วันอังคารที่ 31 มกราคม พ.ศ. 2555

The Many Types Of Sign Language

Sign Language has always been troubling to legislators, but has finally become recognised as a Language by the governments of many countries. While many people believe that sign language is universal, each language or country has its own version. Here we address some of the most popular forms of sign language and signing systems.

British Sign Language

British Sign Language, or BSL, is the most prevalent language among the British deaf community. It uses shaping of the hands, facial expressions, body language and movement to communicate. It is a complete language which includes its own grammar. BSL was recognised by the British government in 2003 as a language, and used to communicate anything in the English language. Though some signs are universal, each language (including American English) has its own form of sign language.

Finger Spelling

Finger Spelling is a signing system generally used alongside sign language. It is used to spell out names, places, and anything else there is not a sign for. Many times new words take longer to spell out into BSL so must be spelled before a sign is adopted.

Paget Gorman Signed Speech

Paget Gorman Signed Speech is also a signing system used with speech to help those with language difficulties. There are 37 basic signs which when combined can make over 4000 more complex ones.

Signed English

Signed English, or SE, is a signing system as well. It has one sign to represent each word in the English language, but is not a language like BSL. It is intended to be used to help with reading and writing, and has important signs to teach grammar.

Sign Supported English

Sign Supported English, or SSE, is many times the preferred signing system for hearing people to communicate with the deaf. It uses the same signs as BSL, but unlike SE, you do not have to sign every word. It also doesn't have its own grammar system like BSL, so hearing people do not have to worry about learning a whole new grammatical structure. This can be picked up fairly quickly to expedite communication.

Pidgin Signed English

Pidgin Signed English, or PSE, is a very crude signing system. It combines elements of BSL and spoken English to allow communication between hearing people and deaf who only know the strict confines of sign language. It is not recommended but can be used when needed.

วันจันทร์ที่ 30 มกราคม พ.ศ. 2555

New Syllabus 2005 - English Language For Secondary Schools, Form I - IV

INTRODUCTION

Tanzania is among African countries, which right after independence started to take measures on education developments through policies formulation, reviews, adjustments, and improvements. These measures include curriculum design and development for schools to meet national goals on education. English as one of the subjects taught in all education levels from primary school to tertiary level, its curriculum and teaching has being gone those changes since then. In viewing and analyzing the English syllabus used in Tanzanian schools particularly in ordinary level now, we should see the changes of last syllabus, which led to the current syllabus we have today. The last syllabus was introduced in 1996 and used up to 2005 where the current syllabus was introduced in use from January. The syllabus was improved to meet the needs, challenges and shortcomings of the former one. Students were given more activities; the syllabus focuses on student competencies rather than the former one, which focus more on contents. The syllabus was challenged that it did not bring competences that is why the standard of English has declined dramatically over the years, and the main cause of this decline is the insufficient teaching of English in schools following the English Language syllabus. This was seen by Allen K. (2008) in 'What happened to our good English? And wrote:

'Syllabus and textBooks have caused this... Secondary school students only fare marginally better, and yet secondary and tertiary education is all in English. They may be able to engage in simple dialogue but normally only after they have asked for the question/sentence to be repeated at least once. Again, fluent, complicated structures are mostly not understood at all. Written English is a greater problem. How many secondary school students write the almost nonsensical 'How are you? On my side, I'm fine and going on well with my daily activities'. Recently talking to university graduates who were embarking on post-graduate studies their lack of confidence in the Language was striking. To make conversation I needed to adopt very simple structures at a very slow, unnatural speed'.

This was also earlier seen by Cripe C & Dodd W. (1984) that suggested the authorities to work on a completely new syllabus for English Language teaching in schools. Such a syllabus could take into account that many more pupils progress to secondary school from primary school without facing English language good foundation.

In that view, this paper analyze the contemporary syllabus, by using some of the criteria including appropriateness, feasibility, utility, adequacy, content, method, scope and consistency between grades. Others are internal consistency, clarity, and up-to-datedness. These criteria will be on its structure, objectives, strengths and weaknesses that avail. It is important to do so in order to improve the standard of English in Tanzania as proficiency in the language. This is because teachers as main guides for instruction in their classrooms use national English syllabuses and in examinations. The syllabus was designed and prepared by Tanzania Institute of Education under the Ministry of Education and Vocational Training.

ANALYSIS

Before the analysis, the definition of syllabus is given as the summary of the course; usually contain specific information about the course. (www.counselingcenter.uiuc.ed). Collins Essential English Dictionary defined syllabus as an outline or summary of the main points of a text or a course study. Syllabus analysis is the evaluation of the quantity of the syllabus (www.counselingcenter.uiuc.ed). So the purpose is to evaluate the quality of it developed by the institution.

The major areas analyzed in this ordinary level English syllabus are top cover, back cover, inside the top cover, part one and part two of it. The top cover present the title starting with United Republic of Tanzania on top then Ministry of Education and Culture now changed to Ministry of Education and Vocational Training, followed by English Language Syllabus for Secondary Schools, Form I - IV, 2005. Inside the cover on page (ii) copyright of the ministry is uttered followed by designed and prepared authority and address i.e. Tanzania Institute of Education. The next page (iii) is the table of contents.

The syllabus generally is divided into two main parts where the first is introduction, objectives of education in Tanzania, objectives of secondary education, general competence for Form I - IV, general objectives and organization of the syllabus. The second part consists of competences and objectives of the class followed by a table matrix layout, which shows topics, sub-topics, specific objectives, patterns/structures, contexts/situations, vocabulary/phrases, teaching/learning strategies, teaching/learning materials, assessments and number of periods with instructional time.

Introduction of the syllabus is well presented shortly expressing that the syllabus replaces the 1996 English Language edition, which has been phased out. It has been introduced for implementation from January 2005. The introduction could have been more attractive if it explained more the major reasons, which led to the phase out or change of the former one. Several inquiry skills and some inquiry levels are very briefly outlined in the introduction; it could be outlined to polish the part.

The objectives of education in Tanzania are clearly stated, meaningful and relevant to Tanzanian context as well as worldwide. They touch all disciplines of skills needed to the human being in the world. This is written the same in all syllabuses for subjects in that level nationally. The objectives are challengeable with the availability of resources in education both physical and human infrastructure in totality to cater the needs. In the report presented in the Conference of Commonwealth Ministers in Halifax, Canada 2000; by the minister of Education and Culture at the time says that; despite the government and the private sector efforts to provide secondary education in the country, the sub-sector had shortage of the science teachers especially in the rural areas, shortage of laboratories, shortage of equipments and other basic educational materials... It means that the objectives are clearly stated but not easy to achieve successfully.

The following section analyses the feasibility of the objectives of secondary education in Tanzania. The part started by defining the secondary education as a post primary formal education offers to learners who successfully completed seven years of primary education and have met the requisite entry qualification requirements. The objectives are stated to make the syllabus implement-able and feasible. However, it carries elements of behaviorists' approaches that emphasize the use of reinforcement and repetition. The challenge is how to fulfill the packages needed to meet those objectives. Obanya P. (2006) had seen it and pointed out that Africa is still trailing behind other regions of the world in its effort towards attaining the EFA (Education for All) goals. So to Tanzania among African countries. Further he said the successes and sustainability of the new vision of secondary school in African governments show an appropriate level of political will...stepping up the process of reform, mobilizing the required resources, ensuring a participatory process etc.

General competences for Form I - IV in part two are relevant and if they are to be, achieved changes are to be seen. Competences were added to this syllabus to meet the objectives of teaching English in secondary schools by focusing on the learner-centered education (LCE) rather than teacher centered education (TCE) which proved insufficient masterly of language formerly. Allen K; (ibid) supported the transformation and said that things could have improved in the early 2000s with the opening up of the school textBook market to private publishers and the permitted multi-textbooks. However, the standards in teaching English had already declined by then, and many teachers were not equipped to be able to choose the best books for their purposes. Teachers have mostly taken the multi-textbook system to mean that they choose one book from a selection of many, and so they still effectively only use one textbook. In really sense, general competences collaborate with national objectives.

The syllabus has utility and efficacy that is why general objectives are outlined to enable the student acquires knowledge and skills to practice and use the language in specific settings and remarkable performances. They include speaking and writing skills, reading skills, communication and demonstration skills. These are form of skills which Burt C. et al (1933) categorized them as skills, concepts, relationships and strategies. They said that these four categories should not be thought of a hierarchically linked in the learning process, they are to large extent interactive. If a student acquire the outlined objectives thoroughly she/he would be competent to use English language in the world of information and communication technologies. It is clearly seen that these objectives were derived from the national objectives because they comply with them.

Class level competences are the statements, which specify the abilities that are expected to be attained by students before the class objectives found at the beginning of the content of each class level. Objectives are statements of behavior that are stated immediately after class competences to be exhibited by each student at the end of given class. These are achievable in a class of a recommended number of students not exceeding thirty five in class at a time and with the competence of a teacher. However, in Tanzanian crowded classes environment of more than sixty students is very difficult to achieve such objectives. Sumra S. (2000) pointed out that the education policy needs to clarify in focusing on 'inputs' or 'outputs' and the meaning of - what is expected of all teachers and how this will be monitored and measured. Pre and in-service needs to be focused on teacher competence. The effectiveness of human and physical infrastructures should be assured and realized in our schools so that the objectives are achieved.

