Thursday, January 23, 2020
Birth Of Communication Essay -- essays research papers fc
Outline I.     It is important to reflect one’s own national and cultural identity to understand what is different among people of different nations. History teaches us that culture always changes because of internal or external influences, even our own cultures and values change over time. Our world today is a world in which people from different nations and cultures are getting closer and closer because of economical and political reasons. Because cultures are becoming closer, communication is the most important quality for anyone to work on if they want to work in the international society. The history of communication and the relationships that were formed in the early part of worldwide communication still reflect the relationships held between nations today. The question is how have cultural differences evolved as technology increased? Although many things have indeed changed in individual cultures and values, the knowledge of how communications work today can only be learned from studying communications of yesterday. II.     At the turn of the century, Asia seemed very close because of â€Å"great modern inventions. However, the close feeling was only on communication terms. Culturally the effect of communication was a very complicated process. III.     Although international communication was non-existent between distant countries only a few hundred years ago, cultural differences are accentuated today as an effect of communication technology. III.     Development of International Communication A.     19th century Asian Culture B.     19th century American Culture V.     America meets new countries A.     Talking to Asia B.     Thoughts of the world about the new player called America IV.     Tensions A.     Countries who became stronger or weaker (politically and economically) because of communication B.     How did those who became stronger use communication to their advantage? (Politically) C.     How the weaker countries reacted, and exposed themselves to the world as a culture. (If they did) V.     Ben... ...c: An Inner History of American-East Relations. New York: Harcourt, Brace & World, Inc, 1967. Koester, Jolene, and Myron Lustig. Intercultural Communication and Competence. Vol 17.     California: Sage Publications, 1993 Mancall, Mark. China at the Center: 300 Years of Foreign Policy. New York: The Free Press, 1984. Pong, David, and Edmund S.K. Fung, eds. Ideal and Reality: Social and Political Change in Modern China. Lanham: University press of America, 1985. Bibliography Fogel, Joshua A. The Cultural Dimension of Sino-Japanese Relations: Essays on the nineteenth and Twentieth Centuries. NewYork: M.E. Sharpe, 1995. Chang, Gordon H. Friends and Enemies: The United States, China, and the Soviet Union, 1948-1972. Stanford: Stanford University Press, 1990. Carbaugh, Donal, ed. Cultural Communication and Intercultural Contact. New Jersey: Lawrence Erlbaum Associates, Publishers, 1990. Hart, Robert. The Eccentric Tradition: American Diplomacy in the Far East. New York: Charles Scribner’s Sons, 1976. Fischer, Heinz-Dietrich, and John Calhoun Merrill, eds. International and Intercultural Communication. New York: Hastings House Publishers, 1970.
Wednesday, January 15, 2020
Motivation for Advanced Level Esl Learning Essay
In recent years, TESOL has called for the study of the social and cognitive factors that affect adult English learners’ participation in formal language learning. Numerous research projects have investigated the motivational influences and factors of adult immigrant English. In particular, factors and motivations which led them to take an advanced ESL courses after already having adequate fluency in English to conduct their work and daily lives. Using both qualitative and quantitative approaches, these studies have frequently uncovered that the ESL students opted to pursue advanced language training to, primarily, join the dominant language culture and community. Practical reasons, although very important to the learners, seem to be outweighed by the psychological drive to integrate into the culture. Social identity often proves to be the major factor in this process as student motivation often fostered by a self perceived difference between their current and desired identities as assimilated speakers of their new language. Fundamentally they saw language education as an essential transitional requisite for attainment of this preferred identity. Introduction The study of TESOL, which can trace its roots applied linguistics, occasionally failed to think about many non-linguistic aspects and situations of use which can influence learning. A large part of this knowledge, though, collected through education and psychology investigations could be applied to the groups of people and areas of interest being considered in TESOL. In places such as California second-language English users make up 63% of the target adult learners and almost a third in the country overall (Lasater and Elliott, 2004). The literature studied below begins by recapping major endeavors of psychology and education investigation so as to establish a baseline of student’s imperatives to learn. The study later focuses on motivation studies in linguistics related to ESL attainment and