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Peer Assisted Second Language Acquisition, 2005.
A review of five studies dealing with peer assisted language acquisition and how student attitudes affect performance.
3,321 words (approx. 13.3 pages), 7 sources, MLA, $ 94.95
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Abstract
This paper focuses on peer assisted learning strategies and how student attitudes affect performance in SLA. It critically evaluates five studies with a focus on how the research methodology might have been improved, what potential bias' researcher might have brought to the study, as well as the implications of the studies themselves. The articles are; "Negotiation for Meaning and Peer Assistance in Second Language Classrooms" by Pauline Foster and Amy Snyder-Ohta, "Impact of Classroom Dynamics on the Effectiveness of Recasts in Second Language Acquisition" by Frank Morris and Elaine Tarone, "Collaborative E-mail Exchange for Teaching Secondary ESL: A Case Study in Hong Kong" by Roseanne Greenfield, "Cooperation and Competition in a Korean Middle School English Class: A Case Study" by Lee Sung-Lim and "The Effects of Reciprocal Peer Tutoring on Graduate Student's Achievement, Test Anxiety, and Academic Self-Efficacy" by Bryan and Marlynn Griffin.
Outline
"Negotiation for Meaning and Peer Assistance in Second Language Classrooms"
"Impact of Classroom Dynamics on the Effectiveness of Recasts in Second Language Acquisition"
"Collaborative E-mail Exchange for Teaching Secondary ESL: A Case Study in Hong Kong"
"Cooperation and Competition in a Korean Middle School English Class: A Case Study"
"The Effects of Reciprocal Peer Tutoring on Graduate Student's Achievement, Test Anxiety, and Academic Self-Efficacy"
Conclusion
From the Paper
"Peer-assisted learning is an educational concept that has long been used to actively engage students in the knowledge acquisition process, and is known by a variety of names, such as collaborative learning, cooperative learning, collective learning, learning communities, peer teaching, peer learning, peer coaching, reciprocal learning, team learning, study circles, study groups, and work groups (adapted from Gross-Davis, 1993:http://teaching.berkeley.edu/bgd/collaborative.html), which, though these terms are not interchangeable, share its most salient feature, peer-assisted knowledge acquisition, in contrast to individualistic study."
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English as the Official Language, 2005.
An opinion paper arguing that English should remain the official language of the United States.
845 words (approx. 3.4 pages), 5 sources, MLA, $ 30.95
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Abstract
The author of this paper disagrees with opinions that English should not be the official language of the United States. He shows that if English is not the official language, it makes learning it optional and in some cases, for non-English speakers, trivial. The author feels, however, that the United States government should offer federally-funded programs to help immigrants learn English. The paper examines several sources on the subject.
From the Paper
"Overall, I do not feel that any extreme is the right solution to a situation. I feel that in the United States, English is a common bond that allows people of diverse backgrounds to reach common understanding. However, I do not agree with the "English-only" movement. In my opinion, it is the extreme of English becoming the official language of the United States. I believe that anyone that resides in the United States should be able to speak proper English. But, people can still speak whatever language they choose at home and in private life."
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Lenneberg's Critical Period Hypothesis, 2004.
An application of Eric Lenneberg's critical period hypothesis to Russian immigrants in Germany.
2,901 words (approx. 11.6 pages), 3 sources, APA, $ 86.95
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Abstract
This paper examines how in his fundamental work, "Biological Foundations of Language", the biolinguist Eric Lenneberg presents his critical period hypothesis on the idea that a certain age is appropriate for learning a language, so that it is impossible to achieve full competence before or after it. It attempts to demonstrate through the author's own survey how some teenagers are able to learn a foreign language and to talk accent-free, contrary to Lenneberg's hypothesis.
Outline
Introduction to the Critical Period Theory
When Does the Critical Period Start and Finish?
Russian Accent in Immigrants to Germany
Reference to Lenneberg
Conclusion
From the Paper
"Lenneberg subdivides the ongoing process of lateralization into five levels: an infant up to 20 months has identical hemispheres without functional differences; a toddler up to 36 months develops a preference for either the right or the left hand, but the responsibility for language still can easily switch an other hemisphere; a child up to 10 years is still able to reactivate language functions in the right hemisphere; in the early puberty - up to 14 years - the equipotentiality rapidly declines, and after that it is lost completely. Lenneberg talks about a "reactivation", not "creation" of the language function in the right hemisphere."
