Three Different Gods Essay example - 1374 Words

Who is God to you? Is God the omnipresent, omniscient, omnipotent being who sits in heaven and watches over us all with his vast arms hovering over our every thought and action? Does God take form of man, and walk amongst us in harmony, or does God not even exist in your eyes and He is an imaginary being that rests in the mind of the weary and oppressed? In actuality God can be anything people want to make Him out to be. Three books which all depict a particular type of god all portray either the way people should live their lives or the passages to eternal life. These three books are the Bhagavad-Gita, the Holy Bible, and the Koran. All of these books show their god to have specific characteristics and laws that lead these religions to†¦show more content†¦Not only do the gods give formal laws, but the gods also give laws that talk about daily concerns such as money, marriage, and even menstrual cycles. (Koran, Sura 195). The goal of the gods teaching in both books is to fa cilitate the follower to practice the laws, and thus lead him to a more peaceful and simpler existence. Although God in the Old Testament is the same god he was in the New Testament, he possesses a variety of different attributes. Foremost, God becomes a man and teaches more informally by demonstrating through His life, how to live life (Bible, Mathew 1:23). As a teacher, Jesus is more patient and lenient. While He teaches in parables, He also possesses a specific simplicity that facilitates the pupils learning (Bible, Mathew 13:10). Not only did Jesus teach through words, but also as a symbol of great leadership, he taught through sinless action. In many ways the god in the Bhagavad-Gita is similar to the god in the New Testament. For instance just as God took the form of a human in the New Testament, God in the Bhagavad-Gita also took the form of a man when he was teaching Arjuna. Similarly to Jesus in the New Testament, Krishna also teaches Arjuna and men a specific way of life that must be led to attain inner peace (Bhagavad-Gita 2.48). While all of the gods in these books are incredible teachers, one such god sticks out. Jesus in the New Testament seems to be gentler, moreShow MoreRelatedThree Different Marriages in Their Eyes Were Watching God by Zora Neale Hurston521 Words   |  2 Pages they often play house and act as if they are cooking or cleaning. Every girl dreams of a handsome man with tons of money, when in reality that doesn’t work out for everyone. Janie, throughout Their Eyes Were Watching God, has three different marriages that were very different. She changed throughout her life stemming off of each relationship. The first relationship was with Logan Killicks. Janie was never really crazy about Logan. She honestly wanted nothing to do with him. The only reasonRead MoreThe Between God And The Trinity1115 Words   |  5 PagesTrinity is the term used to explain the existence of the three natures of God in form of one. They include God the head, Jesus the begotten son and Spirit of God. The belief gets different responses from various doctrines and faiths. The term explains how the three exist in different ways but under the same personality. To most Christians the trinity is a mystery as they try to figure out the nature of three Gods in one. Jesus when he was on this earth emphasized on the trinity out to the wholeRead MorePerfection Is Not Immutable : What Is Perfection?1450 Words   |  6 PagesIf someone is to ask a class in the 90’s, the question â€Å"what is perfection?†, the answers are very much bound to be different from each individual in the class. If you then ask a class now in this century â€Å"what is perf ection?† again the answers will be different from those in the 90’s and unique and distinct from the other individuals in that class. Perfection does not necessarily include immutability. The notion of perfection is ever-changing and so this makes it almost impossible to have the perfectRead MoreChristian Beliefs Of The Trinity852 Words   |  4 Pagesmight believe. God as the Father the Son and the Holy Spirit is a difficult concept to embrace fully but is not much unlike the concept of understanding an omniscient and omnipotent being that exists before during and after time. There are several explanations that help our human brains comprehend the concept and differentiate the Trinity from other religions. Two common religions view the Trinity as three gods such as Paganism or is one God that reveals himself in three different forms or personsRead MoreThe Three Abrahamic Religions And Islam994 Words   |  4 PagesThe Three Abrahamic Religions – Incongruity de spite common Foundation Christianity evolved from Judaism, and Islam evolved from – mainly Syrian – Christianity. Naturally the three religions share a lot of common elements, but also many differences. Like most religions, the Judaic, Christian, and Islamic religions see themselves as a true religion based on godly revelation, and claim universal validity. Because of the many different appearances of religious phenomena, many see themselves faced withRead MoreTrinity Essay1175 Words   |  5 PagesWhen you think of God do you think of one divine entity or do you take into account the age old idea of the Trinity? For all of time we have understood the three individual person’s in God, the Trinity, to be one in the same. The teaching of the Christian church tells us that God is three unique and separate people’s, but they are at the same time all one person in God. Now people have many different ways to picture or represent the idea of three people as one. The trial of history has come up withRead MoreSimilarities of Judaism, Islam, and Christianity Essay986 Words   |  4 Pagesof gods, while some only have one god. But three of these religions are considered as the major religion practiced by most people in the world today. Although different in some senses in terms of history and other teachings, they all have things in common that most of their followers do not seem to realize. The similarities are very important to understand