Whats Involved In Knowing A Word English Language Essay

Whats Involved In Knowing A Word English Language Essay What is involved in knowing a word? Is it significant for learners of a second language to manage a great amount of vocabulary? How can teachers help vocabulary learning? In this essay, I am firstly going to analyse, what really a word is, and the aspects involved when knowing and using vocabulary. In the second section of this paper, I am going to discuss and analysed some authors and linguists point of view about lexicon and its importance in learning a foreign language. Finally, I am going to focus on some useful learning strategies to be applied when teaching vocabulary to second language learners. When thinking about teaching and learning of a second language, the first aspect which comes to our minds is the syntactic aspect, the rules by which we construct intelligible ideas. To know how to use grammatical rules is, indeed, important to native and non natives speakers, it could make the difference between a good and a bad user of the language. Nevertheless, as important as knowing about grammar is knowing about vocabulary. During decades, lexis was kept aside and was not considered as an important aspect of language to be concerned about. Linguists have had remarkable little to say about vocabulary and one can find very few studies which could be of any practical interest for language teachers (Wilkins, 1972:109). Though, after ignoring it for a long time, Lexical knowledge is now been appreciated as one of the most important aspect in the learning process. (Gass and Selinker, 1994:270). According to Nation (2001:26) meaning is just an aspect of knowing a word. Identifying its Form (whether it is spoken, written as well as word-parts) recognising its use (grammatical functions, collocations or constraints on use) are strands involved too. As stated before, words embrace much more than a meaning and to be familiar with them, a learner must be aware of its formation and its meaningful parts. For that reason , I am going to focus this essay on Morphology, which is defined by R.L. Trask (1997:145) as the branch of linguistics dealing with the study of word structure, conventionally divided into inflectional and derivational morphology. From now, the term word-form is also going to be used in this essay to refer to a word. The first assumption a learner should make is that a word-form consists of meaningful pieces of language ( Ronald Carter et Michael McCarthy, 1988:18) called morphemes, which is commonly defined as the smallest grammatical and meaningful unit.(Aitchison, 1994:122) In the word-form useless two morphemes with different meanings ( use/less) are arranged to create another word-form with a new meaning. In this case, the morpheme use is a free morpheme, due to it can stand by itself, whereas the affix less is a bound morpheme, since despite having own meaning it is not freestanding. The same phenomenon occurs in unhappy. No one may consider un as a word, but its meaning is well- known (opposite in this case), instead of happy that is a lexeme by itself. In the English Language as in many others, the affix found in one word-form, may also occur in others. That feature, Nation claims, is another aspect involved in knowing a word, (2001:46) and this semantic knowledge, may facilitate students acquisition of vocabulary, especially in the first stages of learning word-forms, thus learners may apply word-formation to decode the meaning of other words. The same learner who realized that unhappy could be considered as opposite of happy, due to the affix un, will interpret the word uneducated correctly thanks to that learner already recognises one of the meanings of the specific bound morpheme un. There is no doubt that being aware of word-formation contributes in the learning process of a non native speaker. Although, it should be mentioned, that morphemes not always behave as in the examples above. As not all words consists of two or more morphemes, some words may create misunderstandings in a learner. Whether the affix un enables to create an opposite meaning, a beginner student who is trying to formulate a sentence in English with the language he or she handles, may easily say I unwork on weekends assuming that unwork is the opposite of work, which is actually erroneous. Owing to that fact , in the last section of this paper I am going to concentrate in the ways teachers can help learners to achieve accuracy in learning vocabulary. Another significant morphological feature in word-forms, is the grammatical factor. Bolinger and Sears mention that by the point of view of grammar, morphemes may be grouped into inflectional or derivational ones( 1981:71). The former group is related to those morphemes which affect the syntactic role of a word-form, without modifying its inner meaning. Aitchison illustrates Inflectional by saying that the only difference between the words Dish and Dishes is the suffix plural ending -es (1994:124). The author agrees with Bolinger and Sears in that when inflectional morphemes are attached to a word, it continues being the same, but with a different form(1981:66). The latter group, derivational morphemes, are the bits of language that attached to an existing word make a new word. Aitchison exemplifies it using the word-form Learn. When the suffix -er is attached, a new word appears: learner. In this case, the observable change may be in word class or in Sense.