The Use Of Technology To Infuence Previous Generations Essay Example for Free

The Use Of Technology To Infuence Previous Generations Essay Introduction There is a common saying that necessity is the mother of invention. Most inventions were designed to make our lives more comfortable and to improve our standards of living. The internet was initially designed to provide a reliable communications network that could be used even if some sites were destroyed by nuclear attack (Howe, 2007). Routers would be used to direct traffic around the network by means of alternate routes if most direct route was not accessible. It was made solely for national defense. In those days, the internet was not user friendly and it was solely used by computer professionals, engineers, scientists and librarians. Due to its complex system, home or personal computers were not available. The Baby Boomers or those who are within the age of 43 and above have seen the advent of telephone, transistor radios, black and white television sets, typewriters and automobiles that created changes in the lifestyle of some individuals. As technology progress, we can now see a lot of modern appliances and better equipments than ever before. These days, we have digital phones and mobile phones, mp3 players and iPods, high definition television sets, computers and more sophisticated automobiles. The days of heavy and bulky gadgets that are often left at homes and offices are over. These days, we can see people walking around carrying a phone, listening to music or radio on the streets, watching the news on their mobile phones and using laptops in the restaurants. The functions and the features of these gadgets are getting better each day. Smaller, slimmer and lighter gadgets provide comfort and portability for most consumers. We have grown to be totally dependent on technology. The question that we need to raise now is for whom was these gadgets designed for? Were the electronic companies targeting the mature consumers or the young generation users? Did the present generation influence the Baby Boomers to use their technology? What are the effects of technological determinism in our society and culture? Technological Determinism Defined Technology means tools and gadgets such as mobile phone, computer, internet, iPod, etc. while determinism means that it is technology which determines the type and degree of social change and the course of history (Johnson, 1955). The term technological determinism was coined by Thorstein Veblen, an American sociologist and economist (Chandler, 1996). It refers to the assumption that the new technologies are the primary cause of major cause of major social and historical changes at the macrosocial level of social structure and processes and/or subtle but profound social and psychological influences at the microsocial level of the regular use of particular kinds of tool (ibid.). It is the belief that technology develops by its own laws, realizes its own potential, limited only by the material resources available and regarded as an autonomous system controlling and ultimately permeating all other subsystems of society (Web Dictionary of Cybernetics and System, n.d.). Marshall McLuhan, the philosopher and electronic media guru defined technological determinism simply as â€Å"we shape our tools and in turn they shape us† (Huster, 2000). McLuhan (1962) state that when media technology was introduced, it has shaped the way people in a society talk, write, feel and think and the channels of communication are the primary cause of cultural change. It also change the way our society operates from one technological age to another. Hence, a change in the medium is a change in society’s way of communicating. Today, people use mobile phones for wireless communication and instant messaging for talking through computer. Technological determinism is a school of thought believing that technology is the single most important factor in determining the success of an organization (Oxford University Press, 2005). The advancement of technology is a sign of the countries’ progress. The creation of technology cannot be avoided. The believers in technological determinism often fear the impact of technology. They are the critique of technological progress and oppose the belief that technology is the only determinant of change. Baby Boomers, Generation X and Generation Y The early Baby Boomers were born between 1946 to 1964 and aged between 43 to 61 (Marchand, 1979). They are starting to retire. Generation X is a term used to describe generations who were born between 1965 and 1980 and aged between 28 to 42 and they are noted for being the most tech friendly generations in American history (Wikipedia, 2007). They are referred to as Gen X, Gen Xers or Xgen. These generations have founded billion-dollar companies like Yahoo, Google, and You-tube among others. The term Generation Y is used to describe those children born between 1981 to 1995 (Markiewicz, 2003). Today, the term has changed to include anyone born as early as 1976 to late as 2000. The term Generation Y is often shortened to Gen Y, Gen Yers or Ygen or Gyen. They are primarily children of the Baby Boomers. Baby Boomers and Technology New research shows that the Baby Boomers nowadays are overwhelmed by high-tech gadgets that often make them feel embarrassed, unhappy or plain dumb (Hendrick, 2005). The age of the person is a factor that contributes to the feeling of intimidation. Only 36 percent of those who are below the age of 40, said that they were tech-shy. However, 43 percent of those who are above 40 and 49 percent for those who are 55 and above claimed to be intimidated. Among the 28,000 people interviewed, close to 50 percent of those who are younger than 40 adapt to new technology while 29 percent of those older than 40 are not willing to try out the new gadgets. Findings also show that the new gadgets are not attractive to people who are using corrective lenses. Hence, some products need to be redesigned without complicated instructions and intimidating features if companies intend to attract the older Baby Boomers. A strong preference for a human guide or instructor on the usage of any gadget is evident for those who are 50 years old and above. These people are intimidated, annoyed and less patient to read the instructions written on the manual and prefer sales people to show them how to operate a digital camera, mobile phone, TiVo, iPod or PDA. The rapid change of technology magnified their inability to catch up and accept change. Just when they are comfortable with the gadget that they have mastered, a new one emerge on the market that makes them feel that they need to relearn things all over again when they upgrade their device. Although more women are using instant messaging on computers or cellphones, gender is not a factor in terms of being intimidated with the new gadgets. Age remains to be a deciding factor in their acceptance of these new devices. The older they are, the less interested they become. It is very common that older people have poor eyesight and they have difficulties in reading the messages, menus, icons and toolbars. Therefore, when manufacturers design products, they must consider the needs of the aging population. The Influence of Technology The present technological environment is the major crossroad in the history of communication. Today so many people rely on the internet as a source of information and a medium of communication. Instead of going to the post office to mail the letters that we have written, we use the email as a quicker and convenient means of communication. The internet has also provided a cheaper means of communication. Now, people use the broadband to keep in touch with anyone instead of spending for costly overseas calls. Students use