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This is your chance to show you’ve read and understood the book. Assuming you’ve read a fiction book, below are helpful writing tips: Summary: Start this paragraph by writing an overview of the story, including its setting, time period, main characters, and plot. Specify who tells the story (point of court assignment report, view) and the tone or atmosphere of the book. Is it a creepy tale of suspense or a lighthearted adventure? Character Details: In this paragraph, describe the main characters and how to for website, identify the major conflict or problem the main characters are trying to solve. You can also write another paragraph about the other characters in the book. Plot Details: In writing about the my research minister, plot, you don’t need to tell every detail of the for website content, story. Instead, focus on the main sequence of events.
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I don’t remember how much homework was assigned to content me in eighth grade. Essays Compare! I do know that I didn’t do very much of it and that what little I did, I did badly. My study habits were atrocious. After school I often went to friends’ houses, where I sometimes smoked marijuana, and then I returned home for dinner; after lying to my parents about not having homework that night, I might have caught an write for website content hour or two of television. I Cannot - Best! In Southern California in the late ’70s, it was totally plausible that an eighth grader would have no homework at all. If my daughter came home and said she had no homework, I would know she was lying. It is inconceivable that her teachers wouldn’t assign any. What has changed?
It seems that while there has been widespread panic about American students’ falling behind their peers in Singapore, Shanghai, Helsinki, and everywhere else in science and write content, mathematics, the essays essays, length of the school day is about the same. The school year hasn’t been extended. Student-teacher ratios don’t seem to have changed much. No, our children are going to catch up with those East Asian kids on their own damn time. Every parent I know in New York City comments on how much homework their children have. These lamentations are a ritual whenever we are gathered around kitchen islands talking about our kids’ schools. Well, imagine if after putting in a full day at write for website, the office—and school is pretty much what our children do for a sociology, a job—you had to come home and do another four or so hours of office work.
Monday through Friday. Plus Esmee gets homework every weekend. How To Write For Website! If your job required that kind of work after work, how long would you last? My younger daughter, Lola, 11, is write, a little jealous that I am spending my evenings doing homework with her sister. I tell her she should be happy she doesn’t have so much homework that I find it worth investigating. She agrees with this, but still makes me feel so guilty about how to write it that I let her watch Pretty Little Liars , her favorite show.
The co-op board meets—and over my objections makes me secretary—before I can start on Esmee’s homework. Tonight we have 12 more algebra equations, 45 more pages of Write My Essay - Best, Angela’s Ashes , and how to write for website content, a Humanities project for which we have to write one to two pages in the style of The Absolutely True Diary of a Part-Time Indian , the young-adult novel by Sherman Alexie. There is also a Spanish test tomorrow on irregular verbs. The algebra is canadian prime minister, fast becoming my favorite part of this project. I may have picked an easy week, but something about combining like terms, inverting negative exponents, and then simplifying equations causes a tingle in for website, a part of my brain that is writing paper of the prime, usually dormant. Also, the work is how to write for website content, finite: just 12 equations.
The Spanish, however, presents a completely different challenge. Here, Esmee shows me that we have to essays cheap essays memorize the write for website, conjugations of the future tense of regular and irregular verbs, and she slides me a sheet with tener , tendre , tendras , tendra , tendremos , etc., multiplied by dozens of verbs. My daughter has done a commendable job memorizing the conjugations. I Cannot Write My Essay …! But when I ask her what the write for website content, verb tener means (“to have,” if I recall), she repeats, “Memorization, not rationalization.” She doesn’t know what the words mean. I spend a few minutes looking over the material, attempting to memorize the list of verbs and conjugations. Then it takes me about half an hour to My Essay - Best memorize the three most common conjugation patterns. I decide to write for website skip the irregular verbs. Esmee already worked on her Spanish this afternoon, so she goes right to the Humanities project, which she has been looking forward to. She calls her project “The Ten Secrets to Being the Only Sane Person in Your Family.”
No. 6: Don’t Listen to Anything Your Father Says. I decide that the diary I am keeping about doing homework will be my Humanities project. Soon it’s 11 p.m., and I start bugging Esmee to go to writing my research paper limitations canadian prime minister bed. Content! She takes a shower, then reads in bed for a few minutes before nodding off at about 11:40. I sneak in and grab her copy of Angela’s Ashes and catch up on how to a sociology, my reading, getting all the way to page 120. The hardship of too much homework pales in write, comparison with the McCourt family’s travails. Still, because we are sharing our copy of limitations prime, Angela’s Ashes , I end up going to bed an hour after Esmee. One evening when Esmee was in sixth grade, I walked into her room at 1:30 a.m. to find her red-eyed, exhausted, and starting on her third hour of math. This was partially her fault, as she had let a couple of days’ worth of worksheets pile up, but it was also the nature of the work itself.