(1994:124) The diagram below illustrates the difference between both Derivation and Inflection. DERIVATION INFLECTION PREFIX SUFFIX SUFFIX Dis- agree -ment Hate -s Until now, it is been explained the morphological aspect of knowing a word. It was also said that being familiar with this feature is useful when learning a foreign language, but the fact that vocabulary learning and teaching was a neglected theme for so many years, placed the task of vocabulary acquisition on learners hands (Hedge, 2000:110). I concur with McCarthy in saying that Studying how words are formed offers one way of classifying vocabulary, for teaching and learning purposes(1990:5). As a non-native speaker, I truly believe that vocabulary development is essential to communicate in a foreign language, and I do not hesitate in declaring that Morphology is one of the most important tool learners may have command of when acquiring a new language, and English Teachers may contribute in achieving this task, by using vocabulary learning strategies in the classroom. As a language is made up of an endless amount of words, it may be slightly demanding for teachers and learners to select the appropriate number and words to be acquired. Nonetheless, coping with learning strategies is a conscious process which enables people to control their own learning at their own speed and may be employed in any subject, not just in teaching a foreign language. Learning strategies promote learner autonomy in the learning process, whereas, these techniques must be taught and trained. At this point, is when teachers emerge to become a facilitator in the learners acquisition of the proper knowledge. Tricia Hedge classifies learners strategies into four groups: Cognitive, Metacognitive, Socio-affective and Communication strategies (2000:77-79). The author gives some examples to be applied within each category. TYPES OF LEARNER STRATEGIES Socio-affective strategies Communication strategies Metacognitive strategies Cognitive strategies *Initiate conversations. * Collaborating on tasks. *Listening to the radio in the target language. *Watching TV in the target language. *Use of body language. *Paraphrase. *Use of cognates. *Self-monitoring. *Evaluation of the learning process. *Analogy: to compare the meaning of a new Word in L1 and L2. *Memorization: Visual or auditory *Repetition: imitating a model. *Inferencing: guessing meanings. Focusing on acquiring vocabulary by learning word-formation, a teacher may wish to make use of affixes in first place. Recognizing the composition of words is important; the learner can go a long way towards deciphering new words if he or she can see familiar morphemes within them (Michael McCarthy, 1990:4). Nation states (2001:275) that learners should attain some essential skills in order to acquire the appropriate knowledge; these are the Receptive and Productive skills. The former refers to the ability of recognizing that some words are made up of meaningful bits of language, the ability of knowing the meaning those bits of language. Nation grades derivational affixes according from the easiest to the more difficult to learn. (Nation 2001: 268) and the ability of recognizing that a new word has been made. e.g. use / useful The latter skill refers to the ability of realising the shifts in pronunciation and spelling of the new word-form; the ability of identifying the changes in class of the new word-form. To teach vocabulary throughout affixes may result in an attractive experience for learners, but first, it is imperative to create an appropriate environment to develop the activities. The purpose of the tasks must be clear enough(what it is going to be learnt and why) as well as the instructions for the class work. Equally important is the fact that learners may know that the new knowledge is pertinent and relevant for their learning process. As brainstorming learners may well start analyzing some authentic material from a magazine, where they underline all the suffixes or prefixes. In comparing with the whole class, learners will acknowledge and discuss the overlap among some words regarding, for example, the endings, and in which way they affect the word-forms. It is appropriate displaying tasks which enable learners to recognize those shifts clearly. The PPP (Presentation, Practice, and Production) approach seems suitable when working with affixes. First, the teacher presents one affix, emphasizing its meaning and its use. Then, students identify that affix in the words by underlining them, for instance; and finally learners are encourage to apply the new knowledge, by matching words with the appropriate affix and using the new word in a new sentence. Still, educators must be careful. Exposing the learners to too many morphemes at the same time, may cause confusion and rejection amongst students, therefore, it is important to consider frequency when choosing the proper morphemes to teach, that motivates learners since they will feel familiar with the content. (Nation 2001:268) Another way to deal with affixes is using the dictionary as a tool. Learner could be asked to look up as many words containing the prefix -anti (maybe any other), before giving its meaning (against), so they will guess it and share their predictions with the rest of the class. The following list contains suggestions about how to work with morphemes in the classroom: Matching columns. Column A containing the affix, and column B the root. Playing memory cards with roots and affixes. Giving extra points to the learners when they use affixes properly. Team contest, where the team with more correct words having affixes and roots, will obtain extra points. Using Hangman game with words including morphemes to strengthen spelling. Reinforcement may be fulfilled by creating a chart for the classroom with roots, suffixes and prefixes with their meanings, that students will make use of when requiring.

