Importance of Listening for Learning a Foreign Language

Importance of Listening for Learning a Foreign Language Listening is normal and frequent in daily life. It is one of the five traditional inborn senses of human being. Listening appears from the very beginning day that we were born to be human and it is the first mode of the four skills that a language learner acquires in learning a certain language since the language written form always develops after the spoken form, not the other way out. . Peoples need to listen is as natural as their need to breathe or eat. Thus, listening happens in all aspects of social life. Actually, we listen everywhere: at home, at work, in community, and for many purposes such as for entertainment, obtaining necessary information or for academic purposes. A vast majority of people in the world spend their communicating time mainly for listening. To be a successful listener, people can uncover the deep layer of meaning of language and communication styles. In addition, people may have a feeling of confidence in communicating with others, and it is more likely for them to gain good impression, trust and respect from the interlocutors. Hence, it is undoubtedly that listening is one of mankinds regular and important activities. To the process of learning foreign language, listening is no less crucial than that in everyday life. The learners cannot develop speaking skill unless they develop listening skill as Nunan (1998, p.1) saying that listening is the basic skill in language learning. Without listening skill, learners will never learn to communicate effectively. This can be understandable with ease that language skills are often integrated with each other in language use. Nevertheless, English language students, in fact, often live in a limited situation where they have few chances to expose to natural spoken English; therefore classroom listening practice is needed for them so that they can have good preparation for their later successful communicative ability. More importantly, listening to spoken English provides the learners with necessary input that serves as the basis for the language acquisition and pave them the way to investigate humans knowledge. Though important as stated, listening skill is commonly described in language literature as neglected, overlooked, or taken for granted skill as some people believe that aural competence comes naturally and develops automatically through exposure to the language and through practice of grammar, vocabulary, and pronunciation. As for that, little attention from teachers, book designers and researchers has been paid to listening so far. With nearly ten year experience in working as a teacher of English at a high school, I myself have found that of the four skills, listening comprehension is the students weakest one. Together, most of my students of all three grades always complain that they find it so hard in learning the skill. They fell frightened when they enter listening lesson. While my students are relatively good at written texts such as reading, writing and able to find their own ways to improve those skills, their listening ability has been left behind. This is simply true since English listening is, in deed, the most complex and challenging competence for English as foreign language learners to develop and because it is a skill which involves a set of different sub-skills. With that in mind, on the one hand I would like to fill a small gap in the field of listening research. On the other hand, being an instructor, it is very essential to help students to solve their problems in the language learning process. Thus, this small research project is conducted as an attempt to discover what factors that strongly affect students listening skill. In other words, it is the cause explaining why the students meet so many difficulties when they implement classroom listening tasks. Then, some possible remedies may be given to help them to overcome the dilemma. Hence, a couple of questions guiding across my study is: What are some of the reasons leading to the students difficulties in listening skill? What should solutions be given to help them to defeat the problems and to get improved with their overall outcome of their listening? LITERATURE REVIEW 1. Hearing vs. Listening If you raise a question to a group of people in your community or to a group of your students What is listening?. Some of them would answer without hesitation hearing. In spite of the fact that in some African languages, hearing and listening have the same meaning. Listening and hearing, indeed, are different terms, mean different things and people often use them interchangeably (there is a similar distinction between seeing and looking). We all know that hearing is one of five inborn senses of human being. Hearing is the process that sound waves enter through our ears. At this sense, hearing is physical. Although hearing is scientifically proved to be a complex process, it is an automatic, passive activity Listening is somewhat dissimilar. It is much more than hearing. There have been so many definitions for this term so far. At its simplest, listening can be defined in some English dictionaries as the act of hearing attentively. This means that the listeners pay attention or concentration on the task in spite of surrounding distractions. In this case, they do not merely hear the sound but a purpose is combined in it. People who listen to music or listen to the news on television can be taken as an example. They consciously and deliberately hear the sound for relaxation or to get necessary information. Writers offer different definitions of listening to fit the purposes of their articles or their research projects. Listening, as Howatt and Dakin (1974) define, is the ability to recognize and comprehend what is being delivered by speakers in terms of their accent, pronunciation, grammar, vocabulary as well as the meaning of the message. In this point of view, the act of listening must include both hearing and understanding all aspects of the message delivered. Listening in this definition can be seen