Improving Chinas Image Through Advertisement - 1048 Words

4.2 Creative advertising to create the image of a strong brand Research Question 2: Can China create international advertisements that would be conducive to advancing its global image and make use of soft-power? It has been well established by marketers and economists that a successful ad campaign is able to localize to the target audience and communicate messages in-line for the respective society. Advertisements often sell more of a â€Å"concept† of an ideal goal—that concept can vary slightly or dramatically from country to country, but its importance is undeniable. For example, the company, Kentucky Fried Chicken, owned by Yums Food Crops previously dominated in China, where the fast-food market is now worth $174 billion, and†¦show more content†¦Chinese companies must also find a means to balance marketing capacity and maintaining its unique identity and simultaneously encoding the message in such a fashion that it should be easily decoded by target audi ences. An example of this would be exercises programs such as Birkam Yoga; a hot yoga program was created by Bikram Choudhury. Yoga traditionally originates from India, but has managed to seep its way into the crevasses of societies around the world—from the United States to South Korea. Most Yoga advertisements focus on the increased health benefits of the exercise, which is a matter of prime importance in many nations regardless of cultural customs, because of clever marketing focused on a matter of international interest, Yoga programs have managed to sell while keeping a unique identity. China is a nation with a dynamic and rich history—over 5,000 years’ worth in fact. This works to both China’s advantage and disadvantage. It has been noted that the most profitable films China-related tend to be kung-fu films, while such films are not a holistic representation of the nation from past to present, it does provide precedence for ways to integrate a traditional culture with international societies. Directors such as Zhang Yimou and kung-fu celebrities such as Jackie Chan and Jet Lee are as much a part of China’s cinematographic history as the worlds. Films such as Ang Lee’s Crouching Tiger, HiddenShow MoreRelated1.1 Company’S Goal. Oppo, As A Leader Of China’S Mobile1265 Words   |  6 Pagesas a leader of China’s mobile industry, is dedicated to provide customers with the most advanced and delicate smart phones. While exploiting the function of well-operated mobile, they are also aspiring after fair and artistic shape. The company’s primary objective is constantly improving the popularity of their bran d, which is conducive to set customers â€Å"Young, Fashionable and International† brand images. 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Development as a second language teacher Free Essays

Teaching a second language means teaching a language to learners who are not originally natives to that language. This form of instruction can either be carried out in the learner’s own nation either within the public school system or privately for instance in a part time language school or with a private tutor. The teachers can either be native or non-native speakers of the language. We will write a custom essay sample on Development as a second language teacher or any similar topic only for you Order Now Teaching techniques Reading There is an increasing popularity in teaching that uses literature targeting the young children and teenagers. Teenager oriented literature provides simpler resources especially the reading material printed by major publishers and mostly gives a more comprehensive method than the one found in the adult literature (Tarone et al, 2009). Communicative language teaching Communicative language (CLT) concentrates on interaction as both a technique and an objective of learning a second language. The method is also described as the communicative approach to the instruction of foreign languages or the communicative method. CLT is often found to be a response to the audio-lingual method (ALM) and a complementation or advancement of the notional-functional syllabus (Tarone et al, 2009). Blended learning Blended learning is an arrangement that incorporates both classroom teaching and online interactions and is also called CALL or computer-guided language learning which is realized through a virtual learning environment. Input and input processing Input and input processing are major components of developing a second language or second language acquisition. The term input describes all the information that the learner actually processes from the information offered to them. It is not possible to acquire second language without input and input processing. Acquisition models vary in the kind of input which is found to be the most significant factor to second language acquisition. Induction models view acquisition as a product from informal message-centered input while instructional models view formal instruction as a significant component of second language acquisition. Any of the acquisition models recognizes the direct relationship between language input which the students are exposed to and the language output they deliver. When input is offered by interaction in natural environment learners concentrate majorly on trying to comprehend and produce a message and end up acquiring the second language as a coincidence. Conversely, if learners emphasize on the language itself, they pick the language intentionally. The above analysis of input however suggests that input is always available to the learners whether in their conscious state or otherwise. Though the intention to learn is not vital to the learning process, attention to the input is essential to begin processing the input in order to acquire or develop the second language (Tarone et al, 2009). Social cultural perspective in language learning A social cultural viewpoint in language learning is based on theoretical assumptions and empirical investigation of learning acquired from different fields including human development, linguistic anthropology and social theory. According to this viewpoint, language development starts with an individual’s social world which encompasses a diverse mix of regularly appearing goal-oriented intellectual as well as practical activities. Through