Music Listening Report :: essays research papers

When I sat down to do a Listening report last night, I started thinking, "Who am I kidding?". I am never going to push myself to listen to 15 Jazz CD’s in a week and a half, so I am going to do the remainder of my listening reports on music that I like to listen to. You may think it defeats the purpose of listening reports, but that’s not true. What these guys play may sound like heavily distorted noise, and too much yelling played at way too high of volumes to the average adult, and honestly, it is. But there is music, and every day 1000’s of kids are trying to teach themselves their favorite headliners, and that’s how we learn to play our instruments in the first place. So, now that I’ve convinced you WHY I am doing this listening report, here is the actual thing: The song (the only one by this group) on the CD is New Skin by Incubus which is really cool, because to most people it sounds a lot like rap, but to me it is a really fast-paced alternative music song because of the actual instrument playing (not featured in the basic drum tracks of rap music) and the repeated chorus, which sounds really cool because the bassist and lead vocals play and sing on a perfect 4th. The second group on the tour is Orgy. Their biggest headliner is Blue Monday, which is a really kickass remake of the David Bowie Original. Its about some guy who hated Mondays, so he went out and shot a bunch people, mostly kids I think, at some convention WAY back in the day. Then David Bowie wrote a song about it, and it was under a lot of heat. But now, Orgy made the song HUGE. It is an amazing song. Orgy has a very unique sound. They are sort of an Electro-Punk band. They have some really hardcore guitar riffs, but they also got some sweet Synth tracks and stuff like that. The best thing about them, though, has got to be their Vocal Distortions. They got this cool echo-y noise added to their voice. Orgy also performs Dissention and Gender. The next group is Limp Bizkit. These guys co-starred the tour, and performed such songs as Faith, you’ve probably heard people singing this song. Its another remake, I have no idea who wrote the original or why, but it’s a cool song, "Wouldn’t it be nice, If I could touch your body . . . ." That’s the opening of the song. They also redid an old House of Pain song, "Jump Around".

Honda Cars

Honda Cars uses in its manufacturing, the state of the art facilities that set standards in the world market (specifically in automotive industry). The company utilized a leading edge painting facility, occupies a full dip paint system based on CED (Cationic Electro Deposition) bath, to guarantee faultless coating, accurate adhesion and anti-corrosion. The cars produce mainly by Honda also guarantees customer’s satisfaction.Honda employs strict measures to produce quality cars throughout the international market. The produced (cars) are subjected to strict inspection and testing. The company tests the products at Vehicle Quality section to minimize company defects and ensure that cars performed at its crest. Upon release to the dealers, the company determines the products (head and toe, wheel) alignment at the company’s G-SWAT and headlight tester. The company tests the running performance (optimum speed), clutch, breaks, and shifting levels at Brake Speed Tester. Other tests consist of Water Leak Tests, Side Slip Test, Visual Inspection and Simulation Test. This test evaluates the performance of the products at different road condition.Sales / DistributionHonda Cars is mainly based in Japan and its branches are spread in the world market. The company in its home country produces quality and good price to Japan. Over the years, through its success, the company maintained a sole proprietor / producer of Honda cars. The company does not join other automobile companies to expand their production. The company maintained its own stlye and makes an icon in the international market. In the recent years (2000-2007, Honda cars was hammered by other big automobile companies in the world market. The company’s introduction of their products in Europe was thrashed by American and European-based car companies. But, the company is still in the line of making and produce cars in the international market.General MotorsGeneral Motors / GM was known with its production of unique interiors and bodylines. The company’s goal was, ‘To provide the finest vehicles possible to every customer in every market around the globe.’ General Motors Corporation is the world’s largest producer / seller of cars in the world market. Based in U.S.A., the company is present in 33 countries with an employment rate about 284, 000 people around the globe. In 2006, General Motors produced; â€Å"Chevrolet, GMC, GM Daewoo, Saab, Saturn and Vauxhall, Buick, Cadillac, Holden, HUMMER, Opel, and Pontiac†.The company’s biggest sales in its home country (U.S.A.), proceeds by United Kingdom, Canada, China and Germany. The company made a strategy to expand its production in the world market through Minority Dealer Development. It is bilingual in nature; both the dealers and the company benefit (hefty advantage to the company). It is directed through different companies and directs in human resources (training) and dealership.Toda y, the General Motors had access throughout the globe; from country to country, cities from cities, overcoming production of sole proprietors of cars. The company sweeps away competition among other car companies and still leading the automobile industry.Sales / DistributionThe company focuses in partnership to other car companies around the globe and developed profound relationships to its customers. General Motors is the leading / major stockholder of GM Daewoo Auto and Technology Co. of South Korea and collaborates with Suzuki Motor Corp. and Isuzu Motors Ltd. of Japan. In addition, the company engaged in research and technology advancement with BMW AG (Germany), DaimlerChrysler AG and Toyota Motor Corp. (Japan). Also, the company gambles investing Renault SA of France, Shanghai Automotive Industry Corp. of China, Toyota, AVTOVAZ of Russia and Suzuki.GM Powertain under General Motors put for sale GM engines and transmissions. Parts and Accessories are retailed via GM Service and Parts Operations under Gm Performance Parts, ACDelco, and GM Good wrench. This supplies GM dealerships and distributors worldwide.Salesperson ProfileSalesperson assist customers to acquire what they need and attempt to make them interested in buying your product / merchandise. Retail salespersons are highly ‘in demand’ and competitions in this job are high. Employers do prefer college graduate in sales; college graduate people take an advantage over high school graduates.In layman’s term, a good salesperson needs to have skills in communication. He / She do not only require good education but also needs to be industrious, creative and with talent in chatting with common people (buyers). His / Her talent in making people believe in his / her products will definitely make him / her best in selling products / produced goods. Employers would definitely choose salesperson with talent rather than a common salesperson.Work CitedHonda: The Power of Dreams (2007). URLhttp ://www.hondaphil.com/ourcompany.php?id=2. Retrieved September 14, 2007.Mckay, Dawn Rosenberg. Retail Salesperson: Career Information (2007). URL https://www.thebalance.com/retail-salesperson-526064. Retrieved September 14, 2007.