as listening comprehension. Forseth Rol, Forseth Carol, Ta Nguyen (1996, p.69) say that listening is decoding sounds and understanding the meaning behind those sound. It is noticeable that there is a similarity in these two definitions in which the authors emphasize listeners comprehension in listening. However, Hasan (2000) differentiates between listening and listening comprehension. He viewed listening as a process where the listeners merely listen to the speech without understanding and responding to it. In contrast, listening comprehension is a process comprising of interactivity and full comprehending of the text. To my perspective, listening in Hasans definition is somewhat similar to hearing. In the view of OMalley Chamot (1990, p.132) listening comprehension entails active and conscious process in which the listener constructs the meaning by using cues from contextual information and from existing knowledge In the opinion of Rubin (1990, p.309), listening consists of processing information which the listener gets from visual and auditory clues in order to define what is going on and what the speakers are trying to express. In fact, listening is a complex skill involving many micro skills; hence Rost (2002) defines listening as a multi-layered process which includes: receiving what that speaker actually says hearing correctly; constructing and representing meaning decoding; creating meaning through involvement and imagination applying prior knowledge of content and community norms, and predicting ahead; negotiating meaning and responding working out an appropriate response. In comparison with all the definitions above, I find the definition given by Rost the most convincing since it covers the nature of listening. 2. Kinds of listening 3. Some learner problems in listening comprehension. Listening comes naturally to human and develop automatically as some people say but it is, actually, not as simple as it seems. Consequently, it causes so many problems for the listeners both in mother tongue and in foreign language. So far, a large number of researches have been done to show common problems in listening. Before discovering various difficulties facing my students in listening comprehension, it is helpful to review the literature relating to this. Cherry (1957) suggest some uncertainties in second and foreign language listening. He uses the term uncertainty in stead to refer to factors leading to difficulty or problem . These uncertainties fall in to several major categories including: firstly, uncertainties in speech sound and patterns; secondly, uncertainties in language and syntax; thirdly, uncertainties in recognition of content; and lastly, uncertainties resulted from environmental noise and disturbance which create gaps in the message. Similarly, Hedge (2000) introduces some uncertainties by subdividing them into seven one. These consist of:1) uncertainties of confidence; 2) uncertainties deriving from the presentation of speech; 3) uncertainties because of gaps in the message; 4)uncertain strategies; 5) uncertainties of language; 6) uncertainties of content; and 7) visual uncertainties. According to Brown and Yule (1983), there are four main groups of factors which strongly prevent leaner from effective listening comprehension. These include 1) the speaker (number of speakers present, how quickly they speak, what kinds of accent they own); 2) the listener (the role of the listener whether they participate in the conversation or they eavesdrop, the level of response required, their interest in the subject); 3) the content ( grammar, vocabulary, information structure, background knowledge assumed); and 4) support (whether there are pictures, diagrams or other visual aids to support the text). Anderson and Lynch (1988) claim that there are a large number of factors leading to the difficulties when student listen and perform the listening tasks. They categorize them into three principal one. These are: 1) the type of language; 2) the purpose in listening; 3) the context in which the listening takes place. The writer also emphasize that we have to consider not only the number of factors involved but also the relationship between them. Anderson and Lynch, by a series of experiment, conclude that the difficulty of listening task is particularly influenced by: the organization of the information: When the information sequence is well and logically organized, it will be easier for the listener. In contrast, it creates so many obstacles for them. the familiarity of the topic: If the topic of the listening passage is familiar to listeners, it will be less harder for them to understand. the explicitness and sufficiency of the information: The information should not only be well organized, but also be clear or unambiguous . Besides, the passage should not contain redundancies. the type of referring expressions used whether the text described static relationships Yayang (1994) indicates that problems in listening resulted from: the message, the speaker, the listener, and physical setting. Problems mentioned above are for both the first language listeners and foreign language listeners in general. In particular, English as foreign language learners have the following problems: Trouble with sound: All the stages in the listening process are likely to take the learners much longer to recognize familiar sound elements as familiar, to see the relationships and transformations among them. The learners themselves fail to identify, discriminate, and understand them correctly. The sounds, stresses, intonations spoken and taught by teachers seem to be different from those said by the native speakers who they are listening to. Have to understand every word: Learners have a tendency to try their best to understand every word from the listening passage, thinking that everything that is said contains equally important information. In fact, there may be a lot of words they fail to recognize from the native speakers speech. If they do not have the ability to select important words from others, they may fail to get anything from it, and then may feel totally