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Childhood Language Acquisition, 2005.
Examines the current state of research in childhood language acquisition.
1,655 words (approx. 6.6 pages), 3 sources, MLA, $ 53.95
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Abstract
This paper explores the psychological, linguistic and scientific elements involved in language acquisition. It explores the building blocks of language and the complex processes involved in learning a first language. The paper examines Celia Genishi's article "Young Children's Oral Language Development," Steven Parker's empirical study, "Language Acquisition" and Michael Gurian's book, "Boys and Girls Learn Differently". Each of these works addresses the issue of language and learning development in children and ultimately suggests different teaching methods, individualized approaches and the basic breakdown of learning language for the first time.
From the Paper
"Steven Pinker, from the Massachusetts Institute of Technology conducted an empirical study, titled "Language Acquisition" that closely examines different theories of learning that revolve around the acquisition of language. Pinker combines biology and psychology with teaching methods at home and in the classroom. Like Genishi, Pinker acknowledges that the English language is composed of simple structures and that these structures are one of the main components that help children learn their first language. However, Pinker is different than Genishi because he examines the question of success in the learning process. He explores what it takes for a child to succeed in the language acquisition process and why others cannot succeed (Pinker 2002)."
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SACSA and ESL, 2005.
A contextual analysis of the ESL learner within the South Australian Curriculum Framework (SACSA).
2,400 words (approx. 9.6 pages), 10 sources, MLA, $ 73.95
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Abstract
This paper contains a critical evaluation of the South Australian Curriculum Framework (SACSA) with the help of the "R-10 English Teaching Resource" document, geared towards the ESL learner. The key aspects of languages education reflected in the document are considered. The paper points out certain problems within the document: What is the ESL view of the document analyzed; are there any mismatches in the document from the ESL point of view; how does the curriculum document combine with the ESL teaching and learning context?
1. Introduction.
2. The Document Key Aspects of Languages Education.
3. The Learning-and-Teaching Context of the Document
4. Conclusion.
From the Paper
"The analysis of "R-10 English Teaching Resource" document is especially interesting from the view of an ESL learner as there are some mismatches in this particular part. The key decision makers about these mismatches are teachers who critically evaluate the document and make correct decisions on further teaching and learning development: "Thus, the teacher can learn the purpose of their learning a language, their favorite / least favorite kinds of class activities, and the reason why they learn a language" (Hismanoglu, 2000). The mismatches often result from the lack of cultural and sociological context knowledge of ESL learners, and teachers as the main decision makers should pay appropriate attention to it: "Language is culture. When a person decides to learn French, for example, he or she is not merely absorbing the linguistics of the language, but everything to do with French and France" (Tang, 1999)."
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A Lexico-Grammatical Analysis, 2003.
This paper is a Lexico-Grammatical analysis of a passage from Dr. Donald L. Botten's book, "Creative Happiness" (1997), which considers the text in its social and cultural context.
2,385 words (approx. 9.5 pages), 6 sources, MLA, $ 73.95
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Abstract
This paper demonstrates that a lexico-grammatical analysis of textual content can provide some significant insights into how the author attempts to communicate concepts about the issues under discussion to the reader and how the reader manages to achieve an understanding of these ideas through various cultural and social components that make effective communication possible. The author points out that the world-view, which is shared by all members of a linguo-cultural community, allows the generation and comprehension in a subconscious insight process of metaphorical linguistic meanings. The paper relates that narrative frame, with Dr. Botten speaking directly to both potential clientele and clinicians in this segment of his book, "Creative Happiness", assumes the form of general and cordially delivered advice concerning what is required to better understand the problems associated with providing positive mental healthcare outcomes. Charts.
Table of Contents
Introduction
Review and Analysis
Social and Cultural Context of the Passage
Analysis of the Language of the Text at the Clause Level
Register and Genre
Activity and Object Focus: Processes, Participants, and Circumstances
Discursive Analysis of the Text and Its Context
Summary and Conclusion
From the Paper
"By culture, it is possible for the members of a speech community to orientate themselves with respect to social, moral and political values in their empirical and mental experience. Cultural categories such as Time and Space, Good and Evil, and so forth, are conceptualized in the subconscious knowledge of standards, stereotypes, mythologies, rituals, general habits and other cultural patterns. The anthropocentric approach in linguistics is focused on the elucidation of the everyday language world-picture. From this perspective, it is assumed that every language, especially with regard to its figurative meanings, is concerned with the reflection and extension of what Weisgerber called the Weltansicht, or 'world-view'."
