Castel SantAngelo in Rome, Italy

The Knowledge That The Laputians Possess May - 1350 Words

The knowledge that the Laputians possess may also reflect some symbolism towards the saying of ignorance is bliss. If one does not know about something, they tend to not worry about, but the Laputians know so much with their abstract theories of math and science that they â€Å"are under continual disquietudes† (Swift 2577). The knowledge they have also makes it very apparent that they never take the time to enjoy themselves as they fear the end of Earth constantly and â€Å"when they meet an acquaintance in the morning, the first question is about the sun’s health...and what hopes they have to avoid the stroke of the approaching comet† (Swift 2577-78). They worry so much that their conversations are their worries which is very sad. Another sad thing is the men of Laputa do not even spend their time with their wives which makes it all the more easy for affairs to arise. The women of Laputa are free to do as they please, but they are unable to leave the island as â€Å"the people of quality have found by frequent experience, how hard it is to persuade their women to return from below† (Swift 2578). As unfaithful as they are, the women still attempt to leave. It almost seems like the knowledge the Laputians have is so powerful that it was able to make their wives unfaithful. The impracticalness of the Laputians become more evident with Gulliver’s observations and discoveries. Gulliver is given tutors by the Laputian King to teach him their language; however, he finds that the words he

Causes of Ww1 Free Essays

Causes of World War 1 In 1914, a conflict arose in Europe that started what is now called World War 1 (WW1). This war did not just spring up out of nowhere there many causes involved that started this vast conflict. The immediate cause of WW1 was the assassination of the Archduke Franz Ferdinand who was killed in the Bosnian capital Sarajevo (Mulligan). We will write a custom essay sample on Causes of Ww1 or any similar topic only for you Order Now The main cause of WW1 is M. A. I. N which represents militarism, alliance systems, imperialism, and nationalism (Danzer 579). And a contributing factor of WW1 is escalating tension in the Balkan region. Because of the assassination, M. A. I. N, and tension in the Balkan Peninsula the conflict known as WW1 began. Often the immediate cause for some event is what happened right before that event occurred in this case the assassination of the Archduke Franz Ferdinand was the immediate cause. In June 1914 the Austrian Archduke Franz Ferdinand was visiting the Bosnian capital, Sarajevo, when he was shot (Mulligan). The Archduke Franz Ferdinand was killed by a Serbian named Gavrilo Princip who was associated with a group known as the Black Hand, which promoted Serbian nationalism. Right after the assassination Austria-Hungary and Serbia were in a diplomatic crisis with each other. On July 28 1914, Austria-Hungary declared war on Serbia thinking it would only be a short war (Danzer 580). But they had actually started what is now called the First World War. Although the assassination was the spark that started the war it was not the main reason for the war. The main cause for the start of WW1 was M. A. I. N which stands for militarism, alliance systems, imperialism, and nationalism (Danzer 579). All of these are long term causes eventually led to the start of the war. Militarism played a very important part in starting WW1; almost every country was bulking up their armies. Even Germany found that they were competing with Britain for who had a better navy. Germany didn’t have much of a Navy until Wilhelm II, Germany’s Kaiser, decided to become a major sea power (Danzer 579). Because most powerful countries had their fair share of colonies around the world they felt the need to be able to protect these territories with their armies. Tension rose as nations assembled bigger and bigger armies. Prior to the war many countries had alliance systems with other ountries in case they ever went into a conflict with another nation. These alliances were simple if one country were to go to war their allies would come to reinforce them. So when the War did break out country after country got dragged into a battle they are forced to fight. For many centuries, European nations had been building empires, slowly expanding their political control across the globe. Colonies supply European nations with materials and provide markets for manufactured goods (Danzer 579). This is why Germany, France, and Britain compete for colonies creating tension between them even before the war. Nationalism played an important role for the start of the war because the people of each country felt an intense loyalty to that country. It was because of nationalism that Princip assassinated the Austrian Archduke. These four causes are the main reason why the First World War started in the first place. The contributing factor for the start of WW1 was the rising tension in the Balkan Peninsula. The Balkan Peninsula at the time consisted of the countries Greece, Albania, Serbia, Bulgaria, Romania, Montenegro and Turkey (Mulligan). The Balkan Peninsula was also known as â€Å"the powder keg of Europe† because of the building tension which was ready to explode at any moment (Danzer 580). The reason for all the tension in this region is mostly because of the interest from major European powers. The Balkan Peninsula was of major significance to these European powers due to its territorial and economic advantages. Examples of these interests are Russia wanting access to the Mediterranean Sea. Another is that Germany wanted a rail link to the Ottoman Empire, Germany’s Ally, which cut right through the Balkan Peninsula (Danzer 580). Naturally the Balkan people didn’t wish to be ruled by any authority besides themselves so they had dislike towards big European nations (Mulligan). Because of growing nationalism among the Balkan people many countries were striving to be independent. Austria-Hungary, who taken control of Bosnia in 1878, realized this when it seemed Serbia was subverting it’s rule over Bosnia (Danzer 580). With all this tension the â€Å"powder keg† was ready to ignite which is what happened in 1914. WW1 started for three reasons because of the assassination, M. A. I. N, and tension in the Balkan Peninsula. Even if the assassination of the Austrian Archduke did not happen the war may have still began because of M. A. I. N. The tension caused by M. A. I. N would eventually lead to an event similar to the assassination and have an equal effect as well. To avoid repeating this terrible war it is important that WW1 is to be remembered as a valuable piece of history considering history was repeated already when World War 2 started. WW1 was the biggest war that anyone had ever witnessed in that time and it will always be remembered. How to cite Causes of Ww1, Papers

