Search

Learning a second language is challenging, but mastering pronunciation is even more difficult. Researchers continuously seek new ways to improve students’ English abilities, such as listening and speaking, while ignoring the importance of pronunciation. After conducting a literature review, this article investigates the impact of corpora and two instructional methods on improving students’ pronunciation. The paper addresses how to teach pronunciation effectively in the context of English as a second language. According to the review, corpus resources, critical listening, and shadowing can all be used independently to enhance students’ proficiency in second language learning. Hence, an innovative Corpus-based Critical Listening and Shadowing model has been devised as an aid in the teaching of pronunciation by providing more specific suggestions for teachers and students, with the expectation that students will perform better once they have been taught pronunciation using the methodology. The current study’s findings have pedagogical and methodological implications for pronunciation teaching, learning and research. The implications and future directions of the innovative Corpus-based Critical Listening and Shadowing model are also discussed.

Melamine-urea-formaldehyde impregnated bond paper (MUF) is widely used as panel coating and decorative raw paper. Inappropriate treatment of MUF may lead to environmental pollution. In this study, routine MUF and MUF treated with additional titanium (MUF-T) were subjected to fast pyrolysis, and the product properties at different temperatures were investigated. The pyrolysis temperature was selected considering the reaction stages determined by Gaussian curve-fitting on thermogravimetric analysis curves. It was found that the presence of additional titanium changed the decomposition order of the organic components at 220 °C. Urea-formaldehyde in MUF could be decomposed at 220 °C, which had little effect on other components (melamine and cellulose). However, in terms of MUF-T, the decomposition temperature of urea-formaldehyde was postponed to 244 °C, which means that the pyrolysis strategy needs to choose a temperature higher than 244 °C. The volatiles in MUF-T are more easily converted to bio-gas or bio-oil than those in MUF. However, only CH

The previous Part I of the paper (https://doi.org/10.33774/coe-2022-wlr02) discusses the option of the Gödel incompleteness statement (1931: whether “Satz VI” or “Satz X”) to be an axiom due to the pair of the axiom of induction in arithmetic and the axiom of infinity in set theory after interpreting them as logical negations to each other. The present Part II considers the previous Gödel’s paper (1930) (and more precisely, the negation of “Satz VII”, or “the completeness theorem”) as a necessary condition for granting the Gödel incompleteness statement to be a theorem just as the statement itself, to be an axiom. Then, the “completeness paper” can be interpreted as relevant to Hilbert mathematics, according to which mathematics and reality as well as arithmetic and set theory are rather entangled or complementary rather than mathematics to obey reality able only to create models of the latter. According to that, both papers (1930; 1931) can be seen as advocating Russell’s logicism or the intensional propositional logic versus both extensional arithmetic and set theory. Reconstructing history of philosophy, Aristotle’s logic and doctrine can be opposed to those of Plato or the pre-Socratic schools as establishing ontology or intensionality versus extensionality. Husserl’s phenomenology can be analogically realized including and particularly as philosophy of mathematics. One can identify propositional logic and set theory by virtue of Gödel’s completeness theorem (1930: “Satz VII”) and even both and arithmetic in the sense of the “compactness theorem” (1930: “Satz X”) therefore opposing the latter to the “incompleteness paper” (1931). An approach identifying homomorphically propositional logic and set theory as the same structure of Boolean algebra, and arithmetic as the “half” of it in a rigorous construction involving information and its unit of a bit. Propositional logic and set theory are correspondingly identified as the shared zero-order logic of the class of all first-order logics and the class at issue correspondingly. Then, quantum mechanics does not need any quantum logics, but only the relation of propositional logic, set theory, arithmetic, and information: rather a change of the attitude into more mathematical, philosophical, and speculative than physical, empirical and experimental. Hilbert’s epsilon calculus can be situated in the same framework of the relation of propositional logic and the class of all mathematical theories. The horizon of Part III investigating Hilbert mathematics (i.e. according to the Pythagorean viewpoint about the world as mathematical) versus Gödel mathematics (i.e. the usual understanding of mathematics as all mathematical models of the world external to it) is outlined.