disappointed. Unable to understand fast, natural native speech: Most learners of English cannot understand natural spoken language as it seems too fast for them to follow. Normally, learners rarely have a chance to listen to native speech; instead, they only listen to their teachers slow utterances. If they do not understand any sentences from their teacher, they can ask for repeating or clarifying or slowing down. It is not always the case of speakers in listening text. Consequently, the learners are unable to keep up with and store incoming information in natural native speech. Sometime they feel overloaded and scared of it. Need to listen to things more than once: Very few learners can understand the message at the first listening. They often need to listen to it again and again before they can recognize and understand something from it, especially listening to tapes or radio where they do not have a chance of seeing speakers. When the comprehension is not achieved in spite of listener efforts, they will get tired, discouraged and frustrated as a result. In conclusion, there are various certain hindrances for the first language listeners, second language listeners and foreign language listeners. Though factors creating these difficulties might differ from each other in the number of categories divided by the author, they have many things in common and fall into two main group. The first group is internal factors that come from the listeners themselves. The other is external factors which originate from the speakers, the message, the surrounding setting

How Native American Mascot Controversy Affects U.S. Reputation

The debate over Native American mascots in both the NCAA and in professional sports leagues has stirred up plenty of emotions in all sides over the last few years. Individuals with all different perspectives from all different walks of life have come out in support and in protest of the inclusion of Native American mascots for certain universities and teams. The side that opposes the use of these mascots has been the most interesting, because their perspective is something new and foreign to most. In their arguments, they have used plenty of examples for why the use of such mascots is degrading and harmful. Though their reasons are many, these people have not taken a keen interest in proving that the use of Native American mascots might damage the American reputation abroad. Their efforts have been centered more on what effect these representations might have on individuals within the United States, as opposed to worrying about what others might think of the United States. There is, however, an accommodation in the critical statements that indicate that such mascot representations do not follow the American ideals of equality, in light of social movements that have happened over the last few decades. The primary basis for argument seems to remove itself entirely from such assertions. After all, the majority of these special interest groups appear to be heading their own agenda and not holding dear the reputation of the American people. Along those lines, the people in charge of stirring up the commotion have set their focus onto other aspects of the debate. The reasons for that decision are many, but most feel that this sort of strategy is the most effective way to present the argument. Among the most popular arguments against Native American mascots are those that assert the misrepresentation of the Native American people. A telling article by Anil Adyanthaya of the Boston Globe speaks to this fact and outlines the motivation for the infighting. In particular, the article suggests reasons why people are against Native American mascots, not why folks are in support of them. In the 2005 article, Adyanthaya writes, â€Å"The two main arguments against the continued use of Native American mascots are that they are racist and demeaning to Native Americans. A review of the mascots used by the 30 schools under NCAA review lends credence to that position, as the Savages of Southeastern Oklahoma State University and the Redmen of Carthage College seem particularly troublesome† (Adyanthaya). This quote is representative of the entire article. In this article, the author asserts that the question of racism is a much more important one than any of the other arguments. He even goes so far as to give examples of how the racism is present in some of the names. Though this article is not the only one on the topic, it is a good representation of how protesters of Native American mascot names are feeling at the moment. After some research, it is easy to see that the majority of dissenters are spending their time focusing on how the Natives themselves feel about the issue. Along these lines, one can easily see how the focus of the entire ordeal is much more domestic than it is broad. In fact, there is little evidence from any of the protesting groups to suggest that they have any care for the reputation of the United States abroad. Where do the Native Americans stand on the issue? Depending upon where one might go or who they might choose to ask, the answer could be very different. According to that same Boston Globe article, the results are surprising. Though perception is that Native Americans have been opposed to the use of Native American mascot representations, the actual opinions offer something of a contradictory view. In that same article, Adyanthaya writes, â€Å"One poll on this subject suggests strongly that Native Americans reject this implied fragility. In a 2002 survey published by Sports Illustrated, 81 percent of Native Americans responding disagreed with the suggestion that schools should stop using Native American mascots† (Adyanthaya). That is not where the focus of the protesters exists, though. There is significant evidence to say that those against the mascot uses are not to be swayed by overriding statistics such as the one mentioned in the Boston Globe article. Instead, these are people that set their primary focus to the individual stories. This provides another indication that they do not worry about what the American reputation might