the internet to do their research homework instead of using the school or public libraries. People read the news on the internet instead of reading the newspaper or watching the news on television. Some prefer to shop online instead of going to the department store. On one hand, technology has reduced time consumption, eliminated the inconvenience of traveling, and facilitated inexpensive global communication. On the other hand, the electronic advantage has also made human interaction and socialization suffer as a lot of people these days prefer to spend so much time staying in front of their personal computers. The ultimate effect of the internet is undefined and unpredictable. Its long term impact remains uncertain. However, the internet is a typical example where we shaped a tool, and now that tool is shaping us. In the 1700s, fossil coal was developed as a source of energy when England ran out of wood. However, the continuous digging of coal mines resulted in a flood and the removal of water from the mines using hand operated pumps became inadequate. Hence, the steam engine was developed to solve the problem. As time progresses, the steam engine was used in textile factories, locomotives, steamboats, farm equipment and power plants that resulted in an increase demand for iron, steel and coal (Merkel, 2000). This demand resulted in large-scale coal and iron ore mining and steel plants. Labor union movement and industrial revolution emerged that gave rise to human progress and wealth. The steam engine is also a classic example of technological determinism. Mobile Technology for all Generations In terms of connective technology, mobile phones and internet usage are widely used around the world. In a study made by InsightExpress (2007), 80 percent of the 2015 mobile respondents in the USA owned a mobile phone, while 78 percent of the Americans have internet access spread evenly across the generations. Leading the survey is Gen Y (ages 18-24) at 85 percent, followed closely by Gen X (25-44) at 82 percent, younger Baby Boomers (45-54) at 80 percent, and older Baby Boomers (55-64) at 79 percent. With regards to their plans in upgrading their mobile devices, over half of Gen Y-ers and 37 percent for Gen X-ers plan to upgrade next year or so, and 30 percent of younger Boomers and 24 percent of older Boomers plan to upgrade next year. This indicates that all generations want the latest mobile gadgets. In terms of having mobile phones that allow users to connect to people and information in a variety of ways, 51 percent of Gen Y-ers have mobile phones that can access the internet followed by 47 percent of Gen X-ers, 39 percent of younger Boomers and 32 percent of older Boomers. This shows that the Boomers are not far behind from the Gen Y-ers and Gen X-ers. In addition, 75 percent of younger Boomers have text messaging capabilities, 54 percent have ring tones, and 52 percent have camera phones. Mobile Behavior Sending text messages is a cheaper means of communication in comparison with making phone calls. Forty-three percent of the Gen Y sends text messages on a daily basis while 16 percent of the younger Boomers and 10 percent of older Boomers text daily. This may be attributed to the fact that the Gen Y-ers are not as financially stable as the Baby Boomers; hence their preferences for an economical mode of communication. A strong preference for calling instead of sending text messages may be due to the Boomers desire for a faster and easier ways of communicating. When it comes to accessing the mobile internet daily, the survey finds that 8 percent of Gen Y uses the mobile internet while 4 percent of the younger Boomers and 3 percent of the older Boomers do so. The temptation of using the mobile phones is strong for individuals of all ages. In spite of the laws in many states against using mobile phones while driving, the survey reveals that 47 percent of Gen Y-ers, 42 percent of Gen X-ers, 37 percent of younger Boomers and 28 percent of older Boomers send and receive text messages while driving. All generations engage in the practice of talking on the phone without a hands-free device. The research conducted by InsightExpress clearly shows that mobile technology is widely used and accepted by the consumers regardless of their age. Although the Gen X-ers and the Gen Y-ers grew up with the sophisticated gadgets, the Boomers have managed to adapt to the rapidly changing technology. Regardless of whether the internet or mobile devises were designed, produced and marketed today or tomorrow, people of all generations will accept anything that would make their lives comfortable. Generation Gap Although there are studies made that the older generations are moving towards acceptance of the technology of the present generation, a generation gap still exist in terms of the usage of the latest gadgets. A survey and news articles revealed that a conflict between generations exist when it comes to using online services (Pew/Internet American Life Project, 2005). While the younger generations are impatient with the older generations’ sluggishness to adopt the latest online product, there is a strong value for privacy among the older generation who believe that any private information should not be published on the internet (Nussbaum, 2007). Hence, while the youngsters are having fun with the social networking tool as MySpace, Skype, ot YouTube, in searching for friends, and contacts, the oldsters still prefer a face-to-face contact (Hamm, 2007). They also use the information superhighway to post videos to and pictures of their weddings, and the birth of their children. Teenagers prefer to use instant messaging or text messaging for talking to friends to reach them wherever they are or post to a communications network and they use e-mail to communicate with old people and with their professors (Carnevale, 2006). Although 86 percent of more than 1,300 students at the University of Illinois at Chicago have not given up on email, they often consider messages coming from their colleges a form of spam (ibid.). People who are born from the internet generation have innate technological skills and they require little or no training in usage. This however, does not suggest that older adults do not go online. They also use the internet for banking activities, do online shopping, share pictures of their families, and download music and movies. The big difference lies in the fact that the seniors have the money to pay for these activities. The older groups were not as fast to pick up on the information on a Web site and they do not see the links as quickly as the younger group (Zook, 2007). The web designs are not as comfortable to the older generations although suppliers of user generated online content are not age restricted and all generations are included when describing social networking phenomenon (Dye, 2007). The major purpose of using new technology in creating blogs, website, emails or text or instant messages is to enable the users to communicate effectively and to connect people with a shared purpose, regardless of whether they belong to the generations of Baby Boomers, X-ers or Y-ers. What matters is to know how to reach them in their own world and in their own preferred medium. Technological Determinism One of the debates in the field of science, technology and society studies is whether technology has shaped society or has society influenced the development of technology. The former is associated with technological determinism and notions of technology as a force dominating other basic social institutions. The latter is associated with social construction of technology. Langdon Winner was the leading defender of some aspects of the technological determinism thesis in his first book, Autonomous Technology: Technics-out-of-Control (Cutchliffe and Mitcham, 2001). In the chapter â€Å"Do Artifacts Have Politics?