Abstract In this detailed exploration into the semantics of English, this paper produces several examples to illustrate the foundational creativity of the language and its use of semantics in sentence structure and use.
From the Paper "In the study of semantics in the English language, the history of the language and words is as important as the creativity of their use and meaning. The history of many words in the English language can be dated back to the Latin and Greek days of power. Many English words are derivatives of the Latin terms that were used. Today, the medical industry still uses words that are Latin derivatives when it comes to many diagnosis names and medications in that field. The semantics of the English language is also heavily involved with the creative use of words that have double and sometimes triple meanings. Very few languages have the ability or desire to use one word as a verb and a noun at the same time. Most language are firmly divided for the purpose of clarity but the English language semantics trusts that those using the language will be able to figure it out and be pleased with the results. The language itself has changed many times over the years."
Abstract This paper discusses the history of the Portuguese language from 218 BC to the present modern-day Portuguese. The paper also discusses the various Portuguese speaking countries and traces the language from its inception. Statistics and maps showing numbers and area distribution of the Portuguese language are also included.
From the Paper "The Portuguese language, which evolved from spoken Latin, developed on the west coast of the Iberian Peninsula (now Portugal and the Spaniard province of Galicia) included in the province the Romans called Lusitania. When the Romans invaded the peninsula in 218 B.C. the people living in the region adopted Latin, the Roman's language" (on-line, orbital). From then until the 9th century, all spoke Romance, which is a language representing an intermediate stage between vulgar or common Latin and modern Latin languages, which include Portuguese, Castilian (Spanish from Spain), French and Galician (on-line, cplp)."
Abstract Just how important teaching English to non-English speaking people is discussed in this paper. The author argues that for the sake of resolving conflicts, it is very important. The author uses several examples of common conflicts in which the understanding of the English language would have made communication much easier.
From the Paper "The most important reason that there needs to be a universal language for conflict resolution is that without one, people are left to make assumptions which can be dangerous. Assumptions about what someone meant or how things were interpreted can cause the conflict to deepen. Even with an interpreter there is no guarantee that the translation will be smooth or exact. Teaching English to non-English speaking residents will remove the middle person and allow those in conflict to resolve their own issues(Pean, 1999). "
Abstract This paper discusses ten traditional methods of language teaching in detail, describing the principles of each and how they help both teachers and students to teach, understand, learn, and practice all the skills they learn through these approaches.
From the Paper "Grammar Translation Method
This method involves the learner to spend a lot of time in understanding the language structure. Though both listening as well as speaking suffer because of it. However, grammar and vocabulary are being stressed throughout the teaching method.
The grammar translation method has been derived from traditional approaches to the teaching of Latin and Greek in the nineteenth century (Selected Lesson Plans). It was originally used to teach 'dead' languages as well as literatures for instance Latin and Greek, and was accounted for its heavy bias towards written work to the virtual leaving out of oral production. However, its main features are as follow (Kitao):
-A careful analysis of the target written language, particularly its grammar.
-The Grammar rules are presented and learned clearly
-From bilingual word lists, vocabulary is learned
-A paramount use of translation exercises
-The medium of instruction is mother tongue
-Less or no attention is paid to speaking and listening skills."
Abstract This paper analyzes the effectiveness of this law on the educational system as a whole and on individual students in particular. It looks at whether the expected benefits of bilingual education is realistic. The paper also examines the policies of various political parties towards this law in the context of their general political platforms. The writer examines whether the law passed in California is an ideal of the "melting-pot" phenomenon or not.
From the Paper "During the month of June, 2000 we observed the second anniversary of passage of California's Bilingual education. This ballot initiative that restructured education for language minority students was approved by a majority of the voters in the primary election of June 2, 1998. The new law became part of the Education Code in August, just before the beginning of the 1998-99 academic year. Since the newspapers and television programming have been awash in reflections on historical events, It is appropriate for us to take some time to analyze the impact of the anti-bilingual education initiative. Recently, the proponents of bilingual education have also been active in putting out articles and editorials touting the "success" of bilingual education in increasing test scores and redesignation rates for students. An editorial in the Orange County Register (May 18, 2000) called Bilingual education "one of the best things to happen to the state's immigrant students." "
From the Paper "This very short introductory paper briefly points out some of the major difficulties the French have in learning English and the English French. It also hazards some recommendations regarding the teaching of these languages. Suggestions are of a general nature, inasmuch as there are various levels of acquired and expected competencies for various age groups with various objectives and learning environments."
From the Paper Unlike many other countries, the United States has never established an official language, although paradoxically, Founding Father John Jay in the Federalist Papers "saw the English language as the tie that bound the federal structure together" (McKay & Weinstein-Shr, 1993, Autumn, 1993, p. 400). Even current literacy requirements for naturalization and permanent residency in amnesty situations were a relatively late addition to the entry and naturalization standards of what was often called a nation of immigrants. Until the beginning of the twentieth century, alternating periods of nativist sentiment failed to swamp an underlying belief that immigration was tied to the cultural history and destiny of the United States.
Immigrants were welcomed for their willingness to work, if not for their culture, and low educational standards and the need..."
From the Paper "A GRAMMAR MASTERY PROGRAM FOR AT-RISK ESL STUDENTS: A PROPOSAL
Introduction
This research describes and explains a program for elementary-level students. The research includes program description, organization, philosophy, applicable regulations, program budget, staffing, and parental participation.
Program
Type of Program
The program type will be language skills acquisition. The program will be based in information-science (IS) to provide for interactive instruction.
