Learning of A Second Language Essays -- Teaching Education Foreign Lan

Learning of A Second Language Ever since God punished the people who wanted to build the Tower of Babel with the â€Å"confusion of tongues† in the time of old testament, people around the world have faced the problem of communication. When giving out a historical overview of second-language teaching in â€Å"Second-Language Acquisition in Childhood,† McLaughlin stated: As early as the third millennium B.C., in what was probably the world’s first great civilization, the Sumerians had scribed devoted exclusively to education. When the country was conquered by the Akkadians in the last quarter of the third millennium, these scribes complied the oldest known bilingual dictionaries. Long continuous passages were translated from Sumerian into Akkadian, line by line. (McLaughlin 2) It was since then that people started exploring the arts of language. For years, people have been arguing about the most appropriate methods to teach a second language (L2). One question that teachers encounter in the classroom is the use of the learners’ native language (L1). While a group of people think that teaching of the target language should involve no L1, another group of people consider L1 as a help to L2 teaching. Throughout the years, L2 teachers around the world have been analyzing the data they gathered for years along with their personal experiences to find out which approach of L2 teaching works best for teachers themselves. Those who are in favor of the Grammar-Translation method believe that L1 holds great significance in L2 teaching and learning. They teach grammar rules in the mother tongue of the learners as a basis of instruction. Methods such as the Natural Approach , the Silent Way , Total Physical Response , Audio-Lingual Method , and the Direct Method emphasize different concepts of language teaching and learning but followers of these methods all avoid L1 in the classroom. As the debate goes on, it is crucial for all the L2 teachers to first ponder on the goal of language teaching and then to decide what role they want L1 to play in their L2 classroom. For a L2 learner who lives in an environment where the target language is not used on a daily basis, such as English taught in Taiwan, exposure to L2 helps accomplish the goal of language learning, which is to communicate. The use of L1 in L2 classrooms is primarily based on the Grammar-Translatio... ...eelings with others. Taking reality and ideal both into consideration, no one should go to extremes in the debate of the use of L1 or L2. However, if we clarify the goal we want to reach in the L2 classroom, the decision should not be too hard to make. Since school-aged students usually cannot choose what to learn or how they would like to be taught at school, no matter how tough a reality they need to deal with, the teachers should always keep the ultimate goal of teaching and learning in mind so that the students will not be deprived of the opportunity to true learning. They should always know by hearts that when they are with the students in the classroom, they are introducing a concept of communication to the students; they are focusing on the communicative competence of the students. Moreover, they also bear the responsibility to acquaint their students with a healthier learning attitude towards language learning, which is to be able to communicate with people who speak the language they are learning. If all of these notions come first in language teaching and learning, the teachers will realize that it is worth t rying to use L2 in their L2 classrooms to fulfill the goal.

Relativistic Theory of Ethics Essay

One relativistic theory of ethics is situationism. Situationism (also known as situation ethics) was devised by Joseph Fletcher, who was strongly against absolutist theories for instance; legalism and also disliked how religions were taught implying there were some rules that could never be broken, as he thought these rules are too demanding and restrictive. He then created this theory of situation ethics which is seen as the ‘mid way’ because it lies between antinomianism and legalism. Antinomianism is very anti law whilst legalism emphasises the important of law. However, situationism lies between the two as Fletcher was very enthused by making a decision on individual situations. Situation ethics maintains that it’s the consequences of actions which determine whether an action is right or wrong, so it is very much a consequentialist position. Situationists enter each decision making situation with ethical maxims of their community and culture, each they treat with respect. Fletcher proposed that not only the situation guides an individual on what they should do but also the principle of agape (love). In Fletcher’s book he suggests that Christians should make the right choices without blindly following rules but rather by thinking for themselves. Decisions should be made on the sole basis of one rule – agape. Such love involves doing the best thing possible for the other party involved. So maxims could be ignored if they don’t serve agape, for example if a priest is presented by a young lady who is having underage promiscuous sex, the right thing to do would be to insist the young lady uses contraception. This is because the most loving thing to do for the other person is to ensure she is safe. For the situationist the rule of agape is always right. Fletcher created 4 working principles which outlined how situation ethics works. The first one is pragmatism, which states that what you propose must work in practice. Second is relativism, so Fletcher eliminates words like ‘always’, ‘never’, and ‘absolute’. He states there are no objective rules but all decisions must be relative to agape. Thirdly is positivism, which states a value judgement needs to be made, giving the first place to love. Finally – personalism, people are put in first place; morality is personal and not centred on laws, this emphasises the idea that morality is relative to situations. Fletcher put forward 6 propositions which also aid the theory. The first proposition is â€Å"only one thing is intrinsically good; namely love; nothing else at all† Thus, only love is good in itself; action aren’t intrinsically good or evil. Instead they are good or evil dependent on whether they promote the most loving result. Fletcher rejects any statements like â€Å"Adultery is wrong† as the circumstances are always different, and sometimes it may be right for adultery to take place. The second proposition is â€Å"the ruling norm of Christian decision is love, nothing else† Fletcher claims Jesus replaced the Torah with love, also the Ten Commandments are not absolute even Jesus broke them when love demanded it. Love replaces law. The third proposition is that justice will follow from love, because ‘justice is love distributed’. If love is put into practice it can only result in justice. Fourth is that love has no favourites and does not give whom we like preferential treatment. â€Å"Love wills the neighbour’s whether we like him or not† The fifth fundamental principle, love must be the final end, not a means to an end. For Fletcher, the end must be the most loving result. Finally the sixth proposition is that the most loving thing to do will depend on the situation and since situations differ, you can’t say an action will be right in every situation. Fletcher, the good result is that which serves agape love best. Any action that leads to that end is right.

Essay about AMB201 report1 young s friend - 1769 Words

Executive Summary This research is written to explore the consumer behaviours associated with fashion purchasing and help the manager understand what drives consumers to buy fashion products so as to determine the campaign strategy. The study proposes to investigate the people perceive what is fashion or unfashion and discover the possible relationship between different factors and the consumers’ willingness toward fashion. These factors include the effects of brand, the influences of mass media and social network, various shopping places. Surprisingly, the different attitude between different genders toward fashion is considered as an essential factor for people to engage in fashion purchasing. 1. INTRODUCTION AND BACKGROUND 1.1.†¦show more content†¦It deserves to spend a certain number of money. 2.2. Sample Considerations It is essential to select a representative and accurate sample. The population of interest this study will be the adults in Australia who are over 18 years old. In other words, a consumer should own understandings of fashion and unfashion independently. Due to time limitation, 4 samples come from QUT blackboard sources. In terms of sample selection, this study uses in simple random sampling. The transcript database is made up of respondents of different age, gender and background. In order to obtain a gender-balanced result, this research decides to choose 2 males and 2 females transcripts randomly. 2.3. Data collection and framework, and analytical consideration In order to narrow the scope of consumer behaviours associated with fashion purchasing effectively, the research will use an interview as method for collecting data, all interviewers are required to familiar with interview guideline and question and make sure interview question are relevant. Also, check the audio equipment works properly and find a quiet place to implement interview. When the interview is in progress, interviewers should thank the participant for agreeing in the interview and introduce the topic firstly. Then, explain the process and requirement of the interview. Thirdly, confirm the respondent’s