Male Body Language - How to Seduce Women

One of the largest differences between men who get a lot of women and men who get ZERO women is the "aura" they give off with their body Language. If you want to learn the correct male body Language to attract women, then you are definitely in the right place. Here is how you can master seductive body Language.

Male Body Language - Seduce and Make Her Melt

1. Hand Gestures

Do you use your hands when you're talking to a woman? You should be.

What you need to do is use slow, hypnotic hand gestures during your stories. If done correctly, you will be able to captivate your audience and have them hanging on your every word. The ability to hold a woman's attention is absolutely vital in obtaining her phone number (or possibly taking her home that very night).

2. Your Clothing

You need to wear clothing that accents the right parts of your body. There are way too many men which either wear really baggy clothes or wear clothes that are WAY too tight. Get caught up on all the latest fashion and find a lady friend to go the mall with.

Women love helping guys improve their image.

3. Your "Aura"

As I said before, men who get most of the women are able to emit some kind of aura with their body language. This is to say that they give off a certain energy which women pick up on fairly easily.

This is done by knowing the principles of dominant, seductive body language and also having a WINNING mindset. You need to think of yourself as a winner. Anything less is not good enough and you will give off low value messages with your nonverbal language.

The Role of Interaction to Acquire a Second Language

In our previous article we described a typical scenario that most adult second Language learners face today. They want to master a Language and they want to do it fast. After some brief research on the Internet, they decide to invest a huge amount of money on the latest "failure-proof" Spanish course supposedly created by experts that made so many people speak overnight! (One wonders where these speakers are!) After working hard watching videos and doing grammar and vocabulary exercises time and again, they come to the conclusion that, although they may have learned lots of vocabulary and phrases, if they had to engage in a real conversation with a real native speaker of the language, they would be in deep trouble.

I am sure that many of you will feel identified with this situation and unfortunately, this is a common scenario nowadays. Adult learners are usually lured by the mere thought of learning Spanish (or any other language!) without any kind of physical boundaries or time constraints. The idea of learning a language at any time and in the comfort of their living rooms, bedrooms or even their bathrooms sounds appealing to them. Time or place are not that important, they say. Why working with a teacher if you have everything you need inside one little CD or DVD? There so many videos there, native speaker voices, vocabulary drills, audio exercises, pronunciation practice and so on and so forth that the idea of having an instructor to actually "teach" you anything seems to be a thing of the past.

However, no matter how much time, money, and effort you could put into making this program work for them, soon enough you will be confronted with the harsh fact:

Fact #1

You cannot learn a language without interaction.

Empirical research in First Language Acquisition and Second Language Acquisition clearly shows that without interaction, language acquisition cannot take place. Clear and simple, right? Leading linguists and neurolinguists specializing in language acquisition agree on this: interaction with another human being is essential to acquire a language. If you did your homework and read the articles I suggested last week, you may have a clearer picture in this respect now. The following passage is a quotation from an article published by TIME magazine on January 8th, 2006 entitled "Want a Brainer Baby?," based on studies carried out by Patricia Kuhl, PhD. Dr. Patricia K. Kuhl is a Co-Director of the University of Washington Institute for Learning and Brain Sciences. Her research focuses on language acquisition and language processing by the brain.

" CDs and DVDs designed to teach a baby Spanish or Chinese are also problematic. Patricia Kuhl, who studies acquisition at the University of Washington, conducted an experiment comparing the effects of Chinese audio recordings for children and a Chinese-speaking human. She had a native Mandarin speaker play with a group of babies while speaking Chinese for 12 sessions of 25 minutes each over a four-week period. Later she tested the babies and was able to demonstrate that they recognized Mandarin sounds. But when she repeated the experiment with three control groups - one set of babies that saw the Chinese speaker play with babies on video, another that listened to an audio recording of the Chinese woman playing and a third that had no exposure to the Chinese speaker - none seem to perceive Mandarin sounds. Apparently, the presence of a living, breathing human was essential. There's a lesson there for any parent who wants to encourage early learning. Most experts agree that what matters most is not what toy the baby plays with, but the ways in which you interact with your child.(...) But the good news is none of this costs any money. Babies prefer humans over anything inanimate.

