What Is Meant By Language Varieties?

What Is Meant By Language Varieties? Language is defined as a systematic use of sounds, gestures or symbols for communication. It has a complex system where the rules are not clearly stated and is productive as an infinite number of sentences can be produced once the rules are learned. Varieties of Language The expressions and uses of a language varies in many ways. The diagram below illustrates these language varieties : Language Varieties Participants Geographical Registers Social Historical Medium Topics Setting 1. Historical i) Old English it was descended from the languages spoken by the Germanic tribes when they invaded England around 500 AD. The various dialects spoken by these invaders formed the early English language. ii) Middle English was the result of the French influence of the Normans and lasted from 1100-1500 AD iii) Modern English is broken into early Modern English and late Modern English.The former began around the time of playwright, William Shakespeare. Late Modern English occurred around 1800 during British conquest and colonisation of other parts of the world. 2. Geographical English may be the native language of England but due to various reasons such as: colonisation, migration, globalisation, cultural, economic, etc, it had spread to other countries around the world. However, the language used in these different countries developed independently from the original language due to influences by local languages. These influences cause, among other things, the differences in the pronunciation, thus producing their distinctive accent. Some forms of these are: American English Australian English Indian English In certain regions,there are different versions of the same language called dialects. These dialects have different grammar, vocabulary and accent. Eg : Cantonese ( dialect of Mandarin); Aboriginal English (Australia). 3. Social It refers to the use of the language in terms of the social class or identity. Eg: The upper class society in Britain tend to use Received Pronunciation (RP) also known as Queens English or BBC English while others tend to use Cockney English. 4. Registers These are variations caused by : i) Setting It has a large influence in the application of English for Specific Purposes (ESP). Different industries such as Legal, IT, Food Beverage, Technical or Hotel Service has their own grammar or technical jargon. Eg : Lawyers would use formal or legal terms in the execution of their papers or court hearings whereas an electrician needs to understand technical terms to issue instructions or to describe repairs. ii) Participants The age, sex, group identity and roles will influence the language used. Age A different variety of language is used when talking to children, eg. Peekaboo than when talking to a peer. Sex Females tend to be more hyperbolic or expressive in their speech while males speech is more subdued. Roles The role we play in our day-to-day contact with others affect the way we speak. Eg ; as a spouse, colleague, parent, teacher, etc. iii) Topic Different subjects have its own specialized set of vocabulary and grammar usage. Eg : A disc jockey and a priest would use different sets of the same language to convey their messages. iv) Medium It can be visual or auditory. Visual (reading and writing) In reading, there are different degrees of formality and also more vocabulary than in listening. In writing, grammatical rules need to be applied and time is needed to interpret the written word Auditory (speaking and listening) Having good listening skills certainly helps one to pick up and improve on speaking skills, esp. in intonations, grammar or vocabulary. In speech, words are usually accompanied by body gestures to convey the message. Words spoken rarely needs to be interpreted, unlike written words. Conclusion As the usage of English language expands across the globe, influences from local cultures, language or from new discoveries in Science and Technology will evolve the language, making it more varied than ever. References: wapedia.mobi/en/Variety_(linguistics Categories: Linguistics | Varieties of English www.icalweb.com/wiki/Varieties_of_English An Introduction to International Varieties of English by L Bauer Related articles Q2. What is Communicative Competency? Communicative competence refers to a language users grammatical knowledge of syntax, morphology, phonology, etc as well as social knowledge about how and when to use utterances appropriately.(Dell Hymes,1966) The desired outcome is the ability to use the language correctly and appropriately to accomplish communication goals, not the ability to use the language exactly as a native speaker does. This outcome depends on : 1) Appropriateness in Speech Other than having knowledge of the words and rules of the language (linguistics), one must also learn not just to say what one means but to use the right words to suit the situation. The words used in to communicate with a friend may deem to be inappropriate when speaking to your headmaster. Eg : Hi! Buddy, have a jolly good day. Good Morning, Mr. Brown Speech can be classified into : Casual/Intimate Speech It is easy going and natural, mainly occurring between family, friends or people whom you are comfortable with. It may contain many omitted forms of grammar and missing words . Eg : Want tea? I go home now. You coming ?. ii) Formal Speech It is more careful but also natural. Proper word sentences and grammar rules are observed and may be used in office or court settings between employer-employee, lawyer-client, etc. iii) Ceremonial Speech It tends to be more unnatural where the rhythm and intonation are quite different from normal speech. 