each religion better and be able to determine which parts they vary. In this paper, I like to discuss the similarities found in the three majorRead MoreThe Doctrine Of The Trinity1236 Words   |  5 Pagesessence and reality of God in his deepest inner life. The trinity is the highest thing that the human brain can contemplate. The doctrine of the trinity is one of the most mysterious theologies in the Christian faith and it is the heart and soul of its teachings. In the trinity there is one true God but three persons. The father, son, and holy spirit. There are misconceptions or heresies going against this belief that there is one God with three masks or modes in which god reveals himself. In theRead MoreThe Problem of the Trinity1660 Words   |  7 PagesThe Father is God 2. The Son is God 3. The Holy Spirit is God 4. The Father is not the Son 5. The Son is not the Holy Spirit 6. The Holy Spirit is not the Father 7. There is only one God (Augustine, 1948). The problem stated in the classical way was such: how can three equal one, or one equal three? Secondly on the one hand we are told that Father, Son, and Holy Spirit are God (i.e. One); on the other hand we are told that Father, Son, and Holy Spirit are distinct from God and that thereRead MoreAn Article On Faith By The Church Of The Nazarene994 Words   |  4 PagesUnderstanding whom God is one of the hardest tasks to wrap our minds around because of how majesty God is and we will never be able to fully understand everything about God. However, God does allow his Word to tell us more about Him and more importantly the love we he has for us all. To understand how important who God is all one has to do is look at the articles of faith from the Church of the Nazarene. The very first article of faith explains the beliefs of the Triune God. Article 1 states, â€Å"We

Code of Ethics for Nurses Essay - 1605 Words

Running head: SYSTEM OF INQUIRY PAPER System of Inquiry Paper Wendell A. Garcia University of Phoenix March 18, 2008 American Nurses Association’s Code of Ethics for Nurses Ethics is an integral part of the foundation of nursing. Nursing has a distinguished history of concern for the welfare of the sick, injured, and vulnerable and for social justice. This concern is embodied in the provision of nursing care to individuals and the community. Nursing encompasses the prevention of illness, the alleviation of suffering, and the protection, promotion, and restoration of health in the care of individuals, families, groups, and communities. Individuals who became nurses are expected not only to adhere to the ideals and moral†¦show more content†¦Every state in the nation has its own board of nursing that govern and monitor the practices of nurses within that state. Each state board of nursing have obligation to protect the public health, safety, and welfare through the safe and competent practice of nurses. It is governed by the state governor down to executive director of the board of nursing. Ethics of Social Purpose The evolution of Nursing’s Code of Ethics started back in 1893, the â€Å"Nightingale Pledge,† patterned after medicine’s Hippocratic Oath, understood as the first nursing code of ethics to the 2001 revised version of the code. It has always been fundamentally concerned with the principles of doing no harm, of benefiting others, of loyalty, and of truthfulness. The code has been focused on social justice and, in later versions, with the changing context of health care as well as with the autonomy of the patient and the nurse. What does respect for human dignity mean in health care and how will it be demonstrated? The concept of human dignity, flowing from the principle of respect, is expressed in numerous ways when nurses go about their work. The idea is based on the principle of respect for persons and is derived f rom the philosopher Immanuel Kant’s rationalist theory, as well the Judeo- Christian texts, that people should treat others in the same manner in which they desire to be treated: that persons should be treated as ends in themselves, not as means to an end. ThisShow MoreRelatedCode Of Ethics For Nurses1274 Words   |  6 PagesCode of Ethics for Nurses In the nursing profession, nurses often find ethical reasoning that not only evaluates actions and their results, but also questions why we perceive certain incidences to be paramount for us as humans. Ethics attempts to decide how actions are deemed right or wrong. 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The nursing code of ethics was adopted in order to determine and define ethical values for nurses. Human dignity, privacy, justice, autonomy in decision making, commitment, loyalty, human relationship, compassion, fairness, responsibility, honesty and individual and professional competence are considered an integral part of the nursing profession. Nurses as membersRead MoreCode Of Ethics For Nurses1614 Words   |  7 PagesCode of Ethics for Nurses The American Nurses Association (ANA) established the code of ethics for nurses to serve as a foundation for practice and nursing standards. Nurses that enter the field are educated on the code of ethics and its provisions that make up the balanced foundation that is used to this day. The code of ethics is to be honored by every nurse, and every nurse should know their ethical obligation to their patients (American Nurses Association [ANA], 2015). This approach encompassesRead MoreThe Code Of Ethics For Nurses1082 Words   |  5 PagesIntroduction The code of ethics for nurses provides a framework on ethical principles that nurses are supposed to follow while providing patient care. Under this code, nurses are not allowed to pry into information on patients not directly under their care, and they could not share any patient information to individuals who are not privileged to know such information. (American Nurses Association, 2015). Ethical issues related to electronic health records (EHRs) are extremely beneficial toRead MoreCode Of Ethics For Nurses1114 Words   |  5 Pages Professional Code of Conduct Fadrique R. Charlot Nova Southeastern University Professional Code of Conduct Health professionals hold the commitment of providing quality health care to the society in order to fulfil the health concerns of the general population presented daily. 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Therefore be sensitiveRead MoreThe Nurse s Code Of Ethics1022 Words   |  5 Pageshas a code of ethics, that sets standards and guidelines that are set in place to protect both the professional and the client. Ethics play a key role in day to day business. This paper will discuss the nurse’s code of ethics, the advantages and disadvantages, and difficulties that the author may have following the established code. This paper will also discuss whether or not there are rules that have too much emphasis on them, and rules that do not. The nurse’s code of ethics was drafted