Class level competencies and objectives in each Form are not the same. They are articulated according to the topics arrangements in specific Form and the behavioral changes intended. Class level competence is appropriate in scope versus students' ability level. The new approach shifts the orientation of the content largely, but not exclusively, away from the rote memorization of factual knowledge to a competence based learning, which focuses much more on the understanding of concepts, and the acquisition of skills and competences.

The organization of topics and sub-topics, which are in the first and second column of the syllabus layout, shows that are completely designed to students ability. They diminish in number sequentially and consistent as they go to upper Form. While in Form I, there were sixteen topics and twenty-four subtopics, in Form II there were eleven topics and fifteen subtopics. In Form III and IV, there were six and five topics, fifteen and fourteen subtopics respectively. Some topics recur more than once but in advanced form. For instance, 'Expressing Opinion and Feelings' appeared in Form I, II, and III. 'Talking about Events' and 'Interpreting Literary work' appeared in Form I and II, while ' Listening for Information from different Sources', 'Reading Literary Work' and 'Writing Appropriate Language Content and Style' appeared in Form III and IV respectively. However, the topics are consistent and have sequential arrangements. The entire syllabus has credential internal consistency between components and their content scope.

In organizing the topics and other sub-heading, the structure of the syllabus is in matrix form layout. Form I classes for example have sixteen topics and twenty-four subtopics. Both are relevant to their level and the continuity of topics is maintained accordingly from simple to difficult and there is a link between them. The same applies up to Form IV. The objectives in each topic and subtopics are clearly articulated from Form I - IV, to meet the behavioral change intended. The analysis of topics and sub-topics show that there is continuity within and link between topics because sub-topics are presented under the main topics. This enables a teacher to understand and relate the topics with concepts and ideas. Change of behavior is taken into consideration during planning the lesson to teach to make sure the autonomy is attained. Autonomy refers to student's ability to organize his/her own learning activities.

Patterns or structures and variety of activities are relevant and adequately in providing, enough learning in every Form presented in the syllabus. It suggests use of variety activities including demonstration, dramatization, dialogue oral and written drills, songs, role-plays and games. These activities bring a vital role to students to master language skills, however, the nature of most Tanzanian crowded classes and shortage of teachers, this is a challenge to achieve successfully.

Context/Situations are provided in abundance and this will depend on how the responsible teacher opts to them depending on the natural setting of learning environment. Natural setting help the students the knowledge of skills they attain in their environment even after school. Vocabularies and phrases option provided are enough and relevant to the level of students.

The syllabus is adequate because in teaching and learning strategies throughout the syllabus, students are intended to develop fully speaking, writing, listening and arguing skills. They are adequately assisting the learners to attain the objectives. It is recommended that the list is not exhausted that the teacher will use more strategies depending on the needs where necessary. These include ear training, pronunciation and writing by using directives given in patterns/structures in third column of the syllabus.

There is no doubt about teaching and learning materials because they are well presented and suggested. The only slight doubt is that in rural areas, it might be difficult to access on television, video and audio cassettes because of shortage of power supply but with initiatives, it can be solved out. The levels of inquiry require students to be able to do something in the assessment and this is very well articulated in the part. There are one hundred and eighty four periods in a year, which shows at least there are seven periods in Form I and II; six periods in a week for Form III and IV. Each period is forty minutes.

The syllabus does not give suggestions, advice, or alternative program or prospectus to be used together or in place of itself. Again, it does not provide a list of selected text and reference books. It would be better if at least five textbooks and five reference books could be suggested in each topic. The national English syllabus serves as one of the main resources for English teaching and learning in secondary schools. Each teacher is given a copy of the national syllabus as a guide for the scope and depth of the content to be taught.

Inquiry is explicitly emphasized in the assessments section in the secondary school syllabus. This syllabus aims at stimulating pupils' curiosity and sense of enquiry which will in turn not only provide suitable basis for further study of the subject but also provide students with sufficient knowledge and understanding to make them become useful and confident citizens. The essence of such an enquiry is related to problem solving and reflecting on modern enterprise. During the course, students should acquire language abilities associated with language competences. Students should develop second language attitudes such as open mindedness and willingness to recognize alternative language skills of view. Moulali S. (2006) said that the main objective of education quality improvement is to have a market responsive curriculum, with an efficient and effective delivery system that enables the recipient to become confident in modern enterprise.

In the assessment also, the teacher is required to make sure that students are assessed in all objectives into considerations of learning outcomes. It is explained that assessment provides room for fairness as well as enhancing students' development of high level of thinking. The teacher must assess students in all language skills using paper pencil assessment, interviews, observation, portfolios, projects and questionnaires. These are the most techniques for active and participative learning. Active learning or learner-centered education (LCE) is considered an effective antidote to the prevalence of teacher-centered instructional classroom practices, which is widely claimed to support passive learning, and the stifling of critical and creative thinking (Rowell and Prophet 1990). The promotion of LCE is directly associated with high development ambitions, such as economic development, or social restructuring. LCE fits well modern pedagogical ideals for focusing on the provision of a platform for developing knowledge, skills and competencies for innovation, social development and economic growth. LCE requires a move from the commonly pure content learning and the memorization of facts to the ability of learning-to-learn, to the inclusion of methodological and social skills and competencies into the learning process, to the understanding of generic higher order concepts.

DISCUSSION AND RECOMMENDATIONS

In totality the syllabus is well organized and presented successfully to meet the intended outcomes. It has the desirable aspects of quality, continuity, autonomy and discussion. It is also updated because it is relevant to current situation of the nation and the world as a whole. Such current issues include HIV Aids in Form II, ozone layer depletion global warming and environmental conservasation in Form III.

The objectives and competences are clearly constructed and stated to meet intended outcomes including national and individual goals in English language skills. Language is vital for everyone to communicate and this is where the access to cognitive skills, knowledge, technologies, attitudes and values can be obtained. The objective of this syllabus is to have a responsive curriculum that addresses the skill needs of the population and an efficient and effective delivery system of the curriculum. This would mean an adequate and qualified number of teachers, as well as sufficient and appropriate teaching and learning materials O-saki, K., & A. Ndabili. (2003). They should be available in all schools to raise student achievement, and appropriate mechanisms for testing learning competencies. This is a challenge in Tanzanian context but (World Bank Report 2007) said that to achieve education goal emphasis must be directed in expanding facilities through the provision of development grants to schools. Policy measures such as raising the average number of students per teacher, increasing the average number of teaching periods per week, increasing class size, especially at upper secondary, expanding open and distance learning programs, reducing tuition fees by half, and providing scholarships to students from poor household.

As previously mentioned the syllabus does not list a number of text and reference books to use at least five each Form. This is left to school administration and subject teacher to choose various books to use. This is a very good decision but the challenge is; can all schools manage to buy these books according to the needs? The answer is no even private schools in spite of their school fees collection cannot affect their textbooks needs. African Development Bank, (2000) remark that the bulk supply of textbooks to schools was found to be inefficient as the supply of the books is not always based on accurate information about the schools. This approach of providing textbooks also does not encourage the flourishing of local publishers and local book suppliers. Under SEDP (secondary education development program), the schools are receiving capitation grants which they use for the purchase of learning and teaching materials, including textbooks. This enables the schools to procure the books they need and in the quantities they can afford, but not the recommended needs.

The assessment section of the syllabus state that at the end of Form IV students are expected to do an overall achievement assessment intended to determine the extent to which the objectives of English course have been attained. This can be attained if in all stages of teaching and learning process, (LCE) was adhered with sufficient supply of learning materials. Several studies indicate that implementation of LCE in the classroom is problematic (Jansen 1999; Chisholm 2000; Leyendecker 2002; Ottevanger 2001). Where Sub-Saharan Africa (SSA) countries have attempted to implement learner-centered education, the actual instructional processes were largely far removed from the ideal. One of the problems is that the teacher is regarded by the societies and culturally determined understandings of authority and teaching, including students' perceptions, as the provider of knowledge and the bearer of authority. These perceptions and the resulting classroom behavior will not change overnight. Although Prophet's report dates back to 1995, his observation that teachers rather adapt their teaching to suit their and their students "world view" and perceptions on teaching, is continuously repeated and supported by other studies.

Another challenge is that, contrary to the pedagogical ideal, the vast majority of students are not very active and visible, probably because they have never given the chance. Although there is little research about students' experiences of curriculum reforms, numerous comments and observations, point to the fact that students struggle with their new roles, which they are assigned by the intended curriculum changes. Students frequently share with teachers a common perception about what it means to teach, and are resistant to changes not fitting this perception. What is more, students' attitudes concerning learning and discipline have embraced aspects of international youth cultures. Students welcoming the opening of classrooms and the change from strict classroom organization and discipline, have problems in meaningfully filling the added space and freedom. Students are powerful influencers of change, and can be obstructive if the required attitudes and instructional practices do not fit their expectations. This is happening in various secondary schools in our country. Both student and teachers cannot jump from the current classroom situation and culture to a desirable ideal behavior. It needs transitional time for changes to be instilled in the mind of teachers and students. However, both can gradually grow and adapt to the new roles that are beneficial to teaching and learning. For such a process of growth to take place, support structures should to be available, but these are often absent or very limited in scope and time lines.