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What possible purpose could this serve?, I asked her teacher in a meeting. She explained that this sort of cross-disciplinary learning—state capitals in buy research online cheap, a math class—was now popular. She added that by now, Esmee should know all her state capitals. She went on how to for website content, to say that in class, when the students had been asked to name the capital of Texas, Esmee answered Texas City. But this is a math class, I said. My Research Prime! I don’t even know the state capitals. The teacher was unmoved, saying that she felt the homework load was reasonable. If Esmee was struggling with the work, then perhaps she should be moved to a remedial class. That night, in an e-mail chain started by how to write, the class parent to seek chaperones for a field trip, I removed the teacher’s name, changed the subject line, and then asked the other parents in writing my research paper of the canadian prime minister, the class whether their children found the write, homework load onerous. After a few minutes, replies started coming in from parents along the lines of “Thank God, we thought we were the only ones,” “Our son has been up until 2 a.m. I Cannot Write! crying,” and so forth. Half the class’s parents responded that they thought too much homework was an how to write issue.
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This algebra unit, on polynomials, seems to be a matter of remembering a few tricks. Though I struggle with converting from standard notation—for example, converting 0.00009621 to scientific notation is cheap gijubhai badheka, tricky (it’s 9.621 ? 10 ?5 , which makes no intuitive sense to me)—it is pleasing that at some point I arrive at an answer, right or wrong, and my work is done and how to write for website content, the teacher will give me credit for doing my homework. Earth Science is something else. I’ve been dreading returning to Write - Best Tarbuck and Lutgens since our first meeting. And tonight, the chapter starts in the familiar dispiriting monotone. “Rocks are any solid mass of mineral or mineral-like matter occurring naturally as part of our planet.” But I am pleasantly surprised when TL take a turn into the rock cycle, laying out the differences between igneous, sedimentary, and metamorphic rock in terms that are easy to understand and visualize.
The accompanying charts are helpful, and as I keep reading into the chapter on igneous rocks, the differences between intrusive and extrusive igneous rocks make clear sense. The upcoming test in how to content, Humanities will focus on John D. Rockefeller, Andrew Carnegie, monopolies and trusts, laissez-faire capitalism, the Triangle Shirtwaist Factory fire, the foundation of labor unions, the imposition of factory safety standards, and the populist response to the grim conditions of the - Best, working man during the how to write, Industrial Revolution. My daughter has a study guide she is ready to print out. But our printer has just broken. We end up borrowing our neighbor’s printer. The logistics of write dissertation, picking up the printer, bringing it over to our apartment, downloading the for website, software, and writing my research paper limitations of the canadian, then printing take about half an hour.
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The irony is that some countries where the school systems are held up as models for our schools have been going in the opposite direction of the how to write, U.S., giving less homework and implementing narrower curricula built to encourage deeper understanding rather than broader coverage. In the U.S., or at least in the schools my daughters have attended, there has been no sign of teachers’ letting up on homework. According to a University of Michigan study, the average time spent weekly on write ireland, homework increased from two hours and 38 minutes in 1981 to three hours and 58 minutes in 2004. How To Content! Data from essays cheap, a 2007 National Center for Education Statistics survey showed American students between grades nine and 12 doing an average of 6.8 hours of homework a week—which sounds pretty reasonable compared with what my daughter is how to write for website, assigned—and 42 percent of students saying they have homework five or more days a week. Esmee has hours of homework every night. Essays And Contrast Essays! She would be jealous of her Finnish counterparts, who average only 30 minutes a night. Attitudes toward homework swing in write for website content, cycles of roughly 30 years, according to Harris Cooper, a professor of education at Duke University and the author of essays cheap compare and contrast essays, The Battle Over Homework . We went from piling on the homework because of fears of a science gap brought on by Sputnik in the late 1950s, to write for website content backing off in Write My Essay - Best, the Woodstock generation of the ’70s amid worries about overstressing kids, to the ’90s fears of falling behind East Asian students. The current backlash against homework has been under way so long—expressed in books like 2006’s The Case Against Homework , by Sara Bennett and Nancy Kalish, and in the 2009 documentary film Race to Nowhere —that we may now be living through a backlash against how to write content, the backlash, at least in elite schools. My Paper Ireland! “We’re in how to write for website content, a heavy-homework part of the cycle,” Cooper says. “The increasing competition for court assignment essay report, elite high schools and colleges has parents demanding more homework.” Back in California, when I raised the issue of too much homework on that e?mail chain, about half the parents were pleased that someone had brought this up, and many had already spoken to the math teacher about it. Others were eager to approach school officials.
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A student is supposed to be timing each conference, but the students often wander off, and the teachers ignore the parents’ knocking after three minutes. In each conference, I urge the teachers to give less homework. A problem often arises, I explain, in the total lack of coordination among classes. A Humanities assignment requiring the kids to how to for website content render in words, pictures, or both a scene from Angela’s Ashes , say, can take an hour or two, yet most teachers don’t seem to essays consider anything creative to be homework. The creative stuff, like drawing or writing a short story or preparing a scene from a play, is all extra, to be completed in addition to write for website the hours of humanities, math, science, and write my paper ireland, Spanish.
The teachers usually respond in one of two ways. They nod sympathetically and agree that the kids do have a lot of work, as if they have nothing to do with the assigning of it. For Website! Or they say that time management is one of the skills that a successful high-school student will need, and if my daughter wants to perform in an elite high school, she had better learn that in middle school. Both answers amount to essentially the same argument: the vast amounts of homework are somehow handed down from on my research canadian, high, and mere teachers can do nothing to tamper with the how to for website content, ordained quantities. Because I happen to be in the middle of my week of write dissertation, homework when this year’s parent-teacher conferences take place, I am uniquely equipped to discuss the work Esmee is doing. And over the years, I have noticed that the amount of homework does let up, slightly, after the conferences—if enough parents complain. However, there is always a clique of parents who are happy with the amount of homework.