Communicative Approach Free Essays

Communicative Language Teaching (CLT) and the Post -Method  Era POSTED BY  TEACHING ENGLISH 4 ALL  ? APRIL 22, 2011 ? 4 COMMENTS FILED UNDER  Ã‚  ADVANTAGES,  CLT,  COMMUNICATIVE,  DISADVANTAGE,  LANGUAGE,  TEACHING,  TEACHING ENGLISH Background The origins of  Communicative Language Teaching (CLT)  are to be found in the changes in the British language teaching tradition dating late 1960s. Until then, situation of Language Teaching represented the major British approach to teaching English as foreign language. In situational language teaching, language was taught by practicing basic structure in meaningful situation-based activities. We will write a custom essay sample on Communicative Approach or any similar topic only for you Order Now But just as the linguistics theory underlying audio-Lingualism was rejected in the united state in the mid-1960s, British applied linguists began to call into question the theoretical assumptions underlying Situational Language Teaching. Common to all version of Communicative Language Teaching is a theory of language teaching that stars from a communicative model of language and language use, and that seeks to translate this into design for an instructional system, for material, for teacher and learner roles and behaviors, and for classroom activities and technique. Let’s see how this is manifested at the levels of approach, design, and procedure. Approach The Communicative Approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop communicative competence (Richards Rodgers, 2001:159). Another linguistic theory of communication favored in CLT is Halliday’s functional account of language use. Linguistic is concerned with the description of speech acts of texts, since only through study of language in use are all the function of language and therefore all components of meaning brought into focus. Designs These are some considerations to make designs in communicative approach: 1. Objectives Piepho (in Richards Rodgers, 2001:162) discusses the following levels of objectives in a communicative approach: a. an integrative and content level (language as a means of expressions) b. a linguistics and instrumental level (language as a semiotics system and an object of learning) c. an effective level of interpersonal relationship and conduct (language as a means of expressing values and judgments about oneself and others) d. a level of individual learning needs ( remedial learning based on error analysis) f. general education level of extra- linguistics goals (language learning within the school curriculum) 2. The Syllabus Discussion of syllabus theory and syllabus models in communicative Language teaching has been extensive. Wilkins’s original notional syllabus model was soon criticized by British applied linguistics as merely replacing one kind of list (e. g. , a list of grammar item s) with another (a list of notions and functions). It specified products, rather than communicative processes. There are several proposals and models for what a syllabus might look like in Communicative Language Teaching. Yalden (1983) in Richards Rodgers (2001:164) describes the major current communicative syllabus type. Richard Rodgers summarize a modified version of Yalden’s classification of communicative syllabus type as follow: 3. Types of Learning and Teaching Activities The range of exercise types and activities compatible with a communicative approach is unlimited, provided that such exercises enable learners to attain the communicative objectives of the curriculum, engage learners in communication, and require the use of such communicative processes as information sharing, negotiation of meaning, and interaction. 4. Learner’s Role Discussing about learner role, Breen and Candlin in Richards Rodgers (2001:166) describe the learner’s role within CLT is as negotiator between the self, the learning process, and the object of learning, emerges from and interacts with the role of joint negotiator within the group and within the classroom procedure and activities which the group undertakes. 5. Teacher’s Role According to Breen and Candlin in Richards Rodgers (2001:167) that teacher has two main roles in CLT. First, to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and text. Second, to act as an independent participant within the learning-teaching group. Other roles assumed for teachers are need analyst, counselor, and group process manager. 6. The Role of Instructional Materials A wide variety of materials have been used to support communicative approaches to language teaching. Practitioners of Communicative Language teaching view materials as a way of influencing of quality of classroom interaction and language use. Richards Rodgers consider three kinds of materials currently used in CLT, they are: text-based materials, task-based materials, and realia. Procedure Because communicative principles can be applied to the teaching of any skill, at any level, and because of the wide variety of classroom activities and exercise types discussed in the literature on communicative Language Teaching, description of typical classroom procedures used in a lesson based on CLT principles is no feasible. Finocchiaro and Brumfit offer a lesson outline for teaching the function â€Å" making a suggestion â€Å" for the learner in the beginning level of secondary school program that suggests that CLT procedures are evolutionary rather than revolutionary : 1. Presentation of a brief dialog or several mini-dialogs 2. Oral practice of each utterance of the dialog segment to be presented that day 3. Question and answer based on the dialog topic. 