SUGGESTIONS AND CONCLUSION

As to conclude, the main practical challenges for the improvement of syllabus and instructional quality that are frequently neglected for the development is that, teachers need to have sound knowledge of the content matter to be flexible to adjust to different ways of student thinking, and to be able to relate to the emerging questions and problems without being challenged in his position. Due to their own learning experiences and education, the content knowledge of many teachers in Tanzanian classrooms is limited, so in-service programs to sharpen teachers knowledge is essential. Teachers need to have a sound knowledge of instructional methodologies, their aims and potentialities. Teachers need assistance and space for learning about instructional methodologies. Teachers' roles change from providers of knowledge to facilitators, and the changes in roles need to be both comprehended and accepted by teachers, students, and the society alike.

วันอาทิตย์ที่ 29 มกราคม พ.ศ. 2555

Six Quick Tricks for Learning a Language

Do you think that you can't learn a new language? Think again. Our brains maintain the capacity to soak up new knowledge of all types far into our advanced years. No matter what your background or past learning experience, you CAN learn to speak another language using these six quick techniques.

There are a multitude of reasons for wanting to speak the lingua franca of another people; travel, business, education, personal pleasure, even family or friends. Indeed it's no small feat to habla español, parlez francaise, or sprechenze Deutcsh, but the prestige, financial gains, personal satisfaction and envy that can accompany this easily nurtured skill can be most rewarding.

But, "Can I really develop good communicative skills in a new tongue?" you may well ask. Yes, you can if you'll use these 10 quick tricks for heightening your language - learning experience and incorporating your new language into your everyday life.

1. Take a short course: A number of language courses are immediately available in most areas at a local community college or university. Courses in the continuing education department tend to be more consumer-oriented, less academic and more focused on the prospective needs of students like you. The internet likewise abounds with foreign language course offerings. You can learn Swedish, Norwegian, Danish or Finnish via multimedia at http://www.caselearning.com. The Definitive Worldwide Guide to Learning the Thai Language and Studying Thai Culture is online at: http://study-thai.com if you're up for the exotic.

2. Mimicking: "Mom, he's mocking me!" Have you ever heard this complaint when one sibling repeated everything the other said? One imitating word - for - word the speech, sounds even actions of the other? It's called mimicking and it's so effective you'll be using this technique to get talking in record time yourself. The procedure is simple, you repeat exactly, word-for-word, everything your model says. That model can be a newscaster, character on a soap opera, documentary narrator or the voice coming from your tape player or radio. Don't worry if it isn't perfect. Just start by trying to get your tongue around the words. You'll acquire speed and ease with practice. You may feel silly at first, but persevere. You'll get there sooner than you think.

3. Reading Aloud: One of the most effective language-learning tricks is to use the counsel found in The Bible itself at Joshua 1: 8, "...and you must in an undertone read in it day and night, ..." and again at Psalms 1:2 stating, "... And in his law he reads in an undertone day and night." Read passages in the target language aloud to yourself. This powerful technique not only develops speaking and pronunciation skills, but contributes to listening comprehension, vocabulary and grammar too.
Almost any reading material in your target language will do as long as it's interesting and fairly short. You wouldn't start an English language learner off by reading "War and Peace" now would you?

4. Watch TV: If you have cable, is there a station broadcast in the language you're interested in? Many metro areas carry programming in Spanish, French, German, Italian, and Portuguese. Even Chinese and Hindi are available in some regions. Check with your cable supplier or programming guides to see what's listed. Programs to watch are the news, soap operas and documentaries. Have a VCR? Tape a couple of programs and play them over and over to accustom yourself to the flow of the language. Many VCR models have slow-motion and stop-action features allowing you to slow down the program to aid your understanding.

5. Listen to Music: In Japan, English students karaoke the Beatles. In Latin America, students mimic Bruce Springsteen. In Africa, the Backstreet Boys rule the airwaves. Lip-syncing popular songs is all the rage for English language learners, so why don't you turn the tables and use it to your advantage. Check at music shops and Bookstores for song CDs and tapes. Ask around for recommendations on where recordings in your target language might be available. Ethnic restaurants and shops are another good source for music or referrals. Lyrics to literally thousands of songs are available online. Songs are frequently available online in many major Languages. Check the local library. The internet will yield hordes of song titles and stations worldwide in dozens of Languages. A good online source for starters is http://www.live365.com which has live global feeds 24 hours a day in multiple Languages.

6. Read: Stop at the library for a grammar Book and some reading material. The grammar book will be an infrequent guide through those rough spots when the target language grammar differs substantially from English. But don't overburden yourself with grammar and rules. A copious variety of entertaining magazines exists in most major languages and unless you're learning Cochimi or Kukapa, you should be able to find something. A newspaper, general interest magazine, the bible, brochures, even comics can help you along. Short articles are best at first. Although you can wade through one or more of those in a matter of minutes, your personal satisfaction at doing so will be boundless. Try http://www.amazon.com for hard-to-find titles.

You can't pick your family; but you can pick your friends and you can pick conversations with native speakers of your target language. In the supermarket, in the mall, in the park, a restaurant or a convenience store - almost anywhere you happen to meet or run into a native speaker of your new lingua franca, don't just stay there mum - say something. People are generally flattered that you're trying to meet them on their own terms or in their own language and are usually more than happy to chat. Surely, you can say "Buenos Tardes" to someone passing down the aisle in the supermarket. It's also great practice for breaking the ice when you finally light out for foreign soil.

These quick tricks in conjunction with a short language course will make your language-learning efforts less painless, more interesting, more pleasurable and much easier. Try to do something each and every day. Just think how green with envy your friends are all going to be - and start packing your bags.

วันศุกร์ที่ 27 มกราคม พ.ศ. 2555

Debunking the Myths of Non-Verbal Communication

93% of communication is non-verbal. Everyone knows that, don' they?

I've lost track of the number of times I've heard this in sales training sessions or read it in Books, articles and blogs. Sometimes the stats are qualified further, for example:

"One study at UCLA indicated that up to 93 percent of communication effectiveness is determined by nonverbal cues. Another study indicated that the impact of a performance was determined 7 percent by the words used, 38 percent by voice quality, and 55 percent by the nonverbal communication".

Sounds impressive.

The trouble is - it's not true.

Let's think about it for a minute - how can you possibly get 93% of the communication without the words? If you watch a foreign-Language film, and watch the body Language and listen to the vocal tones - can you really understand 93% of it? I certainly can't.

The truth is that the experiments at the source of this myth (carried out by researcher Albert Mehrabian in the 70's) were focused on some very specific areas of communication - namely the communication of feelings and attitudes - not communication in general.

As Mehrabian himself points out:

"Please note that this and other equations regarding relative importance of verbal and nonverbal messages were derived from experiments dealing with communications of feelings and attitudes (i.e., like-dislike). Unless a communicator is talking about their feelings or attitudes, these equations are not applicable".

In addition, the construction of the experiments was not an accurate reflection of real-world communication conditions. In one of the central experiments, for example, participants were read out single words (either positive words like "thanks", neutral like "maybe" or negative like "don't") in either positive, negative or neutral voices. In another, the words were combined with photographs of people looking positive, negative or neutral. Participants had to judge whether the words were positive, negative or neutral based on the combined word/tone or word/picture combinations - which is where the statistics came from. It highlighted how the tone of voice or the facial expression often overrode the meaning of the word when it came to conveying a positive or negative feeling.

Of course, in the real world, we typically don't communicate in single words. And we're typically not just trying to communicate feelings either. But what has happened is that these important - but limited - findings from the experiments have been taken out of context, repeated, misunderstood, repeated, confused, etc. - up to the point where "93% of communication is non-verbal" has become accepted as fact.

So what is the "real" percentage of communication that's non-verbal? Well, let's pause and think about it for a second.

Really, the question is meaningless.

What does "percentage of communication" actually mean? Do you mean the percentage of the actual message that was heard and understood? Or do you mean the percentage of intended emotion that got through? The concept of a "percentage of communication" is so oversimplified that it ceases to have meaning.

In addition, there are so many different types of communication that it's impossible to give a single figure or average that has any meaning. Even if you could figure out a "percentage of communication" that was non-verbal it would be so radically different for example, for a lecture on mathematics to an impassioned speech on third-world poverty that to give an overall figure would be misleading.

In my experience, the only real answer to the question of "how much of communication is non-verbal?" is "probably more that you think - but less that some trainers and so-called experts would have you believe".

So what does this mean for sales people?

Well, there's no doubting that non-verbal communication is important - but don't take the 93% rule too seriously. The words you use really are vitally important - they're the core of your communication. Your non-verbals serve mainly to support what you're saying by conveying your feelings - your passion, your empathy, your truthfulness. How do you make sure your non-verbals provide the right support? Well, critically - don't fake it. Despite what some trainers may try to convince you of, it really is almost impossible to try to "technique" your way through body-Language. Non-verbal communication is so complex - too complex to try to act out or replicate without looking stiff - yet most people are really good at reading it, so they will pick up any fakery very quickly. Instead - make sure you really believe in what you are saying - and the correct non-verbal communication will follow naturally.