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Weinstein responded—with a statement that perfectly captures this chaotic moment in American culture. The apologies, taken together, read like poetry—or, perhaps, an excruciatingly bad game of Mad Libs. This was a wake-up call. I’m so sorry. It’s not okay. I have more work to do.
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Listening comprehension has ever since received a lot more attention in language teaching. On the how to write content one hand, technological advances and the growing awareness of the importance of listening in the world have made listening even more important in the communication process (Mendelsohn, 1998). In current globalized society, with universal and my research paper minister massive exposure to radio, television, satellite broadcasts, and internet, individuals are expected to be increasingly prepared to receive information through listening and speaking, more than ever before (Dunkel, 1991; Vande Berg, 1993). On the other hand, some scholars (Nord, 1981; Wintiz, 1981) considered proficiency in listening comprehension as a necessary condition for acquiring production language skills, specifically speaking and writing. The comprehension-based teaching approach supports that students at the beginning level should be allowed to keep silent until they feel safe and ready to produce the target language. Thus, it can be reasonably concluded that students are probably engaged in listening before they are able to speak and write in the target language, which means that second language instruction at a beginning level should focus on developing learners’ listening comprehension ability. How To Write. Still, other scholars (Dunkel, 1991; Long, 1985; Rost, 1990; Vogely, 1999) stressed that listening is important because it provides input as the ireland raw material for learners to process in language learning. Without correctly understanding the input, any learning simply cannot begin (Rost, 1994). Furthermore, the failure of listening comprehension of the target language is an impetus, not merely an obstacle, to language learning as well as to content, communication interaction (Rost, 1994). The recognition of the importance of listening comprehension has resulted in an increased number of listening activities in students’ textbooks and even in comprehension-based methodology texts designed specifically for teaching listening (Anderson #038; Lynch, 1988; Rost, 1990; Underwood, 1989; Ur, 1984).
Several studies have found that through the use of effective pre-listening activities, instructors can increase students’ understanding of the how to a sociology dissertation listening passages, which in turn develops their listening proficiency and contributes to their mastery of the target language (Herron, 1994; Richards, 1983; Rubin, 1994; Teichert, 1996; Vande Berg, 1993). 2. Difficulties in Listening Comprehension for EFL Learners. The first difficulty in listening comprehension for EFL learners is that they are less likely to share the same schema with native speakers (Ur, 1984; Harmer, 2001). As Kant (1781/ 1963) claimed, new information, new concepts, and new ideas can have meaning only how to, when they can be related to something the individual already knows. This applies as much to essays cheap essays, second language comprehension as it does to comprehension in one’s native language. The empirical research in how to write, the related field has come to be known as schema theory and has demonstrated the truth of Kant’s original observation and cheap compare essays of the opening quote from Anderson et al (1977). Schema theory research has shown the importance of background knowledge in language comprehension (Bartlett, 1932; Rumelhart, 1980; Rumelhart #038; Ortony, 1977).
According to how to write, schema theory, a text provides directions for listeners or readers as to court assignment, how they should retrieve or construct meaning from their own previously acquired knowledge. This previously acquired knowledge is called the listeners’ or readers’ background knowledge, and the previously acquired knowledge structures are called schemata (Bartlett, 1932; Adams #038; Collins, 1979; Rumelhart, 1980). How To For Website Content. The prior knowledge, or schema, that a L2 listener brings to the listening task plays a vital part in get someone, interpreting the material, and write for website should be considered in the evaluation of court assignment report learners’ listening comprehension (Long, 1990; Raphan, 1996). Based on schema theory, the process of interpretation and how to write comprehension is guided by the principle that every input is paper of the prime minister mapped against some existing schema and that all aspects of that schema must be compatible with the input information (Carrell #038; Eisterhold, 1983). Efficient language comprehension requires the ability to how to, relate the textual input to one’s own background knowledge, which means that understanding words, sentences, and entire texts relies not merely on one’s linguistic knowledge but also the knowledge of the world (Carrell #038; Eisterhold, 1983). According to court assignment essay report, Richards (1983), much of our knowledge of the world is organized around scripts, which is our memory about particular situations, the goals, participants, and how to content procedures commonly associated with them, and the information needed to understand is therefore not explicitly present in assignment essay, the utterance but is provided by the listeners from their repertoire of scripts. This means that the content connections between events need not be specified when we talk about them, since they are already known and can be inferred. Without the right kind of pre-existing knowledge, or relevant script, comprehension may become very difficult (Harmer, 2001; Richards, 1983). Report. Non-native speakers may have a different shared knowledge of cultural reference and discourse patterning in their own language and culture; their individual scripts may differ in certain degree and content from target language scripts, and that poses additional problems for some foreign language learners who have to work twice as hard to understand what they hear. (Harmer, 2001; Richards, 1983; Underwood, 1989).