advancement. Part 2 Andragogy and Self-Motivation Andragogy Review of the Literature Adult Learning from a Social Cognitive Perspective The foundation of adult learning theory was established in Lindeman (1926) who identified important distinctions between adult and child learning. These ideas were later developed by Knowles (1990) and constitute the hypothetical learning model dubbed andragogy. Andragogy, a mode of education starkly contrary pedagogy, which is characterized by children being instructed by adults in a directed and authoritarian environment. Knowles posited that because of significant psychological and physiological differences between youth and adult learners, the modes of educational motivation must be equally disparate. Knowles’s teachings are very well regarded in the education worldwide. Psychological metamorphosis in adult life, human factors brought to the learning situation, adult outside world demands, and life duties distinct from children’s, particularly a greater breadth of life encounters, varied incentives, and educational requirements all act in concert to create a distinctly different mode of motivation for adult learners. In particular, adult learning, per Knowles (1990), is predicated upon six vital components: 1. Justification for learning, that is, the rationale for desiring the education, before pursuing it. 2. Transformation of the adult concept of the self into that of an independent, self-directed human being. 3. Life experience that influences the adult body of accumulated knowledge, desires as well as being a component factor of self awareness. 4. Developmental willingness and practical feasibility relating to the synchronized pacing of learning experiences to their appropriate phases of emotional maturation. . Problem-centered approach of learning which can immediately be applied to real-life situations. 6. Self-motivation to learn by self-generated factors, as opposed to externally imposed requirements Kolb (1984) offered an expanded depiction of the process as a self-perpetuating process where actual events necessitate a review, analysis leading to later research and proper scientific revi ew. The learner’s assimilation into a different culture and society facilitates creation of educational desires with eventual engagement in a formalized educational environment as a key to attaining the desires. Learning occurs in myriad encounters/interactions with the student’s world in psychological process. In a social context, the actual knowledge gained is not so much seen as an acquisition but more as one of externalization. A way to get out of one’s self and into their new environment. Cognition of facts occurs which is a pro-active, relevant, and meaningful adult response to confusion created by previous discontinuity. A disjuncture can serve as â€Å"the point at which needs and wants and interests converge†. as well as an origin point for jumping into the learning process. By extending this idea to immigrant experiences, it seems as though basic everyday activity changes caused from immersion in a society which communicates in a foreign tongue, and made all the more real by the imperative to become functional in this society, can create disjuncture in their lives and compel them to pursue ESL education so as to not be overwhelmed. While many will pursue language education at once, others may find that language disjunctures happen later in their lives when greater proficiency beyond basic functional skills is required for a variety of reasons. Knowledge deficits plus a developed self-concept grounded within a cultural milieu can generate pressing need – a need to learn. Self-Motivation There are many different definitions for Motivation. In an educational context, one of the more comprehensive and useful definitions is from John Keller’s 1983 publication called Motivational Design of Instruction: â€Å"the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect†(Keller, 1983). Motivation is mercurial in nature. Keller identified a perception of applicability of the learning presented as fundamental for maintaining long-term motivation. Relevance exceeds the subject’s education requirements to encompass perceptions of satisfaction desired through the process in fulfilling psychological imperative senses of achievement, belonging, power and freedom. Encountering disappointment during a learning situation can dissipate motivation and possible cause learned helplessness (Bandura, 1982; deCharms, 1984; Weiner, 1984) or dismotivation going beyond mere discouragement. Educational psychology accepts that motivation also varies because of varied contexts in which learning occurs. Studies have brought to light additional connections between the act of learning a language and the evolving perspective of learners in the L2 environment. Peirce (1995) introduced the idea that acquisition of proficiency in a dominant language allowed learnersr to â€Å"acquire a wider range of symbolic and material resources [and] increase the value of [the learners’] cultural capital†. Sfard & Prusak (2005) insinuated that the learning itself is closing the gap between learners’ actual and projected identities. Qualitative studies offer a model of language learning motivation which is dynamic, longitudinal process whereby learners’ cognitions and beliefs (Ushioda, 