Chris Colfer Essay Example For Students

Chris Colfer Essay Long gone the days where seeing any gay character on television was abnormal and shocking. Today, most shows on TV have one or two characters that are gay. However, they’re just there as an excuse for diversity; only a few number of them actually explore gay relationships or give them equal screen time and emotional depth as their heterosexual counterparts (Deb, 2012). This addition of multiple different depictions of same-sex couples and gay and lesbian people by television is being widely praised by the LBGT community as it makes the idea of homosexuality more common and representative of the actual community (Purcell, 2014). We will write a custom essay on Chris Colfer specifically for you for only $16.38 $13.9/page Order now However, people who go solely off the media’s depiction of gays and lesbians could have a skewed view of what they are actually like. This could be detrimental for youth who are developing their ideas of what homosexuals are actually like as this is their only source of information on it (Purcell, 2014). Whenever a new television show comes around with a gay character, the first question people ask is â€Å"Is he/she playing a realistic depiction or is he/she just another cliche? † But it seems no matter how the character is portrayed or how the character acts, someone will still be unhappy if not angry at the depiction. You will hear and read comments like â€Å"He’s too gay! † or â€Å"They’re trying too hard to make her look lesbian† or â€Å"I’m gay and I’m nothing like them. † This essay will analyze how the television show ‘glee’ mediates queer sexuality through its male gay characters. Background Glee is an American musical comedy-drama television that started airing on the Fox network in the United States in 2009 and is still on air. It has also been on syndication on various channels worldwide and the sixth and final of the show will be airing this fall. Although it isn’t the most groundbreaking or most controversial show when it comes to depicting queer sexuality, I chose to study it as it is more relevant and popular with my generation than shows such as Ellen and Queer as Folk. It is also on network television with a large following, therefore having a broader reach and stronger influence. The show focuses on the lives of a group of friends that take part in their high school glee club, New Directions, as they try to deal with â€Å"relationships, sexuality, social issues, and learning to become an effective team† (Project Casting, 2014). When the series first aired it had only a single leading gay character, however as the show progressed several characters discovered that they also have homosexual feelings and desires; in addition new characters were introduced which were also queer. The show has broken the mold by bringing a broad range of queer characters to the television sets of American audiences, including an effeminate gay man, a jock who is gay buy ashamed, a gay man that comfortable in his sexuality, a girl coming in terms with being a lesbian, and a bisexual. One of the biggest critiques of the media’s portrayal of homosexuals and same sex couples is that they are shown as straight people would want to see them. Gay men are usually seen as overly flamboyant and feminine leading to that stereotype. And women are either seen as manly and butch, or as seen on the show The L Word as what a straight man would want to see (Purcell, 2014). So is the media’s portrayal of gays and lesbians a positive thing? On one hand it brings attention to something that was once a taboo and makes it more commonplace, but on the other it creates stereotypes that teenagers and young adults associate with queer people. Consequently, the show has been both lauded as ‘‘leading TV’s gay teen revolution’’ and criticized for its sometimes ‘‘obvious’’ and ‘‘stereotypical’’ ‘‘neat neutering’’ of gay characters (EW Staff, 2011; Smith, 2010). .u2c532ccbb7343abf216b89413651d645 , .u2c532ccbb7343abf216b89413651d645 .postImageUrl , .u2c532ccbb7343abf216b89413651d645 .centered-text-area { min-height: 80px; position: relative; } .u2c532ccbb7343abf216b89413651d645 , .u2c532ccbb7343abf216b89413651d645:hover , .u2c532ccbb7343abf216b89413651d645:visited , .u2c532ccbb7343abf216b89413651d645:active { border:0!important; } .u2c532ccbb7343abf216b89413651d645 .clearfix:after { content: ""; display: table; clear: both; } .u2c532ccbb7343abf216b89413651d645 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2c532ccbb7343abf216b89413651d645:active , .u2c532ccbb7343abf216b89413651d645:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2c532ccbb7343abf216b89413651d645 .centered-text-area { width: 100%; position: relative ; } .u2c532ccbb7343abf216b89413651d645 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2c532ccbb7343abf216b89413651d645 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2c532ccbb7343abf216b89413651d645 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2c532ccbb7343abf216b89413651d645:hover .ctaButton { background-color: #34495E!important; } .u2c532ccbb7343abf216b89413651d645 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2c532ccbb7343abf216b89413651d645 .u2c532ccbb7343abf216b89413651d645-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2c532ccbb7343abf216b89413651d645:after { content: ""; display: block; clear: both; } READ: The City Of Today EssayEither way, with an abundance of queer sexualities represented, the show deviates from traditional teen television narratives where queer identity is not often considered one of the ‘‘facts of life’’ (Kielwasser and Wolf, 1992). KURT HUMMEL: What got people talking about the show in the first place, other than the music, is the storyline surrounding the openly gay character, Kurt Hummel. Some find his story to be the heart of the show, and in part responsible for the shows great success (O’Callaghan, 2011). The character is played by openly gay actor Chris Colfer, who has won several accolades for this role. A lot of the story lines he has been in come from experiences that happened to him in high school. The actor has stated that he didn’t want Kurt to be â€Å"overly flamboyant because it’s so overdone,† but instead, wanted to portray the character as â€Å"more internal and superior† with a â€Å" ‘I’m better than you’ persona† while â€Å"underneath it all he’s the same anxious and scared teen everyone is/was at some point† in their lives (Fernandez, 2009). However that is not what the audiences saw. Even though he only reveals his sexual identity to his best friend in the third episode, you could already tell that he is ‘queer’ from his first scene in the pilot episode (Pilot (Glee), 2009). You have probably come across characters with similar if not exact characteristic as Kurt, in movies, television shows, and even books. In his first scene, he is wearing visible make up with several layers of branded clothing, which in no way are school attire. What is even more peculiar is that he is able to afford all this clothing, even though he comes from a low-income family. When he speaks he makes references to fashion brands and Broadway shows, which the other characters are not even aware of. He also has a feminine walk and flips his hair every few minutes. In that same episode, Kurt performs the entire â€Å"Mr. Cellophane† number in a high falsetto. His choice of song suggests that he is not seen for who he really is, and his choice to sing in a female range blurs the lines between his gender and sexuality. Even though it’s a cliche, its not an ‘inaccurate portrayal. ’ The show isn’t a documentary, so some characteristics are unrealistic and it does deal with the honest perceptions people have about gay people.

Judges Essays - Legal Professions, Judge, Law Enforcement, Jury

Judges The dictionary defines a judge as "a public officer authorized to hear and determine causes in a court of law." The following essay will deal on how to become a judge, the requirements to become a judge, salaries, and the different types of judges and what kind of information they deal with. Judges are some of the most important people in Canada. They are the men and women who sit on the benches in the courtrooms, whose responsibility it is not only to decide the fate of human beings, like themselves, but to steer and control the course of the law itself. The arrival advent of the 1982 Charter of Rights changed many things for judges. Since then, they have been handed the tasks of determining the fundamental rights and freedoms of all Canadians. WHAT IS A JUDGE? A judge basically decides on the fate of the person who stands before him. He listens to the information presented from the defendant, who is the accused, and the plaintiff, who is the accuser. Once all of the information has been presented, either the judge makes a decision or the jury does. In a small court, usually a judge makes the decision, but if the defendant was a mass murderer, and had eye witnesses seeing him kill a person, but had a virtual air-tight case for him that would get him out scot-free because he was the prime minister's son, there would be a jury. A judge also passes sentence, which is how long the accused, if found guilty, should be punished. A judge is looked upon as "god" to the accused standing before him, the judge holds the fate of a person in his hands. They command respect, and the job of a judge, if it is the supreme court or a small claims court, the word "judge" holds special meaning. A judge also has the good fortune to see almost every type of person living today, from killer to housewife, from jaywalker to terrorist. REQUIREMENTS TO BECOME A JUDGE AND HOW TO BECOME ONE Only the best can become a judge. The word "best" does not apply to the best at math, physics, or science, but the best that they can do. If a judge only sits there, in a black robe, staring attentively at the wall, then anyone could become a judge. To become a judge, you must have the ability to think logically, fairly, and to listen to two sides of a story, conflicting each other. One says guilty. One says mistake. The judge must listen and make his decision. Research on fifty judges from around Canada showed up the following information: All of them had a Law degree. 60 percent said that they hadn't planned on being a judge The first step to becoming a judge is work. You have to work hard to graduate from law school. Many judges said that they hadn't planned on being a judge, and almost all of them said that it was the right job for their abilities. Many say that emotion during a trial can kill a judge, but to look at it from many different points of view to come up with a decision actually helps the judge to make the correct decision. Many lawyers often become judges. It is a stereotype to say that judges are all old, white haired men, because there are many, many women judges. The information I have so far gathered says that a law degree is the first step. There really is no other second step. You can't really become a judge of a high court on just a law degree, so anything else which will help. One judge surveyed has his law degree, MBA, a degree in economics, and has gone to school for over half his life. He is seventy three years old. He is now retired, after being on the bench at Provincial Court for over 20 years. Provincial Court is where street level cases are heard. To get into law school, you must have an average score of 94 percent or better, (1987 figures) and to graduate you must have 95 percent or better (again 1987 figures.) The first step is very tough. There are too many lawyers out there, but not enough judges. Hundreds of cases have been thrown out simply because they were waiting to be brought to trial. One person was waiting for over a year, and the case was thrown out. Judges are selected