One Key difference between human interaction and even the most sophisticated educational tool is that interpersonal exchanges engage all the senses - sight, sound, smell, taste and, very important, touch."

What are the implications of Dr Kuhl's research for you, a student interested in acquiring a second language? Even though her research is based on first language acquisition AND in babies, and although there are some differences between first and second language acquisition as well as child and adult language acquisition, a fact remains the same:

In order to acquire a language you need someone to interact with!

This raises too many questions about the effectiveness of those so called "failiure-proof" language programs on DVD or CD roms, aimed at replacing the teacher or even any contact with the real Spanish world. Why? Because even if they were the best materials that money can buy, there is something they cannot provide you with:

INTERACTION
Many say they are interactive, just because you have to do something yourself for the computer to continue or assess you. But is that really interaction? Not in the least. No program at present has the capability of following even a basic conversation with anyone, either native or non-native speaker. They can just process simple responses and offer no real sample or feedback on how the language is used in the real world. Those materials could be considered, in the best of cases, good supplements to a language course given by a real human being. However, stating that they are the "ultimate solution" or "the only tool you will even need" or even stating that they "Immere you completely in your new language so you'll learn quickly and retain what you learn" is downright false.

Dr Kuhl's findings go in line with those of Stephen Krashen's, probably the most authoritative word in the field of Second Language Acquisition. Stephen Krashen (University of Southern California) is an expert in the field of linguistics, specializing in theories of language acquisition and development. Much of his recent research has involved the study of non-English and bilingual language acquisition.

After extensive research on second language acquisition, he came to the following conclusions:

"Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill."

What do most language courses offer almost exclusively? Grammatical rules, and LOTS of drilling (and when I say LOTS I mean it!)

"Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding."

What do ALL courses on DVD and CD rom offer? A total focus on the form of the utterances. How you say something is more important for them than the context in which it is said.

What don't those courses offer? Meaningful communication. You cannot communicate with anyone simply because there is no one there for you! You are just talking to some language software. Is that real immersion in the language? Would you consider the main focus is to get students conveying meaning and understanding?

"The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production."

Traditional courses on DVD and CD Rom FORCE students to produce from the very first contact they have with the new language. There is only ONE and NOT two or three answers. Communication is not the focus. It is form. Does this seem to go in line with these empirical findings on how languages are acquired? Definitely not!

"In the real world, conversations with sympathetic native speakers who are willing to help the acquirer understand are very helpful."

Can you actually have a conversation with a CD Rom or a DVD? You can repeat and hopefully learn a few phrases at best, so does a parrot. Does that mean that a parrot can communicate? Does that mean that YOU will learn to speak from those sources alone?

In conclusion, as we have seen, any successful language program has to incorporate real chances for students to interact, to engage in meaningful communication.

Think and reflect upon the two questions we asked in our previous article:

1) Why do most language courses fail time and again?

2) Are audio and video courses per se enough to make you a proficient speaker of a second language? What does research on first language acquisition say about this issue?

If you have any comments about this article, do not hesitate to contact me.

Your feedback and suggestions are more than welcome. I will be looking forward to hearing from you.

I hope you have enjoyed this first issue as much as I did while creating it.

¡Que tengan una semana fantástica!

Myths Of Language Learning

By breaking down communication barriers, the Language learning industry has indeed changed the lives of people significantly. Careers advanced, relationships improved, and businesses doubled their revenues through the help of this growing business. Sadly, however, there are still those who think that learning a new Language can be done in other ways. Language learning got enshrouded by myths because many people believe that in this fast-paced world everything can be acquired without exerting much effort. Learning a new language may be a gratifying experience, but it takes time and dedication. Listed below are some of the common notions misguided people have on language learning.