The second difficulty is that EFL learners are usually much less familiar with different accents and how to content that they sometimes have considerable problems when they encounter a new accent in the listening process (Kennedy, 1978). Accent is court assignment report potentially an important variable in listening comprehension (Buck, 2001). Write For Website. Many foreign-language learners who are used to the accent of get someone write ireland their own teacher are surprised when they find they have difficulty understanding someone else (Ur, 1984). An unfamiliar accent can cause problems in communication and may disrupt the write for website content whole comprehension process (Buck, 2001; Kelly, 1991). Native speakers are generally used to listening to Write My Essay - Best, a variety of accents while EFL learners are less exposed to different accents (Buck, 2001). Besides, learners who have more experience in listening to and understand a number of different accents are more likely to be able to cope successfully with listening tasks than those who have only how to content, heard one or two (Ur, 1984).
Therefore, it seems reasonable to conclude that it generally takes a L2 learner much longer to get someone write my paper ireland, adjust to the voice if the accent is how to write content very different from any with which he is familiar than a native speaker (Buck, 2001; Kelly, 1991). The third difficulty is that EFL learners are less capable of perceiving prosodic features in English speech which have a direct impact on how listeners process and interpret discourse segments (Buck, 2001; Lynch, 1998; Rubin, 1994). The rhythmic pattern of spoken English is one of buy research online cheap its distinctive features (Richards, 1983). Unlike many languages in the world that are syllable-timed, which means that the length of how to content time required to pronounce an utterance depends upon the number of get someone write my paper syllables it contains, English is a stressed-timed language (Buck, 2001; Richards, 1983). What this means is write that the time between stressed syllables is reasonably constant in any utterance, and gijubhai badheka the remaining syllables in the utterance, no matter how many there are, must accommodate to how to write for website, the rhythm established by the stressed syllables (Buck, 2001; Richards, 1983; Vann Lier, 1995). As a stressed-timed language, the write my paper following English sentences would take about the how to same amount of time to articulate, even though the number of syllables contained in each sentence is very different (Richards, 1983; Vann Lier, 1995):
The CAT is write dissertation INTerested in proTECTing its KITTens. LARGE CARS WASTE GAS. The result of the stress-timed language is content that the words between the stressed syllables are pronounced very quickly, with no stress or mild stress, and if there are more words they are pronounced even quicker to fit in the short time, subjecting to considerable phonological modification (Buck, 2001). Also, Vanderplank (1988) argues that perception of stress is an papers online gijubhai badheka important factor in rapid and efficient listening comprehension. This adds another dimension to write for website content, the listener’s task, since listeners must learn the complex set of writing paper canadian prime rules that determine the pronunciation of connected speech and be able to identify words according to the rhythmic structure within which they occur (Buck, 2001; Richards, 1983). Any lack of such phonological knowledge can pose comprehension difficulty (Buck, 2001). In the how to for website research of Henricksen (1984), most native speakers had little difficulty understanding words in their modified form in court report, an utterance whereas the presence of phonological modification significantly reduces comprehension for second-language listeners. In addition, Vanderplank (1985) found interesting differences in native speakers’ and write content non-native speakers’ ability to perceive stress by addressing that ‘native speakers were in general agreement as to sentence stress location, while only a small number of non-native speakers agree with native speaker judgments as to stress location, and the ability to perceive stress location was not significantly linked to my research paper limitations of the prime minister, level of English ability in how to for website, learners’ (p.
38). Papers. Still, Bond and Garnes (1980) agree that speech perception is also subject to what they call ‘heuristic strategies’ such as paying attention to stress, intonation patterns, and stressed vowels. Therefore, listeners need to know how the sound system works in English speech, in how to write content, order to be able to I Cannot Write - Best …, process natural listening task in real time (Buck, 2001). The fourth difficulty is for website that hesitation and pausing could cause perceptual problems and thus comprehension errors for non-native speakers (Voss, 1979). In his study, 22 non-native speakers of get someone write my paper English were asked to listen to a passage of spontaneous speech, about 210 words long.
Results indicated that nearly one-third of all perception errors were related to hesitation phenomena. Write Content. These errors were due to I Cannot - Best …, listeners’ either misinterpreting hesitations as words, or parts of how to write for website words, or to misinterpreting parts of words as hesitations (Voss, 1979). In contrast, some researches indicated that hesitation and pausing help listening comprehension (Blau, 1990; Blau, 1991; Dunkel, 1988; Friedman #038; Johnson, 1971; Johnson #038; Friedman, 1971). However, Voss is the only one among these researchers who used real and compare essays spontaneous speech. All of the other studies used a written text read aloud. How To Write. Voss (1979) suggests that native speakers are usually not bothered by hesitation phenomena since they possess strategies to recognize and process such phenomena while focusing on meaning, and I Cannot Write My Essay - Best … non-native speakers get stuck in bottom-up processing of phonetic utterances that do not affect meaning, while native speakers discard these utterances in favour of top-down processing. There are indications that in how to write for website content, some cases hesitation and pausing can help listening comprehension, and in others they may cause problems (Buck, 2001). In the researches of Friedman #038; Johnson (1971) and Johnson #038; Friedman (1971), pauses inserted at meaningful syntactic boundaries can benefit comprehension, whereas random pauses do not. When one-second pauses were introduced into a text at the juncture between clauses, comprehension improved, while pauses inserted randomly into the text resulted in lower levels of comprehension (Friedman #038; Johnson, 1971; Johnson #038; Friedman, 1971). Paper Prime. Consequently, the ability to how to write for website, understand spoken English must include the ability to deal with hesitation and pausing (Buck, 2001). Hesitation and pausing also affects our impression of the pace of speech (Richards, 1983).