Appropriate language use and Pedagogic purpose in EFL classrooms The WritePass Journal

Appropriate language use and Pedagogic purpose in EFL classrooms Introduction Appropriate language use and Pedagogic purpose in EFL classrooms Introduction  Appropriate Language Use in EFL classroomsPedagogic PurposesAppropriate Language Use in Conjunction with EFL classroom techniquesDiscussionConclusionReferencesRelated Introduction Language is the only key that could open the doors of a particular culture when it comes to accessing its treasure trove of literature, history, and philosophy. It is impossible to know more about a people group’s way of life, if an outsider is unable to grasp the basic rudiments of their language. It would be impossible to understand how a certain society has been formed and how it is being sustained without a basic ability to use the language. It is the code breaker, an interpreter and investigative tool rolled into one. When it comes to the English language its importance goes beyond that of a code breaker and interpreter because it is the lingua franca of the modern age. The one who can speak the language does not only have access to the culture of the English speaking world; the person proficient in the said language also have the capability to create a massive network that spans all over the globe. This is due to the fact that English is spoken by many hundreds of millio ns of people. The person desiring to learn English must seek out an institution or a teacher that knows the importance of using appropriate language based on pedagogic purposes. Before going any further it is important to point out that the existence of superb curriculum and a set of effective teaching techniques have no value unless a passionate and knowledgeable teacher comes along to pick up and use these tools. These are just tools and nothing more. It is the teacher with dedication and clear understanding of his or her purpose that can infuse energy and intelligence into an EFL classroom making it an effective place for learning a second or even third language. It all begins with the realization that the teacher has the power to change the learning environment depending on the need. The teacher is not only the drill sergeant but also the coordinator, dictating the pace of the learning process while at the same time expertly using all the resources at his or her disposal to create a particular classroom dynamic that increases the capability of the students to learn and master a foreign language. Although the teacher has mastered the English language to such an extent that he can teach it to others does not mean to say that the teacher is the centre of the EFL classroom universe. It is crucial to appreciate the importance of collaboration. It is always advantageous to work with other English teachers. But more importantly it is imperative to be kept abreast of new teaching practices. One of the most helpful is the idea that teachers learn to use appropriate language in EFL classrooms. The key word here is context. The following are some of the definitions of context such as: â€Å"the part of a text or statement that surrounds a particular word or passage and determines meaning† (Walsh, 2011, p.24). The second definition focuses on the circumstances in which an event occurs; a setting (Walsh, year, p.24). And the third definition is states as the â€Å"parts of a piece of writing, speech, etc., that precede and follow a word or passage and contribute to its full meaning† (Walsh, 2011, p.24).   Appropriate Language Use in EFL classrooms The most important skill to develop is the ability to use appropriate â€Å"teacher talk†, which is the speech that is comprehensible to the students but not oversimplified (Richards Farrell, 2011, p.16). The assertion that it is imperative for EFL teachers to use appropriate language may be confusing at first glance. The objective of learning institution like EFL is to teach the English language to a non-native speaker. Naturally, the teachers would have to use the English language as a medium of instruction. Thus, it requires clarification when scholars pointed out the need to evaluate the language use in the classrooms. Upon close examination the meaning of the phrase â€Å"appropriate language use† has to be interpreted in the context of EFL. It is the use of metalanguage to teach another language. In this case metalanguage can also be symbols and other expressions that the teachers can use with other teachers to help them evaluate the teaching style. The metalanguage can be seen as common language shared by teachers in EFL and this can be used to unify all the strategies and techniques. Problems are to be expected if teachers cannot find common ground and the â€Å"lack of an agreed metalanguage makes the processes of comparison and generalisation practically impossible, as the constructs used have different meanings† (Walsh, 2011, p.109). A metalanguage can be developed using a research tool called the self-evaluation of teacher talk or SETT (Walsh, 2006, p.133). This is a framework that can be constructed by teachers or administrators to evaluate teacher talk or how they interact with their students (Housen Pierrard, 2005, p.217). An example of SETT framework is the use of audio-recordings of what transpired within an EFL classroom. In other cases teachers uses video cameras to record the activities within the classroom. Aside from using the SETT framework, teachers must engage in reflective practices with other colleague or professionals in order to clearly evaluate teaching techniques and strategies in an EFL environment (Walsh, 2011, p.147). Another way to discover the appropriate language for EFL is to carefully analyse feedback coming from students, fellow teachers, and collaborative teams. The students are the primary source of feedback. The teacher does something in the classroom and he or she immediately sees the reaction of the student. This comes in the form of a questions, a confused expression on their faces, or the excitement of learning as evidenced by their happy chatter. Feedback also comes from the results of exams and various tests to determine student progress. Another way to benefit from feedback is to learn from the experience of other teachers. In the faculty room or in other formal meeting fellow teachers that are also part of an EFL program shares the challenges and the triumphs that they had faced in the classroom. There are also occasions when a more experienced EFL instructor gets to observe another while teaching and offers a feedback regarding on areas that requires improvement. One expert pointed out the reason for doing collaborative work and he wrote that collaborators â€Å"may wish to create an environment in which learners, teacher and researchers are teaching and learning from each other in an equitable way (a trend which is enhanced by the growing interest in action research); or they may wish to experiment with ways of incorporating principles of learner-centredness into their programs† (Nunan, 1992, p.162). One way to apply the principles inherent in collaboration is to create teaching teams. If ESL teachers opt to create one the best way to start is to choose what kind of team the collaborators needed. The following are some of the common types of teams: a) Team Leader Type; b) Associate Type; c) Master Teacher/Beginner Teacher; and d) Coordinated Team Type (Nunan, 1992, p.163). In the Team Leader Type one of the team members has a higher status as compared to the others. Thus, the team leader may have a title given to her to formalise the formation of the team and he or she acts as the overseer as well as provide the general direction the team is headed. The Associate Type there is no in the team that has special status and any useful information generated by the team is the result of interaction among equals. The Master Teacher / Beginner Teacher is like assigning a mentor to a new teacher. This is also an effective tool because it speeds up the learning process especially when it comes to finding out the appropriate language to be used within an EFL classroom. The only drawback to this type of collaboration is that it does not add value to the veteran teacher. The Coordinated Team Type does not focus on the creation of joint responsibility, instead it is the sharing of resources by two different teachers assigned to teach two different groups of students. Aside from student feedbacks and the teaching tips that one can receive from fellow teachers, another way to analyse feedback is to develop a collaborative geared towards learning more about appropriate language use. Team work in this case provides a better chance of discovering flaws in teaching since it is a concerted effort. Efficiency in the learning process can be achieved making it easier to change teaching style to produce more satisfactory results. Appropriate language used must be top priority because teachers may have a false understanding of the real marks of success. The teacher may come to believe that if he or she has completed all the lessons that must be taught in a given time frame then that is the mark of progress. The real measurement for success is the ability of students to communicate effectively and oral fluency in the English language. This must be the standard. The failure of appropriate language use is based on the inability of teachers to evaluate their skills and the needs of their students. It is therefore crucial to have tools that would inform the teachers on the areas that they need to improve on. At the same time they need to know the weakness of their students. And finally they need to develop appropriate teaching methodologies to increase their efficiency. Pedagogic Purposes The use of the SETT framework is made more effective if the teachers are aware that there are four major modes of learning strategies that can be employed in the classroom and these are: a) managerial mode; b) materials mode; c) skills and systems mode; and d) classroom context mode (Walsh, 2003, p.3). The pedagogic goals of the managerial mode is to transmit information. This is achieved by having an extended teaching turn and the negative result is the absence of contribution from the students. The materials mode’s pedagogic goal on the other hand is to elicit response to a particular material. This is achieved by the extensive use of display questions and the use of scaffolding. The skills and systems mode on the other hand focuses on the need to enable students to produce correct form. This is also achieved by allowing teacher to dominate the discourse. The classroom context mode has a different pedagogic goals than the other three because its emphasis is to enable the students to express themselves clearly and to establish a context. This is why the strategy used is extensive learner turns. One of the factors that enable people to master a particular language or a local dialect is described as the â€Å"exposure to rich and contextually appropriate input† that resulted in the development of pragmatic competence in the said target language (Soler, 2008, p.45). This is what happens when a child learns the predominant language used in the home. The child observes the facial expressions and listens to the conversation made by adults. For instance, in a dinner table the father gestures to a plate of food and utters the request to pass the plate to him and the child takes note of the language used in that particular event. At the same time the child mimics the adults, speaking the same words and he or she receives feedback. In both instances one can see a contextually appropriate input that facilitates the learning process. In the case of the person learning a foreign language within the four walls of a classroom, the same environment that produces contextually appropriate input is usually absent. As a result there is a need to recreate the same experience in a practical manner. Thus, there are many practitioners in the field of EFL that are happy about the use of audiovisual materials. In this way the EFL teacher can provide learners with â€Å"samples of appropriate language use in a variety of contexts† (Soler, 2008, p.245). The problem is made more evident when a foreign language teacher attempts to teach English using conventional methods. One conventional approach is the use of a dictionary to learn new words. The weakness of this approach was summarised by a foreign language (FL) expert who wrote that a child learning his native tongue is â€Å"exposed to words in a variety of different contexts, and can so from a well-rounded concept of both the word’s meaning and its use there are also many excellent human dictionaries in the form of parents and teachers, who are frequently asked to give explanations for new words† (Lochtman Kappel, 2008, p.78). The same cannot be said in an EFL environment where the students usually know one person able to speak the language in a proficient manner. Thus, they can only interact with this person on a limited basis hampering the speed and efficiency of the learning process. The teachers must be trained in the principles of interactional awareness (Cummins Davidson, 2007, p.954). There is also the need to promote activities that would help teachers detect errors in language use (ibid). At the same time there is the need to encourage teachers to study the theories that supports their pedagogical practice (ibid). It is also important to look at the cultural context of the classroom because culture creates the frame for viewing interaction (Wolfram, Adger, Christian, 1999, p.84). Appropriate Language Use in Conjunction with EFL classroom techniques Before going any further it is important to point out that English is both the focus of learning as well as the medium of instruction. This stems from the fact that â€Å"English is both the target of learning as well as the medium of teaching† (Richards Farrell, 2011 p.16). It is therefore crucial that proficiency in this language is the top priority of the teachers. According to experts, â€Å"It will influence many crucial aspects of teaching such as the ability to provide good language models (Richards Farrell, 2011, p.16). After teachers are aware of their need to improve proficiency the next step is to determine appropriate language usage in the EFL classroom. The use of the SETT framework enables the teachers to detect errors and to improve the language use in the classroom. But it was also discovered