And of course, if you find yourself on a training course, or reading an article, and you read the phrase "93% of communication is non-verbal" - then think twice about the credibility of the trainer or author. They haven't done their homework properly on this - so what else have they skimped on?

วันพฤหัสบดีที่ 26 มกราคม พ.ศ. 2555

5 Steps on How to Get Your Girlfriend Back

Breaking up with a woman is a hard thing for many guys to handle. While you want to move on, you probably still have strong feelings for this one particular woman.

Now if you're constantly thinking of your ex-girlfriend, then pay close attention. In this article, I'll reveal my proven step-by-step system to help you get your girlfriend back.

So if you're secretly pining for a lost love, then try to implement this technique into your life:

Step 1- Analyze what went wrong

Now the important thing to do before you try to get your girlfriend back is to take some time and think about what went wrong. For instance you should ask yourself:

o Is there another guy?

o Does she no longer like you in a romantic way?

o Has there been a dramatic change in her life?

o Are you doing certain things which drive her crazy?

The reason why you ask these questions is to determine if things are fixable between you and your ex-girlfriend. If she's with another guy or was harsh about the break-up, then you probably have LITTLE chance of getting her back.

So before you implement this system, you should first find out if you have a chance of succeeding.

Step 2- Change yourself

Once you've analyzed what went wrong, you need to make changes to your life. The main reason guys get dumped is due to a lack of attraction. So if you want to get her back, you must make subtle changes to yourself which demonstrates attractive qualities.

Now the reason women want to date other guys is these men provide excitement in their lives. Without even knowing it, you probably developed a pattern of wussiness with your ex-girlfriend.

In order to become an attractive to your ex-girlfriend, you need to develop attractive personalities. This includes manly characteristics like confidence, initiative, an interesting personality and determination. If you're able to show these core character traits, then you'll have the attractive personality which ALL women want.

Step 3- Start dating other women

It might seem counterintuitive, but dating other women is a great way to get a girlfriend back. Now it's hard to explain, but women have a crazy logic. They are highly attracted to guys who are "preselected" by other women. By dating other women, you'll be able to trigger her jealous reactions.

Step 4- Become friends with her

Now that you've made changes to yourself and started to date other women, you should contact your ex-girlfriend. When you talk to her, try hard to get her hang out with "as friends". This means grabbing coffee, catching a bit to eat or playing a quick game of pool.

Once you're on this date, just act completely casual. In other words, don't try to convince her to get back with you. Instead just show confidence and amp up your role as a friend. Then every so often make an allusion to one of the women you're dating. Don't be overt about it, but non-chalantly mention that you're actively dating other women.

Step 5- Proceed with normal attraction techniques

Since you're now talking to your ex-girlfriend, you have an opportunity to demonstrate positive qualities. Instead of trying to rekindle things with her, I recommend that you show exactly how much fun you can provide her.

So it's important that you treat her like you would with other girls. This means that you follow the basic attraction and seduction techniques which I recommend.

For instance, you should be cocky/funny, show confidence and act like you don't care about the outcome of your interactions. If you do your job correctly, she'll start to realize that she's missing out on a golden opportunity. Once this happens, she'll start to pursue you!

Being able to get a girlfriend back is hard for many guys to accomplish. But if you're smart enough follow these 5 simple steps, you'll dramatically increase your chances of getting her back into your life.

วันพุธที่ 25 มกราคม พ.ศ. 2555

How to Improve English Language Listening Skills in EFL Learners

There are four principal venues that are frequently used in order to develop listening comprehension skills in English as a Foreign Language (EFL) learners. By integrating these resources, the EFL teaching professional can effectively aid learners not only in listening comprehension skills development but also in multiple aspects of connected speech production. Understanding a listening passage can be made all the more difficult by four key influence factors including: the number of speakers in the passage, the technical difficulty and level of the spoken material in the passage, the speed of the speech and the accent(s) of the speakers in the passage and whether or not there is any external support provided for the listening passage. (i.e., photos, illustrations, graphics, vocabulary review or pre-listening activities, etc.) ref. Brown and Yule, 1983

Speech and Language Modeling by the Teacher

If the EFL teacher is a native or near native English speaker, then the dialogues can be modeled in addition to modeling pronunciation and connected speech examples. If the EFL or ESL teacher is not a native (or near native) English speaker, and this teacher does not have sufficient speech and pronunciation in English to model these aspects for the learners, then other English speech modeling and input sources can be used. Besides, we must not limit learners by thinking they can only learn and improve in a particular way. (M. Spratt, 2005)

Audio-Visual Resources

A valuable audio-visual aspect is provided to English as a Foreign Language (EFL) learners by native-speaker-produced CDs and DVDs. Speech and cultural elements can be illustrated or demonstrated using authentic audio-visual materials such as movie clips and documentaries, student-produced recordings and TV programs or commercials, among many others.

Audio cassettes or CD – ROMs

A wide range of CDs and DVDs exist to provide native speech modeling of different speaking, pronunciation, national and regional English accents. Multiple varieties of English are commonly used throughout the world and having examples of these by which learners can be exposed to the differences in spoken English will be helpful in demonstrating pronunciation variables. Online, over-the-air and cable radio broadcasts can be especially effective and are readily available in much of the world.

Three examples of excellent online radio broadcast sites are:

• http://www.live365.com

• http://www.archive.org

• http://www.multilingualBooks.com/online-radio.html

Online Audio and Video

Increasingly, institutes of higher learning are making integrated online materials available to learners. These may consist of spoken dialogues, video dialogues, short stories, interactive games, poems, rhymes and riddles, spoken grammar, connected speech examples, movie clips, interviews, documentaries and even pronunciation lists. Learners can log into the website at their institution to receive extended practice materials to complement in-class learning. Many large, well-established universities, institutes and ELT materials publishers are making such materials available online to both clients and the general public. In addition, specialized websites for English language teaching have cropped up in abundance and offer a plethora of materials and didactic assistance for the ELT professional.

Some examples of available materials online include:

• Penguin - http://www.penguinenglish.com

• Pearson – Longman [http://www.longman.com]

• Heinemann - http://www.heinemann.com/

• Oxford University - Press http://www.oup.com

• Cambridge University Press - [http://www.cup.org]

• Heinle and Heinle - http://www.heinle.com/esl_d/

• McGraw – Hill - educational resources http://mcgraw-hill.co.uk/kingscourt/

• Harvard University – Open Courseware

http://oedb.org/library/features/236-open-courseware-collections

A web search using “online English language teaching materials” will yield a virtual bonanza of materials, planning and resources for the time-strapped English teacher.

Although listening comprehension skills of themselves cannot be “taught”, the English (EFL) teacher can guide the learner’s practice in listening and increment their intensity of study and practice to aid in the development of listening comprehension skills in EFL learners. This can be especially effective when the learners live in one Braj Kashru’s “outer circle” countries (B. Kashru, 1980) where there may well be a quite limited exposure to spoken English available for the English language learners. English teachers should be resourceful in identifying and acquiring materials to augment their classes in proving as broad a variety of listening comprehension materials as possible for their classes. Thus, by integrating any and all available resources, any English language teaching professional can effectively aid learners not only in developing their listening comprehension skills but also in the demonstration of multiple aspects of connected speech in worldwide Englishes.

วันอังคารที่ 24 มกราคม พ.ศ. 2555

Definition of Motivation

The definition of motivation is to give reason, incentive, enthusiasm, or interest that causes a specific action or certain behavior. Motivation is present in every life function. Simple acts such as eating are motivated by hunger. Education is motivated by desire for knowledge. Motivators can be anything from reward to coercion.

There are two main kinds of motivation: intrinsic and extrinsic. Intrinsic motivation is internal. It occurs when people are compelled to do something out of pleasure, importance, or desire. Extrinsic motivation occurs when external factors compel the person to do something. However, there are many theories and labels that serve as sub tittles to the definition of motivation. For example: "I will give you a candy bar if you clean your room." This is an example of reward motivation.

A common place that we see the need to apply motivation, is in the work place. In the work force, we can see motivation play a key role in leadership success. A person unable to grasp motivation and apply it, will not become or stay a leader. It is critical that anyone seeking to lead or motivate understand "Howletts Hierarchy of Work Motivators."

Salary, benefits, working conditions, supervision, policy, safety, security, affiliation, and relationships are all externally motivated needs. These are the first three levels of "Howletts Hierarchy" When these needs are achieved, the person moves up to level four and then five. However, if levels one through three are not met, the person becomes dissatisfied with their job. When satisfaction is not found, the person becomes less productive and eventually quits or is fired. Achievement, advancement, recognition, growth, responsibility, and job nature are internal motivators. These are the last two levels of "Howletts Hierarchy." They occur when the person motivates themselves (after external motivation needs are met.) An employer or leader that meets the needs on the "Howletts Hierarchy" will see motivated employees and see productivity increase. Understanding the definition of motivation, and then applying it, is one of the most prevalent challenges facing employers and supervisors. Companies often spend thousands of dollars each year hiring outside firms just to give motivation seminars.