† of his second book, The Whale and the Reactor: A Search for Limits in an Age of High Technology, Winner noted the irony of the contentions of the strongest defenders of technology who felt that although technology is beneficial, it is impossible to change the direction of its development. With this contention, we can now question ourselves as to whether our history has been defined by its technologies considering the technological development of our times. If we trace our technological development, we can say that we have progressed from â€Å"stone age†, â€Å"iron age† and now â€Å"computer age†. If the change in technology is good for all, why can’t we just accept and live with it? If technology is not good, why is there an absence of control in its progress and why is there no move in stopping technology? These questions can help us assess the strength or weakness of the self-directed force that technology has brought in our culture. The focus on technology and society debates was believed to be the important features of technology and technological change. One can only recognize that since Generation Y has grown with technology and Generation X started to modernized technology, they may welcome its progress and changes without even considering about its outcome in the society. In contrast, the economist, historians and social theorists would continue to stress that the force of technological change followed a path where its outcomes are predictable. To understand the effects of these changes will lead us to investigate the effects of modernization on human communication. Modernization means the appearance of modes of social life or organization that emerged in Europe from about the seventeenth century onwards which became worldwide in their influence (Giddens, 1991). Modernization theory has evolved in three waves and it explains the changing ways of communication and media use in traditional and post modern societies (University of Twente, 2004). The first wave of theory produced three variants in the development of economic, literacy and cultural and national identity most of which have been discredited because of their pro-Western bias (McQuail, 2000). The second wave of modernization theory does not support but criticize the influence of Western modernization that became popular in the 1970s and 1980s (Schiller, 1976). The third wave of theory that has risen in the 1990s attempts to expose the contradictions in the modernization process and explains the consequences of modernity for individuals in modern-day society (Giddens, 1991a, 1991b). It is neither in favor nor against modernization. Giddens showed that while traditional society is based on direct interaction between people living close to each other, modern society is characterized by time-space distantiation and disembedding mechanisms. Hence, Van Dijk (1993) stressed that the rise of computer networks and mobile telephony is an important tool for modern life. This will enable us to keep our interactions with people across the globe. As Stewart Brand (1995) explains to the readers of Wired magazine, â€Å"Technology is rapidly accelerating and you have to keep up.† Technology is the product of human action and the result of the workings of dynamic processes. As the outcome of past action and constraint, it has the potential to shape and enable action. It is not analogous to social structure because it takes material form; hence, technology does not acquire the status of a natural resource. Technology is always a product of human action and knowledge and always requires further knowledge and action to maintain and reproduce it (Garnsey, 1994). The experience of technology is often the experience of an ineluctable force which structures our way of life in ways we cannot control, as the forces of nature might do (Hill, 1988). An analysis of technology is presented in studies of the sociology of science and technology (Latour, 1987; Bijker et al., 1989) and resolves many of the problems of determinism that gave rise to the mechanical conceptions of technology. Barley (1986) and Orlikowski (1990) have shown that the concepts of structuration theory can be applied to the analysis of the role of technology in organizations and in social systems. But because technology takes material form, it may be misleading to treat it as a structural property of social systems as Orlikowski (1990) has proposed. Unlike technology, social structures and structural properties have no material existence. Social structures exist by virtue of the knowledge and actions of those who instantiate them through their practices; structure is seen as both medium and outcome of human action (Giddens, 1984). The physical interactions which are manifestations of social structure are not exhaustive of the relationships associated with those interactions; in giving primacy to physical interaction certain behavioral approaches come close to reifying social structure (Wellman and Berkowitz, 1988). Social structures draw on shared knowledge, on rules and roles, on shared symbolism and mutual expectations. Unlike social structure, technology can take material form. Technology has a physical form and is manifest as a set of entities, though a broader conception includes the knowledge and social practices required to create and activate technology. The problem of reification does not arise in relation to technology. With the growth of information systems, technologies have a symbolic dimension in the written word and number, reminding us that social systems are made up of symbolic as well as physical interaction. Mowery and Rosenberg (1979) pointed out that human needs are almost infinite and often long felt, and cannot explain the emergence of a particular invention at a certain time. They also criticized a series of confusing studies undertaken in the 1960s and 1970s which illustrated market demand as the force behind innovation. Eventually, Mowery and Rosenberg came to the conclusion that innovation is the result of the interaction between science and technology push factors (Katsikides, 1994). Freeman (1987) states that new technological systems can offer such great technical and economic advantages to a wide range of industries and services that their adoption becomes a necessity in any economy exposed to competitive economic, social, political and military pressures. Increasingly in this century, the world-wide diffusion of such new techno-economic paradigms dominates the process of technical change for several decades and powerfully influences economic and social developments even though it does not uniquely determine them (ibid.). Technological developments, like other social, economic and technical approaches, are not socially neutral, and in the end they deal with different traditions e.g. European, US, Scandinavian, Japanese, etc. (Katsikides, 1997). They accumulate social processes and reflect them, or, as Thomas Kuhn (1970), put it, a failure to assimilate fully new conditions and technology will strain the existing structures of society. Conclusion As we examine the progress of technology, we cannot deny the impact that technological development and innovation has brought to our society. Although researches have shown that the latest gadgets are challenging and frustrating for the Baby Boomers, there are studies that also revealed that this generation have accepted the use of the internet and mobile phones for communication. Although generation gap exists in terms of technology usage among the Baby Boomers, Generation X and Generation Y, there are companies today that are designing user friendly gadgets for the Baby Boomers. This only shows that the industry has seen a growing market for the older group