by experts that the ability to develop appropriate language is not only based on what the teachers have learned from the feedback coming from colleagues or even experts in the field of second language acquisition. Interestingly the enhancement of teaching techniques when it comes to appropriate use of language can only be achieved if the teacher allows student participation. In this regard it is time to seriously consider the managerial mode of teaching and allow students to participate more in discussion. It is therefore important to allow them to speak and to encourage the learning of the spoken language first before mastering written communication. Experts are saying that it was only recently that there was a renewed interest and awareness of the â€Å"importance of the study of spoken language and a realization that this study is essential for any real understanding of actual language use† (Cummins Davidson, 2007, p.860). Aside from these benefits the preference of student-teacher discourse as to written communication in learning a second language is based on the insight that each language has its own â€Å"preferred strategies for aural decoding† (Carter Nunan, 2001, p.8). This is crucial in an EFL classroom when there is the realisation that the ability to speak fluently in English is one of the signs that a program has been a success. Just to clarify the following are the four fundamental properties of spoken language and underscores the importance of encouraging verbal interaction in the classroom and these are: Phonological system: the phonemes used in a particular language; Phonotactic rules: the sound sequences that a language allows to make up syllables; Tone melodies: the characteristic variation in high, low, rising and falling tones to indicate lexical or discourse meanings; The stress system; the way in which lexical stress is fixed within an utterance (Carter Nunan, 2001, p.8). One of the ways to apply insights about spoken language in the EFL classroom is to utilise the turn-taking technique. According to practitioners teachers and students can learn from observing people conversing and using turn-taking as a process of communication. This enhances the teachers’ ability to evaluate teacher-talk. One of the most important developments with regards to the need for appropriate language use in EFL is the creation of a teaching methodology known as task-based language teaching or TBLT. This was derived from Communicative Language Teaching and the main purpose was to â€Å"bring ‘real-world’ contexts into the classroom, and it emphasises the use of language for completing tasks rather than as a focus for study† (Walsh, 2011, p.26). By using TBLT, the students are able to interact with others and enhance the learning process when it comes to the acquisition of a foreign language. It simulates what happens in the real world where people use language not to study it but to accomplish a task. In the course of using TBLT techniques such as oral communicative tasks students are able to identify gaps in their knowledge as well as â€Å"notice connections between different linguistic features, find ways of saying something even when they do not have the most appropriate language, and so on† (Walsh, 2011, p.27). A good example of a BLTB inspired communicative task is to assign students into groups and give them a situational problem that they need to solve. One of the best examples is the situational problem involving the crash of a light-aircraft in a remote island in the Pacific. The two passengers survived but they have to choose wisely what to bring with them as they leave the plane and walk towards the clearing or the shore. The items are: parachute; knife; flashlight; matches; mobile phone; mobile phone charger; notebook; pencil; shaving kit; make-up kit; one apple; cigarettes; a bottle of lotion; airplane radio; and a bottle of water. The instructions further states that they can only bring five items with them. The items are words that they encounter in their readings or words commonly used in the real-world conversation and by engaging themselves in this problem solving exercise they go beyond mere memorisation of the words and learning the definition. Their minds are engaged in a deeper level and therefore learning is enhanced in a manner that can never be duplicated in a simple classroom type discourse. It is also important to provide opportunities for students â€Å"for interactive and collaborative uses of language among learners† (Richards Farrell, 2011, p.16). According to one practitioner in the field of intercultural language use a communicative methodology is to â€Å"acquire the necessary skills to communicate in socially and culturally appropriate ways, and, in the learning process, focus should be placed on functions, role playing and the real situations, among other aspects† (Soler, 2008, p.59). â€Å"Play has been noted as valuable in helping pupils’ development of oracy and literacy skills the normal practice during structured play sessions was to encourage pupils to respond to their experiences using the language at their disposal at the time† (Beaumont O’Brien, 2000, p.16). An example of structured play is when students are told to participate in a make-believe game where they are supposed to buy fruits and vegetables from a shopkeeper. Thus, instead of just teaching them about fruits and vegetables and showing these items in visual presentation format, the students are now able to exercise the ability to use the language in a practical matter. It can also be argued that the structured play enables them to participate in manner that is more intense as compared to sitting back and merely listening to the teachers speak. In this type of scenario the students learn more than just the words but also the feel of the language when spoken in a natural setting. One of the foundational principles is the realisation that â€Å"language is based on and is an extension of spoken language† thus it must be the starting point in the study of language (Cummins Davidson, 2007, p.859). However, in the latter part of the 20th century teachers did not pay careful attention on developing training strategies to teach language from a verbal standpoint. The reason for neglect was that â€Å"spoken language was seen as disorganised, ungrammatical, and formless and written language as highly structured and organised† (Cummins Davidson, 2007, p.860). This is the preferable course of action as one keeps in mind that in an EFL environment â€Å"there are only a few proficient speakers of English and there is no constant verbal interaction as in a native-speaking environment† (Lochtman Kappel, 2008, p.78). Discussion The acquisition of a second language hinges on different factors. The effectiveness of the teaching strategy used and the speed of acquisition depend on the proficiency of the teacher when it comes to using the English language as the medium of communication. It is also affected by the classroom environment and the cultural setting. But the most crucial factor is the appropriate use of language in order to facilitate learning. It has been discovered that the inappropriate use of language is based on the fact that teachers in an EFL classroom sometimes treat their students as if they are native speakers. A native speaker has a different mode of learning English because they have access to parents, teachers, and other people that are proficient in the English language. In the case of students studying English in a foreign land there is only one person that is proficient in the English language and he or she happens to be the teacher. The teacher therefore has to be sensitive to this fact. It is therefore important that the teacher be sensitive to the way he or she teaches especially when it comes to the appropriate use of language. The detection of errors and the measure of effectiveness can be achieved by using the SETT framework. This tool enables the teacher to evaluate â€Å"teacher-talk† by using strategies and methods that capture feedback and then evaluate the same. The use of audio recording devices and even videotape is an important took for this particular purpose. The use of the SETT framework can be made more effective if the teacher is aware of the four modes of learning strategies used in the EFL. By doing so the teacher would discover that the managerial mode is a problematic approach because it limits the capability of the teacher to evaluate â€Å"teacher-talk† and at the same time limits the ability of the teacher to determine the feedback coming from the students. This is based on the fact that the managerial mode encourages teacher to dominate the classroom discourse. The study of the four modes of teaching would reveal that the classroom context mode is the best way to promote learning. In this mode the students are allowed to participate. In this method of teaching the teacher enables the student to express themselves more effectively. At the same time it promotes oral fluency. If one thinks about it this is the main goal of teaching English to foreigners and it is to make them more fluent in the English language. Another interesting discovery in the discussion regarding the appropriate use of language is that the teacher cannot develop the correct materials or use the appropriate teaching method if the teacher does not enable collaboration between students and teachers and among themselves. It is easy to understand why students must be given time to express themselves in the classroom setting but it is another to consciously develop a strategy to allow them to speak by taking turns. The strategy of allowing them to speak in turns provides the ability to learn the language in a deeper way. If the students are merely allowed to speak on their own then there are nuances of the language that they are unable to detect and appreciate. But when they are allowed to talk with fellow students they uncover something that the teachers may not be able to discuss in class. Experts pointed out the fact that when students began to collaborate and discuss in the English language they begin pinpoint gaps in their knowledge. In the managerial mode of teaching and even in the materials mode of teaching the students are focused on the teacher and the materials. The goal is to mimic the teachers and at the same they are conscious of being able to copy the forms of the language displayed. As a result students become experts in mimicry such as copying the sounds made by the teacher or the ability to copy the letters of the English alphabet and yet when it comes to the things that really matter they fail. Students must not only be able to recite properly but they also have to fully understand the words that they are saying. They must not only be aware of the vague definition of the words that they are saying but also the different meanings of a word in different contexts. Experts agree that this can be done in a conversation. It is therefore crucial that teachers promote the spoken language as well as the written forms of communication. One of the most effective means to promote learning is to use situational problems that enable students among themselves. This is not just an ordinary discussion but structured interaction that allows them to focus on common words and then provide them the opportunity to use these words in a â€Å"real-world† context. There is a different feel when students discuss a scenario using the target words as opposed to simply reciting these words as the teacher flashed them in a projector or when these items are displayed in a visual presentation. By observing the students in collaborative exercises and by listening to feedback coming from different sources, the teacher identifies weaknesses in the teaching methodology. The teacher can then proceed to make adjustments and then repeats the process of evaluation. The goal is to improve the ability of the students to express themselves and to promote oral fluency. The students must be able to identify the meanings of the words in different contexts and use the words in a â€Å"real-world† setting. The conventional methodologies used in the past must be revised. The focus on materials and the way teachers dominate classroom discussion has been proven ineffective. Conclusion It is imperative that teachers are well aware of appropriate language use. They must realise that simply sticking to a plan does not produce students that are proficient in the English language. They must use all the available tools in order to evaluate â€Å"teacher-talk† and by doing so update their teaching techniques and strategies. Interestingly, the ability of the teacher to improve his or her skills in the use of appropriate language in an EFL environment is also dependent on the collaboration of teacher and students. Thus, it is also crucial that teacher allow students to speak in class and to interact with fellow students. It is only through these strategies that teachers are able to determine which areas they are deficient and then proceed to correct their errors. References Beaumont, M. T. O’Brien. (2000). Collaborative Research in Second Language Education. London: Trentham Books Ltd. Carter, R. (1995). Keywords in Language and Literacy. London: Routledge. Carter, R. D. Nunan. (2001). The Cambridge Guide to Teaching English to Speakers of Other Language. Cambridge: Cambridge University Press. Cummins, J. C. Davison. (2007). International Handbook of English Language Teaching. Part 1. UK: Springer Science. Housen, A. M. Pierrard. (2005). Investigations in Instructed Second Language Acquisition. Berlin: Walter de Gruyter. Lochtman, K. J. Kappel. (2008). The World a Global Village: Intercultural Competence in English Foreign Language Teaching. Brussels: VUBPress. Nunan, D. (1992). Collaborative Language Learning and Teaching. Cambridge: University of Cambridge Press. Richards, J. T. Farrell. (2011). Practice Teaching: A Reflective Approach. Cambridge: Cambridge University Press. Soler, E. (2008). Intercultural Language Use and Language Learning. UK: Springer Science. Walsh, S. (2003). Developing Interactional Awareness in the L2 Classroom. Journal of Language Awareness, 12(2), 124-142. Walsh, S. (2006). Investigating Classroom Discourse. Oxford: Routledge. Walsh, S. (2011). Exploring Classroom Discourse in Action. Oxford: Routledge. Wolfram, W., C. Temple, D. Christian. (1999). Dialects in Schools and Communities. New Jersey: Lawrence Erlbaum Associates, Inc.