The impression of faster or slower speech generally results from the amount of pausing that speakers use (Richards, 1983). Stanley (1978) suggests that when speech was faster, language learners ‘constantly failed to perceive individual phonemes and hence words with which they were already familiar’ (1978: 289). Comprehension declines as the speakers talk faster, and essay report the weight of the evidence suggests that the decline in how to write for website, comprehension is rather slow until a threshold level is reached, at which time an increased speech rate leads to a much more rapid decline in comprehension (Buck, 2001). Griffiths (1990) found potential evidence that speech faster than two-hundred words per minute (w.p.m.) is difficult for lower-intermediate learners to cheap compare and contrast, understand. He found that this level of students perform best at 127 w.p.m. Moreover, Griffiths (1992) investigated the effects of three different speech rates (127, 188, and 250 w.p.m.) on listening comprehension of for website content second-language learners and concluded that comprehension was significantly better at the slowest speech rate and worse at the higher rates. On the essays cheap compare other hand, Blau (1990; 1991) found that speech ranging from 145 to 185 w.p.m. did not significantly affect listening comprehension of intermediate- and advanced-level L2 learners. As for the general concept of speech rate, Rivers (1981) cites the write following figures: Fast: above 220 w.p.m. Moderately fast: 190-220 w.p.m. Average: 160-220 w.p.m.
Moderately slow: 130-160 w.p.m. Slow: below 130 wpm. Besides, Sticht (1971) quotes a normal speech rate of my research paper limitations prime minister 165 to how to write for website content, 180 words per write my paper minute for for website content, native speakers of buy research cheap English. Based on the researches abovementioned, speech rate is one of the how to variables that affect listening comprehension, which may relate to text variables, such as vocabulary, syntax or topic, type of text used, and amount of background knowledge required (Buck, 2001; Rubin, 1994). The fifth difficulty is that learners tend to think they have to completely understand what they hear, consequently causing anxiety (Rubin, 1994; Ur, 1984).
Most foreign-language learners run into a psychological problem: they have a kind of obligation to understand everything, even things that are not important, and how to dissertation they feel discouraged and may even completely give up listening if they encounter an incomprehensible word (Rubin, 1994; Ur, 1984). Foreign language beginning learners have to understand all when they hear only single words or short sentences. However, when listening comprehension passages get longer, they still assume that total comprehension is successful comprehension, and find it very difficult to get used to the idea that they can be competent listeners with less than one hundred percent comprehension (Ur, 1984). From the how to for website content anecdotal evidence in the research of O’Malley et al. (1989), it is found that ”effective listeners seemed to be aware when they stopped attending and made an effort to redirect their attention to the task’ (p. 428) and ‘ineffective listeners reported that when they encountered an unknown word or phrase in a listening text, they usually just stopped listening or failed to be aware of their inattention’ (p. 428). Foreign-language learners have this difficulty probably because their receptive system is overloaded (Ur, 1984). They have to work much harder at decoding than native listeners and try to interpret every detail as it comes up instead of relaxing and limitations canadian taking a broader view.
Compared with reading and writing, listening is more stressful for learners since it involves serious time constraints on processing, which cause learners’ anxiety (Ur, 1984). 3. Listening Comprehension Processing. Most models of how to write for website listening perception in language learning include what is usually referred to as top-down, bottom-up and interactive processing. 3.1. Top-down processing. In top-down processing, the listeners need to Write My Essay, use their pre-existing knowledge to how to write, interpret or get a general view of the listening passage and to create appropriate and plausible expectation of get someone what they are about to write content, come across (Harmer, 2001; Goodman 1967; Shohamy #038; Inbar, 1991; Smith 1971). Top-down processing occurs as the perceptual system makes general predictions based on general schemata, or prior knowledge, and then searches the input, either visual or auditory, for information to fit into, or verify these predictions, and thus top-down processing is conceptually-driven or knowledge-based (Carrell #038; Eisterhold, 1983; Shohamy #038; Inbar, 1991). In the compare essays study of Shohamy and Inbar (1991), it was reasonably hypothesized that listeners who employed a knowledge-based approach first made predictions about the passage they were about to listen to, basing their predictions on the questions they previewed prior to listening. In the first listening listeners might have checked their hypotheses and only afterwards, in a second listening, may have filled in the information gaps by how to write for website content, supplying the local cues.
Bacon (1989) and Vande Berg (1993) found that appropriate pre-listening activities could benefit learners’ comprehension for various listening exercises. Advance organizers, such as brainstorming (Vande Berg, 1993), illustrations and key words (Teichert, 1996), picture prediction (Harmer, 2001) and making inferences after listening to a series of sentences (Brown, 2001), can be used to facilitate learners’ top-down processing and help them be engaged in listening tasks. 3.2. - Best. Bottom-up processing. In bottom-up processing, the write content listener focuses on individual words and phrases by decoding the assignment essay report linguistic input rapidly and accurately to refute implausible interpretation, and achieves understanding by write for website, combining these detailed elements together to build up a whole view of the listening passage (Harmer, 2001; Carrell 1983, 1988; Carrell #038; Eisterhold 1983; Rost 1990).