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People, Culture and Technology, 2005.
This paper reviews various models of understanding the interaction of people, culture and technology.
2,015 words (approx. 8.1 pages), 12 sources, MLA, $ 63.95
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Abstract
This paper explains that the two most common cognitive models for the interaction between technology, people and culture are Formalist/Humanist and Cyborg/Post-Humanist. The author believes that the Post-Humanist/cyclical model is superior to the linear models because the idea behind this model is that there can be no set cycle to human/ technological interaction; any number of interactions are possible and they can go in any direction. The paper relates that the three main reasons people use the writing technologies such as word processing are habit, convenience and availability. Charts.
From the Paper
"Communications technologies affect our social relations and cultural values. Often new technologies distance us from direct communication with each other. For instance, a phone call is only an auditory communication, which cuts out body language. Instant messaging contains only the words a person wishes to convey, cutting out tone of voice and other auditory cues. Email is even further removed, because it is so much less interactive. There is little possibility for instance for a heated dialog or a a quick two way discussion. The communication becomes less real, more distant and therefore arguably we believe less that there is another human being there and act accordingly... perfect example would be flames and porn ads. In one-on-one interaction people don't have the protection of anonymity that they do in an email or forum posting."
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Gender Issues in Translation, 2005.
A theoretical and practical discussion on how gender issues may influence translation practice.
2,896 words (approx. 11.6 pages), 14 sources, MLA, $ 85.95
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Abstract
Gender in translation has become an obvious issue in post-feminist era. This paper attempts to explore how gender issues may influence translation practice, by providing a theoretical discussion and practical examples.
From the Paper
"It is difficult to discuss the concept of 'non-sexist' language in languages that have masculine and feminine grammatical gender. It is important to distinguish between languages that show grammatical and pronominal gender such as French and German, and languages that show only pronominal gender such as English. The difficulties take place when translating from the language that shows grammatical gender to the language that shows pronominal gender. In Romance languages the 'sun' is feminine and the 'moon' is masculine, In Indo-European languages, the 'sun' is masculine and the 'moon' feminine. In Polish, 'sun' is neuter and 'moon' is masculine. In German, it is only when a woman gets married that she becomes feminine i.e. 'die frau'. Before that, she is simply neutral 'das Fraulein'."
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Hlonipha: Women's Language of Respect, 2005.
An analysis of the origin, function and characteristics of Hlonipha.
1,480 words (approx. 5.9 pages), 17 sources, MLA, $ 48.95
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Abstract
This paper examines how there adequate support to deduce that there still is a traditional language of respect, which is used by women in Nguni and Sotho cultures. It looks at how among the older women there is still a positive attitude towards the custom, although urbanisation and political and social change are responsible for a decline in the use of Hlonipha.
From the Paper
"Hlonipha - which derives from the root -hloniph- means 'respect', and it covers both linguistic and behavioural aspects. It is claimed that Zulu King Shaka arrived at a well after travelling a long distance. He wanted to name the place 'amanzi amnandi' or 'fresh sweet water'. Out of respect for his mother, whose name was 'Nandi', he named the place 'Amanzimtoti', inventing a new word. 'Toti' had thus become the hlonipha word for 'mnandi'. King Shaka may have been one of the first to use hlonipha, but this language of avoidance is predominantly used by married women. Men and children use hlonipha but to a lesser extent. The Nguni woman, on the other hand, is expected to hlonipha her whole life."
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Bilingualism in the U.S.A., 2005.
A short essay arguing for bilingual education in the United States.
954 words (approx. 3.8 pages), 4 sources, MLA, $ 33.95
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Abstract
This paper discusses growing diversity in the U.S. and the need to reshape our conception of literacy to include bilingualism. The paper confronts fallacies concerning bilingual education and the need to teach bilingually.
From the Paper
"As societies shift and flux with time, it is necessary to alter the guidelines for literacy accordingly. If, as a nation, the United States desires to maintain a proficient level of literacy amongst its population as a whole, then it must be willing to move forward and make the necessary changes. Such changes are clearly taking place now in the United States, in the form of increasing ethnic and lingual diversity. As has been shown, our brains are clearly capable of adapting to such a change. Bilingual education is the next step."
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