Understanding persuasive speeches Assignment Example | Topics and Well Written Essays - 250 words

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Training and Development evaluation in Human Resource Management Essay

Training and Development evaluation in Human Resource Management - Essay Example 2-3; Dransfield, 2000, p. 4-5). In HRM, training and development is meant to boost the performance of the workforce. The employees are put through a learning process that would assist them to acquire valuable knowledge, help them to improve their skills, rules, and concepts, by changing their attitude and their behaviour to work in the organisation. It is also called human resource development, learning and development or training and development (Rao, 2009, p. 8-11; Talwar, 2006, p. 1-3). In Human Resource management there are various different aspects, but this study aims at evaluating only training and development function of HRM and its significance in the organisation. The motive is mainly to study the magnitude of training and development and the various theories which different authors have stated to explain them. This will assist in capturing different point of view regarding training and development in the organisation. The study would also include the different types of tra ining methods which organisations generally utilise to coach their employees. This would assist in understanding the real life usage of the theories stated by the authors. Training assists in improving the knowledge and prepares the employees for new upcoming challenges. It is very important to train the employees to compete in the global challenges. According to Hamblin (1974), the evaluation process of training and development is an effort to gain information on the training process and the results of training on the employees. This is done to estimate the value that the training process has generated for the employer as well as for the employees. Wexley and Baldwin (1986) described that the training evaluation process is a system of gathering and studying the information so as to understand the ways to utilise the human resources in the best possible manner and achieve the mission, vision and objectives of the organisation. Previously the training and development processes were c riticized because of the lack of proper evaluation process (Mathison, 2004, p. 221). The yearly fixed targets were set for training and it was delivered accordingly, but none of them bothered to evaluate the results. So neither the positive effect of training was revealed nor was the negative aspects scrutinized and changed. No feedback system was there to take the opinion of the trainee employees, so improvement in the training process was not possible (Saks and Haccoun, 2011, p. 15-17). When it is the participants who decide and plan the training and development programs, it turns out to be a success because they know what they need to learn and what they already know about. So focusing accordingly on those areas in the training schedule is relevant. This is because training is indispensible for achievement and increasing productivity (Cornelius, 2001, p. 82-84). Training evaluation is a systematic process of analyzing and collecting the information regarding the programmes in tra ining. This is utilized by the human resource and training managers to plan and take decision regarding the effectiveness, relevance and the impact of the various components of training (Raab, Swanson, Wentling, and Dark, 1991). Since the companies nowadays are making huge investments for development and training, so training is no more a negligible issue in organization. For the employees in the organization,