look like on a global scale. An eSports Media article by Dr. Jessica Johnson speaks to this focus on the individual. In her article, Johnson specifically describes the plight of the Sioux Indian tribe. She writes, â€Å"Members of the Spirit Lake Sioux tribe recently presented a resolution demanding modification of the University of North Dakota’s Fighting Sioux logo. Tribal members said the school’s Indian-head emblem is ‘dishonorable and an affront to the dignity and well being’ of its community† (Johnson). The Spirit Lake Sioux tribe is one of the few tribes that are leading the fight to ban Native American mascots and their cries are primarily focused on respecting their ancestors. Never in the reading material provided by the tribe is there any mention of the stigma that the United States might have to fight as a result of keeping a hold of Native American representations as mascots. The American Indian Movement is another group that has made their presence felt throughout the entire debate. Since the beginning of the controversy, they have taken a hard line stand on Native American mascots and have done what they could to make sure that derogatory names are done away with before it is too late. By all accounts, this is one of the leading groups to look to in order to see the overriding reasons behind the debate. According to this group, the concern has much more to do with the young men and women that might be affected by the misrepresentation of different Native American tribes. According to the American Indian Movement, risk exists that Native Americans could become a running joke if the mascots are allowed to continue. An article by Phyllis Raybin Emert of the New Jersey State Bar Foundation has published a comprehensive breakdown of this group’s stance on the issue. In her article, she writes, â€Å"Opponents of Native American mascots and nicknames are not concerned about the cost and use words such as disrespectful and hurtful, degrading and humiliating to describe what they believe is racial stereotyping. They regard the mascots as caricatures of real Indians that trivialize and demean native dances and sacred Indian rituals† (Emert). This, in effect, sums up the stance of those that want the Universities to drop their Native American mascots. There is another side to this debate that should be addressed, as well. Individuals that stand by the use of Native American mascots have their own reasons for their stance, as well. For the most part, these people have no reason to resort to citing American reputation around the world, either. For the most part, they stand by traditions and the fact that the usual representation that is given by these mascots is a decent one. In many cases, the mascots are used to pay homage to a tribe of American Indians in the area where the school operates. One excellent example of this is Syracuse University, home to the newly named â€Å"Orange†. For decades, Syracuse had given its athletic teams free use of the nickname â€Å"Orangemen†, but in the last few years, that has changed. This is one university where the origin of the nickname was done in order to honor the tribe that occupied the area where they now study and play. According to According to C. Richard King in his book, Team Spirits: The Native American Mascot Controvery, Syracuse even went so far as to name its school newspaper after the native tribe. In his book, King writes, â€Å"The frequent use of Indian images and metaphors, allusions to the local landscapes natural beauty, and even an illustration of natives resting reverently in front of a distant silhouette of the fine arts building demonstrate a student-generated image centered on Indianness† (King). For Syracuse and many of the other universities that are now being forced to defend their long standing traditions, the challenge is to get people to get in line with that their intent was when the mascots were put into place. There is no time, nor is there a desire to care for the American reputation abroad. Everyone involved in this debate has their own motives which must be kept in mind when studying the ordeal. For those that want the Native American images banned, the goal is to protect the image of American Indians, so that those who come after can see these people in a realistic sense. For them, it is also about fighting off racism and making sure that the American Indian tribes are not angered by the representations. On the other side of the debate, a different motive exists for people who have an interest in protecting their long standing traditions. For them, it is much more about protecting the University or team’s image and not cowering under the pressure presented by the activist groups. As Carol Spindel wrote in her popular book, Dancing at Halftime: Sports and the Controversy Over American Indian Mascots, â€Å"However long time fans and alumni are being asked to give up an identity they’re attached to. Fans assert that naming teams after Indians is a positive way to honor them† (Spindel). As this author indicates, there are strong feelings on both sides of this debate, with each side having a vested interest. Nowhere, however, is there a mention of people caring what other countries think about America when considering the mascot controversy. Though plenty of highly diverse reasons exist within this complicated dynamic, there is no evidence that exists which shows that the reputation of America is on the mind of any of the people involved. Works Cited Adyanthaya, Anil. The Boston Globe. Sports, Mascots, and Native Americans. 5 June 2005. Emert, Phyllis Raybin. Native American Mascots: Racial Slur or Cherished Tradition? Johnson, Dr. Jessica. eSports Media. Native Americans have Right to Protest Mascots. 11 September 2005. http://www.e-sports.com/articles/822/1/Native-Americans-have-right-to-protest-mascots/Page1.html King, C. Richard. Team Spirits: The Native American Mascot Controversy. 1 February 2001. Lincoln, NE: University of Nebraska Press. Spindel, Carol. Dancing at Halftime: Sports and the Controversy over American Indian Mascots. 1 October 2002. New York, NY: NYU Press.      