Another place motivation plays a key role is in education. A teacher that implements motivational techniques will see an increased participation, effort, and higher grades. Part of the teachers job is to provide an environment that is motivationally charged. This environment accounts for students who lack their own internal motivation. One of the first places people begin to set goals for themselves is in school. Ask any adult: "What is the main thing that motivates you." Their answer will most likely be goals. Even the simplest things in life are the result of goal setting. A person may say, "I want to save 300.00 for a new T.V." Well, that is a goal. School is where we are most likely to learn the correlation between goals, and the definition of motivation. That correlation is what breeds success.

So, as you can see, motivation is what propels life. It plays a major role in nearly everything we do. Without motivation, we would simply not care about outcomes, means, accomplishment, education, success, failure, employment, etc.. Then, what would be the point?

วันจันทร์ที่ 23 มกราคม พ.ศ. 2555

The Important Benefits of Learning a Foreign Language

What are the benefits of learning a foreign Language? Whether you are just starting out or if you have been studying a Language for a while, it helps to consider why you are learning a Language.

The reason for considering the benefits of learning a foreign Language is to keep yourself motivated. Especially for adult language learners, it is important to know why you are learning something. What is in it for you? If you can answer this question, then you will be more likely to stay motivated and stay with the language for the long haul.

First, consider the social benefits of learning a foreign language. For me people, the chance to meet new people, to make new friends, and the pursuit of love are big motivating factors in life. These same motivators are often powerful reasons for learning a foreign language. Learning a language will help you meet lots of new and exciting people. Your friendships with these people will encourage you to develop your language skills far beyond the casual learner.

Next, consider all the financial benefits of learning a foreign language. There are many ways that learning a foreign language can help you make more money. Learning a foreign language can lead to special recognition and promotions at work. It can increase sales, open up new business opportunities, and enable better service to your customers. Or it can lead to new job opportunities where you are paid to travel around the world.

Finally, consider the many travel, cultural, and other life changing experiences that you can have. For many people, these are the primary benefits of learning a second language. Just knowing a few words and phrases in another language will unlock doors and open people's hearts to you. It is amazing how much people light up when they realize you are making the effort to learn their language. In many parts of the world, especially in smaller more rural locations, people are genuinely enchanted with someone who is trying to learn their language. This often leads to all sorts of cultural exchanges, invitations to experience the local culture as few other travelers are able to experience, and memories of travel adventures that will last a lifetime.

วันอาทิตย์ที่ 22 มกราคม พ.ศ. 2555

Second Language Acquisition in Adult Learners

In our previous mini-article entitled "Language Acquisition vs. Language Learning" we mentioned an important distinction in the way in which children acquire their mother tongue naturally, by means of meaningful interactions with their parents in which the focus of every single exchange is communicative in nature.

Adults, in contrast, when trying to learn a second language, are usually presented with a myriad of grammar rules and patterns to master from the very first class. It is said by advocates of these procedures, that their cognitive development cannot be equalled to that of a child and that statement is very true indeed. However, the fact that there are important cognitive and developmental differences between children and adults does not by any means imply that language should be presented devoid of any meaning as a rigid set of rules and patterns which are essential to master. Advocates of this school have the perception that every single piece of the puzzle they teach (i.e. a certain pattern, rule, tense, etc) is going to be inserted into the big picture one day and the puzzle will be perfectly complete for the student to see and use. In reality, students simply receive piece after piece after piece of a big something that they are never able to tell what it is or when they will be able to see it, if ever.

Have you ever tried to make a really big puzzle without an overal picture of what it would look like when finished? If you have, you will have noticed that it may be a very frustrating and draining activity, with no clear goals and objectives. Every effort you make seems to be meaningless and you usually feel like drifting around aimlessly and purposelessly. Isn´t it part an parcel of the Second language teaching profession to find thousands of adult learners who could recite a grammar Book by heart but nevertheless are unable to communicate basic ideas naturally and fluently_ if it is that they can communicate them at all?

This, of course, does not have any resemblance to the way in which a first language is acquired. Nor does it mean that children and adults acquire a first and a second language in precisely the same way. There are obvious differences among children and adults learning a second language.

What was highlighted in our previous article is the need for language to be meaningful at all times, and this is common ground for both children and adults alike. Language without meaningful communication is as useless as Valentine's Day without lovers or Children's day without any kids (I apologize for using the same analogy as in my previous article)

However, a quick look at present-day language courses clearly shows that this is not the case at all. You will see from the very first lesson, that the students have laundry lists of words to master and memorize, grammar, vocabulary, grammar and more vocabulary to make them feel they can even "touch" the language, those pretty "tangible" patterns they learn lesson after lesson that make them feel so secure and confident. The truth is, in the vast majority of cases, that whenever presented with a REAL situation in which they have to use the language, more often than not they dry up and are unable to utter two coherent phrases altogether. Are they to blame for their "failure?" Of course not. If what you are trained to do exclusively is grammar , repetitions and drills, you cannot be expected to produce something different, something communicative. The magic
"click" that is supposed to take place in the students' brains after constant hammering and repetition apparently never takes place_ or if it does, in the best of cases, it is in less than 2 per cent of the learners.

What does this show? Clearly it is an indicator that must make us reflect on the importance of our teaching practices. Just because we as teachers learned things in a certain way does NOT mean that it is THE way. Pragmatic results clearly show that a grammar based approach to teaching a language is highly ineffective since language per definition entails communication. Until we come to understand this simple fact, we will keep seeing students dropping out of their language studies because "they are too hard for them, they are not cut out to learn a second language" and statements like these. And they may be true... They do NOT need to learn a second language. Then need to acquire it in all the sense of the word.

วันเสาร์ที่ 21 มกราคม พ.ศ. 2555

7 Top Reasons Why Music is So Important

Everyone loves music. Music is everywhere, it pervades our world. Everyone knows music has power and importance. But have you ever stopped to consider why? What it is about music that gives it so much power and importance?

Here are seven top reasons:


Music is a universal Language. It inspires common human feelings and bridges gaps between cultures that spoken Languages cannot. It brings people together and creates universal community.

Music inspires and evokes emotion in a healthy way. It touches our emotional being and evokes moods and feelings that are sometimes difficult to express. It can change a difficult mood and make it happy or excited; it can change a light mood and take it deeper and more profound.

Music enhances learning and makes it more enjoyable. It is scientifically proven that music enhances brain functioning. Playing music uses many brain functions simultaneously: motor control, imagination, hearing, sight, memory, etc.

Music creates ambiance. You can use music in any environment to enhance and augment what is already there. Consider the difference between a party with music and one without, or a sporting event, or a movie, or a romantic restaurant, or driving in your car...

Music is spiritual. Music is of the spirit and inspirational to the spirit. All religions use music to help express spiritual values, and all religions use music to uplift the spirit.

Music sparks the imagination. It invokes mental imagery and inner scenery that opens the mind to amazing insight and spans the distance between the stars.

Music is a simple pleasure. All it takes is your ears and your imagination.

I believe that at the center of the phenomenon of the magic that music creates is the spiritual aspect. Music is a gift from God, a sacred expression of the Universal Life Force Energy that creates us all.

วันศุกร์ที่ 20 มกราคม พ.ศ. 2555

10 Interesting Topics of Conversation for Every Occasion

Don't panic! You can be interesting. Interesting topics of conversation needn't be difficult to come think of. Think about this - what makes a topic interesting? Isn't it that people like to talk about it and that they have opinions on it?

Once you realize that, you'll see that for interesting topics of conversation come from everyday life and things that we all have in common. Then you'll realize it's not so difficult to think of them.

Don't think you have to be controversial and go for risky topics like politics and religion; you don't. In fact, to do so would be a mistake.

Whatever topic you choose should make people relaxed and happy to talk; controversial subjects don't do that. Think instead about what all people share: families, hopes, dreams, experiences etc.

Here are a few interesting topics of conversation to get you started:

1. Who is the most interesting person you ever met? You can see how this would easily lead people to voice opinions and ask 'why?'.

2. Where in the world would you most like to visit? This dream location may be shared by others and so it makes people feel solidarity, but also, people will be itching to ask 'why?' and keep the conversation flowing.

3. What has been the most life-changing experience you've ever had? Here, people can share funny and touching stories if they want to, which will help you get a deeper understanding of them. Likewise, if people don't feel relaxed enough to give a heart-felt reply they can answer in a funny way and it all adds to the conversation.

4. What is the most spontaneous thing you've you ever done? That opens the door to all sorts of funny and romantic stories.

5. Who's had the biggest influence on your life? Because this person has influenced the person you're asking, they must view them positively and have strong ideas about them. That means they're likely to enjoy talking about them.

6. What thing that you haven't yet done would you most like to do? This kind of inspirational question always gets people talking and everyone's usually happy to chip in with comments about people's hopes and wishes. Just be careful when commenting that you don't rain on their parade. It's their right to have whatever hopes they want.

7. What is the best quality you've inherited from either of your parents? This is particularly interesting at a family gathering when people know the parents you're talking about. It's also a bit of a bonding experience, speaking favorably about your parents.

8. From which person have you learned most in your life? This is another uplifting, positive topic of conversation that usually gets people talking.

9. What historical figure do you most identify with? This lets you know something about the other people around you; it also opens up discussion of the events these historical figures were involved in. Yes, potentially it takes you into dangerous waters of politics and religion but people usually take this question in the spirit of fun in which it's meant, so potentially awkward moments are easily averted.