4. Question and answer related to the student’s personal experience 5. Study one of the basic communicative expression in dialog. 6. Learner discovery of generalizations or rules underlying the functional expression 7. Oral recognition, interpretative activities 8. Oral production activities-proceeding from guided to freer communication activities 9. Copying of the dialog or modules if they are not in the class text 10. Sampling of the written homework assignment 11. Evaluation of learning. Characteristics of Communicative Methodology According to Johnson Johnson in Richards Rodgers, (2001:173) there are five core characteristics that underlie current applications of communicative methodology. They are: 1. Appropriateness: Language used reflects the situations of its used and must be appropriate to that situation depending on the setting, the roles of participants, and purpose of the communication. 2. Message focus: Learners need to be able to create and understand messages, that is, real meanings. Hence the focus on information sharing and information transfer in CLT activities. . Psycholinguistic processing: CLT activities seek to engage learners in the use of cognitive and other processes that are important factors in second language acquisition. 4. Risk taking: Learners are encouraged to make guesses and learn from their errors. By going beyond what they have been taught, they are encouraged to employ a variety of communication strategies. 5. Free practice: CLT en courages the use of â€Å"holistic practice† involving the simultaneous use of a variety of sub-skills, rather than practicing individual skills one piece at a time. Challenges to the Use of CLT Perhaps the most serious challenge to the spread of CLT comes from teacher outside of the Inner Circle who questions the appropriateness of the approach for their particular teaching context. One of the earliest studies which provide evidence of the challenge is a survey of Chinese university teachers undertaken by Burnaby and Sun (in McKay, 2002:113). The Chinese teachers in the study believed that whereas CLT would be appropriate for Chinese students who intended to go to English speaking countries, an emphasis on reading and translation would best meet the need of many English language learners in China. Meanwhile, Li (in McKay, 2002:113) interviews Korean secondary school teachers on the difficulties involved in implementing CLT demonstrates similar problems. Li’s study revealed three sources of difficulty in using CLT. The first comes from the educational system itself in which large classes, grammar-based examinations, insufficient funding, and lack of support for teacher education undermines the implementation of this approach. Second, the students’ low English proficiency, lack of motivation for developing communicative competence, and resistance to class participation makes it difficult to use CLT. Finally, the teachers believe that their own inadequacies contribute to the problem. They feel that their deficiency in spoken English and sociolinguistic competence, along with their lack of relevant training and limited time to develop materials, add their difficulties. Medgyes, a Hungarian teacher educator, has various concerns about CLT. Advantages and Disadvantages of CLT 1. Advantages Communicative teaching emphasis on â€Å"task-oriented, student-centered† language teaching practice, asked to show the life of the actual needs of the English language to simulate a variety of life contexts, emotional, and to provide students with comprehensive use of English language, for communication of opportunities, its focus is not only a language in the form, grammatical accuracy, more emphasis on the appropriateness of language use, feasibility, communication skills, as well as training students in communicative activities in the strain and problem-solving ability. Specifically, the communicative approach of teaching has the following three advantages: (1) The interaction between students and teachers. Communicative teaching is becoming increasingly clear feature is the change in the way as the internship, students develop the subject, initiative and become increasingly important. Teacher-student relationship is an interactive, harmonious relationship, rather than the traditional education, the kind of master-servant relationship. (2) To impart the basic knowledge and ability to skillfully combine the development. Traditional classroom teaching of English in the main body of the expense of home study, only emphasized the teachers on the knowledge of the systematic and integrity, which is a teacher-centered, knowledge-centered from the medieval â€Å"scholastic† teaching methods inherited One consequence of the neglect of student ability. The communicative teaching emphasizes the learner’s cognitive ability and operational capabilities, which allow the students themselves to think about and express their views, thus trained in real life the ability to use language to communicate. 3) Greatly enhanced the student’s interest. Communicative teaching students to participate in, sometimes accompanied by scenes or simulated scenarios, so that students more close to life, the students became the main character, naturally they were interested in the English language, to learn English as a pleasure. 