Myth 1: Language learning is quick and easy.

Those who believe that they can learn Spanish or French in two to eight weeks are about to get the biggest disappointment of their lives. No school or university has met a student who can learn something that would normally take years to master. Language learning is not also an easy task, as what many perceive it to be. It requires a great amount of discipline, time and effort. The only time learning a new language becomes easy is when one visits a different country and learns a few foreign key words or phrases just so he can find his way around the city.

Myth 2: Going to foreign countries is the best way to learn a foreign language.

If one is in a foreign country, it doesn't necessarily mean he or she will automatically become an expert of the country's language. Individuals who are forced to speak a foreign country's language will often end up saying incorrect sentences that eventually becomes a galling habit. And when the habit becomes full blown, it becomes almost impossible to correct. Institutions and universities specializing in language learning is still the best place to develop a foreign tongue.

Myth 3: Kids learn languages more easily.

This is a popular belief commonly affirmed by linguists because of the belief that children begin learning a language at birth. The problem, however, happens when the child enters puberty (about 12 years old). A study done recently suggests that one's first language must be acquired by that age, because after puberty, neurological changes in the brain make it impossible to fully learn a language.

Myth 4: Pronunciation is not important.

Many fail to correct their pronunciation either because their professors didn't consider it important or they just assume that their pronunciation is already good enough. A long-time resident in the US who suddenly migrates to England will be surprised to find out that most British will not understand a word he'll utter simply because the way English is pronounced in both countries are different. Genuine language learning considers the importance of proper accent and pronunciation in making conversations smoother and more pleasant. Furthermore, if one takes time to learn a foreign country's natural way of speaking, he or she will look more secure and learned, becoming more easily accepted by others.

Free Sign Language Charts

Being deaf does not mean that someone is weird. The deaf have friends, families with whom they need to communicate with. They therefore use a certain mode of communication that varies from one place to another. This mode of communication involves the use of body movements, facial expressions and lip patterns. The mode is not universally standardized.

Free sign Language charts are supplied to several orphanages. Most can't afford to buy the needed technologies. Various web sites also provide these charts to ensure the dispersion of knowledge for the public. Baby charts are also available for infants and toddlers. The IQ of babies has been shown to increase when taught symbols. Some organizations offer this coaching free of charge. Some require a payment of around $12 a month.

Free sign Language charts have the image of a hand representing alphabets or even Arabic numerals. A closed fist denotes the letter A. A flat hand shows the letter B while keeping the thumb forward and the thumb bent denotes C. Letter D is shown by stretching the palm flat with the index finger raised but the rest of the fingers are closed. To represent E, do it as though you are representing A. However, the thumb is kept under the closed fingers.

Keeping the palm stretched with the index and thumb coupled denotes F. G is represented by keeping the palm in position. H is represented as G but the index and middle fingers are stretched out. I is denoted by keeping the palm in position with the little finger raised up. Free sign Language charts have all the letters of the alphabet well represented.

Anxiety in a Second Language Learning

There are three types of anxiety in Language learning. Anxiety is an affective factor and like most affective factors such as tiredness, boredom and emotional disorders, anxiety can have an adverse effect on second Language learning.

One type of anxiety is trait anxiety as Rod Ellis refers to as 'the disposition to be anxious' (1994). This is a general characteristic within a person's general personality. The second type of anxiety is known as 'state anxiety,' which is based on a learner's reaction to a specific learning situation like taking an exam or reciting an oral presentation. This is anxiety based on a specific learning situation. The third type is situation - specific anxiety which is based on the general orientation of anxiety resting on certain learning contexts in which a learner does not perceive himself or herself fit or linguistically capable for acquiring proficiency in speaking and/or reading contexts. Anxiety can have either a debilitating effect (increasing anxiety on learning) or a facilitation (easing anxiety on learning). Ellis relates to anxiety as result due to the following factors:

1. Learners competitive natures

2. Teachers' questions are threatening

3. Lack of a relaxed second language environment

Some learners tend to switch off when confronted with a potentially threatening learning context. Conversely, the switch off strategy can be employed by good learners who find the material of the language classes boring, not sufficiently challenging, etc. by using the switch off strategy, anxious learners

1. By trying to find a gap in the teaching methodology and learning opportunities and therefore, want to close that gap but are too anxious and therefore cannot close the gap.