Language Learning Strategy Instruction Education Essay

Language Learning Strategy Instruction Education Essay Language learning strategies are the conscious thoughts and actions taken by learners to achieve a learning goal (Chamot, 2004). On the other hand, Language Learning Strategy Instruction (LLSI) or better known as learner training is a key way for teachers to help learners learn autonomously. It includes two important areas. They are raising learner awareness of how languages are learned and providing them with the skills they need to do it (Logan Moore, 2004). This article provides an overview of language learning strategies instruction and discusses the definitions, importance, past and recent research, types of language learning strategies instructions, employing language learning strategies into their daily language classroom and models of language learning strategy instruction. Keywords: language learning, definitions, importance, research. types, models Introduction Language learning strategies are employed by learners to complete listening, vocabulary, speaking, reading, and writing activities presented in language lessons. When a task has to be completed or a problem need to be solved, language learners will use metacognitive, cognitive or social/affective strategies that they possess to attend to the language learning activity (Oxford, 1990). While experienced language learners can approach language learning problems in a systematic way and are successful in selecting appropriate strategies to complete a language-learning task, novices may be less efficient at selecting and using strategies to task (OMalley Chamot, 1995). Irrespective of language learning experiences, both groups of learners will need instruction on how to use strategies efficiently to develop their language learning and language performance (Wenden, 1987, OMalley Chamot, 1995, Cohen, 1998,). One way to guide learners towards the effective use of learning strategies is to i ncorporate Language Learning Strategy Instruction into daily language lessons (Kinoshita, 2003). This article addresses the following questions: What are the definitions of language learning strategy instruction or LLSI? What does past and present research say about language learning strategies instruction? What are the types of language learning strategy instruction? What are the models of LLSI? How to integrate LLSI into a language classroom? Definition of Language Learning Strategies Instruction Language Learning Strategy Instruction (LLSI) is also known as strategy training, learner training, learning to learn training, learner methodology training and methodological initiation for learners (Oxford 1990). Language learning strategy instructions are the initiation, structuring and control of the singular individual steps as part of the whole language learning process. In other words, language learning strategies instruction is the operationalization and implementation of strategies to improve the progress in developing language skills (Green Oxford 1995). LLSI are also procedures that facilitate a learning task. Strategies are most often conscious and goal-driven, especially in the beginning stages of tackling an unfamiliar language task. Once a learning strategy becomes familiar through repeated use, it may be used with some automaticity, but most learners will, if required, be able to call the strategy to conscious awareness (Chamot 2005). According to some scholars, LLSI is a key way for teachers to help learners learn autonomously. It includes two important areas. These are raising learner awareness of how languages are learned and providing them with the skills they need to do it (Logan Moore 2003). Tudor (1996) describes LLSI as the process by which learners are helped to deepen their understanding of the nature of language learning and to acquire the knowledge and skills they need in order to pursue their learning goals in an informal and self-directed manner. The Importance of LLSI Research shows that learners who receive LLSI or strategy training generally learn better than those who do not, and that certain techniques for such training are more beneficial than others (Oxford 1990). Lee (1995) in her study pointed out that second language learner can become more autonomous in the language learning process. The results not only showed that students gained better final exam grades than mid term exam grades but also confirmed the previous studies by OMalley et al (1985b). Her findings also revealed that language learning strategies instruction for second language learner is an efficient means for helping college students at the beginning level. With strategy training, students can learn how to study a second language, improve their learning and language skills, monitor and evaluate their performance, and become more aware of what helps them learn the language they are studying (Cohen 2000). By examining the strategies used by second language learners during the language learning process, we gain insights into the metacognitive, cognitive, social, and affective processes involved in language learning. Besides, less successful language learners can be taught new strategies, thus helping them become better language learners (Grenfell Harris, 1999). Research on Learning Strategies Instructions Research on language learning strategy instruction has been interested in verifying the effectiveness of particular strategy training. Researchers have experimented with instructing language learners to use selected learning strategies as a way to improve language performance (Kinoshita, 2003). Cohen and Aphek (1980) trained learners of Hebrew on how to recall new words by using paired associations and found that learners perform better in recalling tasks when they form associations (Ellis, 2002). In a study by Weinstein (1978), students in the ninth grade were trained to use a variety of strategies and apply them to reading comprehension and memory tasks. The positive results showed that students trained in elaboration strategies significantly outperformed the students who received no training (OMalley Chamot, 1995). Wenden (1987) describes that providing students with a checklist of criteria to self-evaluate their oral production resulted in successful use of self-evaluation as a learning strategy. The consensus of these investigations and others (Bialystok 1983; Gagne 1985; Sano 1999; Dadour 1996) tell us that language learning strategies are teachable and training language learners to use selected learning strategies can lead to positive effects on task performance in the language learning process. Research on strategy instruction has also investigated the instructional sequences used by language instructors to implement strategy instruction into foreign language lessons. One of the research interests of Chamot et al. (1988) was to discover how three regular classroom teachers integrated strategy instruction into their Spanish and Russian foreign language class activities. The results showed that although each participating instructor had an individual way of providing learning strategy instruction (OMalley Chamot, 1995), all three instructors opted for direct instruction (informing students of the purpose and value of strategies) and followed a structured sequence of introducing, practicing, reinforcing and evaluating strategy use each language activity (Kinoshita, 2003). Research by Robbins (1996) and Grunewald (1999) provides insights into instructional sequences and teaching approaches. Robbins (1996) renders a qualitative description of the instructional sequence used to implement strategy instruction at two universities in Kyoto, Japan. As a framework for strategy instruction, he used the Problem-Solving Process Model. Students were instructed to use the model to plan, monitor, use and evaluate strategies as they attended to language learning tasks. The instructional sequence for each lesson are modeling, explaining, encouraging, and prompting the use of strategies. Grunewalds action research (1999) shows evidence of how strategies instruction can been integrated into foreign language lessons. Grunewald developed an optional supplementary system of useful language learning techniques or strategies. Supplementary learning strategies were identified for each language skill presented in the course book and direct instruction of these language strategies were integrated into the weekly language lessons. The teaching approach used for strategies instruction includes awareness raising, explicit naming of strategies, practice and self-evaluation and monitoring Types of Language Learning Strategies Instruction Language learning strategies instructions can be taught in at least three different ways namely awareness training, one time strategy training and long term strategy training (Oxford, 1990). Awareness training Awareness training is also known as conscious raising or familiarization training. In this situation, participants become aware of the language learning strategies and the way these strategies can help them accomplish various tasks. This training should be fun and motivating so that participants can expand their knowledge of strategies. Participants can be teachers, students or anyone else interested in language learning processes (Oxford 1990). One time strategy training One time strategy training involves learning and practicing one or more strategies with actual learning tasks. This kind of training normally gives the learners information on the value of the strategy, when it can be used, how to use it and how to evaluate the success of the language strategy. This training is suitable for learners who have a need for a particular and targeted strategy that can be taught in one or a few sessions. In general, this strategy is not as valuable as long-term training (Oxford 1990). Long term strategy training Long term strategy training involves learning and practicing strategies with actual language tasks. Students learn the significance of a particular strategy, when and how to use it, how to monitor and evaluate their own performance. Long term training is more prolonged and covers a greater number of strategies. This strategy is most likely to more effective than one time training (Oxford 1990). LLSI Models Research on the learning strategies that second language students generate and strategies that can be taught is of great significance in understanding the operation of cognitive processes during second language acquisition (OMalley Chamot, 1990). Instructional models and materials are helpful in illustrating the ways in which research findings can be converted into practical classroom activities. LLSI Model by OMalley and Chamot OMalley and Chamot (1990) model is based on cognitive theory. The Cognitive Academic Language Learning Approach (CALLA) is designed to develop the academic language skills of limited English proficient students in upper elementary and secondary schools. The theoretical model on which CALLA is based, suggests that language is a complex cognitive skill. It requires extensive practice and feedback in order to operate at an autonomous level. The CALLA lesson plan framework incorporates learning strategy instruction, content area topics, and language development activities. Learning strategy instruction is both direct and embedded. In CALLA, new learning strategies are introduced and familiar ones are practiced (OMalley Chamot 1990). CALLA lessons include both teacher directed and learner centered activities. They specify three types of objectives, namely, content objectives, language objectives, and learning strategy objectives. Each CALLA lesson is divided into five phases: preparation, presentation, practice, and evaluation and expansion activities (refer to Figure 1.1). Theses phases are often recursive and the teacher may wish to go back to earlier phases in order to clarify or provide additional instruction. Preparation Expansion Activities Evaluation Presentation Practice Figure 1.1 LLSI Model by OMalley