of people who are financially stable and have better purchasing capabilities. Hence, the design of the future technology will be made for all generations regardless of age. Technology, being a product of human action and knowledge, require further knowledge and action for its maintenance and reproduction. It has structured our way of life in ways we cannot control. The use of technology to enhance communication has greatly influence people to adapt to the medium that will enable them to send and receive messages that are commonly use by the norm. This explains that with every development of new systems of technology, our culture or society will change and adapt to that technology. There is no end to the continuous development and improvement of technology because we are living in a fast paced world where everyone spends more time away from home. Changes are inevitable and necessary. The theory of technological determinism will only be proven wrong if a new technology is invented and nothing changes in our society. Bibliography Barley, S. (1986). Technology as an occasion for structuring: evidence from observation of CT scanners and the social order of radiology departments. Administrative Science Quarterly, 31, 78-108. Bijker, W., Hughes, T. and Pinch, T. (1989). The social construction of technology. Cambridge MA: MIT Press. Brand, S. (1995). Two Questions, in Scenarios: The Future of the Future. Wired, 3(11) 28-46. Carnevale, D. (2006). E-Mail is for Old People, by Chronicle of Higher Education: Information Technology. October 6, 2006. Retrieved December 24, 2007 from http://chronicle.com/free/v53/i07/07a02701.htm. Chandler, C. (1996). Shaping and Being Shaped. CMC Magazine. February 1, 1996. Retrieved December 25, 2007 from http://www.december.com/cmc/mag/1996/feb/ chantd.html. Cutchliffe, S. and Mitcham, C. (Eds.) (2001). Visions of sts: counterpoints in science, technology, and society studies. New York: State University of New York Press. Dijk, J.A.G.M. van (1993b). Communication Networks and Modernization. Communication Research, 20(3), 384 407. Dye, J. (2007). Meet Generation C: Creatively Connecting Through Content. Information Age. Freeman, C. (1987). Technology policy and economic performance: lessons from Japan. London: Printer Publishers. Giddens, A. (1984). The constitution of society: outline of the theory of structuration. Oxford: Polity Press. Giddens, A. (1991a). The Consequences of Modernity. Cambridge: Polity Press. Giddens, A. (1991b). Modernity and self identity; self and society in the late modern age. Cambridge: Polity Press. Hamm, S. (2007). Children of the Web: How the Second-Generation Internet is Spawning a Global Youth Culture-And What Business Can Do to Cash In. Business Week, 51. Hendrick, B. (2005). High Tech Intimidates Many Baby Boomers As They Move Into Midlife. Cox News Service. February 22, 2005. Retrieved December 22, 2007 from http://www.pulsejournal.com/news/content/shared/news/nation/stories/0222_TECH_BOOMERS.html. Hill, S. (1988). The tragedy of technology. London: Pluto Press. Howe, W. (2007). A Brief History of the Internet. An anecdotal history of the people and communities that brought about the Internet and the Web. January 16, 2007. Retrieved December 26, 2007 from http://www.walthowe.com/navnet/history.html. Huster, K. (2000). Technological Determinism. March 6, 2000. Retrieved December 24, 2007 from http://oak.cats.ohiou.edu/~kh380597/TD.htm. InsightExpress (2007). Baby Boomers Increasingly Embrace Mobile Technology. September 25, 2007. Retrieved December 23, 2007 from http://www.marketingvox.com/archives/2007/09/25/ baby-boomers-embracing-mobile-technology/. InsightExpress (2007). Does ur Granny text? New Research from InsightExpress Finds Baby Boomers Are Embracing Mobile Technology. Retrieved December 22, 2007 from http://insightexpress.com/release.asp?aid=371. Johnson, N. (1955). Technological Determinism. Retrieved December 23, 2007 from http://www.uiowa.edu/~cyberlaw/writing/techdet.html. Katsikides, S. (Ed.) (1994). Informatics, organization and society. Wien-Muenchen, Oldenbourg. Katsikides, S. (1997). Sociology and the Functions of Technological Autonomy. Innovation: The European Journal of Social Sciences, 10(2). Kuhn, T. (1970). The structure of scientific revolutions. University of Chicago Press. Latour, B. (1987). Science in action. Milton Keynes, Open University Press. Marchand, P. (1979). Life Inside the Population Bulge The scared, scrambling lives of the Boomies. Saturday Night Magazine. October, 1979. Retrieved December 23, 2007 from http://www.itseemslikeyesterday.com/1998_fall/article_boomies.asp. Markiewicz, P. (2003). Whos Filling Gen-Ys shoes? May 5, 2003. Retrieved December 23, 2007 from http://www.brandchannel.com/start1.asp?id=156. Mcluhan, M. (1962). The gutenberg galaxy: the making of typograhic man. Toronto: University of Toronto Press. McQuail, D. (2000). Mcquail’s mass communication theory, 4th edition. London: Thousand Oaks. Merkel, K.G. (2000). Engineering Technology and Technological Determinism. Journal of Engineering Technology. 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Math Facts Essay -- Education, The Arithmetic Gap

â€Å"Memorizing math facts is the most important step to understanding math. Math facts are the building blocks to all other math concepts and memorizing makes them readily available† (EHow Contributor, 2011). To clarify, a math fact is basic base-10 calculation of single digit numbers. Examples of basic math facts include addition and multiplication problems such as 1 + 1, 4 + 5, 3 x 5 and their opposites, 2 – 1, 9 – 4, 15/5(Marques, 2010 and Yermish, 2011). Typically, these facts are memorized at grade levels deemed appropriate to a student’s readiness – usually second or third grade for addition and subtraction and fourth grade for multiplication and division. If a child can say the answer to a math fact problem within a couple of seconds, this is considered mastery of the fact (Marques, 2010). Automaticity – the point at which something is automatic- is the goal when referring to math facts. Students are expected to be able to recall facts without spending time thinking about them, counting on their fingers, using manipulatives, etc (Yermish, 2011). . In order to become a fluent reader, a person must memorize the sounds that letters make and the sounds that those letters make when combined with other letters. Knowing math facts, combinations of numbers, is just as critical to becoming fluent in math. Numbers facts are to math as the alphabet is to reading, without them a person cannot fully succeed. (Yermish, 2011 and Marquez, 2010). A â€Å"known† fact is one that is â€Å"answered automatically and correctly without counting† (Greenwald, 2011). In order for a child to achieve academically, the child must master basic facts. A child's progress with problem-solving, algebra and higher-order math concepts is negatively impacted by a lack... ...wer but offer no assistance with learning a concept (Mahoney and Knowles, 2010). Automaticity of math facts is beneficial to all mathematics learning. Fortunately, there are ways to help students learn basic facts without skill and drill. Explicit strategy instruction is more effective than encouraging strict rote memorization (Woodward, 2006). Yet, many educators are unsure of how to help students master facts. Too many educators still have misconceptions of how students learn facts and how they commit them to long-term memory (Baroody, 1985). Some people argue that students no longer need to learn how to compute now that calculators are widely available. â€Å"While facility at one-digit computation is far from the primary aim of elementary school mathematics, it is an important skill that provides the foundation for many other topics†(Burton and Knifong, 1982).