2) Appropriateness in Writing Competency in writing, such as knowledge of grammatical rules, spelling, etc cannot be overlooked. However, different situations dictate different styles of writing. i) Telegrams Where the main message or the gist of it has to be communicated in the shortest time, correct grammar form used may be inappropriate. ii) Essays It is formal writing where grammatical rules, semantics, spelling, etc has to be observed. iii) Poetry The poetic style of writing may not follow the grammatical rules of the language. iv) Legal Document The terms and language used have to be very formal and expressively written. 3) Appropriateness in Setting Being competent in using the language appropriately in a social setting will enable you to be understood and accepted. The setting is influenced by: i) Participant The social status, sex and age will affect the style of speech . Eg: speech use to communicate with a child is different from communicating with an adult. ii) Topic Speech used depend on the subject. Eg; words used for a recipe discussion will include ingredients, method, measures while IT skills will include computer,download,printer. In conclusion, where English is taught as a foreign or second language, it has become widely accepted that communicative competence should be the goal of language acquisition. This is unlike previous views in which linguistics competence was commonly given top priority. References: En.wikipedia.org/wiki/communicative competence www.teachingenglish.org.uk/think/knowledge-wiki/communicative competence www.nclrc.org/essentials/goalsmethods/goal.htm Section B Q1 What are the various stages of L1 acquisition? How does this knowledge help us in L2 teaching? Language is commonly defined as any means of conveying or communicating ideas and language acquisition is learning how to communicate these ideas. It is the process by which people acquire the ability to perceive, produce and apply the words to communicate. First language(L1), which is also known as native language or mother tongue is acquired naturally due to ones needs to communicate in order to fulfil his wants. Acquisition Of First Language It occurs in stages from birth. Stage 1 : Pre Speech Babies respond to speech around them more keenly than to other sounds and from birth, will learn to pay attention and distinguish the following in their environment before they speak : i) speech phonemes of the language, eg the speech sound of t and d in bat and bad; ii) intonation the rising and falling intonations iii) rhythm of speech phonological or system of speech patterns in the language used. Stage 2 : Babbling Babies begin to babble from around 3 to 4 months old. It is basically speech sounds with rising and falling intonations. These indiscriminate utterances (eg dadadaà ¢Ã¢â€š ¬Ã‚ ¦ or nananaà ¢Ã¢â€š ¬Ã‚ ¦..) do not make sense to the listener but the baby appears to understand the meaning of it. Stage 3 : One word (Holophrastic) stage At about ten months, infants start to utter their first recognizable words although: i) pronunciations may be inaccurate eg : eep for sleep ii) vocalized words may not correlate with words in the language eg meh for cat or ta for duck iii) certain words may be distorted eg goggy for doggie iv) reduplication of words eg da-da,na-na Stage 4 : Two word stage Babies are able to say mini sentences with simple semantic links from 18 months onwards. Eg : cat no (there is no cat ) At this stage, their ability to express is not as advanced as an adult. The semantic use of words are either too broad or too narrow. He may call any round item : ball or only himself and no one else boy However, these underextensions and overextensions develop and change over time. Stage 5 Multi word Stage (Telegraphic Stage): By two years, most children are able to speak in sentences of several words. These telegraphic sentence structures are made up of lexical morphemes which are grammatically incomplete. Eg No eat instead of I wont eat. Stage 6 Normal speech: By about 3 years of age, they would have acquired grammatical and functional structures of words to be able to conduct normal speech. Second language (L2) is any language learned after the first language. Unlike L1, it is normally acquired in order to integrate with the environment.and is achieved through active learning and motivation. As L2 learners follows the same stages of acquisition as L1 learners, it is beneficial if we understand and apply these stages because it will help us to educate L2 learners more effectively. Acquisition of Second Language The stages that L2 learners go through are: Stage 1 : Silent Stage In an environment which is similar to the Pre-Speech Stage of L1, they hear and learn to recognize the distinctive sounds of words and pronunciations. During this silent stage, they may not speak but can respond various ways such as pointing to an object, person or gesturing with a yes and no response. Stage 2 : Early Speech During this stage, utterances of first words (holophrastic) gradually make way to speaking a few simple words and then, simple phrases of the language. Mispronunciations are common during this stage and sentences are telegraphic in nature. Stage 3 : Speech Emergence Learners try to form sentences and will make mistakes in the grammatical structuring of the sentences. By making use of the Mean Length of Utterance (MLU), the development of the learner can be assessed by measuring the morphemes uttered. Eg Early In Between Later You eat? You eating? Are you eating? From the early stage of 2 morphemes, it develops to 3 and then finally 4 morphemes where the grammar and syntax are in order. Stage 4 Language Proficiency Learners are capable of using complex sentences and apply the acquired language to a greater extent. They can opine, discuss and most importantly, begin to think in the second language. Teachers Role In all the above stages, the teacher takes the important role of the mother where she encourages, repeats and reinforces the language. By motivating and making the learners feel secure in a conducive environment, learners will be more willing and confident to acquire a second language.