2. By switching off, they can either make their learning more enjoyable and opportunist or switch off completely because of the perceived threat.

In addition, learners pursue the switch-off strategy in order to analyze a specific language learning task, function, element. Usually such learners are dependent on the learning process and often let their emotions interfere in the learning process. The degree of anxiety can also be intensified by a few factors, that often are overlooked:

1. age - varies between adults and children and the learning context at hand.

2. Motivated - How motivated is the learner to study the second language

3. Self-image. Does the learner have enough self-confidence?

Because anxious learners are generally tied up by the emotional element(s), they often do not have enough self-awareness to regulate their learning and cannot switch back to a specific learning context. They are also unable to remember the contents of the previous lesson.

Rod Ellis. (1994) Second Language Acquisition. Oxford University Press.

Can You Really Learn A Foreign Language While You Sleep?

It really seems so easy. Just put on the CD or tapes, relax in bed and learn English (or another foreign Language) while you sleep. Have you ever seen those ads that say, "Learn English While Sleeping" or that promise "effortless" Language learning by listening to a tape or CD while you relax or take a nap? With the continual rise in the study of English as a foreign or second Language, (EFL, ESL) progressive TEFL English and foreign language teachers, foreign language learners, and educational administrators need to be aware of the implications posed by claims of "learning English (or another foreign language) while you sleep. To better understand the processes involved let's first look at each of them individually in turn. In this first part of the series, we'll examine the elements of sleep.

What is Sleep?

The state of sleep is generally defined as "the resting state in which the body is not active and the mind is unconscious." A more extensive definition is offered by Webster's New World Dictionary (third ed., 1989); "sleep: a natural, regularly occurring condition of rest for the body and mind, during which the eyes are usually closed and there is little or no conscious thought or voluntary movement, but there is intermittent dreaming".

Sleep is also likened to death. In the Holy Bible (NWT, 1981) at John 11: 11 Jesus says, "Lazarus or friend has gone to rest, but I am journeying there to awaken him from sleep." Then in verse 14 Jesus clarifies his meaning of "sleep", "At that time, therefore, Jesus said to them outspokenly: Lazarus has died." In describing death the bible continues at Ecclesiastes 9: 5 stating, "The living are conscious that they will die; but as for the dead, they are conscious of nothing at all." Sleep then, is characterized as a condition typically devoid of conscious thought. Have you ever slept through a severe thunder storm, a series of car alarms going off, an explosion, an earth tremor (minor earthquake) or dogs barking loudly at night? Completely unconscious, right? For even further clarification, here are some characteristics of human sleep.

Characteristics of Sleep

Characteristics of sleep in humans are:

o lying down, if possible although sleep is possible in almost any position according to studies done on astronauts and in sleep study centers

o Eyes are closed, but sleep can occur with opened eyes in an environment devoid of light and / or distraction

o You don't hear anything or do not consciously respond to external sounds depending on the level, depth or stage of sleep

o Slow, rhythmic breathing pattern (which might be altered during dream stage)

o Muscles are completely relaxed with the exception of altered states of sleep or reaction to dreams or abnormal physical conditions

o Person may occasionally roll over changing positions

Stages of Sleep

On the average, a person goes through five stages, or levels of sleep. The stages each have distinctive characteristics and determine what the brain and body are capable of.

o Stage One - 4-5% Light sleep. Muscle activity slows down

o Stage Two - 45-55% Breathing and heart rate slows. Body temperature decreases

o Stage Three - 4-6% Deep sleep. Slow Delta waves begin

o Stage Four - 12-15% Very deep sleep; brain produces Delta waves

o Stage Five - 20-25% Rapid eye movement (REM); dreaming occurs

Why Do We Sleep?