The Krashens Input Hypothesis Education Essay

Stephen Krashen ‘s input hypothesis seeks to explicate how persons get linguistic communication, and how this apprehension of linguistic communication acquisition applies to 2nd linguistic communication scholars ( 1982, p. 20 ) . Krashen states the input hypothesis stresses â€Å" intending first † in linguistic communication acquisition. On learning a 2nd linguistic communication, the input hypothesis compares how persons learn their first linguistic communication to propose how instructors should interact with pupils seeking to larn their 2nd linguistic communication. Sing Krashen ‘s input hypothesis and its critics ; this paper will research some ways to use the input hypothesis in the schoolroom. Krashen ‘s input hypothesis consists of four parts. The first portion distinguishes between intending and signifier and acquisition and acquisition ( 1982, p. 21 ) . Since linguistic communication scholars need to pass on to work in society, linguistic communication scholars will seek to listen to understand significance and will subsequently derive the proper signifier from guided input. Krashen explains the input hypothesis as a patterned advance through phases. The linguistic communication scholar, by seeking to understand the significance in a communicative vocalization, progresss through these phases when the communicative vocalizations are somewhat more complicated than the scholar ‘s current phase of apprehension. The 2nd portion of the input hypothesis concerns how it is that linguistic communication scholars can seek to understand somewhat more in intending than they have presently learned. Krashen claims that by utilizing the information that exists in the universe around them, an person can tie in the right significance to a communicative vocalization. In other words, degrees of promotion in linguistic communication acquisition occur through bit by bit deriving greater degrees of significance from the input they receive. The input ( I ) plus the figure of the degree ( # ) explains the relationship between the input and the usage of what Krashen calls â€Å" extralinguistic information † to make ( one + 1 ) ( 1982, p.22 ) . Krashen recognises that cognizing what is the suited sum of input to bring forth ( i +1 ) is hard, if non impossible to make up one's mind. This brings about the 3rd portion of the input hypothesis, which states, â€Å" When communicating is successful, when the input is understood and there is adequate of it, i + 1 will be provided automatically † ( 1982, p. 22 ) . While kids do non larn linguistic communication by lessons of signifier that follow what Krashen calls a â€Å" course of study † or â€Å" construction of the twenty-four hours, † typically the opposite occurs in the schoolroom ( 1982, p. 22 ) . In a 2nd linguistic communication schoolroom scene, instructors frequently use text editions that follow a set construction. Teachers who must prove a pupil ‘s cognition of a linguistic communication are frequently required to follow a construction in their schoolroom to measure any benchmarks set for their schoolroom. In a given schoolroom, one pupil m ight happen the class stuff determined in progress by the instructor to be excessively easy, while for another pupil the degree might be suiting for them to larn new stuff. Another pupil might hold fallen behind in the class stuff covered and hence has trouble in catching up with the remainder of the category. Krashen ‘s 4th portion concerns eloquence achieved by the linguistic communication scholar after sing patterned advance through suited ( one + 1 ) degrees. Aidss from the environment aid an person in measuring the significance in a given communicative act. The more communicating that connects to existent life state of affairss, the more likely an person will win in finally accomplishing some eloquence in their mark linguistic communication. Krashen supports the input hypothesis with grounds from both first and 2nd linguistic communication acquisition. When a kid learns a first linguistic communication, they learn from what Krashen refers to as â€Å" caretaker address. † When a caretaker aids a kid in larning a first linguistic communication, they do non follow a construction as a instructor in a schoolroom scene. But this is non to propose a free-for-all in linguistic communication scholar support by the caretaker. To guarantee that a kid and grownup can pass on with one another, the grownup changes the manner they speak to the kid ( simplification of signifier, carefully choosing enunciation ) . Many caretakers would non pass on in the same manner with a kid as they would with an grownup. This does non intend that how a kid and a caretaker interact in linguistic communication larning support does n't alter in clip. Krashen ( 1982 ) writes, â€Å" Caretaker address is non exactly adjusted to the degree of each kid, but tends to acquire more complex as the kid progresses † ( p. 22 ) . In add-on, Krashen argues that, when analyzing foremost linguistic communication support, caretakers cover subjects about what occurs in the present instead than in the hereafter. Subjects about the present aid the scholar understand significance through the lens of non merely linguistic communication, but besides the universe around them ( Krashen, 1982, p. 23 ) . Krashen besides argues that 2nd acquisition ( SLA ) supports the input hypothesis ( 1982, p. 24 ) . SLA provides three countries of grounds for the input hypothesis in â€Å" simple codifications † . Krashen claims that merely because the linguistic communication scholar is an grownup, does non intend the mark ( acquisition ) is different from a kid ( Krashen, 1980 ) . Second, Krashen states that ( one + 1 ) can be used for both FLA and SLA. For the 3rd support of the input hypothesis in SLA, the input itself is examined. Krashen believes that much like interactions in FLA with caretakers, 2nd linguistic communication scholars experience certain interactions with their instructors, with native talkers of the mark linguistic communication, and their schoolmates ( 1982, p. 24 ) . Yet another cogent evidence Krashen uses for the input hypothesis in 2nd linguistic communication acquisition is the â€Å" soundless period † ( p. 26 ) . This soundless period refers to minimal speech production when larning a 2nd linguistic communication. The single finally does talk after some cognition in the linguistic communication has been acquired and the single feels comfy to talk the mark linguistic communication. But non everyone is allowed a soundless period. Krashen ( 1982 ) writes, â€Å" Adults, and kids in formal linguistic communication categories, are normally non allowed a soundless period. They are frequently asked to bring forth really early in a 2nd linguistic communication, before they have acquired adequate syntactic competency to show their thoughts † ( p. 27 ) . Finally, Krashen mentions the impact of a linguistic communication scholar ‘s first linguistic communication on their 2nd linguistic communication. A specific linguistic communication characteristic ( such as sentence order ) may be different in the scholar ‘s first linguistic communication and their mark linguistic communication. A scholar might non hold a appreciation of their mark linguistic communications ‘ characteristics, ensuing in the scholar blending regulations from the first linguistic communication to the 2nd. A scholar may confront communicating jobs with a talker of their mark linguistic communication because of regulations from the scholar ‘s first linguistic communication that do non suit into the construction of the mark linguistic communication ( Krashen, 1982, pp. 28-29 ) . Krashen ‘s input hypothesis has non gone without unfavorable judgment ( Mason, 2002 ) . Criticisms of the input hypothesis include the struggle between caretaker address and extralinguistic information, and the grade of input and grade of end product that should be used between instructor and pupil in a 2nd linguistic communication scene. Mason ( 2002 ) addresses the struggle between caretaker address and extralinguistic information as a affair of what must be altered for a linguistic communication scholar in order to get linguistic communication. Forming caretaker address requires a alteration in input. Leting for extralinguistic information to assistance in linguistic communication acquisition requires a