10. What kind of music do you like? You could then go on to talk of CDs you've bought or gigs you've been too. You might even ask - 'what's the most embarrassing album in your collection?' That's usually met with all-round hilarity!

These ideas should show you that interesting topics of conversation don't need to be complex or intellectual - in fact, the more ordinary the better, because then people feel qualified to talk about the topic.

วันพุธที่ 18 มกราคม พ.ศ. 2555

French Love Phrases - Quotes, Poems and Inspiration

Looking for french love phrases and unique ideas for expressing romance?

I love you in french (je t'aime) are words you are probably already familiar with. So what other french love phrases could you use (that are a bit more original?)

For something short and sweet, you could try:


amour de ma vie (love of my life)

je t'aime de tout mon coeur (I love you with all my heart); or
a toi, pour toujours (yours forever).

Mon cher (referring to guy), ma chère (referring to girl) means my dear; there are some very cute ones too, like ma cocotte (which literally means my hen, but roughly translated is darling, honey, or babe .

Other charming ways to speak to your sweetie is by calling them mon chou (my pastry) or ma puce (my flea).

But maybe you're looking for something that goes much deeper than this (after all...love can be complicated!) French love quotes and french love poems are great sources of inspiration.

You could take french love quotes from famous writers, movies or songs, for example.

Take this one by french romantic novelist George Sand:

Il n'y a qu'un bonheur dans la vie, c'est d'aimer et d'être aimé.

There is only one happiness in life, to love and be loved.

Or try quoting from Edith Piaf, popular in the 1940s and 1950s for her love songs, such as "La Vie en Rose" (Life through rose coloured glasses:)

Quand il me prend dans les bras
Il me parle tout bas
Je vois la vie en rose

When he takes me in his arms
and speaks to me softly
I see the world through rose-colored glasses

French love poems are wonderfully romantic and evocative.

You can find all styles of french love poems, depending on what kind of mood you want to convey - happy, passionate, flirtatious, longing, regretful, and so on.

Quoting from french love poems can be a very effective way to express something. Imagine having a romantic weekend in Paris, maybe you're celebrating an anniversary or planning to pop the question. You can whisper words in french or write a romantic letter.

So where do you find these french love poems? The first place to look is the Romantic Movement, which started roughly in the late 18th century. Some of the finest poets who wrote in this style include Victor Hugo, Charles Baudelaire, François-René de Chateaubriand, Alphonse de Lamartine, and Alfred de Musset.

You can visit your local foreign Language Bookstore, or even do a search for Books online. Et voila! You will be wowing your loved one with beautiful french love phrases, in no time!

We'll finish up with a poem by Victor Hugo, considered one of the greatest french romantic poets; together with an English translation:

Aimons toujours ! Aimons encore !
Quand l'amour s'en va, l'espoir fuit.
L'amour, c'est le cri de l'aurore,
L'amour c'est l'hymne de la nuit.

Ce que le flot dit aux rivages,
Ce que le vent dit aux vieux monts,
Ce que l'astre dit aux nuages,
C'est le mot ineffable : Aimons !

L'amour fait songer, vivre et croire.
Il a pour réchauffer le coeur,
Un rayon de plus que la gloire,
Et ce rayon c'est le bonheur !

Aime ! qu'on les loue ou les blâme,
Toujours les grand coeurs aimeront :
Joins cette jeunesse de l'âme
A la jeunesse de ton front !

Love always! Love more!
When love is gone, hope escapes us.
Love is the cry of the dawn
Love is the hymn of the night

What the streams say to the shore,
What the wind says to the old mountains,
What the stars say to the clouds,
Is one ineffable word: Love!

Love makes one think, live and believe.
Love warms the heart,
A ray of light more than glory
And this ray is happiness!

Love! whether we praise or blame them
Big hearts will always love:
Join this youth of the soul
To the youth of your brow!

วันอังคารที่ 17 มกราคม พ.ศ. 2555

Text Message Abbreviations - SMS Dictionary Examples

Basically, this is just another expression for SMS dictionary, or SMS shortcut. These abbreviations are simply the text messaging shortcuts that people use each and every day to make sending SMS messages so much quicker and easier. Some of the shortcuts below are only used for instant messenger messages, or at the end of a text message to convey the mood of the person sending the text message. Some of the txt msg shortcuts are good examples of how people shorten words when they send text messages.

So let's take a look at some common text message abbreviations, then.

SMS Abbreviations:

Anything - NTHING

Are you OK - RUOK?

Are - R

Ate - 8

Be - B

Before - B4

Be seeing you - BCNU

Cutie - QT

Date - D8

Dinner - DNR

Easy - EZ

Eh? - A?

Excellent - XLNT

Fate - F8

For - 4

For your information - FYI

Great - GR8

Late - L8

Later - L8R

Lots of love/laughs - Lol

Love - LUV

Mate - M8

Please - PLS

Please call me - PCM

Queue/cue - Q

Rate - R8

See/sea - C

See you later - CU L8R

Speak - SPK

Tea - T

Thanks - THX

Thank you - THNQ

To/too - 2

To be - 2B

Today - 2DAY

Tomorrow - 2MORO

Want to - WAN2

What - WOT

Work - WRK

Why - Y

You - U

------------

Happy/Smiley -:-)

Angry - :-||

Very happy - :-))

Confused - %-)

Tongue tied - :-&

Sad - :-(

Saintly - O:-)

Laughing - :-D

Crying - :'-(

Surprised/shocked - :-O

Screaming - :-@

Kiss - :-*

Pig - :@)

Clown - *:-)

Wink - ;-)

There are more SMS shortcuts that could make up a so-called SMS dictionary, but the more words you use the less effective the shortcuts are as people stop understanding what you're actually saying.

In this case, a short 'vocabulary' is best so everyone knows what is being said.

วันจันทร์ที่ 16 มกราคม พ.ศ. 2555

The Difference Between Formal and Informal Writing

When it comes to writing in English, there are two main styles of writing - formal and informal. Consider these two examples:

Example 1:

This is to inform you that your Book has been rejected by our publishing company as it was not up to the required standard. In case you would like us to reconsider it, we would suggest that you go over it and make some necessary changes.

Example 2:
You know that Book I wrote? Well, the publishing company rejected it. They thought it was awful. But hey, I did the best I could, and I think it was great. I'm not gonna redo it the way they said I should.

The difference between the two is obvious. The first one is formal, and the second is informal. But what is it that makes them formal and informal?

It is the style of writing, or the way we use words to say what we want to say. Different situations call for different ways of putting words together. The way we write in academic and scientific settings differs greatly from the way we write to a friend or close one. The tone, vocabulary, and syntax, all change as the occasion changes. This difference in the styles of writing is the difference between formality and informality, or the difference between formal and informal writing.

Following is a list of some of the main differences between informal and formal writing:

Informal: May use colloquial words/expressions (kids, guy, awesome, a lot, etc.)

Formal: Avoid using colloquial words/expressions (substitute with children, man/boy, wonderful, many, etc.)

Informal: May use contractions (can't, won't, shouldn't, etc.).

Formal: Avoid contractions (write out full words - cannot, will not, should not, etc.).

Informal: May use first, second, or third person.

Formal: Write in third person (except in business letters where first person may be used).

Informal: May use clichés (loads of, conspicuous by absence, etc.)

Formal: Avoid clichés (use many, was absent, etc.)

Informal: May address readers using second person pronouns (you, your, etc)

Formal: Avoid addressing readers using second person pronouns (use one, one's, the reader, the reader's, etc.)

Informal: May use abbreviated words (photo, TV, etc)

Formal: Avoid using abbreviated words (use full versions - like photograph, television, etc.)

Informal: May use imperative voice (e.g. Remember....)

Formal: Avoid imperative voice (use Please refer to.....)

Informal: May use active voice (e.g. We have notice that.....)

Formal: Use passive voice (e.g. It has been noticed that....)

Informal: May use short and simple sentences.

Formal: Longer and more complex sentences are preferred (short simple sentences reflects poorly on the writer)

Informal: Difficulty of subject may be acknowledged and empathy shown to the reader.

Formal: State your points confidently and offer your argument firm support.

These are just some of the differences between formal and informal writing. The main thing to remember is that both are correct, it is just a matter of tone and setting. Formal English is used mainly in academic writing and business communications, whereas Informal English is casual and is appropriate when communicating with friends and other close ones. Choose the style of writing keeping in mind what you are writing and to whom. But whichever style you write in - formal or informal - be sure to keep it consistent, do not mix the two.

วันอาทิตย์ที่ 15 มกราคม พ.ศ. 2555

The Language and Meaning of Flowers

Sweet flowers alone can say what passion fears revealing

Thomas Hood poem, The Language of Flowers

Flowers and bouquets of flowers have a meaning of their own. Most of us know that a dozen red roses means, "Be mine." But did you know, for example, that a primrose means, "I can't live without you," or that a purple hyacinth means, "Please forgive me," or that a pink carnation means, "I'll never forget you," or that a gladiolus means, "Give me a break?"

Flower meanings have been used to convey ideas, feelings and messages for centuries. The word, floriography, has been coined for the assignment of meaning to flowers. There is a meaning to colors of flowers, to numbers of flowers, and to groups of flowers. It is a silent Language that has been largely lost to us through lack of use.