Lifespan Development and Personality Paper Essay

Adolescence, also known as â€Å"teenage years† is a time of dramatic change. This phase of life marks a developmental period that follows childhood and comes before adulthood. Adolescence is closely associated with puberty, which is also considered as a developmental milestone, particularly in the western countries. Puberty refers to the period of adolescence when a person becomes capable of reproduction (Carpenter, S. & Huffman, K., 2008). In this paper, I will discuss the various factors that affect the physical, cognitive, social, moral, and personality development of adolescents. Adolescence is a time of rapid physical growth which is illustrated by the drastic growth spurt in the height, weight and skeletal muscles. In this phase, rapid development of tests, scrotim and penis develops in adolescent boys whereas development of ovaries, uterus, and vagina occurs in adolescent girls. I believe some of the factors that lead to this rapid physical development can be held responsible to both hereditary and environmental influences. Hereditary influences are also referred to as â€Å"inherited† qualities which are passed on from the parents to the offspring. Therefore, these are also known as â€Å"nature† influences. On the contrary, environmental influences are those experiences that one gets from their surrounding environment as one grows and matures. Such influences are also referred to as â€Å"nurture†. Genetics play an important role in the physical development of an adolescent. For instance, if the parents of a child are extremely hairy, then there is a high probability that the child will also become hairy earlier in life. Also, if both the parents are tall, then there is a high probability that the child will also become taller in their puberty years. Moreover, environment also plays a major role in one’s physical development. Environment encompasses family surroundings, media influences, culture and so on. For instance, one of the Asian countries requires girls to wear metal bands around their necks from early age so that when they get into the puberty years, they can develop long and slender necks. This is so because it is considered beautiful in their culture for girls to have long and slender necks; it is a part of their culture. In addition, environmental and cultural factors such as television, internet, and media amongst others can play a major role to influence de velopment in adolescence. Adolescence is also a time of changes occurring in the development of cognition. Piaget developed a theory of cognitive development which emphasize on the four stages that children must go through. The four stages of Piaget’s stages of cognitive development are as follows: sensorimotor, preoperational, concrete operational, and formal operational stage. Since the focus of this paper is adolescence, I would discuss the formal operational stage in depth as it is developed in ages of 11 and up. Formal Operational stage can be characterized by abstract thinking, logical thought and hypothetical reasoning. In Piaget’s Formal operational stage, the children acquire the ability to think abstractly and hypothetically. In other words, children can ask themselves â€Å"what if† type of hypothetical questions, which further illustrates their ability to create and test concepts. In addition, Formal operational thinking also allows the adolescent to construct a well-reasoned argument based on hypothetical concepts and logical processes (Carpenter & Huffman, 2008). In addition to attaining the ability to think abstractly, children in this phase have very egocentric way of thinking. In other words, they cannot differentiate between what they are thinking and what others are thinking. This egocentric thought may be characterized into two ways: personal fable and imaginative audience. The factors that influence cognitive development in adolescents can be held responsible to both genetics and environmental influences. In terms of hereditary influences, if either of the two parents (biological) of the child is suffering from mental health disorder such as schizophrenia, then it is very likely that the offspring will also develop this disorder. Hence, this will in turn disrupt the development of cognitive processes such as formal operational stage in the child. Moreover, environment can also play a vital role in the cognitive development of an adolescent. For instance, if a child has grown up in a happy and a healthy environment where parents practice an authoritative parenting style then the child is more likely to reach the formal operational stage earlier and successfully in the adolescence years. Also, such an authoritative style of parenting facilitates good decision