Thus, bottom-up processing is data-driven or text-based (Carrell #038; Eisterhold, 1983; Rubin, 1994). There are two types of comprehension strategies identified by Van Dijk and Kintsch (1983): one is I Cannot Write My Essay - Best local strategies which require learners’ attention to how to for website content, relations and links between the facts denoted by local clauses and sentences, and of the canadian the other is write for website global/ macro-strategies which require a focus on the overall coherence, gist or topic of a text. Based on the statements above mentioned, it can be concluded that the local strategies are related to bottom-up processing while the global/ macro-strategies are related to top-down processing. Kelly (1991) proposed that in the early stages of foreign language learning, learners rely very much on bottom-up processing when listening and only when they consider that they are making progress to the proficiency and skills in the foreign language, they bring into semantic and other knowledge related to I Cannot Write, top-down processing. Some bottom-up pre-listening activities were proposed by several researchers to make listening comprehension easier. Providing listeners with key vocabulary before listening proved valuable in how to for website content, Raphan’s (1996) and Rost’s (2002) studies. Writing Paper Limitations Prime Minister. Harmer (2001) mentioned a bottom-up processing activity of finding differences between a written text and a recorded account of the same events that can be implemented in teaching listening. Write For Website. Another bottom-up activity for beginning listeners is to listen to write dissertation, a series of sentences and then circle one (out of how to write for website content three) verb form contained in the sentences (Brown, 2001). 3.3.
Interactive processing. Listening comprehension is considered by some researchers as an interactive process between top-down and bottom-up processing and as a continuous modification of a developing interpretation in response to incoming information and buy research gijubhai badheka pre-existing knowledge (Brownell, 1996; Buck, 1991; Harmer, 2001). Perception occurs when sufficient information has been provided both from the expectations set up by top-down processing and from linguistic input by bottom-up processing (Kelly, 1991). Write For Website. According to Kelly (1991), if the sound signal is weak, obscured or incomplete, the listener will probably make greater use of top-down processing; similarly, it is when the listener’s expectations are low or not sensible that he will need to get someone write my paper ireland, rely more on the sensory level and to hear clearly what is being said by bottom-up processing, and such view of perception processing would probably fit in with almost all current models of auditory speech perception. How To Write. Similarly, some studies have indicated that effective listening comprehension takes place when the listener can successfully monitor their interpretation by constantly checking it against the incoming linguistic cues and to modify their hypotheses accordingly (Tyler #038; Warren, 1987; Buck, 1990). In his research, Buck (1990) indicated that a number of listeners monitored the incoming information with what they had already heard before or with their background knowledge to develop their interpretation of the essays cheap essays listening text. Further, there were instances in his study that serious comprehension problems had occurred when listeners failed to notice their developing interpretations were incompatible with the incoming information. In addition, O’Malley, Chamot, and Kupper (1989) indicated that bottom-up processing is only fragmentary for efficient EFL listeners; they activate more L1 knowledge in the form of schemata and use both top-down and bottom-up strategies to how to write for website, construct meaning. Hildyard and Olson (1982) found that efficient listeners and readers use the my research limitations of the canadian prime knowledge-based interactive mode of how to text processing, while low level students relate mostly to local details.
According to Rumelhart (1980), both top-down and court essay report bottom-up processing should be occurring at all levels simultaneously: bottom-up processing ensures that the listeners will be sensitive to information that is new or contradictory to their ongoing hypotheses about the text; top-down processing helps the for website content listeners to resolve ambiguities or to select between alternative possible interpretations of the incoming data. 3.4. Effectiveness of I Cannot Write top-down and bottom-up processing. There is continuous discussion about the role of top-down and bottom-up processing in listening comprehension, but little could we conclude whether top-down or bottom-up processing is more important to a listener. Some studies indicated that successful listening comprehension depends more on top-down processing.
In the researches of Carrell #038; Eisterhold (1983), Conrad (1981, 1985), Hildyard #038; Olson (1982), Kelly (1991), Meyer #038; McConkie (1973), Rumelhart (1983), Shohamy #038; Inbar (1991), Van Dijk #038; Kintsh (1983), it is how to found that skilled listeners, like proficient readers, use a knowledge-based mode of text processing, namely top-down processing, whereas less-skilled listeners and readers both attend mostly to court assignment essay, local details as in the bottom-up processing. Similarly, Voss (1984) found that ‘successful speech perception depends on how to content, an active reconstruction process applying top-down strategies to the acoustic input, i.e., assigning ultimate values to Write, segments and other lower-order units on the basis of hypotheses about how to, a larger stretch’ (p. 148). In Weissenreider’s (1987) study, schemata which are crucial in top-down processing were found to be beneficial in how to write a sociology dissertation, listening comprehension. Her results show that both textual schemata (knowledge about the newscast processing) and content schemata (topic familiarity with specific news) help the listening comprehension of how to for website content non-native speakers, particularly when participants are capable of essays cheap compare and contrast incorporating cognitive strategies. Lund (1991) provides evidence for top-down processing in his study by comparing listening and reading of how to write for website first-, second-, and third-semester university students of German. He concluded that participants relied considerably on I Cannot Write …, top-down processing in content, listening tasks.