For the most part, sleep allows several vital functions to take place. It is an essential physical and mental state with which we cannot do without. Our sleep allows us:

o To repair muscles and other tissues

o To replace aging or dead cells

o An opportunity for the brain to organize and archive memories, that is in part, to transfer data and memories from short to long-term memory

o Lowers energy consumption (balance of enzyme production achieved, i.e. blood glucose levels, electrolyte levels, etc.)

o To recharge the brain (diminished supplies of fluids and enzymes in organs and lymphatic system can be replenished during sleep)

How Much Sleep?

Most young adults need 7 to 9 hours of sleep a night, but the quantity of sleep required can vary depending on age, daily activity, diet, nutrition and other physical and / or psychological factors. Sleep deprivation can directly affect:

o Short term memory

o Performance

o Efficiency

o Physical health

o Emotional health

With 30 to 40 million Americans suffering from serious sleep-related disorders, the effect of sleep on learning and cognitive competencies is of serious concern.

In the next segment of this series, "Learn A Foreign Language While You Sleep: Theoretical Approaches", we'll look at both recent and current language-learning theories and approaches and how some might seemingly provide some support for these claims.

Body Language And Your Cat

Did your know that cats talk with their body's, as well as their voices? You have probably noticed how a cat will arch his back, swish his tail or roll over. Most of us think nothing of these little movements, but, just about everything a cat does with his body means something. A cat expresses himself by using body Language.

1. Arching his back: If two cats arch their backs, they are preparing for a real fight. The ears may be turned back and the hair on their backs stand straight-up.

2. Swishing the tail: The whole tail will move side to side, very gently. This tail movement means your pet is alert and curious about his surroundings, perhaps another animal near by, maybe a dog.

3. When your cat rolls over: This is a good thing. He or she feels comfortable and relaxed. He is probably trying to get your attention for affection. Your cat is telling you he likes you.

4. Whiskers: Cat whiskers and their position tell you a great deal. When a feline is excited, tense and ready to act, the whiskers will be pointed forward and fanned out. A calm or comfortable cat, his whiskers point outward and are less spread apart. This can also mean a friendly disposition or indifference. A cat that is hunting prey will thrust her whiskers forward. A shy, timid or reserved cat will bunch the whiskers together and flatten them out to the side of the face. Whiskers flat against the face signify the cat is frightened.

5. Rubbing against your legs: When your kitty does this, he is leaving his body scent on you, it is a sign of affection.

6. A quick moving tail: A tail that is moving side to side very quickly and aggressively, means your cat is agitated and angry. The hair on his tail may also stand on end, giving a bushy appearance. Your feline will most likely make an aggressive stance. If your cat is doing this, it is best to keep your dogs and children away from him.

7. Listening: Your feline will relax his ears forward and out slightly when he is listening. Perhaps aware of a dog near by.

8. A cat staring: If a cat is staring, it is usually before and during a feline fight. Or, before an attack to another pet or even a human.

Now, that you have learned a little about body Language and your cat, watch your pet and see if you notice any of the body Languages mentioned above.

A Little Tip, if you are not a lover of cats and you are sitting in a room with a group of friends, don't look away from the cat, look at him as though you adore him. Why? When people look at felines, the felines feel threatened. The person who doesn't look them, is the one they don't feel threatened by.

So, guess who they head towards? I bet you non cat lover's out there wish you knew this little tip a long time ago.

Felines can be a very interesting, yet, complicated pet. They can be enduring, or they can be the biggest snobs. But, no matter what, we love our pets and would do anything for them. I know a few humans who have some pretty crazy body Language too.

petsareagift.com Joanne Curtis/Author