2. Disadvantages a. Although it can be successfully argued that the communicative lan guage teaching (CLT) approach does enable learners to interact, it is possible that the activities undertaken in the classroom may be perceived by learners as being too abstract. Despite teachers’ best efforts, classroom activities are not actually real-life, and it can be difficult to reproduce truly authentic language use and to facilitate genuine interaction. b. It may also be a difficult method to use in very large classes, where it may be easier to monitor and guide students by adopting a more didactic approach. c. Students with low levels of proficiency in the target language may find it difficult to participate in oral communicative activities and, if the exams used by an institution are grammar based, communicative fluency may not be appropriate. d. It is also worth considering that CLT may not be appropriate in EFL classrooms where English is rarely heard or used outside of the classroom – where all the situations in which English is used in the classroom are ‘pretend’ and are therefore difficult to place in any authentic context. e. Some people believe that with CLT there is a danger of focusing too much on oral skills at the expense of reading and writing skills, and that there may be too much focus on meaning at the expense of form. It is felt that there is not enough emphasis on the correction of pronunciation and grammar errors. . Li (2001) also cites the difficulties faced by teachers and EFL students in Korea when attempting to introduce a communicative approach. Difficulties reported included: students’ lack of motivation for developing communicative competence, low English proficiency, and resistance to class participation, teachers’ misconceptions and lack of training in CLT combined with deficiencies in sociolinguistic competence and little time for developing materials for communicative classes and large classes. Other difficulties cited included grammar based examinations, insufficient funding and lack of support. Grammar Translation Method Member’s Name: 1. Reni Fitriyanti  Ã‚  Ã‚   (06081001021) 2. Apik Soraya  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (06081001032) Introduction There are many methods that is usually used by teachers to teach foreign language. One of them is Grammar Translation Method. The characteristics of GTM are used to teach grammar in the class, focused on translation and memorizing verb conjugations and forms, and given in native language. The primary skills are reading and writing. Although it is an old method, it is still used by the teachers nowadays. History of GTM A traditional technique of foreign-language teaching based on explicit instruction in the grammatical analysis of the target language and translation of sentences from the native language into the target language and vice versa. It was originally used to teach ‘dead’ languages (and literatures) such as Latin and Greek, involving little or no spoken communication or listening comprehension. In the 18th century foreign languages started to appear on the school curricula, requiring a systematic approach to teach them. Grammar Translation was in fact first known in the United States as the Prussian Method. (A book by B. Sears, an American classics teacher, published in 1845 was entitled The Ciceronian or the Prussian Method of Teaching the Elements of the Latin Language [Kelly 1969]. ) The Grammar-Translation Method is not new. It has had different names, but it has been used by language teachers for many years. At one time it was called Classical Method since it was first used in the teaching of the classical languages, Latin and Greek. Earlier in 20th century, this method was used for the purpose of helping students read and appreciate foreign language literature. It was also hoped that, through the study of the grammar of the target language, students would become more familiar with the grammar of their native language and that this familiarity would help them speak and write their native language better. Finally, it was thought that foreign language learning would help students grow intellectually; it was recognized that students would probably never use the target language, but the mental exercise of learning it would be beneficial anyway. Grammar Translation dominated European and foreign language teaching from the 1840s to the 1940s, and in modified form it continues to be widely used in some parts of the world today. At its best, as Howatt (1984) points out, it was not necessarily the horror that its critics depicted it as. Its worst excesses were introduced by those who wanted to demonstrate that the study of French or German was no less rigorous than the study of classical languages. This resulted in the type of Grammar-Translation courses remembered with distaste by thousands of school learners, for whom foreign language learning meant a tedious experience of memorizing endless lists of unusable grammar rules and vocabulary and attempting to produce perfect translations of stilted or literary prose. Although the Grammar-Translation Method often creates frustration for students, it makes few demands on teachers. It is still used in situations where understanding literary texts is the primary focus of foreign language study and there is little need for a speaking knowledge of the language. Contemporary texts for the teaching of foreign languages at college level often reflect Grammar-Translation principles. These texts are frequently the products of people trained in literature rather than in language teaching or applied linguistics. Consequently, though it may be true to say that the Grammar-Translation Method is still widely practiced, it has no advocates. It is a method for which there is no theory. There is no literature that offers a rationale or justification for it or that attempts to relate it to issues in linguistics, psychology, or educational theory. In the mid and late of 19th  century opposition to the Grammar-Translation Method gradually developed in several European countries. This reform movement laid the foundations for the development of new ways of teaching languages and raised controversies that have continued to the present day. Objectives of GTM ?   To be able to read literature written in   the target language ? To be able to translate from one language to another    To develop reading and writing skill According to Prator and Celce-Murcia in Teaching English as a Second Foreign Language (1979:3), the key features of the Grammar Translation Method are as follows: 1)   Classes are taught in the mother tongue, with little active use of the target language. 