and Chamot (1999) Preparation In the preparation phase, the teacher finds out , through brainstorming, what students already know about the concepts in the subject area to be presented and practiced, what gaps need to be addressed and how students have been taught to approach a particular type of learning activity. The lessons objectives are explained to students and new vocabulary is developed. The learning strategies most commonly taught in this phase are elaboration, advance organization and selective attention (OMalley Chamot 1990). Presentation In the presentation phase, new information is presented and explained to students in English that is supported by contextual clues such as demonstration and visuals. Teachers make sure that students comprehend the new information so that they will be able to practice it meaningfully in the next phase of the lesson. Some of the learning strategies taught and practiced in this phase are selective attention while listening or reading, self monitoring, inferencing, elaboration, note taking, imagery and questioning for clarifications (OMalley Chamot 1990). Practice The practice phase of the lesson is learner centered. Students engage in hands on activities to practice the new information they were exposed to in the presentation phase. The teacher acts as a facilitator in helping students assimilate the new information and use it in different ways. Cooperative leaning in heterogeneous teams is particularly effective during the practice phase, as students can work together in small groups to clarify their understanding of the information previously presented. The learning strategies in this phase are self monitoring, organizational planning, resourcing, grouping, summarizing, deduction, imagery, auditory representation, elaboration, inferencing, cooperation and questioning for clarification (OMalley Chamot 1990). Evaluation In this phase, students check the level of their performance so that they can gain an understanding of what they have learned and any areas they need to review. Evaluation activities can be individual, cooperative or teacher directed. Learning strategies practiced in the evaluation phase are: self evaluation, elaboration, questioning for clarification, cooperation and self talk (OMalley Chamot 1990. Expansion activities In the expansion phase, students are given a variety of opportunities to think about the new concepts and skills they have learned, integrate them into their existing knowledge frameworks, make real world applications and continue to develop academic language. This phase also provide the opportunity to exercise higher order thinking skills such as inferring new application of a concept, analyzing the components of a learning activity, drawing parallels with other concepts, and evaluating the importance of a concept or a new skill. LLSI Model by Oxford Oxfords eight-step model (refer to Table 1.1) for strategy training focuses on the teaching of learning strategies. It is especially useful for long term strategy training. It can also be adapted for one-time training by selecting specific units. The first five are planning and preparation steps, while the last three involve conducting, evaluating and revising the training. Table 1.1: Strategy Model by Oxford (1990) Determine the learners needs and the time available Select strategies well Consider integration of strategy training Consider motivated issues Prepare materials and activities Conduct completely informed training Evaluate the strategy training Revise the strategy training Step 1: Determine the Learners Needs and the Time Available The initial step in a training program is to consider the needs of the learners and determine the amount of time needed for the activity. Consider first who the learners are and what they need. Are they children, adolescents, college students, graduate students or adults in continuing education? What are their strength and weaknesses? What learning strategies have they been using? Is there a gap between the strategies they have been using and those learners think they have to learn? Consider also how much time learners and learners students have available for strategy training and when learners might do it. Are learners pressed for time or can learners work strategy training in with no trouble? Step 2: Select Strategies Well First, select strategies which are related to the needs and characteristics of learners. Note especially whether there are strong cultural biases in favor or against a particular strategy. If strong biases exist, choose strategies that do not completely contradict what the learners are already doing. Second, chose more than one kind of strategy to teach. Decide the kinds of compatible, mutually supporting strategies that are important for students. Third, choose strategies that are generally useful for most learners and transferable to a variety of language situations and tasks. Fourth, choose strategies that are easy to learn and valuable to the learner. In other words, do not include all easy strategies or all difficult strategies (Oxford 1990). Step 3: Consider Integration of Strategy Training It is most helpful to integrate strategy training with the tasks, objectives, and materials used in the regular language training program. Attempts to provide detached, content independent strategy training have been moderately successful. Learners sometimes rebel against strategy training that is not sufficiently linked to their own language training. When strategy training is integrated with language learning, learners understand better how the strategies can be used in significant, meaningful context. Meaningfulness makes it easier to remember the strategies. However, it is also necessary to show learners how to transfer the strategies to new tasks, outside of the immediate ones. Step 4: Consider Motivational Issues Consider the kind of motivation teachers will build into a training program. Decide whether to give grades or partial course credit for attainment of new strategy. If learners have gone through a strategy assessment phase, their interest in strategies is likely to be heightened. If a teacher explains how using a good strategy can make language learning easier, students will be more interested in participating strategy training. Another way to increase motivation is to let learners have some say in selecting the language activities or tasks they will use, or let them choose strategies they will learn. Language teachers need to be sensitive to learners original strategy preferences and the motivation that propels these preferences. This means that teachers should phase in very new strategies gently and gradually, without whisking away students security blankets. Step 5: Prepare Materials and Activities The materials that can be used for strategy training are handouts or handbook. Learners can also develop a strategy handbook themselves. They can contribute to it incrementally, as they learn new strategies that prove successful to them. Step 6: Conduct Completely Informed Training Make a special point to inform the learners as completely as possible about why the strategies are important and how they can be used in new situations. Learners need to be given explicit opportunity to evaluate the success of their new strategies and exploring the reasons why theses strategies might have helped. Research shows that strategy training which fully informs the learners, by indicating why the strategy is useful and how it can be transferred to different tasks, is more successful than training that does not. Most learners perform best with completely informed training (Brown et al., 1980a). In the very rare instances, when informed training proves impossible, more subtle training techniques might be necessary. For example, when learners are through cultural influences, new strategies need to be camouflaged or introduced very gradually, paired with strategies the learners already know and prefer. Step 7: Evaluate the Strategy Training Learners own comments about their strategy use are part of the training itself. These self assessments provide practice with the strategies of self monitoring and self evaluating, during and after the training, own observations are useful for evaluating the success of strategy training. Possible criteria for evaluating training are task improvement, general skill improvement, maintenance of the new strategy, transfer of strategy to other relevant tasks and improvement in learners attitude. Step 8: Revise the Strategy Training The evaluation phase (Step 7) will suggest possible revisions. This leads right back to Step 1, a reconsideration of the characteristics and needs of the learners in light of the cycle of strategy training that has just occurred. How to Integrate LLSI into Language Classroom? LLSI may be integrated by teachers into their daily language classroom. LLSI is needed to enhance listening, speaking, reading, or writing course in language learning and teaching. There are three steps in implementing LLSI in the classroom according to Clouston (1997). Step 1 : Study your teaching context Step 2: Focus on LLS in your teaching Step 3: Reflect and encourage learner reflection Step 1: Study Your Teaching Context By observing students behaviour in class, teachers will be able to see what LLS they are using. Talking to students informally before or after class, or more formally interviewing select students about these topics can also provide a lot of information about ones students, their goals, motivations, and LLS, and their understanding of the particular course being taught. Teachers should study their own teaching methods and overall classroom style. One way to do so is to look at their lesson plans and identify if they have incorporated various ways that students can learn the language (Cloustan 1997). Step 2: Focus on LLS in Your Teaching Focus on specific LLS in your regular teaching that are relevant to your learners, your materials, and your own teaching style. LLS may be used in learning to write or in writing, and filling in the gaps with other LLS for writing that are neglected in the text but would be especially relevant for your learners. Provide students with opportunities to use and develop their LLS and to encourage more independent language learning both in class and in out-of-class activities for your course (Gardner and Miller 1996). Step 3: Reflect and Encourage Learner Reflection In implementing LLSI, purposeful teacher reflection and encouraging learner reflection form a necessary third step. On a basic level, it is useful for teachers to reflect on their own positive and negative experiences in language learning. After each class, one might reflect on the effectiveness of the lesson and the role of LLSI within it. In addition to the teachers own reflections, it is essential to encourage learner reflection, both during and after the LLSI in the class (Cloustan 1997). Conclusion When including strategies based instruction in a second language curriculum, it is important to choose an instructional model that introduces the strategies to the students and raises awareness of their learning preferences; teaches them to identify, practice, evaluate, and transfer strategies to new learning situations; and promotes learner autonomy to enable students to continue their learning after they leave the language classroom (Cohen, 2003). It is important that learning strategies research continue, both in these and other directions, for only through a better understanding of the learning and teaching process can more language learners achieve the level of success that currently characterizes only a small proportion of all students studying a second or foreign language around the world. Language learning strategy instruction can contribute to the development of learner mastery and autonomy and increased teacher expertise, but additional research in specific language learning contexts is essential to realizing its potential to enhance second language acquisition and instruction.