2001), and relevance of the curriculum to their interests (Syed, 2001) directly affect involvement in learning. Part 3 Language Learners vs Second Language Learners Linguists only recently have begun distinguishing foreign language students from second language students when studying their drive to pursue language education and have proposed â€Å"the dynamics involved in learning these two different types of language may be quite different†(Gardner, 2001). To date, the great majority of these studies are in foreign language (FL) classes. Gardener’s quote was actually taken from a volume containing 20 separate motivation studies, none of which contained ESL students. ESL students, for whom English was a gateway ability for study in different subjects or earning a university degree, were more compelled by exterior forces to learn than heritage and non-heritage EFL learners. A motivation survey of 580 adult immigrants at a local college based ESL program in Toronto rated the following motives highest: linguistic needs, basic skills, cultural awareness, social interaction, and resume writing (Paper, 1990). It found no significant difference in motives based age, duration of residence or level of education. The influence of integrative orientation in the data compelled the author to recommend including Canadian culture in the curriculum. Conscious intention of immigrating to the U. S. was another motivating factor for language learning in a separate exploration conducted on adult learners (Brilliant, Lvovich, and Markson, 1995). Student’s beliefs seem to fill a vital role in adult learning accomplishments, consistent with educational psychology, thus making them ideal subjects for motivation research. A particular study, Bernat (2003), examined the views of 20 unemployed Vietnamese learners in a vocational ESL course in Sydney, Australia. Their scores were high on two motivations: 85% of respondents expressed the integrative desire to develop their interpersonal relations with the Australians better and make friends among them, and all agreed that speaking English well would enhance their prospects for employment. Part 4 The Attitude Motivation Test Battery (AMTB) This is a large battery of tests which measures a number of different aspects of language learning. The instrument was originally used to measure attitudes of students studying English and French in Canada. Scales included attitudes toward French Canadians, interest in foreign languages, attitudes toward European French people, attitudes toward learning French, integrative orientation, instrumental orientation, anxiety, parental encouragement, motivational intensity, and desire to learn French. The scale instrument has been modified more recently. The Attitude/Motivation Test Battery (AMTB) is designed to measure different components of the socio-educational model of SLA. There are eleven sub-tests, nine with ten items each, and two with four items. The five main variables assessed in the AMTB are attitudes toward the learning situation, integrativeness, motivation, instrumentality and language anxiety.
Tuesday, January 7, 2020
Constructivist Teachers And Teaching Philosophy - 1454 Words
Teachers who have a constructivist basis for their philosophy of teaching and learning are seldom satisfied to use textbooks alone. Constructivists know that students must have motivation to search for meaning and create their own understanding of the world of ideas. When students want to know more about an idea, a topic, or an entire discipline, they put more cognitive energy into classroom investigations and discussions and study more on their own. There are five identified central tenets of constructivism as a teaching philosophy: Constructivist teachers seek and value students’ points of view. This concept is similar to the reflective action process we call withitness, in which teachers attempt to perceive students’ needs and respond to them appropriately; Constructivist teachers challenge students to see different points of view and thereby construct new knowledge. Learning occurs when teachers ask students what they think they know about a subject and why they think they know it; Constructivist teachers recognize that curricula must have meaning for students. When students see the relevance of curricula, their interest in learning grows; Constructivist teachers create lessons that tackle big ideas, not small bits of information. By seeing the whole first, students are able to determine how the parts fit together; Constructivist teachers assess student learning in daily classroom activities, not through the use of separate testing or evaluation events. StudentsShow MoreRelatedEssay Theoretical Stance on Learning and Teaching Mathematics1495 Words  | 6 PagesStance for the Teaching of Mathematics – As a pre-service teacher, my philosophy of teaching Mathematics is based on a constructivist, student-centred approach. 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A constructivist view on learning is where students share their experiences and knowledge in order to learn from another. Humans derive knowledge from previous knowledge, yet the teachers must conduct an environment that facilitates the learning process. It is a method of learning where the learner is
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