2)   Much vocabulary is taught in the form of lists of isolated words. 3)   Long elaborate e xplanations of the intricacies of grammar are given. 4)   Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words. )   Reading of difficult classical texts is begun early. 6)   Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis. 7)   Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue. 8)   Little or no attention is given to pronunciation. Choosing a method of teaching or learning English as a Second Language (ESL) mainly depends on the goals of the student. We know that Grammar   Translation Method is a traditional method. It is used for several years ago until now. These are descriptions of some common/typical techniques closely associated with the Grammar Translation Method. 1) Translation of a literary passage Students translate a reading passage from the target language into their native language. The reading passage focuses on several classes: vocabulary and grammatical structures in the passage. The passage may be excerpted from some work from the target language literature, or a teacher may write a passage carefully designed to include particular grammar rules and vocabulary. The translation may be written or spoken or both. Students should not translate idioms and the like literally, but rather in a way that shows that they understand their meaning. 2) Reading comprehension questions Students answer questions in the target language based on their understanding of the reading passage. The questions are sequenced so that the first group of questions asks for information contained within the reading passage. 3) Antonyms/synonyms Students are given one set of words and are asked to find antonyms in the reading passage. Students could also be asked to find synonyms for a particular set of words. Students might be asked to define a set of words based on their understanding of them as they occur in the reading passage. 4) Cognates Students are taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages. Students are also asked to memorize words that look like cognates but have meanings in the target language that are different from those in the native language. 5) Deductive application of rule Grammar rules are presented with examples. Exceptions to each rule are also noted. Once students understand a rule, they are asked to apply it to some different examples. 6) Fill-in-the-blanks Students are given a series of sentences with words missing. They fill in the blanks with new vocabulary items or with items of a particular grammar type, such as prepositions or verbs with different tenses. 7) Memorization Students are given lists of target language vocabulary words and their native language equivalents and are asked to memorize them. Students are also required to memorize grammatical rules and grammatical paradigms such as verb conjugations. ) Use words in sentences In order to show that students understand the meaning and use of a new vocabulary item, they make up sentences in which they use the new words. 9) Composition The teacher gives the students a topic to write about in the target language. The topic is based upon some aspect of the reading passage of the lesson. Sometimes, instead of creating a composition, students are asked to prepare a precis of the reading passage. From these list descriptions of common/typical technique, now we know what are several advantages will be mentioned in GTM. The Advantages (Merits) ) The target language is quickly explained in GTM. Translation is the easiest way of explaining meanings or words and phrases from one language into another. Any other method of explaining vocabulary items in the second language is found time consuming. A lot of time is wasted if the meanings of lexical items are explained through definitions and illustrations in the second language. Further, learners acquire some short of accuracy in understanding synonyms in the source language and the target language. 2) Teacher and students are easy to communicate/It does not need native language Teacher’s labour is saved. Since the textbooks are taught through the medium of the mother tongue, the teacher may ask comprehension questions on the text taught in the mother tongue. Pupils will not have much difficulty in responding to questions on the mother tongue. So, the teacher can easily assess whether the students have learnt what he has taught them. Communication between the teacher and the learners does not cause linguistic problems. Even teachers who are not fluent in English can teach English through this method. That is perhaps the reason why this method has been practiced so widely and has survived so long. ) The students easy to understand because of grammatical lessons. ESL students taught successfully under the grammar translation method will have the ability to translate even difficult texts from their native language into English. They possess a thorough knowledge of English grammar, including verb tenses. These students will be familiar with several classical pieces of English literature, which are used for grammatical analysis and exercises. This method requires few specialized skills on the part of teachers. Grammar rules and Translation Tests are easy to construct and can be objectively scored. Many standardized tests of foreign languages still do not attempt to test communicative abilities, so students have little motivation to go beyond grammar analogies, translations and other written   exercises. Disadvantages (Demerits) Every Method must have advantages and disadvantages. The advantages of Grammar Translation Method have been explained on the passage above. Here are the disadvantages: 1)   No Scope for Effective Communication and Very Tedious for Learners Direct translation is widely regarded as an inefficient way of becoming fluent in any language. For example, translating a sentence word-for-word from Spanish to English might not result in a sentence with the same meaning because so little attention is paid in class to listening and speaking. Students with years of English lessons through this method are often unable to hold even a basic conversation in English because classes with this method are usually taught in a lecture style, with the teacher mostly speaking the students’ native language rather than English, class can be dull and cause students to lose interest. 