the learner’s direct involvement in the activities as well as transformations in the learner’s life, the structural components of language are acquired together with communicative intentions and particular perspectives of the language. It is though ultimate internalization of self-regulation of the particular methods of achievement of success in the activities that characterizes growth in language acquisition. From this view point, learning is regarded as the process of altering the patterns of participating in particular social practices among the communities as opposed to internal assimilation of structural features of language structures. Since schools are significant social setups, the activities constituting their classrooms are regarded as fundamental sites of learning a second language (Tarone et al, 2009). Classroom interaction Classroom interaction is a method in which learning is achieved in classrooms. In language classrooms, interaction assumes a significant role in language acquisition in that it’s both a medium of language acquisition as well as an object of educational attention. By interacting with each other, learners and teachers form a common body of knowledge. They also establish mutual understanding of their functions and relationships and the values and anticipations of their participation as members in the classrooms. This implies that through interactions, learners and teachers socialize into specific understanding of what constitutes the formal curriculum. The forms of interactions also assist in describing the values by which individual learners achieve their targets (Duff, 2000). Peer-to-peer dialogue in language acquisition In mutual dialogue, learners share ideas to solve linguistic challenges and/or construct language or ay information about language. Language mediates this activity as cognitive equipment to process and control meaning formulation and also as a social equipment to convey information to others. This implies that any word spoken can be viewed as both a process as well as a product. Peer-to-peer dialogue is important in all the four skills acquired in second language development, that is, reading, writing, speaking as well as listening. Peer-to-peer dialogue can thus be considered as a mediator to second language learning (Oxford, 1993). Value of reflection and reflective teaching Reflection or critical reflection describes an activity or procedure whereby an experience is remembered, considered and assessed normally in regard to a wider purpose. It is a reaction to past experiences and entails conscious recall and assessment of the experience as a basis for valuation and decision making and a directive for planning and plan execution. Reflective teaching has various approaches which include study of oneself and others, group teaching and exploring ones perspective of instructing through writing. In spite of the approach chosen, three parts that are a component of the method include: the event, recollection of the event and review and reaction to the event (Abbott, 2000). Errors and error correction Learning of a second language involves Errors and error correction. Error analysts differentiate between errors, which are logical, and mistakes, which are not. They are concerned with identification of errors in the acquisition of second languages. An error can be categorized as a basic error, covert errors, overt errors or domain. They can also be classified on the basis of the level of the language. The classification of an error is very important since its correction is possible if it is positively identified (Corder, 2001). Qualities of a good second language teacher A good second language teacher is a pre-requisite to the learning of a second language. A good and qualified teacher will motivate the learners by making the lessons more interesting and educational. A good second language teacher should have the appropriate qualification and education. For instance, it is not obvious that a person whose native language is English is necessarily capable of teaching English. Teaching the language requires special training to equip the tutor with the necessary skills appropriate for teaching the language. Qualified tutors should have a firm knowledge of linguistics, language skills and the modern teaching methodologies and theories. The tutors should consistently keep themselves updated, for instance, by extensive or wide reading and participating in language conferences (Tarone Swierzbin, 2009). Dedication and sense of humor A good second language teacher should have a passion for teaching and should be dedicated to the teaching career. The tutor should teach with the intention of making a difference in the learner and assist them to learn. A good second language teacher should not be solely be motivated by money but should have the inner motivation to teach and help. Motivation by money would imply that the tutor is more interested with acquiring money rather than the needs of the learners. The teacher should possess a good sense of humor. Such a teacher will be able to make the learning enjoyable and fun (Tarone Swierzbin, 2009) Four skills in second language acquisition Listening Listening is the language skill which students mostly find the most difficult to comprehend. This is as a result of the students’ feeling that they not compelled to learn every word. To realize their objectives in relation to this skill, the tutor plays a significant role that is described by the following steps: first, it is necessary to assist all the learners prepare for the listening task properly before the text is introduced to them. It is therefore necessary for the tutor to make certain that the learners comprehend the language they require to finish the task and are fully informed of their expectations in the course. The learners need to be reassured that it is not necessary that they comprehend every word but most of the words especially the common ones. The next significant step is to encourage the learners to anticipate the words they would hear. In real life, the condition, the speaker, and the image clues all assist everyone to decipher oral messages (Duff, 2000). Speaking In teaching the speaking skill, the tutor must take into consideration that the language input used in the instructional process is higher than the