making in children. In other words, when given a choice between healthy and unhealthy behaviors such as having unprotected sex, driving experimenting with drugs and alcohol; these children are less likely to take such decisions and act on it. This is because they have  attained the formal operational stage and hence, gained the ability to think abstractly, hypothetically and logically about their decisions. Social development is studied by reflecting on the significance of attachment in ones life. Adolescent’s tend to develop strong attachments with people who are not their primary caregivers, particularly peers, teachers, social clubs, sports clubs and so on. Adolescence is a time when individuals tend to spend more time with peers than the primary caregivers. Not only that, adolescence is also a time when children group together to form cliques, intimate relationships and experiment with sexuality. The factor that affects social development is attachment. Vast amount of research has been done on the relationship between the type of attachment style formed in the younger years and the relationships formed later in the adolescent and adult life. Researchers found that an average, adolescents’ perceptions of the quality of the parent-child relationship declined consistently and moderately between age 11 and age 14. Furthermore, conflicts with parents increased and this was particularly true for girls than boys (McGue et. al, 2005). Morality can be explained as the ability to differentiate between right and wrong. Moral development also begins to develop in the adolescent years. Kohlberg, one of the most influential researchers in psychology has developed a model of moral development. His stages of development include Pre-conventional level, Conventional level and Post- conventional level. Since the focus of our paper is on adolescence, I will investigate conventional level in detail as it is developed in this age. Conventional level consist of stage 3 (good child orientation) and 4(law-and-order orientation). In Stage 3, the primary moral concern is with being nice and gaining approval. In stage 4, the individual takes into account a larger perspective-societal laws. Stage 4 individuals understand that if everyone violated laws, even with good intentions, there would be chaos. Thus, doing one’s duty and respecting law and order are highly valued (Carpenter, S. &  Huffman, K., 2008). Personality development is studied mainly with Erikson’s Psychosocial Theory of development. Erikson’s theory consists of eight stages of psychosocial development; these theories are in the following order:Stage 1 – Trust vs. MistrustStage 2 – Autonomy vs. Shame and DoubtStage 3 – Initiative vs. GuiltStage 4 – Industry vs. InferiorityStage 5 – Identity vs. Confusion (Adolescence: ages 12-20)Stage 6 – Intimacy vs. IsolationStage 7 – Generativity vs. StagnationStage 8 – Integrity vs. DespairThe stage 5 of Erikson’s theory reflects the adolescence period. Erikson claims that during this period, the individual questions and searches for their own identity and their role in society. Furthermore, he mentioned that those individuals who do not overcome the identity crisis do not form a stable identity, indulge into delinquent acts and behaviors, and have difficulty in forming and maintaining close relationships in life. Klimstra et. al (2009) examined adolescent personality maturation on the Big Five personality trait model and found that agreeableness and Emotional Stability increased during adolescence. In addition, mixed evidence was found for the increase in traits such as Extraversion and Openness. Furthermore, it was found that in terms of gender differences in the timing of adolescent personality maturation, girls tend to mature earlier than boys. Adolescence is a stage of development which occurs before adulthood and after childhood. In this stage of development, a drastic growth spurts in height, weight, and skeletal muscles. This paper mainly focused on the various aspects of the human development in adolescence. The various factors affecting physical, cognitive, social, moral, and personality development of adolescents were also discussed in this paper. References Carpenter, S. & Huffman, K. (2008). Visualizing Psychology. Hoboken, NJ: Wiley. Klimstra, T., Hale, W., Raaijmakers, Q., Branje, S., & Meeus, W. (2009, April). Maturation of personality in adolescence.Journal of Personality and Social Psychology, 96(4), 898-912. Retrieved April 19, 2009, doi:10.1037/a0014746McGue, M., Elkins, I., Walden, B., & Iacono, W. (2005, November). Perceptions of the Parent-Adolescent Relationship: A Longitudinal Investigation. Developmental Psychology, 41(6), 971-984. Retrieved April 19, 2009, doi:10.1037/0012-1649.41.6.971