alteration in environment ( pp. 2-3 ) . Mason identifies two major jobs when trusting on a alteration in input. The first concerns sociological factors ( whether consistence exists across civilizations and economic conditions and whether altering the input produces the sort o f positive consequences Krashen claims it does ) . In other words, how a caretaker interacts with a kid in one civilization for linguistic communication support may differ in another civilization. Besides, altering input ( such as a linguistic communication scholar and native talker interaction ) could be counterproductive ( cementing a regulation in the scholar ‘s head because of the alteration the native talker makes to pass on with the linguistic communication scholar ( Mason, 2002, p. 3 ) . The 2nd concerns extralinguistic information. Mason writes, â€Å" The 2nd reading, modifying the context, may take to the scholar acquiring such rich extralinguistic hints that she does non hold to trouble oneself to get the hang the linguistic communication. The learner gets by-by behaving as if they have understood the linguistic communication, whereas in fact they have read the environment † ( 2002, pp. 3-4 ) . For illustration, an teacher inquiring inquiries to a big group of scholars with multimedia ( picture, images, music ) , may have end product from many scholars. Some of these scholars, nevertheless, may piggyback their responses on other scholars in the group. Particularly with a big group, the instructor may be unable to place which pupils responded to the inquiry in full, which did non. Another struggle in Krashen ‘s input hypothesis that Mason discusses relates to input and end product. Mason ( 2002 ) argues that Krashen places a greater accent on input and what sort of input should happen than he does on what sort of end product would happen. Too much accent on input can be counterproductive for the instructor, because the instructor can non cognize a pupil ‘s linguistic communication ability without first leting the pupil to talk. Mason besides argues the instructor should supply some rectification to the scholar ‘s address. Krashen ( 1982 ) states that excessively much rectification can impede eventual end product, but Mason ( 2002 ) believes that without rectification a scholar may do certain errors continuously. He writes, â€Å" It is merely through the pupil ‘s production that we can look into whether she has to the full understood the input or non, and that without this confirmation, there are a figure of mistakes, peculiarly Ã¢â‚¬Ë œavoidance ‘ mistakes, that are ne'er cleared up † ( Mason, 2002, p. 7 ) . For its application in the schoolroom, Krashen ‘s input hypothesis provides some penetration into the teacher-student relationship. More frequently than non, each pupil larning a 2nd linguistic communication will hold a different degree of acquisition than another pupil in the schoolroom. Some pupils might hold an easier clip reading and composing than speech production, while other pupils might hold an easier clip speech production and battle with reading and authorship. Besides, every pupil will larn otherwise. Some pupils may profit from a conversation-based course of study, while other pupils may profit from a course of study based on rote memorisation. Krashen ‘s input hypothesis attempts to turn to how teachers can pass on with pupils while utilizing the environment around them to direct their direction. For illustration, a instructor could utilize assorted multimedia to implement the input to pupils. Using multimedia is one manner to work with assorted persons larning manners. Multimedia usage, combined with teacher-talk, can let pupils entree to the class stuff while maintaining the pupil ‘s involvement. Ideally, nevertheless, modified input in the signifier of teacher-talk would work best in a little group puting. The larger the group the instructor must turn to, the more likely a wider fluctuation in pupil acquisition. Even within a little group some fluctuation will happen, which is ineluctable. Some alteration of teacher-talk would include velocity, enunciation pick, and content. These three points could be controlled for pupil input, while learning direct grammatical signifiers is avoided. As pupils become more comfy with this attack, the instructor can increase velocity while besides including a wider vocabulary after the vocabulary has been reinforced through multimedia attach toing a lesson. Addressing the pick of content can do the greater trouble for a instructor. Most linguistic communication text editions follow a patterned advance of learning salutations, waies, shopping, assignments, conditions and other daily subjects. If the pupil lives in the community where they will talk the mark linguistic communication, the subjects above could turn out practical because the scholar must utilize these subjects in most societal state of affairss. For those pupils who learn their 2nd linguistic communication outside the community of their mark linguistic communication, these daily subjects may non use to Krashen ‘s reference of the â€Å" here and now † rule. Teachers may so promote pupils to organize survey groups and conversation pattern times where they can talk the mark linguistic communication as if they were in the mark linguistic communication state. If this is the instance, the instructor should sometimes go to to supply some input to pupils so the subject s they discuss have practical, day-to-day application. Possibly the greatest trouble for the instructor would affect supplying regular lessons that help steer pupils without overtly learning signifier. Conversation-based direction frequently takes on this manner if the school does non desire a native talker to utilize a text edition. But how does the instructor cognize how to direct pupils without some course of study, even if that course of study is an unreal patterned advance through phases of linguistic communication acquisition? A danger in taking an unreal course of study would be maintaining track, as an teacher, of the trouble of stuff presented to the pupils. Just how much reappraisal is suited? Should the teacher vary reappraisal stuff to include accommodation to rush and enunciation usage? For practicality in the schoolroom, it seems the input hypothesis works best for little groups or with an person. Working with an person or little group allows the teacher to look into the pupil ‘s advancement so â€Å" teacher talk † can alter to suit a pupil ‘s patterned advance through ( one + 1 ) phases. In add-on, Krashen ‘s suggestion of the â€Å" here and now † rule can work non merely for the acquirer in the mark linguistic communication community, but besides through survey groups that include guided input from the teacher. As Krashen ( 1982 ) emphasiss, guided input accompanied by contextual elements from the environment ( such as usage in the mark linguistic communication community or multimedia in the schoolroom ) can steer acquirers through ( one + 1 ) phases. Though Krashen ‘s input hypothesis does non stipulate what instructors must show their pupils at specific phases, the hypothesis can assist steer an teacher in planing a 2nd l inguistic communication class that guides pupils through the procedure of linguistic communication acquisition.