level of the language production anticipated from the learners. Learners especially those in primary schools should be exposed to several speaking activities to enable them participate with little verbal response. At higher levels however, learners are motivated to start to manipulate language and convey themselves in a clearer and more personal means. In the primary school for instance, the two major speaking activities utilized are: songs, chants, and poems to encourage learners to imitate the model they hear on the cassette. Other activities are the game and pair work activities which should at all times emphasize on a particular model. These motivate the learners to start to manipulate the language by exposing them to certain amount of choice, although within a supposedly controlled situation (Duff, 2000). Reading In order to make reading a relaxed and interesting activity as opposed to a boring and tedious duty, it is significant to ensure that the learners do not struggle to read every word they come across, whether they are skimming for the wording for general meaning or scanning it to look for particular information. At this point, the teachers should select texts while considering the difficulty level. They should also consider the interest of the learners as well as their humor so that the learners are encouraged to read as they would do with their native language. The selected texts should be motivating enough to keep the learners entertained as well anxious to read and learn more of the language. As far as the listening activities are concerned, it is significant to invest more time preparing for the tasks by utilizing illustrations (Duff, 2000). Writing In the lower levels, EFL learners progress from writing secluded words and phrases, to short paragraphs about some specific topics or very common topics like family, home, and hobbies and friends. Since most of the learners at this level are unable to either linguistically or intellectually create written text from the start. The writing activities mainly show towards the end of a course to enable the learners have adequate exposure to the language and practice of the major structures and vocabulary they require. At this point, the learners work will invariably contain errors. The teacher should be more sensitive in the correction process and not focus much on every error that is identified. A piece of written work that is full of correction work is de-motivating and usually counter-productive. In as much as possible the learners should be encouraged to make corrections in their own work (Duff, 2000). Difficulties to the learners Language instructing practice often presumes that most of the difficulties that students encounter while learning the language are as a result of the level to which their native language varies from the second language.. An indigenous speaker of Chinese may for instance encounter more difficulties than an indigenous speaker of German, because German is closely related to English more than Chinese is. This may also apply to individuals of any first language intending to study any other language. Language learners commonly make mistakes especially syntax and pronunciation mistakes due to the influence of their first language like mapping its grammatical structure inappropriately onto the second language, pronouncing certain sounds wrongly or with difficulty and confusing certain aspects of the vocabulary, referred to as false friends. This is known as first language transfer or language interference (Richards Renandya, 2002). Conclusion A good second language instructor is a significant factor when learners are studying a second language. It has generally been agreed that great tutors are those that still recall what it was to be a learner and treat the learners as equals. When teaching a second language, the tutor must establish an open, free and close relationship with each of the learners and motivate the quieter ones or the slow ones to gather enough confident and courage. The teacher should have enough patience and appreciation and an understanding that everyone can make mistakes. Being in a position to teach a second language is the most rewarding job since it involves assisting learners to advance and communicate abroad (Richards Renandya, 2002). References Abbott, M. (2000). Identifying reliable generalizations for spelling words: The importance of   Ã‚   multilevel analysis. The Elementary School Journal 101(2), 233-245 Corder, S. P. (2001). The significance of learners’ errors. International Review of Applied   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Linguistics, 5, 160-170. Duff, P. (2000). Repetition in foreign language classroom interaction. Mahwah, NJ: Lawrence Erlbaum Oxford, R. (1993).Research on second language learning strategies. Annual Review of Applied Linguistics 13:175-187 Richards, J. C. Renandya, W. A. (2002). Methodology in language teaching: an anthology of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   current practice. Cambridge: Cambridge University Press Tarone, E., Bigelow, M. Hansen, K. (2009). Literacy and Second Language Oracy. Oxford: Oxford University Press Tarone, E., Swierzbin, B. (2009). Exploring Learner Language. Oxford: Oxford University    Press How to cite Development as a second language teacher, Essays

A Comparison of The Treatment of Selected Scenes Essay Example For Students