Looking for Alaska - Miles Eulogy - 931 Words

Looking For Alaska Book Report – Eulogy Hello everyone. I would like to thank you all for coming to honor our friend, Alaska Young. I am Miles Halter, known to most as Pudge. I transferred to Culver Creek Boarding School from Florida to ‘seek a Great Perhaps’, to leave behind the insignificant things I was doing, to seek something that was perhaps greater. I collect people’s dying words and â€Å"I go to seek a Great Perhaps†, were the last words of Francois Rabelais, but unlike him, I did not want to wait to die to start seeking it. This school has given me very many of my firsts: first friend, first dose of mischief and the first and last girl. Alaska was the most enigmatic and mysterious person I have ever met. Every element of her†¦show more content†¦It all just felt so terribly unfair, all of it, the inarguable injustice of loving someone who might have loved you back, but can not due to deadness. I loved Alaska because she showed me both my labyrinth and my Great Perhaps – she had proved to me that it was worth it to leave my minor life for grander maybes, and now she is gone and with her my faith in perhaps. Alaska is still teaching me a lesson; the only way out of the labyrinth is to forgive. I wish Alaska had realized this too before it had to end this way. Her mother forgave her; just as I am sure Alaska forgives all of us now. You see â€Å"we are all going, nothing can last, not even the earth itself.† (John Green, Looking For Alaska) The Buddha said that suffering was caused by desire, and that the cessation of desire meant the cessation of suffering. So when you stopped wishing things would not fall apart, you would stop suffering when they did. So Alaska, I have some last words for you, Thomas Edison’s, â€Å"It’s very beautiful over there.† I do not know where there is, but I believe it is somewhere and I hope it is beautiful. After all of this I will learn no more last words because I know so many, but I will never knowShow MoreRelatedJohn green Essay example6063 Words   |  25 Pagesvideos. He won the 2006  Printz Award  for his debut novel,  Looking for Alaska,  and reached number one on a  New York Times Best Seller list  with  The Fault in Our Stars  in January 2012. Green was born in Indianapolis to Mike and Sydney Green  and his family moved three weeks after he was born  to  Orlando, Florida.  He attended Lake Highland Preparatory School  and  Indian Springs School  (which he later used as the main setting for  Looking for Alaska),  a boarding and day school outside of  Birmingham, Alabama  and

Analysis of Greek Tragedy Using the Aristotilean Model Essay

Greek tragedies, written in ancient times, are still a standard for tragedies written today. Contrary to diminishing in value over time, these tragedies have become cherished pieces of work in the sophisticated literate culture of today. However, one can not delve into these precious works of beautiful literary verse without first having background knowledge of the context they were written, and of the structure they follow. There are several terms, as well as an analysis of tragedies by Aristotle, a philosopher who experienced them firsthand. By knowing the structural basis of tragic works before reading them, one is able to better understand them and appreciate them more fully for the prized trophies of classic literature they are.†¦show more content†¦He also added background scenery. Also in development came the tone of seriousness, and the changing in rhythm to that more closely related to regular conversation speech. Aristotle, along with the history of tragedies, included an analysis of the subjects. He states the tragedy always deals with lofty subjects, characters greater than ourselves. They accomplish this all in a grand style of verse. The events in tragedies also generally all take place in a single day, regardless of how long they took in real life. All the previous descriptions of tragedy fall under the seven parts of tragedy Aristotle describes. First of all, tragedy involves mimesis, that is, it is imitation of real events. This gives credibility to the work and helps captivate the audience. Secondly, it is serious. This helps distinguish it from comedy. Tragedies also include action that is complete and with magnitude. Language in tragedies utilizes of rhythm and harmony. The rhythm and harmony should not be used throughout, however i.e. some bits are spoken while others are sung. Tragedies should be performed, not narrated, which is the context in which one must read and understand them. Finally, a tragedy should arouse emotions of pity and fear, while accomplishing catharsis, a purification or purging of these emotions. Structurally, Aristotle lists six component parts of which all tragedies must consist, and nothing else. These include the spectacle, which is the overall

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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Moreover, the article concentrates on analyzing specific aspects of marketing mix, including product, pricing, communication, and distributionRead MorePepsi Global Marketing Strategy6949 Words   |  28 Pagesmarkets and they want to sell to China’s fast-growing middle class. The money will go towards bigger manufacturing capacity, Ramp;D, and building Pepsi’s sales force in order to broaden product distribution (Madden, 2008 November 10). But that wasn’t the only recent investment. Benjamin Li notes that in May 2010 PepsiCo announced they would invest $2.5 billion in China over the next three years, which would be used to build food and beverage plants, especially i n China’s western regions (2011 April 23)

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.