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.

Front Disk Brakes :: Automobiles Mechanics Essays

Front Disk Brakes For most people, driving a vehicle is a normal and every day process. On any given day, driving in city or town traffic one can experience a number of noises, by either their own, or somebody else’s vehicle. The most common sound made by the brakes of a vehicle is a light squeak, very high pitched and annoying. It may be time for new brakes, but wait; there could be a simpler fix. This paper is designed to educate the layman about brakes and give him or her some insight on how to fix them. I will concentrate on two common problems. Noise is probably what most people think of as the best indicator for repair, vibration is very a common problem, but noise will be discussed first. This paper will concentrate on the disk brake, but drum brakes are still very common in today’s cars and trucks. The fundamental difference between the two is how, and from what direction the force of the braking material contacts the braking surface. The disk brake uses a caliper that pinches the disk, which rides between the two brake pads on both sides. This lateral force squeezes the disk, and therefore stops it. The drum brake is shaped like a flat or square bell. It has brake shoes inside the drum and, when activated the shoes make contact with the inside of the drum’s surface. The misnomer about drum brakes are that people think the disk brake is better because they have more stopping power, but in terms of horsepower, the drum brake is more efficient. This comes with a drawback though, drum brakes get hotter faster than disk brakes, this cusses brake fade. In other words, disk brakes dispense heat better. The use of lighter weight materials, smaller cars, anti-locking systems, and power-assisted brakes has left the drum brake a part of the past. Keep this in mind first, especially if your vehicle has less than sixty or seventy thousand miles on it. The disk brake pad is usually the first component to wear first. Most domestic pads have little pieces of spring steel attached to them in order to warn the driver the pad has approximately 15% of the brake pad left. Under normal conditions the pad can be replaced and the surface of the rotor machined to ensure the coefficient of friction and lateral run-out are within specifications.

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BECE 002 Bachelor’s Degree Programme (BDP) ASSIGNMENT For July 2012 and January 2013 Students Course Code: BECE 002 Title of Course: Indian Economic Development: Issues and Perspectives School of Social Sciences Indira Gandhi National Open University Maidan Garhi, New Delhi-110068 BECE-002 INDIAN ECONOMIC DEVELOPMENT: ISSUES AND PERSPECTIVES 2012-13 Dear Student, As per the present pattern of assignments, you will have to do one assignment for this elective course BECE-002.The assignment is of 100 marks which contains 3 sections. Section I contains two questions of 20 marks each; Section II contains four questions of 12 marks each; and Section III contains two questions of 6 marks each. Submission Completed assignments should be submitted to the coordinator of your study center by March 31, 2013 for students admitted in July 2012 cycle and by September 30, 2013 for students admitted in January 2013 cycle. 2 BECE-002INDIAN ECONOMIC DEVELOPMENT: ISSUES AND PERSPECTIVES Programme Code: BDP Course Code: BECE-002 Assignment Code: BECE-002/AST/TMA/2012-13 Maximum Marks: 100 Answer all the questions A. Long Answer Questions (word limit-500 words) 2Ãâ€"20=40 marks 1) Discuss the rationale behind the ‘capabilities and human development’ theory propounded by A. K. Sen. 2) Analyse the growth profile of India’s industrial production by ‘use based classification’ over the period 1960-2007. B.Medium Answer Questions (word limit-250 words) 4 x 12=48 marks 1) Discuss the concept of ‘population ageing’. 2) Explain briefly the risks of high fiscal deficit. 3) What are the causes of low productivity in Indian agriculture? 4) Discuss the features of Regional Trading Arrangements (RTAs). C. Short Answer Questions (word limit 100 words) 2Ãâ€"6=12 marks 1) What is meant by ‘work force participation rate’? 2) Write a note on the ‘prevention and protection’ aspect of flood management. 3