Romanticism, Realism and Local Color in The Awakening Essay -- Chopin

Romanticism, Realism and Local Color in The Awakening    Kate Chopin is an author who was born in 1851 and died in 1904.   Her father died when she was young, and her husband died when she was thirty-one leaving her with six children.   Due to this, she had little male influence throughout her life.   This may possibly be why she had so little inhibition when writing her novels.   She seemed to concentrate on the oppression of women and presented socially unacceptable ideas at the time of their publication.   Although Kate Chopin stirred up great controversy in her time, today her novels, short stories, and poems are often regarded as great literary works that incorporate bold concepts, grim social realities, and also elements of romance.   One such novel of Chopin's that embodies these characteristics is The Awakening, first published in 1899.   At the time of its release, men held the reigns of society and women basically catered to their every whim.   Acts, such as adultery and the abandonment of children, were rarely co mmitted, and they especially were not discussed.   The Awakening came as a shock to society as Kate Chopin presented a novel that developed her opinions through examples of Romantic, Realistic, and local color writing.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Like many novels of its time, The Awakening is an example of Romanticism.   Romanticism can be defined as a literary or art movement of the late eighteenth and early nineteenth century that emphasizes individualism, love of nature, celebration of common man, freedom, emotion, exotic worlds, fantasy, and a tendency to look to the past.   The Awakening's main character, ... ...s examples of local color help to intensify the characters, setting, and conflict.        Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Chopin showed what a talented writer she was by her incorporation of Romanticism, Realism, and local color in her novel The Awakening.   She combined these elements to add dimension to her writing and further develop her thoughts and ideas.   Kate Chopin was not a typical writer nor was she a typical person.   As shown in her book, The Awakening, she was audacious and wrote about what she truly felt rather than what was expected of her.   Literary devices, such as romance, realistic events, and local color, do add a volume to novels, but without Chopin's skill in using these devices, this novel would not have been the eye-opening masterpiece it is today.  Ã‚  Ã‚     Ã‚