In addition to the obvious choices of color and variety, the Language of flowers also includes the way flowers are worn or presented. Presenting flowers upright conveys a positive meaning, but if they are presented upside down the meaning is the opposite. If a ribbon is included with the flowers and is tied to the left then the meaning of the flowers refers to the giver, but if the ribbon is tied to the right then the meaning refers to the recipient. Also, flowers can be used to answer questions. When they are presented with the right hand the answer is "yes," but when presented with the left hand the answer is "no."

History

The Turks in the 17th century seemed to develop flower meanings. In 1718 the wife of the British ambassador to Constantinople, Lady Mary Wortley, wrote a letter expounding on the "Secret Language of Flowers" that she had discovered during her visits to Turkey. Europe quickly picked up on the concept.

In 1819 Louise Cortambert, under the pen name, Madame Charlotte de la Tour, wrote and published what seems to have been the first dictionary of the flower language entitled, Le Language des Fleurs. It was a small Book, but it became a popular reference on the subject.

During the Victorian era, the reign of Queen Victoria from 1837 to 1901, the meaning and language of flowers became increasingly popular. Victorian women especially picked up the silent language that allowed them to communicate feelings and meanings that the strict propriety of the times would not allow. Tussie-mussies, a bouquet of flowers wrapped with a lace doily and tied with a satin ribbon became a popular and valued gift of the times.

In 1884 a whole Book on the subject and entitled, The Language of Flowers, by Jean Marsh and illustrated by Kate Greenaway, was published in London. It became popular and respected and has been the standard source for Victorian flower meaning ever since.

Selected Flower Meanings

Here are some selected flowers and their meanings, a short dictionary.

Almond flowers -- Hope

Anemone -- Forsaken

Aster -- Symbol of love

Balm -- Sympathy

Basil -- Best wishes

Bay leaf -- "I change but in death"

Bell flower, white -- Gratitude

Bergamot -- Irresistible

Bluebell -- Constancy

Borage -- Courage

Broom -- Humility

Campanula -- Gratitude

Carnation, pink -- I'll never forget you

Carnation, red -- My poor heart aches for you

Carnation, striped -- Refusal

China rose -- Beauty always new

Chrysanthemum -- Love

Clover, four leaved -- "Be mine"

Coreopsis -- Love at first sight

Cuckoo pint -- Ardor

Daffodil -- Regard

Daisy -- Innocence, new-born, "I share your sentiment"

Fennel -- Flattery

Fern -- Sincerity

Forget-Me-Not -- True love

Furze or Gorse -- Enduring affection

French Marigold -- Jealousy

Gardenia -- Ecstasy

Gentian -- Loveliness

Geranium -- "You are childish"

Hare bell -- Grief

Heartsease -- "I am always thinking of you"

Honeysuckle -- Bonds of love

Heather -- Admiration

Hyacinth -- I am sorry, Please forgive me

Ice Plant -- "Your appearance freezes me"

Ivy -- Fidelity, friendship, marriage

Jasmine -- Grace

Jonquil -- "I hope for return of affection"

Lavender -- Luck, devotion

Lemon Balm -- Sympathy

Lilac -- First love

Lily -- Purity, modesty

Lily of the Valley -- Purity, the return of happiness

Lily, Calla -- Beauty

Marigold -- Health, grief or despair

Marjoram -- Kindness, courtesy

Myrtle -- Fidelity

Oregano -- Joy

Orchid -- Love, beauty, refinement

Pansy -- Loving thoughts

Periwinkle -- Happy memory

Phlox -- Agreement

Poppy, red -- Consolation

Primrose -- I can't live without you

Rose, cabbage -- Ambassador of love

Rose, red -- Love

Rose, pink -- Grace, beauty

Rose, yellow -- Friendship

Rosemary -- Remembrance, constancy

Rue -- Contrition

Sage -- Gratitude, domestic virtue

Snowdrop -- Hope

Star of Bethlehem -- Purity

Sweet Pea -- Departure, tender memory

Sweet William -- Gallantry

Tuberose -- Voluptuousness

Tulip, red -- My perfect lover, Reclamation of love

Violet -- Loyalty, modesty, humility

Violet, blue -- Faithfulness

Wormwood -- Grief

Wheat -- Riches of the continuation of life

Willow, weeping -- Mourning

Wallflower -- Fidelity

Yew -- Sorrow

The Rose

The Rose is the flower whose meaning we most understand, but here are some details of the meaning of the Rose that may be of further interest.

Rose, Black - You are my obsession

Rose, Champagne - You are tender and loving

Rose, Leonidas - Sweet love

Rose, Nicole - You are graceful and elegant, aristocratic

Rose, Orange - You are my secret love

Rose, Pink - Brilliant complexion; the glow of your smile; perfect happiness

Rose, Red - Passionate love; I love you

Rose, Single Stems - Simplicity

Rose, White - I am worthy of you; spiritual love; Innocence and Purity; Secrecy and Silence

Rose, White and Red - We are inseparable

Rose, White and Red Mixed - Unity; Flower emblem of England

Rose, White, Dried - Death is preferable to loss of virtue

Rose, Yellow - Friendship; Jealousy; I am not worthy

Rose, Bridal - Happy Love

Rose, Dark Crimson - Mourning

Rose, Hibiscus - Delicate beauty

Rose, Tea - I'll remember always

Rose, Thornless - Love at first sight

Roses, Bouquet of Mature Blooms - Gratitude

Multiple Roses

Single bloom red Rose - Love at first sight or I still love you

Single Rose, any color - Gratitude or simplicity

2 Roses - Mutual feelings

3 Roses - I love you

7 Roses - I'm infatuated with you

9 Roses - We'll be together forever

10 Roses - You are perfect

11 Roses - You are my treasured one

12 Roses - Be mine

13 Roses - Friends forever

15 Roses - I'm truly sorry

20 Roses - I'm truly sincere towards you

21 Roses - I'm dedicated to you

24 Roses - Forever yours

25 Roses - Congratulations

50 Roses - Unconditional love

99 Roses - I will love you all the days of my life

108 Roses - Will you marry me?

999 Roses - I love you till the end of time

What To Do

With the lists above you should be able to assemble a meaningful gift of flowers or a bouquet that conveys a complex thought. Wrap the flowers appropriately and present them in a significant manner. Then, just to be certain that your efforts are not misinterpreted, include a card that fully explains the meaning of your flowers.

After a few flower presentations you should be able to drop the explanatory notes and begin enjoying and sharing the silent language of flowers.

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วันเสาร์ที่ 14 มกราคม พ.ศ. 2555

Learning Sign Language Free Online - How to Learn Sign Language For Free

Learning Sign Language for free online can be a challenge. Being able to learn it isn't something that you could easily just setup a Language exchange like with most other Languages. No, with this Language you need a comprehensive and interactive program that can help you understand the gestures (signs) used to represent the words in English. Language learning programs that allow you to learn signed language interactively via your computer.

Sign language originated in the 17th century in Madrid, Spain and was created as a reduction of letters and art for teaching mute people to speak. It is a language that is conveyed through visually transmitted sign patterns by the body to communicated the expressions and thoughts of the speak. It is commonly used in by deaf people, or by people that have someone they know are deaf so that they can interpret and communicate on behalf of them.

Do you have a deaf friend or family member and want to communicate with them? Do you currently work with deaf people, or would you like to enhance your career prospects with another great skill? Do you want to become a Sign Language interpreter? If so, then why not try to begin learning it for free online with specific language learning programs.

To accelerate you learning sign language, why not try the method which is more interesting and effective than standard text Books, which can only display static signs. Language learning software, which turns your computer into virtual teacher of of the language allows you to learn the language naturally.

Learning sign language free online with software programs available online is the fastest and proven way to learn signed language. This is because of the interaction it allows, using moving signs, audio lessons, picture and text courses to get you communicating and understanding sign language faster and more effective than ever before, so you can be communicating to people in need within days.

วันพฤหัสบดีที่ 12 มกราคม พ.ศ. 2555

Developing English Language Speaking and Conversation Skills in LEP Learners

Focus on Speaking

When asked by the Department Director to "focus on developing speaking ability" with a group of adult university learners supposedly in the upper intermediate level, I embarked on a program involving multiple integrated skills. These were LEP learners with passable knowledge of grammar, but below-standard oral communications skills. Their English Language speaking skills needed urgent development.

Speaking and listening are complimentary Language skills. (S. Thornbury, 2002; Brown and Yule, 1983) "If you can say it, you'll understand it when you hear it", is a mantra I've taught and learned language by for more than a decade of my English language teaching experience.

