...Faculty of English Linguistics and Literature A critical review on an article: STUDENTS’ L1 USE: A STUMBLING BLOCK OR A FACILITATOR IN L2 LEARNING (Yukie Saito, Temple University Japan) Instructor: Nguyen Thi Kieu Thu, Ph.D. Student: Huynh Tran Vuong Chan Class: MA in TESOL 2014A HCMC, 04/2015 INTRODUCTION The development of English has been so dramatic over the past centuries, especially in countries where English is treated as a second language. It is undeniable that for those countries, the chances for students to be exposed to English are limited due to both objective and subjective conditions. The biggest obstacle is mostly counted on L1 intervention and its long standing impact on L2 learning. Therefore, in order to increase these chances, some schools, institutions and even universities have applied the English only policy in English classes for the better learning. And Japan is one these countries. Being interested in the application of this policy and driven by the controversial issue of L1 impact on L2 learning, Yukie Saito, a lecturer at Rikkyo University, has conducted a study on this problem which is later posted on a website for academic teaching and learning: Journal of Second Language Teaching and Research. Yukie’s study on “Students’ L1 use: A stumbling block or a facilitator in L2 learning” is conducted in the situation in which Japan is strictly applying the English-only policy institutionally. As a lecturer who concerns with language policy, teacher...
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...The impact of language across cross-cultural leadership, management and communication Abstract The purpose of this literature review is to analyze the impact of language on various leadership and management contexts in multinational organizations which operates across different cultures. This paper examines the extent of literature which have focused on the study of language and its impact on activities concerned with leadership and management in multinationals. The main focus being the impact on headquarter and subsidiary communication, knowledge sharing and management contexts, this paper details the literature which suggest that multinationals would be better off by focusing on language and developing language policies which better suit its nature rather than taking language as a granted factor. The objective of this paper is to conclude that language difference across different cultures can no longer be left unattended as its as various implication internally as well as externally for corporations which are operating with different cultures and different languages. Keywords: Language, MNC, multinationals, leadership, management, communication, knowledge sharing, language policy Introduction The growing integration of companies from all around the globe is increasing the race towards a global village. Companies that operate beyond borders are the most influential of them all. Multinational companies are crossing their national borders operating at different corners of...
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...ENGLISH 10 Joscar Gamaliel Malacaman Email : JGMalacaman@gmail.com Cellphone : 09165611730 (Important messages only please) Consultation Hours : FC 1115 M-F 12:00pm – 2pm Course Number : English 10 Course Title : College English Course Description : The writing and critical reading of basic forms of academic Discourse essential to university work. Credit : 3 units Objectives • To develop skills in reading and writing for general academic purpose • To develop independent, creative, and critical thinking through reading and writing various forms of academic discourse • To further an awareness of oneself and others through the exposure to, study of, and experiences with the written word Course Breakdown INTRODUCTION Introduction and Diagnostic Exam Grammar Review Elements of Style by Strunk and White RESEARCH Definition of Research Research Topic Problematique and Thesis Statement CRITICAL THINKING Understanding and Evaluating Data Introduction to Reaction Papers BASIC ELEMENTS OF WRITING Audience, Point of View, Levels of Language, Voice, Style Structure of the Essay Proofreading and Editing PRE-WRITING Ideas and Data-Gathering Sources and Kinds of Sources Introduction to Report Writing Organizing Ideas Introduction to Concept Papers TECHNIQUES IN WRITING Kinds of statements Making Assertions ...
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...Please allow me 24 hours to answer your emails excluding weekends and holidays. If I do not answer in 24 hours, please email me again. Class Schedule: The traditional class meets on Monday/Wednesday 5:15 pm to 7:45 pm Course Prerequisites: NONE Course Description: This course examines the nature, location, and impact of crime in the United States by exploring a broad range of issues related to criminology. Topics focused on within the course include the historical foundations of crime, the theoretical underpinnings of criminality, how we measure criminal acts, the development of criminal careers, the various typologies of offenders and victims, and a critical analysis of public policies concerning crime control in society. Required Course Materials: Schmalleger, F. (2015). Criminology Today. (7th Edition). Prentice Hall Publisher. ISBN: 0137074859 Mission Statement Campbell University The mission of Campbell University is to graduate students with exemplary academic and professional skills who are prepared for purposeful lives and meaningful service. The University is informed and inspired by its Baptist heritage and three basic theological and biblical presuppositions: learning is appointed and conserved by God as essential to the fulfillment of human destiny; in Christ all things consist and find ultimate unity; and the Kingdom of God in this world is rooted and grounded in Christian community. The University embraces the conviction that there is...