A Comparison of The Treatment of Selected Scenes Essay John Boynon Priestly was born in Bradford, Yorkshire on 13th September 1894 and died 80 years later on August 14, 1984. He published over 120 books, married three times and was a socialist who thought that people should share their wealth or a t the least help the needy. His message that he tries to communicate to us in this play is that all of us have a social obligation and responsibility to help, act fairly and think about the welfare of others; not to live in isolation and think how our actions affect others. His quote things could really improve if only people were to become more socially responsible for the welfare of others backs this up. The text of the play was set in 1912 before 1st world war but was written with hindsight in 1945. We will write a custom essay on A Comparison of The Treatment of Selected Scenes specifically for you for only $16.38 $13.9/page Order now The play is set in the past so that the social criticism he is making is easier for people to take in, and so that they dont feel attacked because it is other people in the past. However, because it is not directly aimed at them, some people may feel that it is not relevant and that they dont need to take action or take notice. There is no other plot in this play so we are not distracted from the issue so his message gets through clearer. The play starts before the text does because it needs to set the scene and give the audience information they would have if they had the text from reading the stage directions. The curtains are shut and there is a sound of an air raid siren. Kids come from under the stage out of a trap door which is presumably meant to be an air raid shelter. When the curtains open you can see kids playing on a cobbled street in the dark and the only light comes from a streetlamp and searchlights. All these things combined mean that this play must be set in wartime, There is a house on stilts in the corner which the kids are interested in but dont want to get too close too as it looks eerie and belongs to a higher class family. The music begins dramatically and then as the house is introduced it becomes discordant and jumpy as the house is disturbing the atmosphere. We can only hear uncomprehendable babble coming from the house which means that it isnt important and it makes them sound stupid. The Inspector slips in out of the audience and as he has a long trenchcoat and his hat is covering his face he looks mysterious and like a gangster. The music also helps to heighten our suspicions as it is melodramatic and sinister. The maid comes out of the house and goes towards the Inspector who is under a lamppost. This suggests that this is preplanned and that the maid has helped the Inspector. After that, a child is drawn to the Inspector who gives him an orange. This would have been highly prized, unusual and rare as rationing meant that many foods were unavailable. The director has used this to represent the Inspector giving the people things back that they hadnt had. Gerald and Mr. Birling come outside and Gerald comes across as an idiot through his foolish high voice. As he is older, grotesque and bald this suggests that Birling doesnt care about who his daughter marries just like he doesnt care about employees and this is perhaps why the director has chosen to show them like that. He is only interested in the marriage for social and business enhancement the Crofts are higher up in class than they were and so would drag the Birlings up and also the two businesses would possibly be merged so that they could both gain advantages out being a bigger company for lower costs and higher prices. Classes were very important in those days and it determined how much wealth, who you could marry, what job you did and virtually every aspect of your li fe. Two thirds of the nations wealth was in 1% of the population. .u2bc7798c6c52304d4e1927f490ad2722 , .u2bc7798c6c52304d4e1927f490ad2722 .postImageUrl , .u2bc7798c6c52304d4e1927f490ad2722 .centered-text-area { min-height: 80px; position: relative; } .u2bc7798c6c52304d4e1927f490ad2722 , .u2bc7798c6c52304d4e1927f490ad2722:hover , .u2bc7798c6c52304d4e1927f490ad2722:visited , .u2bc7798c6c52304d4e1927f490ad2722:active { border:0!important; } .u2bc7798c6c52304d4e1927f490ad2722 .clearfix:after { content: ""; display: table; clear: both; } .u2bc7798c6c52304d4e1927f490ad2722 { 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; } .u2bc7798c6c52304d4e1927f490ad2722:active , .u2bc7798c6c52304d4e1927f490ad2722:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2bc7798c6c52304d4e1927f490ad2722 .centered-text-area { width: 100%; position: relative ; } .u2bc7798c6c52304d4e1927f490ad2722 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2bc7798c6c52304d4e1927f490ad2722 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2bc7798c6c52304d4e1927f490ad2722 .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; } .u2bc7798c6c52304d4e1927f490ad2722:hover .ctaButton { background-color: #34495E!important; } .u2bc7798c6c52304d4e1927f490ad2722 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2bc7798c6c52304d4e1927f490ad2722 .u2bc7798c6c52304d4e1927f490ad2722-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2bc7798c6c52304d4e1927f490ad2722:after { content: ""; display: block; clear: both; } READ: Morning song and catrin comparison essayAs the house opens, the music gradually becomes jarrier to make us feel uncomfortable about this house and its inhabitants. The set directions from the text say that the set should only be The dining room of a fairly large house but the play uses the outside of the house as well. It also says The general effect is substantial and heavily comfortable, but not cosy and homelike which means that they are just concerned with material wealth rather than if it is nice or not. The maid opens the house because as the inspector is arriving, it is coming under public scrutiny. The house looks like a dolls house, which gives the effect of it be ing fake and unreal and of the characters living in a fantasy world. They are just celebrating their daughters engagement when the inspector arrives. The stage directions The lighting should be pink and intimate until the Inspector arrives and then it should be brighter and harder suggest that he is intruding into their home, spoiling the nice mood they were in before. He interrupts a speech about how Birling thinks people should live a man has to make his own way community and all that nonsense but as he says stupid stuff about Titanic and War which the audience now is absolutely nonsense the Titanicand unsinkable, absolutely unsinkable, all these little war scares it makes the audience realise that there is not much validity in all his statements. This is because he uses force and status rather than logic Arthur Birling is rather provincial in his speech. There is a sound of a doorbell in the play to announce the arrival but in the film there is a noise like a gong and the Inspector just suddenly appears like a ghost. When the Inspector appears he creates at once an impression of massiveness, solidity and purposefulness. and speaks carefully, weightily. This may have been put here to create the effect that things will get done properly.