Purpose of Program
The purpose of the proposed program will be to enhance the teaching of .."
From the Paper "In the 19th and early 20th centuries, linguists were concerned primarily with codifying languages as they were spoken and/or written--they limited themselves to what we today call "descriptive" linguistics, or the study of words and sentences that have been produced by native speakers of a given language. Since the 1950s, however, beginning with MIT scholar Noam Chomsky, linguists have largely focussed their attention on trying to discover the range of words and sentences that could be produced by native speakers. This latter approach is referred to as "generative" linguistics; its goal is to account for words and sentences which do exist and, in addition, for all words and sentences which do not, but are grammatically possible. This paper will further explore and explain the differences between these two approaches to the study of language."
Abstract This paper traces the ascension in the level of diction and general use of language by Richard II, Henry IV and Henry V as they become kings. It considers the differences between the language of royalty and that of the common man as illustrated by William Shakespeare in his plays about these kings.
From the Paper "For a king to command the respect of his subjects he must comport himself in a manner above that of the ordinary man. One of the ways in which royalty does this is by conforming to a distinct set of social graces, foremost among which is a superior level of language. The language of the monarch is more polished and poetic, with higher diction and a better command of both syntax and figurative language, than that of common people."
From the Paper "This paper will compare and contrast three approaches to teaching reading vocabulary: the language-experience; the basal; and the individualized.
The Language-Experience Approach
In the language-experience approach the child's own language and his environment form the basis of the reading materials and the words to be taught (Jewell & Zintz, 1980). Typically, the teaching procedures in the language experience approach include a written record, which is planned cooperatively by the pupils and the teachers. This plan is kept on a chart known as the experience chart. For example, a record of an experience that the class might have had when finding leaves on a walk they took might read as follows: We went on a walk; we found some pretty leaves; some were red; some were brown; we found yellow leaves."
Analyzes Milton's use of language in "Paradise Lost". Focuses on how Milton used the word "event" to mean "outcome," in contrast to its common use then or now.
1,575 words (approx. 6.3 pages), 1 source, 1990, $ 55.95
From the Paper " In Paradise Lost, Milton uses the word "event" with a meaning that is quite different from the way the word conveys meaning today and in a way that was even different from the general usage of the word in his own time. The meaning Milton ascribes to the word parallels the French meaning of the word and also harks back to the roots that make up the word. In addition, Milton includes in portmanteau-like way a reference to Eve which fits well with the underlying sense he is communicating through the word. For the most part, Milton is consistent in using "event" to mean "outcome," not in the sense of an activity or occurrence but in the sense of a consequence or result."
According to the Oxford English Dictionary (1989), "event" derives from the Latin eventus, or occurrence, which is very
Describes various methods & theories for teaching/learning a foreign language. Authority & control, Counseling-Learning/Community Learning, Silent Way and teaching machine movement.
2,475 words (approx. 9.9 pages), 24 sources, 1993, $ 87.95
From the Paper " AUTHORITY, MYSTERY, AND MIRACLE IN TESOL
Whether a behavioristic or humanistic approach is taken towards teaching and learning a foreign language, the fact remains that there are more questions than answers regarding how to teach and how one learns. Teaching--as all endeavors affecting human destiny--is as much an art as a science. There is no shortage of proposed ways to help modify human behaviors: methods come and go and come back ill-disguised as one or another scholar or pseudo-scholar rediscovers the light bulb. As to learning, we are only beginning to discern some of its mechanisms in some people who, in some situations and in some contexts, try and acquire some knowledge or some skills. Linguists fail to understand that linguistics is neither psychology nor pedagogy. Psychologists fail to admit that to know something is not to know.."
From the Paper "LEARNING PREMISES OF BASIC APPROACHES AND OF SOME METHODS USED IN
TEACHING ENGLISH AS A FOREIGN LANGUAGE
"Language teaching is a field where fads and heroes have come and gone in a manner fairly consistent with the kinds of changes that occur in youth culture" (Celce-Murcia, 1991, p. 3). Yet, to try and understand the processes of language learning and language teaching, learning and acquisition methodologies-however eclectic--need theoretical underpinnings. Today, many linguists--whether concerned with theoretical or applied research--tend to categorize teaching/learning approaches into the behavioral approach and the humanistic approach.
Behaviorism (Pavlov-the-Precursor, Watson-the-Originator, Skinner-the-Popularizer, Bloomfield, and others) considers behavior as the product of heredity and environment, and, more.."
Abstract This paper deals with the question whether Middle English could be considered a creole or not. In this essay it is argued that Middle English cannot be considered a creole. First the writer looks at the definition of the word creole and then looks at some creolization criteria. Finally, it looks at the "creole hypothesis" i.e. the hypothesis that Middle English would be a creole, in a sociohistorical and sociolinguistic framework.
From the Paper "There are two terms that need to be defined before going further. The first term is pidgin. In short, a pidgin is a language which has been drastically simplified in structure and vocabulary, in order to serve communication needs. It is no-one's native language. Pidginization may arise when two language communities come into sudden direct contact, for instance in trade contact or military invasion.
"The second term that needs to be defined is creole. A creole is usually preceded by a pidgin. This is how a pidgin may become a creole: In a few exceptional sociolinguistic circumstances, a pidgin may be adopted as the first language of a community and acquires native speakers. In this case it undergoes elaboration, i.e. creolization. Normally, there is also an expansion in function (Poussa 40)."