Wolff (1987) worked with twelve- to writing paper of the canadian prime minister, eighteen-year-old German students of English and found that while students appeared to how to write for website, make a simultaneous use of bottom-up and essay report top-down processing with an easy listening text, they used more top-down processing strategies for more difficult texts. In addition, some researches indicated that beginners rely very heavily on background knowledge and hardly use other cues in listening comprehension while learners with better linguistic proficiency use their greater linguistic knowledge and experience to help them understand a text (Mueller, 1980; Vandergrift, 1997). Thus, providing background information and previewing are particularly important and effective for the less proficient language student to comprehend a text (Hudson, 1982). Nevertheless, some studies indicated that successful listening comprehension relies more on bottom-up processing than on top-down strategies. Schemata in top-down processing can also have dysfunctional effects on listening comprehension (Long, 1990; O’Malley et al., 1989). How To Write For Website. In Long’s (1990) study, participants completed a survey of their background knowledge of two topics used, namely, gold rush and writing limitations of the canadian rock groups, and he found that participants overextended their gold rush schemata onto how to content, a set of data that were clearly incompatible.
It is clear, then, that schemata can hurt, as well as help listening comprehension and it can also be inferred that linguistic knowledge plays a prominent role in comprehension when appropriate schemata are not available to court report, the listener (Long, 1990). 4. Evidences from Previous Research Related to for website, Listening Comprehension. Results from previous research that instruction can lead to listening improvement, as measured by pre-tests and essays cheap post-tests, are inconsistent. On the one hand, there was no significant improvement in write for website content, the studies of Johnson and Long (2007), O’Malley et al. (1985), and assignment McGruddy (1995). Johnson and Long (2007) assessed listening competency of college students through the write for website content Watson-Barker Listening Test (Watson #038; Barker, 2000). Writing My Research Limitations Of The Prime. There were no significant differences between the scores of pre- and post-test after listening instruction, indicating that listening instruction did not influence performance-based listening ability. O’Malley et al. (1985) found differences, but not statistically significant, in how to write for website, the scores at the post-test of EFL learners who received different types of listening instruction. Write Ireland. In the research of McGruddy (1995), significant differences in write, pre-test and post-test were observed merely in a non-standardized listening test rather than in a standardized test.
On the other hand, some studies revealed more success in court essay report, terms of listening instruction. In the study of Nichols, Brown and Keller (2006), the how to trained group of 31 freshman students made significant gains in scores during the period of listening instruction. In Kohler’s (2002) study, 70 learners of Spanish at a university received listening instruction. Their listening comprehension significantly increased, compared with the non-intervention group. However, there does not appear to have been a pre-test of learners’ listening comprehension, without which it is difficult to conclude Kohler’s claim of significant improvement in listening comprehension of the experimental group.
In addition, in the study of writing my research paper of the canadian Graham and Macaro (2008), 151 senior high school students of how to write French as a foreign language in England were targeted, and a positive impact of listening strategy instruction was noticed. Students who underwent listening instruction significantly outperformed those who did not receive such instruction, and students reported that they themselves recognized this improvement. 5. Characteristics of Children’s Learning. Based on the theory of Piaget and Inhelder (1969), there are four phases of how to write children’s cognitive development, which are sensory-motor period, preoperational period, concrete operation period and formal operation period. The period of concrete operation generally represents the elementary school students, ranging from how to write content 7 to my paper ireland, 12 years old. Children in the concrete operation period begin to think logically. How To Write Content. Operations are associated with personal experience and are in concrete situation, but not in compare essays, abstract manipulation. Write For Website. Children’s learning in this period relies heavily on operational activities, such as objects, pictures and physical experiments.
Another theory concerning children’s learning is the scaffolding theory (Wood, Bruner, #038; Ross, 1976) which was developed based on the concept of zone of proximal development proposed by Vygotsky (1978). Essays Cheap Compare And Contrast Essays. Zone of proximal development refers to the differences between the level of actual development and the level of potential development; the level of actual development means children’s actual independent problem-solving competence while the level of how to write potential development means children’s problem-solving competence developed either through the papers online cheap badheka leading or guidance from adults or instructors or through the collaboration or cooperation with more competent peers (Wertsch, 1984). The zone, or the difference, of proximal development does not mean a fixed distance or concrete space of learning; rather, it refers to write for website content, the possible, learnable scope created by the interaction between people and online cheap badheka its changes with the development of individuals (Cole, 1985; Moll, 1990). Scaffolding, when applied in teaching practices, generally refers to how to write content, the development of learners’ gradual comprehension of - Best … knowledge through the write content interaction between the dissertation instructor and the learners. How To Write For Website. In such interaction, teachers, as assistants in children’s learning process, provide necessary assistance to foster learners’ cognition with the consideration of court essay learners’ development level. The interaction which is the content scaffolding in the teaching process generally follows the pattern of how to question asking from the teacher, replying from students, specific guidance of how to for website content asking further questions from the my research limitations of the prime teacher, and then replying from students. According to how to write content, Harmer (2001), young children learn differently from adolescents, and adults in many ways. Children tend to respond to meaning even if they do not understand individual words. They learn from everything around them rather than only focusing on the precise topic they are being taught. Their understanding comes not just from explanation, but also from what they see and hear and, crucially, from what they have a chance to touch and interact with.
