Strength for Today and Bright Hope for Tomorrow

Volume 10 : 5 May 2010
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         K. Karunakaran, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.



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Does Number Affect English Pronunciation?

Arun Kumar Behera, M.A., Ph.D.
Rasmita Behera, M.A., M.Phil., B.Ed.

Complexity of Number Inflection in English

Number in English presents several difficulties to the second and foreign language learners of English.

For one thing, while most plural nouns are formed by adding -s to the singular noun, there are also other plural nouns formed by adding -es for nouns ending in Nouns ending in s, z, x, sh, and ch. Then there also nouns ending in -y preceded by a consonant is formed into a plural by changing -y to -ies. Yet another rule relates to nouns ending in y preceded by a vowel form their plurals by adding - s. Example: boy, boys; day, days. Most nouns ending in o preceded by a consonant is formed into a plural by adding -es. Example: hero; heroes; grotto, grottoes. Some words ending in -o add only -s. For example: piano/pianos, albino/albinos, memento/mementos. Yet another rule adds -ves. For example: nouns ending in -f or -fe are made plural by changing f or fe to - ves. For example, knife/knives, wife/wives. Then we also have irregular plurals: such as scissors (no scissor, please), oats (no, oat please). We also notice that some of the nouns are always used in singular. For example, sugar/sugar, gold/gold, wheat/wheat, etc. Note that when kinds of sugar are discussed, we are allowed to use "sugars." This rule applies to other always-singular words when they mean varieties or kinds.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Interference of Mappila Dialect in the Standard Malayalam Language - with special reference to the writing performance of Primary School Children | Effect of Environmental Education to School Children Through Animation Based Educational Video | Women as Victors of the Social Milieu in Amy Tan's China | A Comparative Study of the Language Learning Strategies Used by the Students of Formal and Non-Formal Systems of Education in Pakistan | New Vistas in Comparative Studies | Comparative Analysis of MA English Results under Annual and Semester system: Quality Assurance in Pakistan | A Virtual Learning Environment in an ESL Classroom in a Technical University in India | When a School Becomes a Pool - What Can We Do to Make Language Learning Interesting to Yemeni Students | Does Number Affect English Pronunciation? | Shashi Tharoor: Transmuting Historical and Mythical Material into Literary Ideas | The Impact of Working Memory on Text Composition in Hearing Impaired Adults | A Study of the ELT Teachers' Perception of Teaching Language through Literature at the Higher Secondary School and Degree Levels in Pakistani Milieu | Some Aspects of Teaching-Learning English as a Second Language | Challenges Encountered by Teachers in Rural Areas and Strategies to Triumph Over | Variation of Voice Onset Time (VOT) in Kannada Language | A Comparative Study on the Efficacy of Two Different Clinical Language Intervention Procedures | Dilemma of Usage and Transmission - A Sociolinguistic Investigation of Dhundi-Pahari in Pakistan | Teaching Beyond the Regular Curriculum | Claustrophobia in Anita Desai's Cry, The Peacock - "From Defeat to Disaster" | Code Mixing and Code Switching in Tamil Proverbs | A Phonetic and Phonological Study of the Consonants of English and Arabic | HOME PAGE of May 2010 Issue | HOME PAGE | CONTACT EDITOR

Arun Kumar Behera, M.A., Ph.D.
Sri Sathya Sai University
Brindavan Campus
Kadugodi P.O.
Bangalore-560 067
Karnataka, India

Rasmita Behera, M.A., M.Phil., B.Ed.
South East Asian Educational Trust
K.R. Puram
Bangalore- 560067
Karnataka, India

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