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...!1 ENGLISH 1130 - 006: Academic Writing Douglas College (New Westminster Campus), South Building, Room 2690B Summer 2014 stephensonr@douglascollege.ca Phone: 604-527-5611 (Local 5611) Office: 2635, New Westminster Campus ! INSTRUCTOR: Dr. Ryan Stephenson Class Hours: Friday, 10:30 - 12:20 Office Hours: Friday, 9:30 - 10:20 Course Prerequisites: A minimum score on the Douglas College writing assessment, or equivalent, as listed in the College calendar. ! Courses for which this Course is a Prerequisite: In combination with another 1100-level English, with any CRWR course, or with English 1200, this course is a prerequisite for any 2300level English course. ! A Note on Hybrid Learning: ! ! You are enrolled in a hybrid section of ENGL 1130. Only 50% of your instructional time is delivered in class, with the remaining 50% delivered online. This means that you are expected to spend an average of 2 hours per week on the assigned Online Learning Modules. This time is over and above any time spent on readings and assignments. Hybrid learning is not for everyone. If you are not self-motivated and not able to keep yourself on track without a great deal of guidance, or if you do not feel comfortable using Blackboard or sending and receiving email attachments, then you should strongly consider taking a different section of this course. I will assume basic internet/online/computer competency. Technical difficulties should not prevent you from completing your work...
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...Admissions Procedures Requirements At MIT, a regular graduate student is one who is registered for a program of advanced study and research leading to a post-baccalaureate degree. A regular graduate student may concurrently hold an appointment as a research assistant, teaching assistant, or instructor. To be admitted as a regular graduate student, an applicant must have earned a bachelor’s degree or its equivalent from a college, university, or technical school of acceptable standing. Students in their final year of undergraduate study may be admitted on the condition that their bachelor’s degrees are awarded before they enroll at MIT. Applicants are evaluated by the individual department in which they intend to register on the basis of their prior performance and professional promise, as evidenced by their academic records, letters of evaluation from individuals familiar with their capabilities, and any other pertinent data they submit. While high academic achievement does not guarantee admission, MIT expects such achievement or other persuasive evidence of professional promise. Specific admission requirements vary by department; please consult the catalogue and department or program website for the requirements of individual departments. In general, most departments require significant work in mathematics and the physical sciences in addition to preparation in a specific field of interest, but some admit students with as little as one year each of college-level mathematics...
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...IMPLEMENTATION OF MTB-MLE: A TEACHER’S OUTLOOK WILROSE SWEET S. BERIOSO GRAZEL ANNE B. DELOS SANTOS GEORGELYN M. TAMPARONG March 2015 IMPLEMENTATION OF MTB-MLE: A TEACHER’S OUTLOOK ------------------------------------------------- A Research Paper Presented to the Faculty of the College Of Arts and Sciences- La Salle University, Ozamiz City ------------------------------------------------- In Partial Fulfillment of the Requirements of EN12104 Writing in the Discipline ------------------------------------------------- WILROSE SWEET S. BERIOSO GRAZEL ANNE DELOS B. SANTOS GEORGELYN M. TAMPARONG March 2015 ACKNOWLEDGMENT The preparation of this term paper is a group effort and a time consuming endeavor. As such, the researchers want to express their sincere thanks and heartfelt gratitude to the following persons who in one way or another exerted effort, offered full assistance, encouragement and inspiration in making this study a success. To Ms. Marylene Tizon, their instructor who served as the consultant and adviser, for sharing her time, valuable knowledge, expertise and for her helpful advice in the completion of this project. To their beloved parents for their undying moral and financial support. To their friends, classmates and board mates for the comfort whenever they are weary, as well as for the motivations and suggestions. Above all, the researchers are indeed very thankful to the Almighty God for His never ending wisdom...