2) Ineffective Method It is a teaching method which studies a foreign language in order to read its literature focusing on the analysis of its grammar rules, and to translate sentences and texts into and out the target language. In the Grammar Translation Method the teaching of the second language starts with the teaching of reading. Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis. Thus, the learning process is reversed. 3) More Importance on Grammar Rules than on Meaning Exact translation is not possible. Translation is, indeed, a difficult task and exact translation from one language to another is not always possible. A language is the result of various customs, traditions, and modes of behavior of a speech community and these traditions differ from community to community. There are several lexical items in one language, which have no synonyms/equivalents in another language. For instance, the meaning of the English word ‘table’ does not fit in such expression as the ‘table of contents’, ‘table of figures’, ‘multiplication table’, ‘time table’ and ‘table the resolution’, etc. English prepositions are also difficult to translate. Consider sentences such as ‘We see with our eyes’, ‘Bombay is far from Delhi’, ‘He died of cholera’, He succeeded through hard work’. In these sentences ‘with’, ‘from’, ‘of’, ‘through’ can be translated into the Hindi preposition ‘se’ and vice versa. Each language has its own structure, idiom and usage, which do not have their exact counterparts in another language. Thus, translation should be considered an index of one’s proficiency in a language. 4) Slow Learning Rate and Making Learners Think in L1 It does not give pattern practice. A person can learn a language only when he internalizes its patterns to the extent that they form his habit. But the Grammar Translation Method does not provide any such practice to the learner of a language. It rather attempts to teach language through rules and not by use. Researchers in linguistics have proved that to speak any language, whether native or foreign entirely by rule is quite impossible. Language learning means acquiring certain skills, which can be learnt through practice and not by just memorizing rules. The persons who have learnt a foreign or second language through this method find it difficult to give up the habit of first thinking in their mother tongue and then translating their ideas into the second language. They, therefore, fail to get proficiency in the second language approximating that in the first language. The method, therefore, suffers from certain weaknesses for which there is no remedy. Teacher’s role Teachers are just guides because grammar Translation deals with the memorization of rules, manipulation of the morphology and syntax of the foreign language. It requires few specialized skills on the part of teachers because test of grammar rules and translation are easy to construct and be objectively scored. The facilitator main function is that of observation rather than corrective intervention in regards to the learners. Students’ role Students are expected to memorize endless lists of grammar rules and vocabulary, and produce almost perfect translations. This method means a tedious experience and often creates frustration for students. Main activities and controls are stated by the students, he or she is the one who provides the course of the learning process and the status of knowledge as well. Collaborative work is of s great importance, a real cooperative behavior from the learner, is required for the lessons. How to cite Communicative Approach, Essay examples

Social stratification in philippine free essay sample

Race and Ethnicity Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Definitions †¢ Race–A socially constructed category composed of people who share biologically transmitted traits that members of a society consider important †¢ Meanings and importance of race vary across time and place. – No society contains biologically â€Å"pure† people. – More genetic variation within each racial â€Å"category† than between â€Å"categories† Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Definitions †¢ Ethnicity–a shared cultural heritage – The United States is a multiethnic society – Like race, ethnicity is socially constructed †¢ Remember: Race is constructed from biological traits and ethnicity is constructed from cultural traits, such as ancestory, language, or religion. †¢ For most people, ethnicity is more complex than race. Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Table 14. 1 Racial and Ethnic Categories in the United States, 2007 Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Minority Any category of people distinguished by physical or cultural difference that a society sets apart and subordinates †¢ General characteristics – Distinct identity: Race, sex, sexual orientation, the poor – Subordination: Often saddled with lower status †¢ Stereotypes, stigma, and labeling †¢ Group size not always a factor – Women in US outnumber men. – Blacks in South Africa outnumber whites. Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. National Map 14. 1 Where the Minority Majority Already Exists Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Prejudice †¢ Prejudice–A rigid and unfair generalization about an entire category of people. †¢ Stereotype–An exaggerated description applied to every person in some category Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Measuring Prejudice The Social Distance Scale 1. 2. 