This eighth collection of students’ pearls of wisdom, laboriously digitised from hand-written papers, demonstrates once again how students new to the study of language speculate about grammar after having imperfectly absorbed what their teachers think they have taught them.

Reporting on a group project, which involved comparing current uses of a set of words across older and younger speakers

• Our individual reports were then put together and improvised.
• We all did interviews and coagulated results.
• Informants were either asked a specific set of questions, or directly questioned.
• Interviews with geriatrics would give the meaning of the words in their youth. We would thus understand the conception of these words.
• We found out that this word is used among people of the same gender, especially in the ladies, when they gossip.
• The words are used informally, which reflects the low social status of these words.
• We could find out more about the status of these words by gathering opinions of foreigners who are not exposed to our culture.
• This word is formal, used for example at business convections.
• One limitation is that an equal distribution of informants across the required words would not skew results so much.
• Most referents felt respect when addressed by us.
• We hoped the informants would give us their utmost opinions.

Reporting on a project, which involved assessing English teacher training courses

• Some of the teachers have not been trained to become teachers of English. They were trained to be teachers of others. But they have been assigned to teach English due to their insufficiency of human resources, particularly their lack of properly-trained teachers of English.
• All students are teachers, i.e. matured students, regardless of age, sex or gender.
• Students in the class we did our observation are mixed ability one, although all of his students are very enjoy with his teaching.
• It is difficult for a lecturer to teach one class that contains mixed level’s students. That may not cause the education.
• The use of role-playing is a good method for beginning the activity of wishing to teach English. There are many other strategies focusing on different areas of value bilinguals that also could be used or adapted successfully for the intermediated bilingual classroom.
• The boards of the institute believe that this kind of teaching techniques will provide enough chances for the learners to practise their language skills in practising English.
• This homework assignment also evolves the students' parents to help their children to study at home. Then they just let the students repeat again over again.
• For the purpose of this study, foreign language is focused on the only one language is English.
• Learning with neither teachers who do not use their language in terms of explanation, do nor not using cod-mixing, is easier to learn a foreign language.
• I shall now spend the rest of the assignment focusing on the topic of the assignment.

Syllables and stress

• Standard English is stressed-timed. There is vowel deduction in unstressed syllables.
• The Maximal Onset Principle is needed, otherwise unclean may come to mean unk lean or something else. The same for di splace.
• In syllabus, the onset must be phonosyntactically acceptable.
• In the onset there is post-beginning, or pre-beginning i.e. an initial.
• Some sounds can be an onset or a nucleosis. For example, in some contexts [s] is bisyllabic, whereas [t] is biambic.
• To explain the stress assignment of a word like [sɪərɪəs], it has too many vowels, so deletion occurs in word-finale position.
• Suffixes are extrametrical, thus they change the stress assignment by replacing the last syllable.
• In English, people use very small diarthritic signs to show intonation. For example, there is the fall-rise tone in French être.

	The Linguistic Big Crunch—M. Adam Block
	The Encyclopedia of Mytholingual Creatures, Places, and Things—Part I—Jʚsɘph Cɑɱpbɛɬɭ
	SpecGram Vol CLIX, No 2 Contents