The Mechanism Of Action Of Tetracycline - 2010 Words

1. What is the mechanism of action of tetracycline? Tetracyclines were described for the first time in the 1940s and displayed activity against many microorganisms including gram-positive and gram-negative bacteria. It is well known that tetracyclines restrict bacterial protein synthesis by avoiding the association of aminoacyl-tRNA with the bacterial ribosome. Consequently, to interrelate with their targets these molecules need to cross one or more membrane systems depending on whether the susceptible organism is gram positive or gram negative (Ranjan 2010). Tetracyclines cross the outer membrane of gram-negative enteric bacteria through the OmpF and OmpC porin channels, as positively charged. The cationic metal ion-antibiotic complex†¦show more content†¦They continue to lose clinical attachment despite having received periodontal therapy that proves effective in most patients. Furthermore, they typically have good oral hygiene. Theoretically, patients with refractory chronic periodontitis have a persistent infection that will most likely require diagnostic and treatment approaches beyond those that have already been attempted. Furthermore, another group of patient that might need antibiotic coverage are the ones who had Aggressive periodontitis is an infrequent periodontal disease characterized by usually an early onset and rapid destruction in otherwise healthy patients. These patients as well they do not respond well to traditional therapy and bacteria (e.g. Periodontopathogens) play a bigger role. In this case the patient had a local delivery of tetracycline, this could also be delivered systemically. Effectiveness of locally delivered antibiotic had been discussed in the literature. Some authors mentioned that it is more difficult for locally delivered antibiotics to be effective because in order for them to complete pharmacological objectives these three pharmacokinetic parameters have to be fulfilled: Delivery to the site, maintenance of concentration, and sufficiency of time. Purucker 2001 did a comparison between locally and systemically delivered antibiotics. After full mouth disinfection, 30 patients were randomly assigned tone of two antibiotic groups. TheShow MoreRelatedThe Pharmacological Effect Of Antibiotics1460 Words   |  6 PagesAnnular radius in millimeters (mm) Penicillin G,10 ug P 0 Streptomycin, 10 ug S 5 Sulfisoxazole, 150ug SF 7 Trimethoprim, 5ug W 11 Tetracycline, 30 ug TE 10 Buffer control 0 Table 1. The annular radius of the attenuated enteric bacteria. The annular distance that is ≠¥ 6mm shows that the bacteria were susceptible whereas the distance of Ë‚ 6 mm shows that theRead MoreMic Effectiveness Of Tetracycline On E. 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Attachment Theory For Understanding Risk And Protection...

This essay will comprises, firstly, on past research looking into what attachment/ attachment theory is, focusing on Bowlby’s (DATE) research into why an infant’s first attachment is so important. Followed, by the work of Ainsworth et al (1978) bringing to light the findings from the strange situation, and how the research can explain mental illness. From this and in-depth discussion looking at how the previously discussed pieces of research have an effect on two particular disorders, depression and anxiety; while keeping a holistic approach considering other variables within attachment theory which have been linked with the development of these disorders. Through-out, the applications of knowing about this potential link between†¦show more content†¦This is more commonly known as the internal working model, and has been used explain how infants used this existing representation, to shape future interpretations relationships Hamilton (2000). Consequently, from a psychoanalyst perspective it is form these attachments which can from psychological disorders later in life. In addition, another large influence on attachment theory was Ainsworth (1978) and her work her work looking into the classification of attachment behaviour. Ainsworth et al (1978) was the first to empirically classify an infant’s attachment style, through the use of a series of consecutive separations and reunions, with an infant and their primary caregiver. This experiment is known as the Strange Situation (Ainsworth et al., 1978) and aimed to illustrate what â€Å"attachment style† a child’s behaviour fell under, during these separations and reunions. The findings highlighted three main attachment styles. Securely attached (type A), the child is distressed during separation, however is easily comforted by care giver on reunion. Insecure Avoidant (type B), the child ignores or does not respond when reunited with care giver after separation. Anxious/ Ambivalent (type C) infant is not soothed by caregiver after during reunion after separation. Later a fourth attachment style was added by Main and Solomon (1986) disorganised (type D), the child shows no clear attachment behaviour. It is believed that from these attachm ent styles, disorders can