3. Student opinion shows a trend toward greater social acceptance. People see fewer differences among various minorities. The terrorist attacks of September 11, 2001, might have reduced social acceptance of Arabs and Muslims. Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Figure 14. 1 Bogardus Social Distance Research (Detail on next slide) The social distance scale is a good way to measure prejudice. Part (a) illustrates the complete social distance scale, from least social distance at the far left to greatest social distance at the far right. Part (b) shows the mean (average) social distance score received by each category of people in 2001. Part (c) presents the overall mean score (the average of the scores received by all racial and ethnic categories) in specific years. These scores have fallen from 2. 14 in 1925 to 1. 44 in 2001, showing that students express less social distance toward minorities today than they did in the past. Part (d) shows the range of averages, the difference between the highest and lowest scores in given years (in 2001, for instance, it was 0. 87, the difference between the high score of 1. 94 for Arabs and the low score of 1. 07 for Americans). This figure has also become smaller since 1925, indicating that today’s students tend to see fewer differences between various categories of people. Source: Parrillo Donoghue (2005). Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Figure 14. 1 Detail Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Racism The belief that one racial category is innately superior or inferior to another †¢ Racism has been widespread throughout US history where ideas about racial inferiority supported slavery. †¢ Overt racism in the US has decreased, but remains a serious social problem. Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Theories of Prejudice †¢ Scapegoat theory – Disadvantaged people who unfairly blame minorities for their own problems †¢ Authoritarian personality theory – Rigid moralists who see things in â€Å"black white† †¢ Culture theory – Everyone has some prejudice because it’s embedded in culture. Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Theories of Prejudice †¢ Conflict theory – Self-justification for the rich and powerful in the United States – Minorities might cultivate climate of race consciousness in order to win greater power and privileges. Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Seeing Sociology in Everyday Life The Distribution of Intelligence. Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Discrimination Unequal treatment of various categories of people †¢ Institutional prejudice and discrimination– Bias built into the operation of society’s institutions †¢ Carmichael and Hamilton: People are slow to condemn or even recognize institutional prejudice and discrimination because it often involves respected public officials and long-established practices. Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. The Vicious Circle 1. Prejudice and discrimination begin as ethnocentric attitudes. 2. As a result, groups can be placed in a situation where they’re socially disadvantaged and labeled. 3. A group’s situation, over time, is thus explained as a result of innate inferiority rather than looking at the social structure. The cycle then repeats itself. Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Figure 14. 2 Prejudice and Discrimination: The Vicious Circle Prejudice and discrimination can form a vicious circle, perpetuating themselves. Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Majority and Minority Patterns of Interaction †¢ Pluralism–A state in which people of all races and ethnicities are distinct but have equal social standing †¢ Assimilation–The process by which minorities gradually adopt patterns of the dominant culture †¢ Miscegenation–Biological reproduction by partners of different racial categories Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Majority and Minority Patterns of Interaction †¢ Segregation–The physical and social separation of categories of people †¢ Genocide–The systematic killing of one category of people by another Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. National Map 14. 2 Land Controlled by Native Americans, 1790 to Today In 1790, Native Americans controlled three-fourths of the land (blue-shaded areas) that eventually became the United States. Today, Native Americans control 314 reservations, scattered across the United States, that account for just 2 percent of the country’s land area. How would you characterize these locations? Source: Copyright (c) 1998 by The New York Times Co. Reprinted by permission. All rights reserved. Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Race and Ethnicity in the US †¢ †¢ †¢ †¢ Native Americans White Anglo-Saxon Protestants African Americans Asian Americans – Chinese, Japanese, Korean, Filipinos †¢ Hispanic/Latino Americans – Mexican, Puerto Ricans, Cuban Americans †¢ Arab Americans †¢ White Ethnic Americans Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. National Map 14. 3 The Concentration of Hispanics or Latinos, African Americans, Asian Americans, and Arab Americans, by County In 2007, people of Hispanic or Latino descent represented 15. 1 percent of the U. S. population, compared with 12. 8 percent African Americans, 4. 4 percent Asian Americans, and 0. 5 percent Arab Americans. Comparing them, we see that the southern half of the U. S. is home to far more minorities than the northern half. But do they all concentrate in the same areas? What patterns do the maps reveal? Sources: U. S. Census Bureau (2008). h Sociology, 13 Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved. Race and Ethnicity: Looking Ahead †¢ The US will remain a land of immigrants. †¢ Most immigrants arrived in a wave that peaked about 1910. †¢ Another wave of immigration began after World War II and swelled as the government relaxed immigration laws in the 1960s. †¢ Today’s immigrants come not from Europe but from Latin America and Asia, with Mexicans, Asian Indians, and Filipinos arriving in the largest numbers. Sociology, 13h Edition by John Macionis Copyright  © 2010 Pearson Education, Inc. All rights reserved.