Essay on Abstinence-Only Sex Education does work.

Abstinence-only Sex Education does work. Teenage sexual activity has sparked an outcry within the nation. With such activity comes a high price. Studies have shown that there has been a significant rise in the number of children with sexually transmitted diseases (STDs), emotional and psychological problems, and out-of-wedlock childbearing. Sex has always been discussed publically by the media, television shows, music and occasionally by parents and teachers in educational context. Teens hear them, and as the saying goes, â€Å"monkey see, monkey do†, they are tempted to experiment with it. Therefore, it is important for every teenager to be aware of the outcome associated with premature-sex. If students are educated about the impact of†¦show more content†¦Programs that encourage abstinence have become a vital part of school systems in the US. These programs are usually referred to as abstinence-only or value-based programs while other programs are called as safer-sex, comprehensive, secular or abstinence-p lus programs which on the contrary promote the usage of effective contraception. Although abstinence-only and safer-sex programs disagree with one another, their core values and stand on the aims of sex education is to help teens develop problem-solving skills and the skill of good decision-making. They believe that adolescents will be better prepared to â€Å"act responsibly in the heat of the moment† (Silva). Most programs that have been currently implemented in the US have seen a delay in the initiation of sex among teens which proves to be a positive and desirable outcome (Silva). Statistics from recent studies suggest that only 13% of U.S. teens have ever had sex by the age of 15. But by the age of 19, seven in ten teens of both sexes have had sex. Between 1995 and 2006-2008, the percentage of teens aged 15-17 who had ever engaged in sexual intercourse declined from 38% to 28%. Among teens aged 18-19, it declined from 68% in 1995 to 60% in 2006-2008. The pregnancy rate among young women has declined steadily from 117 pregnancies per 1,000 women aged 15-19 in 1990 to 70 per 1,000 in 2005. However in 2006, the rate increased for the first time in more than a decade, rising toShow MoreRelated Abstinence-Only vs. Comprehensive Sex Education Essay2397 Words   |  10 Pagesthe early 1980s the issue of sex education for American youth has had the attention of the nation. There are about 400,000 teen births every year in the U.S, with about 9 billion in associated public costs. STI contraction in general, as well as teen pregnancy, have put the subject even more so on the forefront of the nation’s leading issues. The approach and method for proper and effective sex education has been hotly debated. 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Essay1718 Words   |  7 Pages Abstinence or Comprehensive Sex Education: Which is better? Sex is in the air, everywhere. It is seen when the television is turned on in the morning, it is used to sell hamburgers and cereal, and is the cornerstone by which we gauge our success. Sex is everywhere and the youth of today need to be equipped to handle it safely. There are two primary paths that can be taken when referring to sexual education: Abstinence or a more comprehensive education. Abstinence educationRead MoreIs Sexuality A Part Of Human Life?870 Words   |  4 Pagesâ€Å"Parents overwhelmingly support sex education programs in high school and middle school† (Planned Parenthood). School districts have goals. Their main one being that students â€Å"truly enjoy their life and their work† (Littkey, Grabelle). For students to benefit from their being, they need to be educated on reproductive health. â€Å"A 2011 Centers for Disease Control and Prevention (CDC) survey indicates that more than 47 percent of all high school students say they have had sex, and 15 percent of high schoolRead MoreThe Effects Of Sexual Education On Public Schools1702 Words   |  7 PagesI. Abstract Sexual education being enforced in public schools is important and it should be taught in all schools. Young adults are learning that it is important to wait until marriage to have sex. Sexual education taught in public schools does raise a couple of eyebrows because some parents think that young adults should not learn about sex at their age. Sexual education is very important for young adults to either use abstinence or condoms. Sexual education in schools are the proper classes for