著學習第二語言的早晚並不影響第一語言的表現。最後，本實驗發現英語及中文的口腔母音面積有呈現反比現象，暗示著第二語言及第一語言有互相牽制的情形。