In addition, children have a limited attention span, unless activities are extremely engaging or interesting they can easily get bored, losing interest after around ten minutes. In the light of cheap gijubhai badheka these characteristics, teachers at this level need to provide a rich diet of for website content learning experiences which encourages students to get information from a variety of sources (Harmer, 2001). In addition, in the process of scaffolding in teaching, it is essential for essays cheap compare essays, teachers to be skilful in asking questions to activate students’ thinking and creativity, which are helpful in deepening and broadening the language development of the students. Teachers are suggested to avoid closed-ended, unimportant or forcing questions, but to provide open-ended, supportive or guiding ones to encourage the for website interaction between teachers and students. Teachers need to work with their students either individually or in groups to Write My Essay - Best …, develop good relationships, and need to write, plan a range of activities for a given time period, and to be flexible enough to move on to the next exercise when they see their students getting bored. 6. Research Questions of the Present Study. Listening comprehension is important for EFL learners. Ireland. Beginning instruction in a second language should focus on developing learners’ listening comprehension. In Romania, formal EFL beginning instruction falls in elementary education, a phase in which listening comprehension should be paid attention to.
It is likely that listening instruction in elementary school puts more emphasis on bottom-up listening processing than on top-down processing. As Kelly (1991) noted, EFL beginning learners rely very much on bottom-up listening processing, it is possible for how to write, elementary students to resort more to bottom-up processing when listening. Although some studies have investigated either the effects of different advance organizers on listening comprehension of undergraduate and junior-high school students (Sherman, 1997; Vande Berg, 1993; Herron, Hanley, #038; Cole, 1995) or how to teach high school students listening skills more effectively, little research has been done regarding the teaching of listening in elementary school, which is the court assignment beginning level of EFL learners. From the above discussion in the theory review, little research has targeted elementary EFL learners in terms of listening instruction. The effect of listening instruction, as measured by pre-tests and post-tests, are inconsistent in how to write, previous research which mostly involved undergraduate and high school students. Writing Of The Minister. Although it is for website apparent that listening involves both top-down and paper limitations canadian bottom-up processing, most elementary English learners tend to focus on write for website content, bottom-up rather than top-down processing (Kelly, 1991). Therefore, it would be valuable to write my paper, investigate the effect of how to listening instruction as well as the listening processing of elementary EFL learners.
The present study focused on get someone write my paper, three research questions: (1) Do interactive processing teaching activities result in better listening performance than bottom-up teaching activities? (2) Why or why not? (3) When do elementary EFL learners rely on top-down processing, bottom-up processing and interactive processing? To address the research questions, comparison of performance between two groups was conducted after the two groups of participants had respectively received a series of listening instruction, namely interactive pre-listening activities and write for website bottom-up pre-listening activities so that the effectiveness of different pre-listening activities could be evaluated to investigate whether interactive processing activities lead to better performance than bottom-up processing activities. Furthermore, a questionnaire was administered for writing my research paper, the interactive group after the post-test to investigate when elementary EFL learners rely on top-down processing, bottom-up processing and interactive processing. Search our thousands of essays: If this essay isn't quite what you're looking for, why not order your own custom Education essay, dissertation or piece of coursework that answers your exact question? There are UK writers just like me on how to content, hand, waiting to my research limitations of the prime minister, help you. Each of us is qualified to how to write, a high level in I Cannot My Essay …, our area of expertise, and we can write you a fully researched, fully referenced complete original answer to your essay question. Just complete our simple order form and you could have your customised Education work in your email box, in as little as 3 hours. This Education essay was submitted to us by a student in order to help you with your studies. This page has approximately words.
If you use part of this page in your own work, you need to provide a citation, as follows: Essay UK, Essay: Listening comprehension in the EFL environment . For Website. Available from: http://www.essay.uk.com/essays/education/essay-listening-comprehension-in-the-efl-environment/ [05-10-17]. If you are the original author of assignment essay report this content and how to write content no longer wish to have it published on our website then please click on the link below to request removal: 13-09-17 - Management strategies on Write - Best, learner discipline 27-05-17 - The challenges of how to trilingual education in Kazakhstan 24-05-17 - Motivation and speaking skills 03-05-17 - Academic libraries 25-04-17 - Clinical education 18-02-17 - Instructional Simulation 21-12-16 - Motivation of teachers - Teaching foreign languages in essays essays, Romania – the rank of the ESL 11-11-16 - ETHICS FOR LIBRARY AND INFORMATION SCIENCE (LIS) PROFESSIONALS 26-08-16 - INITIATING IMPROVISATION (USED AND UNUSED MATERIAL) WITHIN THE CONTEXT OF ART EDUCATION PRACTICE. We offer professional custom essay writing, dissertation writing and coursework writing service.
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