( 2200 WORDS )Mentions Krashen, S. ( 1980 ) . The theoretical and practical relevancy of simple codifications in 2nd linguistic communication acquisition ‘ . In Scarcella, R. & A ; Krashen, S. ( explosive detection systems. ) A Research in 2nd linguistic communication acquisition, Rowley, Mass. ; Newbury House, 7-18 Krashen, S. ( 1982 ) . Second linguistic communication acquisition theory. InA Principles and pattern in 2nd linguistic communication acquisition and acquisitionA ( pp. 9-32 ) . New York: Prentice Hall International. Krashen, S. ( 1985 ) .A The Input Hypothesis: issues and implications.A Longman, New York Mason, T. ( 2002 ) . Critique of Krashen V: The Input Hypothesis. Retrieved May 10, 2010, from hypertext transfer protocol: //www.timothyjpmason.com/WebPages/LangTeach/Licence/ CM/OldLectures/L9_Input.htm Schuh, R. ( DK ) . The human linguistic communication series # 2: Geting the human linguistic communication: â€Å" Playing the linguistic communication game † . InA Introduction to linguistic communication – talk notes 5BA ( pp. 1-8 ) . Retrieved from hypertext transfer protocol: //www.linguistics.ucla.edu/people/schlenker/LING1-LN-5B.pdf. Part B: Question 1, 2, 4 How can knowledge of cognitive or learning manners of single scholars help a schoolroom instructor be more effectual in category? ( QUESTION # 1 ) Every linguistic communication scholar enters the schoolroom with his or her ain alone positions, demands, and grounds for larning a peculiar linguistic communication. This requires the instructor to understand and utilize the many attacks available in 2nd linguistic communication acquisition research to turn to single acquisition manners. A instructor ‘s cognition of larning manners can help the pupil in happening what methods work best to develop their linguistic communication accomplishments. This paper will discourse how pedagogues can use the cognition of single acquisition manners in the schoolroom, pulling on theories presented by Robinson ( 2001 ) and larning manner penchants reviewed by Cohen ( 2003 ) . Robinson ( 2001 ) argues that single difference ( or ID ) research and the Aptitude Complex/Ability Differentiation Hypothesis, and the Fundamental Difference/Fundamental Similarity Hypothesis aid explicate how persons approach larning their mark linguistic communication ( pp. 381-382 ) . Robinson ( 2001 ) makes four chief differentiations from these theories. The first concerns a learning manner difference between an grownup and a kid. He writes, â€Å" There are child-adult differences in linguistic communication acquisition ; grownups rely to a great extent on general problem-solving abilities and exhibit much greater fluctuation in degrees of attainment † ( Robinson, 2001, p. 386 ) . Robinson claims that differences between an grownup and a kid, every bit good as differences in aptitude, can assist explicate differences in larning manners. Sing the position of the linguistic communication scholar, Cohen ( 2003 ) discusses assorted manners of linguistic communication scholars. Cohen defines larning manners as â€Å" general attacks to linguistic communication acquisition † that include attacks to category direction ( audile, ocular, and tactile ) , one ‘s manner of thought, and one ‘s personality ( 2003, pp. 279-280 ) . Cohen places larning manner penchants into two groups. The first group includes â€Å" visual/auditory, abstract-intuitive, planetary, synthesising, unprompted, unfastened and extroverted † ( 2003, p. 282 ) . The 2nd group includes â€Å" hands-on, concrete-sequential, peculiar, analysing, brooding, closing oriented and introverted † ( 2003, p. 282 ) . Cohen goes on to province the consequence of what an single learns depends their alone learning manner penchants. So, how can a teacher benefit from the cognition of single acquisition manner penchants? Gardner ( 1983 ) identifies eight intelligences that help place the types of scholars instructors face in the schoolroom. These intelligences expand on other larning manner theories that suggest penchants towards reading, composing or talking to include inter- and intra-personal intelligences ( Gardner, 1983 ) . Gardner suggests that cognition of one ‘s ego and the people around them provides penetration into the person. In footings of acquisition manners, inter- and intra-personal intelligences impact how a pupil interacts with schoolmates and with the instructor. Knowledge of how one ‘s self learns successfully ( for illustration, cognizing what one ‘s acquisition manners are ) can assist steer the scholar in footings of self-study. Knowledge of how those people around them make determinations impact societal kineticss that influence group undertakings, schoolroom treatments a nd even teacher entree ( for extra larning support ) . Gardner ‘s theory of multiple intelligences besides has strong effects for the instructor. Teachers should seek out ways to intermix acquisition manners so that many different scholars have entree to the mark lesson. Not merely should instructors seek to integrate multimedia such as images, picture, and music to turn to changing larning manners in the schoolroom, but besides take into consideration how good the pupils might manage group work versus self-study, category treatment versus talk, game-based direction versus worksheet activities. Whereas some pupils might bask group work, self-study may be more helpful for eventual trial mark consequences. On the other manus, group work may promote originative work out of some pupils while besides constructing squad cooperation that helps in the societal development of pupils. With the cognition of larning manners and the multiple intelligences found among different scholars, is how civilization influences what acquisition manners are most effectual for a peculiar group of pupils. Students who see rote memorisation as the most effectual manner to better trial mark consequences may see game-based or other group activities as a waste of clip. Even if those pupils would, in theory, benefit from group work, they might reject group work on rule depending on what signifier acquisition manners tend to take in their civilization. The consideration of differing larning manners challenges instructors to supply pupils with more advanced ways of interaction with class stuffs. In every schoolroom, different pupils will be more receptive to a peculiar acquisition manner than another. An effectual lesson in one schoolroom may flop in another if the instructor is non sensitive to the changing acquisition manners of his or her ain pupils.( 726 WORDS )Mentions Cohen, A. D. ( 2003 ) . The scholar ‘s side of foreign linguistic communication acquisition: where do manners, schemes and undertakings run into? A IRA L: International Review of Applied Linguistics in Language Teaching, A 41A ( 4 ) , 279-292. Retrieved from Communication & A ; Mass Media Complete database. Gardner, H. ( 1983 ) .A Frames of Mind: The theory of multiple intelligences.A New York: Basic Books.A Robinson, P. ( 2001 ) . Individual differences, cognitive abilities, aptitude composites and larning conditions in 2nd linguistic communication acquisition.A Second Language Research, A 17A ( 4 ) , 368-392. Retrieved from Communication & A ; Mass Media Complete database. To which larning schemes would you seek to expose your pupils? Why? ( QUESTION # 2 ) Through the survey and application of larning schemes, instructors can assist linguistic communication scholars achieve their 2nd linguistic communication ends. Though research workers differ in how they define larning schemes ( see Chamot, 2005 ; Seliger, 1984 ; Tarone, 1980b ) , research workers do hold that cognition and application of larning schemes help pupils larn their mark linguistic communication and pedagogues know how to show their course of study to the pupil. This paper will discourse which linguistic communication schemes could turn out most helpful in the schoolroom, and why those linguistic communication schemes help accomplish certain schoolroom ends. Ellis ( 1994 ) identifies a scholar ‘s single penchants and situational factors as two primary determiners of using larning schemes ( p. 529 ) . Ellis ( 1994 ) , mentioning Tarone ( 1980b ) , farther examines three fluctuations of larning schemes. The three sorts of schemes are production, communicating, and acquisition ( Ellis, 1994, p. 530 ) . Ellis ( 1994 ) breaks down the 3rd fluctuation, larning schemes, into two parts, â€Å" The former, as defined by Tarone, are concerned with the scholars ‘ efforts to get the hang new lingual and sociolinguistic information about the mark linguistic communication. The latter are concerned with the scholars ‘ efforts to go skilled hearers, talkers, and readers, or authors † ( p. 530 ) . I teach 600 Korean high school pupils each hebdomad in 50-minute periods. Though these pupils are divided by gender, they are non divided by degree. These pupils have studied English by rote memorisation for more than 10 old ages in school. Most pupils attend private academies to better their trial tonss. There are three chief types of pupils. The first group wants to analyze English and is unfastened to using many different larning schemes to better their English. The 2nd group is non interested in English, and is receptive to merely a few acquisition schemes. The 3rd group consists of those who merely wish to better English for the national university entryway scrutiny. The 3rd group prefers larning by rote memorisation, while the 2nd group works best in group scenes. With group one