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...Economic and Monetary Policy Auditing and Business Concepts Submitted by: Edmore H. Delaney Perspective of the Economic and Monetary Policy Framework of the Republic of Liberia This paper is intended to capture the framework of the economy and monetary policy of the Republic of Liberia and the effectiveness it pursues in the implementation its institutional framework. The economy continues to be plagued by a multiplicity of social, financial and economic challenges which has seen production level of the sector far below prewar levels (Findlay & O’Rourke, 2007). Consequently, the government’s approach has been directed towards vigorous pursuing money and credit supply to stabilize the economy. In order for Liberia to implement a sound economic and monetary policy, the government needs to ensure that a monetary aggregate is achievable. The Central Bank of Liberia in 2005, initiated a program to ensure stability of money demand functions where interest rate and income will significantly have impact on the money demand function (Matthew, 2009). The real gross domestic product (GDP) growth in 2014, which was initially projected at 5.8%, is estimated to decline to 2.5% or less by the end of the year. According to the Ministry of Finance and Economic Planning due to the absence of EVD, growth projections in 2014 reflected a weaker economic outturn as compared to the previous year (2013). This growth was driven largely by the expansion...
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...English 102: English Composition II Instructor: Office Phone: Office: Office Hours: Prerequisites English 101, or an equivalent, is a prerequisite for this course. Students may not enroll concurrently in English 101 and 102 nor enroll in 200+ level English courses until English 101 and 102 are successfully completed. If you transferred or tested out, you are expected to demonstrate mastery of the skills taught in English 101 at McNeese. E-mail: Course Description Writing researched themes and exercises. Reinforcement of academic writing, research, and writing across the curriculum introduced in ENGL 101. Students will produce at least 5000 words of researched writing during the semester. Notes: No duplicate credit for ENGL 102 and ENGL 106H. Prerequisite: ENGL 101 or equivalent. Lec. 3 Cr. 3. Gen. Ed. 1a, 2, 3, 7. Writing Enriched Course. Texts & Materials A topic reader specified in your instructor’s syllabus for your section of the course. Costello, Rita D., et al, eds. McNeese State University Composition and Rhetoric Guide, 2013-2014. Sulphur, OK: Fountainhead, 2013. Print. Maimon, Elaine P., Janice H. Peritz, and Kathleen Blake Yancey, eds. A Writer’s Resource: A Handbook for Writing and Research: Special Edition for McNeese State University. 4th ed. Boston: McGraw Hill, 2012. Print. Portfolio folder College dictionary Scantrons and examination booklets Student Learner Outcomes Upon successful completion of this course, students will be able to do the following: 1. Demonstrate...
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...1. Introduction Extensive research has been conducted on the topic of how media circulation affects political accountability and government policy. Theory predicts that for a higher share of media receivers, political accountability and hence government expenditures increase. Besley & Burgess (2002) give additional insight into this topic by analyzing the impact of media circulation on government responsiveness to falls in food production and crop flood damage in Indian states. The authors use the extent of public food distribution and calamity relief as proxies for government responsiveness. In addition to media factors, political and economic factors are introduced as potential determinants of policies. The predictions of the theory are underlined by the results of the paper: Government responsiveness increases with a higher amount of media users within a state. Further, political factors are also relevant determinants, whereas, economic factors are of low importance. In the following, the paper will be critically assessed within these sections. First, the theory, the propositions as well as the empirical strategy are introduced and compared to discussions in class. Second, the results of the paper are outlined. Third, the empirical strategy as well as the results will be analyzed and compared to prior research and theory. Finally, a short conclusion and outlook will be given. 2. Theory, Propositions and Empirical Strategy The theoretical two-period model of Besley & Burgess...
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...for Aboriginal Economic Policy Research (CAEPR) was established in March 1990 under an agreement between The Australian National University (ANU) and the Aboriginal and Torres Strait Islander Commission (ATSIC). CAEPR operates as an independent research unit within the University's Faculty of Arts and is funded by ATSIC, the Commonwealth Department of Social Security and the ANU. CAEPR's principal objectives are to undertake research to: • investigate the stimulation of Aboriginal and Torres Strait Islander economic development and issues relating to Aboriginal and Torres Strait Islander employment and unemployment; • identify and analyse the factors affecting Aboriginal and Torres Strait Islander participation in the labour force; and • assist in the development of government strategies aimed at raising the level of Aboriginal and Torres Strait Islander participation in the labour market. The Director of the Centre is responsible to the Vice-Chancellor of the ANU and receives assistance in formulating the Centre's research priorities from an Advisory Committee consisting of five senior academics nominated by the Vice-Chancellor and four representatives nominated by ATSIC, the Department of Employment, Education, Training and Youth Affairs and the Department of Social Security. CAEPR Discussion Papers are intended as a forum for the rapid dissemination of refereed papers on research that falls within the CAEPR ambit. These papers are produced for discussion...