Useful Criteria

In developing speaking and conversation skills I've found the following strategies to be useful:

o Use a survey or questionnaire to determine learner interests, background, learning styles, etc. (L.M. Lynch, 2004)

o Play speaking and vocabulary games for practice

o Give frequent and regularly recorded oral evaluations
(M. Thompson, 2001; Eggan / Kauchak, 1994; Hilles ref. by Thompson, 2001)

A Speech Development Program

Preparing a speech development program begins with an oral evaluation of each learner. A voice recorder or video camera both are useful aids. Played back, the teacher then has opportunity to analyze speech patterns and problems in more detail, noting such aspects as:

o Pronunciation (G. Kelly, 2003)

o Connected speech (G. Kelly, 2003)

o Grammar use in context (M. Swan, C. Walter, 2002)

o Discourse markers

o Fluency

o Vocabulary / lexis use in context (A: Worrall,1965; H. Setzler, 1981; R. Dixson, 1983)

Analysis Tools

A video recorder (analog or digital) allows the teacher to make note of physical mannerisms that accompany the learners' speech as well as the speech itself. Relevant and recordable speech-associated traits (C. Ashcroft, 1993) include:

o Rocking motion of the body or head

o Arm, hand and / or facial gestures

o Foot tapping, leg swaying

o Posture, head and / or body positions

o Other physical idiosyncrasies

A survey or questionnaire which takes the learners only a few minutes to check off, select or answer short questions can provide needed, in-depth information on their interests, hobbies, family, preferred learning styles, motivations and other aspects essential in preparing and conducting an effective speaking development program.

Effective Speaking Practice Activities

A selection of speaking practice activities to offer multiple opportunities for oral discourse must be programmed. Although many learners are shy or self-conscious about speaking in front of others, with practice, this soon diminishes to manageable levels as learners gain confidence.

Effective Activities are ones such as:

o Speech - generating Games (A. Lloyd, A. Prier,2000; J. Hadfield, 1984)

o Oral communication - based short activities (P. Ur, A. Wright, 1996)

o Oral presentations (D. Gutierrez, 2005)

o Dialogues (E. Hall, 1967)

Summary

Since speaking and listening are complimentary language skills, by applying a program based on complimentary speaking and listening comprehension development, learners can improve their English language speaking and conversation skills by using multiple integrated skills-based activities. Using language experience with adults (K. Kennedy, S. Roeder, 1975) and teaching vocabulary / lexis in context are highly beneficial in speaking skills development. (V. French, 1983) Regular practice, assignments and oral production involving a spectrum of oral discourse methods will be an invaluable resource for both the English language learners and the English language teacher.

วันพุธที่ 11 มกราคม พ.ศ. 2555

Top Reasons That Made English a Dominant Language

If you can speak English, you will probably be able to communicate with someone in just about any major country you could visit. While not everyone speaks this Language, English is truly a dominant Language spoken by millions across the globe. Experts state that around a third of the world's population speaks English as their native Language, and many more study it as a second Language. What caused English to spread beyond the bounds of the British Isles and become such an important player in global communication? The answer begins with a look at the language's original speakers, the English.

English Dominance in the 19th Century

In the 19th century the British Empire was truly a global empire. As some said at the time, "the sun never sets on the British Empire." Great Britain held colonies on every continent, and the trade language in those areas was English. By the end of the 19th century, the British Empire's reach was global, and the language was also becoming global. This influence continued into the 1900s, and by 1922 the British Empire had an influence over around 458 million people, close to a quarter of the world population of the time, which meant that knowing English was important.

The Rise of America as a Global Power

Even though it is a relatively young country in light of world history, the United States has become a global superpower, specifically after World War II. America has a hand in politics, economics, and culture around the world. As such, English is becoming more and more important as a global language. When you add the influence of America in today's global economy to the historic and current influence of Great Britain, understanding English becomes almost essential to carrying out business in the current economic market.

English Is the Language of Technology and Science

As you browse the World Wide Web, you will find that most websites are in English or have an English translation available. This shows how influential English is in the world of technology. Since many of the technological devices created across the globe are marketed heavily in America, they are designed with English-speaking users in mind. You can see this in the design of the computer keyboard. Most standard keyboards contain the standard letters of the English alphabet, which is further proof that English is the language of technology.

In addition, English is the language of science. The Science Citation Index reports that over 95 percent of all of its documents are English documents, even though a majority of them are writing by non-native English speakers. The medical community also uses English as a unifying language, making it essential for doctors to learn if they wish to be able to read reports and journals about the latest medical breakthroughs.

English is the Language of International Organizations

When multiple countries come together, they must choose a language to speak. Often the language chosen is English. The official language of the United Nations, for instance, is English. The same is true for the International Olympic Committee. At the Olympics, announcements are made in the language of the host country and in English. English is also one of the official languages of the European Union.

Other Uses of English Cause It to Have Global Impact

English is the international language of many industries, including banking, computing, business, diplomacy, and even entertainment. An international treaty aimed at making communication easier made English the official language of aviation and maritime activities.

The list of industries or functions where English is one of the main languages spoken is truly never ending. The simple fact is that since the late 1800s, English has been spoken in more locations across the globe than any other language, and that fact, coupled with the economic and political power of the United States and Great Britain, means that English will continue to have massive impact on the global economy in the future.

Learn English in the Comfort of your own home!

วันอังคารที่ 10 มกราคม พ.ศ. 2555

How to Put Music Onto a MP3 Player?

If you are one of those million people who had taken the chance to follow the trend by getting your very first MP3 player, you may be in for some help. Most newbies may not easily understand the mechanics of putting music files onto their MP3 players. Besides, these innovative musical devices are not being sold in the market with a pre-downloaded music files.

So if you are not yet knowledgeable of the device, these simple guides on how to put music onto a MP3 player will absolutely help you out and start rocking your world with blasting great music.

1. Get a good installation software for music management

The success of downloading music file onto your MP3 player will greatly depend on the kind of installation software that you have. Not all of these software are created equal. Hence, it is best to consider the right device first before you start making plans of downloading the newest music files from the Internet.

2. Install the software

You cannot download files onto your MP3 player if you will not install first onto your personal computer the software capable of managing your music files.

Music management software provides optimum services that enable you to organize your music files, convert different music format into mp3 and vice versa, or search good-to-download mp3 files in the Internet.

3. Identify the source

After installing the music management software, you have to determine now the source of your music files. This can be either a CD or a collection of music files from a virtual music store in the Internet. You may use your old music from your CDs and install them onto your MP3 player. In this way, you can listen to them anywhere, anytime.

4. Convert into MP3 format

In most cases, downloadable music files from the Internet are already available in MP3 format. So that would not pose much of a problem.

However, if you will be downloading music files from a CD, you have to convert them into MP3 format because most CD music files are not on this format.

You may use your music management software to rip the files from the CD and convert them into MP3 format using the applicable functions.

5. Connect, select, and party on!

The last thing that you have to do in putting your music onto a MP3 player is to connect your MP3 player to your PC via the USB port. Once accessed from the computer, you can now easily transfer your music files from your PC down to your MP3 player. Within a few minutes, you can already start listening to your favorite songs and party on!

Indeed, these tips on how to put music onto a MP3 player are easy to understand. With the right tools, the right software, and the best MP3 player, you can be sure of an enjoyable time ahead with sounds playing in your ears without the fuss.

วันจันทร์ที่ 9 มกราคม พ.ศ. 2555

Sexual Body Language

Whether you are in a relationship or a marriage, sexual body Language is an important skill that you would want to acquire. Simply by using sexual body Language, you would now be able to express your sexual interest towards your partner. On the other hand, you would now be able to evaluate the level of sexual interest that others have towards you through the sexual body language they portray. Isn't that something wonderful? The plus point is such body language isn't very difficult to acquire. All it needs is careful observation and usage of the human five senses.

1. The Eyes

You may have watched movies where sparks of romance fly upon eye contact. While not exactly that simple in real life, a person's gaze towards you and your gaze towards somebody else all have the ability to send subtle messages of sexual desire and eroticism. This often takes the form of a dreamy, prolonged gaze. If you do not know how to do it, do not worry for these methods of gazing come naturally in most instances. When you see your dream date gazing towards you in this manner, it is a clear indication that she has developed sexual interest in you.

2. The Mouth

The mouth is a key part of the body that is often associated with various sexual functions. In general, most people tend to increase their oral activities when they get sexually excited such as eating or drinking faster. Others would prefer to place things into their mouth such as biting a pen or chewing on their nails. In any case, these are some of the more common methods of sexual seduction.

3. Kiss

Kisses are perhaps the strongest indicators of sexual interests. However, kisses do not tend to occur immediately or at ease as in general, human beings are relatively averse of rejection. Possible indicators to look out for include constant touching of the mouth or tilting of your date's head towards you. Seize the opportunity! Such chances do not come everyday. Work slowly by giving a light gentle kiss on the lips. Proceed further if you sense no signs of rejection.

4. The Hands

Is your date placing her hands calmly on the table? Or are her hands involved in a flurry of activities such as playing with her fingers or adjusting her hair constantly? Constant hand movement suggests a substantial degree of excitement on the part of your date.

5. Casual Touching

Does your date seem to be touching you "accidentally" time and again? If that happens, chances are that she is probably sending signals of sexual interest to you. Return the touch by touching casual parts such as her shoulders, head or hands. If this is reciprocated, chances are that you guys are developing sexual interest for one another.

6. Erotic Touching

Humans touch themselves for seductive reasons. Research has shown that men and women alike tend to touch themselves more when they are sexually aroused. Observe carefully to see if your date is constantly touching her arms, hips or thighs for no apparent reason. If you see this happening, chances are she might be sending a sexual signal to you.

There are many sexual body languages waiting for you to explore. You do not need to be a genius to master all of them. Rather, what it often takes is merely detailed observation.