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...in high school. It was like “killing two birds with one stone.” The stone was abolishing the five sentence per paragraph policy. The two birds represented writing techniques and understanding how to express myself into a paper. Unfortunately, the only English classes I have ever taken in my higher education were English 102 and English 103. From what I can recall, I was intellectually thinking and writing constantly about my opinions on certain topics. The implementation of doing self-evaluations through writing assignments help me drastically. I was conscious about making sense instead of writing remarkably. Is the...
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...The impact of English as instructional design on understanding level of students The impact of English as instructional design on understanding level of students Submitted By Md. Shariful Islam Kabbo ID No.-1620997 Shakera Ferdous ID No.- 1621030 Md. Ashekz Zaman ID No.- 1621050 Submitted To Dr. Muhammad Shariat Ullah Professor Independent University, Bangladesh Date: 15-03-2015 15th March, 2016 Dr. Muhammad Shariat Ullah Professor, School of Business Independent University, Bangladesh Subject: Letter of transmittal. Dear Sir, It is great pleasure for us that we have the opportunity to submit the report on “The impact of English as instructional design on understanding level of students” We have tried our level best to put meticulous effort for the preparation of this report. Any shortcomings or fault arise as our unintentional mistake. We will wholeheartedly welcome any clarification and suggestion about any view and conception disseminated through this term paper. Thanking you Sincerely yours Md. Shariful Islam Kabbo ID No.-1620997 Shakera Ferdous ID No.- 1621030 Md. Ashekz Zaman ID No.- 1621050 Chapter 1: Introduction 1. Introduction 1. Background English is the most widely used language in the world. It is spoken in many countries as first language (almost 375 million people) and as second language (almost 220 million...
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...English 102 – Intro. to Literature – SYLLABUS Campbell University –RTP Campus Prerequisites: English 101 Instructor: Susan Doody Term: Spring II March 13- May1 Phone: 919.661-8414 Evenings: Tuesday (BLENDED) Time: 5:15-7:30 pm E-mail: doodys@campbell.edu OR lovetoteach48@yahoo.com COURSE REQUIREMENTS Course Description: A course designed to enhance reading, writing, research, and critical thinking skills directed toward literary analysis. Prerequisite: English 101. Required Texts: • Backpack Literature: An Intro to Fiction, Poetry, Drama, and Writing, X.J. Kennedy and Dana Gioia, eds., 4th ed. • Aaron, Jane E. LB Brief. 4th ed., Boston: Longman, 2010. Learning Outcomes: Goals: English 102 is designed to “enhance writing, research, and reading skills directed toward literary analysis.” Therefore, the student will learn to read carefully and critically by analyzing the elements of literature—plot, theme, characterization, etc. through class discussion, short papers and research. Since analysis is key to this course, class participation is imperative. Expectations of Students: Students are expected to participate in all phases of the class, including discussions, both in class and on the Bd discussion board. Required readings must be completed before class. Homework and other assignments are due on the dates noted in the "Assignments" of Blackboard. Specific pages and due dates will be posted...
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...Admissions Procedures Requirements At MIT, a regular graduate student is one who is registered for a program of advanced study and research leading to a post-baccalaureate degree. A regular graduate student may concurrently hold an appointment as a research assistant, teaching assistant, or instructor. To be admitted as a regular graduate student, an applicant must have earned a bachelor’s degree or its equivalent from a college, university, or technical school of acceptable standing. Students in their final year of undergraduate study may be admitted on the condition that their bachelor’s degrees are awarded before they enroll at MIT. Applicants are evaluated by the individual department in which they intend to register on the basis of their prior performance and professional promise, as evidenced by their academic records, letters of evaluation from individuals familiar with their capabilities, and any other pertinent data they submit. While high academic achievement does not guarantee admission, MIT expects such achievement or other persuasive evidence of professional promise. Specific admission requirements vary by department; please consult the catalogue and department or program website for the requirements of individual departments. In general, most departments require significant work in mathematics and the physical sciences in addition to preparation in a specific field of interest, but some admit students with as little as one year each of college-level mathematics...
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