any figure of schemes could assist their acquisition. These three groups classify most pupils. In every category, pupils from each group are present. So how does a instructor employ acquisition schemes that can assist fluctuation among pupils? Cohen ( 1998 ) discusses schemes on communicating, called â€Å" usage schemes. † As a conversation-based linguistic communication teacher, these communication-based schemes I find most utile for my schoolroom. Cohen ( as cited in Oxford, 2003 ) notes four acquisition usage scheme types: utilizing antecedently learned cognition, methods of practising end product, preclass readying, and end product use a when the linguistic communication has non yet been acquired ( p. 275 ) . Using a pupils ‘ anterior cognition of English proves critical in the schoolroom. As a instructor I should seek to entree my pupil ‘s collected cognition from over 10 old ages of vocabulary memorisation. Showing a picture cartridge holder that suits the lesson and so inquiring pupils to depict what they saw in the picture helps pupils remember antecedently memorized class stuff. This method relates to Cohen ‘s â€Å" imagination † ( 1987 ) . To do this scheme more effectual, I find video cartridge holders that do non include any speech production in English or Korean. The pupils have no pick but to utilize the cognition of English learned in anterior old ages to explicate to me what they watched. Cohen ‘s 2nd usage scheme concerns supplying the scholar with helpful agencies to practising end product. Whereas some instructors prefer to follow a course of study that covers certain grammatical constructs throughout the semester, I do non. At the beginning of each category I begin by inquiring pupils basic inquiries about school events, nutrient, or conditions. Some pupils do non talk at this clip, while others are enthusiastic. To measure the end product of the quiet pupils, I ask inquiries that require the pupils who may non cognize how to react in English to utilize organic structure gestures. Students use what Cohen ( 1987 ) refers to as â€Å" directed physical response. † This is frequently an effectual method because, one time pupils have performed the physical gesture, they can remember plenty to bring forth end product to explicate their response. Besides sing the usage of larning schemes with the three groups of pupils I have mentioned above, gender and age besides form which larning schemes work best in my schoolroom. Because my categories are divided by gender, the schemes I employ for male pupils differ from schemes I use with female pupils. For illustration, my female pupils tend to profit best from a mix of reading, authorship, and talking activities. The combination of different activities in reading, authorship, and talking tends to bring forth better callback later than merely utilizing talking activities. With the male pupils, nevertheless, utilizing merely talking activities tends to bring forth the best callback. Reading and composing activities with male pupils frequently cut down motive unless some wages system is in topographic point that encourages competition among the male pupils. In my schoolroom, larning schemes that promote pattern of communicating that reinforces bing cognition and uses competition tends to work best for male pupils. Learning schemes that pattern communicating and present new stuff ( particularly when combined with multiple types of activities such as reading and composing ) work best for female pupils. Knowledge of the pupil ‘s terminal end for linguistic communication acquisition combined with seting methods within those groups ( depending on category size or gender ) , helps advance effectual schoolroom larning schemes. ( 856 WORDS ) Mentions Chamot, A. U. ( 2005 ) . Language larning scheme direction: current issues and research.A Annual Review of Applied Linguistics, A 25A ( 1 ) , 112-130. Retrieved from EJS database. Cohen, A. D. ( 1987 ) .A Analyzing linguistic communication larning schemes: How do we acquire the Information? In A. L. Wenden & A ; J. Rubin ( Eds. ) , A Learner schemes in linguistic communication learningA ( pp. 31-40 ) . Englewood Cliffs, NJ: Prentice-Hall International. Cohen, A. D. ( 1998 ) .A Strategies in larning and utilizing a 2nd linguistic communication. Harlow, Essex: Longman. Cohen, A. D. ( 2003 ) . The scholar ‘s side of foreign linguistic communication acquisition: where do manners, schemes and undertakings run into? A IRA L: International Review of Applied Linguistics in Language Teaching, A 41A ( 4 ) , 279-292. Retrieved from Communication & A ; Mass Media Complete database. Ellis, R. ( 1994 ) . Learning schemes. InA The survey of 2nd linguistic communication acquisitionA ( pp. 529- 560 ) . Oxford: Oxford University Press. Oxford, R. L. ( 2003 ) . Language learning manners and schemes: constructs and relationships.A IRAL: International Review of Applied Linguistics in Language Teaching, A 41A ( 4 ) , 271-278. Retrieved from Communication & A ; Mass Media Complete database. Seliger, H. ( 1984 ) . Processing universals in 2nd linguistic communication acquisition. In F. Eckman, L. Bell, & A ; D. Nelson ( Eds. ) .A Universals of Second Language Acquisition.A Rowley, MA: Newbury House. Tarone, E. ( 1980b ) . Communication schemes, alien talk and fix in lingua franca. Language Learning, 30, 417-431. Is motive the best reply for explicating the success or failure of 2nd linguistic communication acquisition? ( QUESTION # 4 ) A major challenge for instructors and research workers in the survey of 2nd linguistic communication acquisition is the extent that motive plays into the learning procedure. Even more ambitious is happening how to mensurate a scholar ‘s motive. If motive can be measured, can the findings aid instructors motivate pupils in the schoolroom? This paper will research how, and to what extent, motive influences successful or unsuccessful linguistic communication acquisition, researching the recent research in motive and 2nd linguistic communication acquisition ( Csizer & A ; Dornyei, 2005 ; Dornyei & A ; Otto, 1998 ; Dornyei, 2001 ) . Csizer & A ; Dornyei ( 2005 ) explore the relationship between motive and acquisition, and suggest methods of motive in the schoolroom utilizing a method of analysis called â€Å" structural equation mold. † Structural equation mold, or SEM, allows research workers to measure multiple points in a individual theory. The writers province, â€Å" The technique is appropriate for proving â€Å" expansive † theories, that is, comprehensive theoretical accounts made up of complex, interconnected variables, which is precisely the instance with most factors involved in explicating issues in L2 acquisition † ( Csizer & A ; Dornyei, 2005, p. 19 ) . In their research, they identify two issues of learner behavior: linguistic communication pick and sum of work invested in linguistic communication survey ( p. 20 ) . Csizer and Dornyei ( 2005 ) claim that make up one's minding one ‘s 2nd linguistic communication reflects the civilization they choose to link themselves to. An person ‘s involvement in the specifics of a certain civilization and the involvement in going a member of the mark linguistic communication community, suggests that an person will be motivated to work towards larning the mark linguistic communication. Equally good as involvement, the ability to utilize the linguistic communication for a given intent ( carry throughing some want or finishing some undertaking ) promotes motive in linguistic communication acquisition ( Gardner, 2001, as cited in Csizer and Dornyei, 2005 ) . The writers assert that involvement and want fulfillment aid make what they term â€Å" the Ideal L2 Self. † This â€Å" Ideal L2 Self † could explicate why an person who admires a peculiar civilization surveies the linguistic communication of a civilization even if the person has ne 'er personally experienced that civilization. Their â€Å" Ideal L2 Self † motivates them so one twenty-four hours their involvement in the mark civilization can be realized. Csizer & A ; Dornyei ‘s nomenclature differs from Gardner ( 2001 ) , who used described, â€Å" integrativeness, † which is similar to â€Å" involvement † mentioned above. Csizer and Dornyei ( 2005 ) write, â€Å" Integrativeness seen as the Ideal L2 Self can be used to explicate the motivational set-up in diverse acquisition contexts, even if they offer small or no contact with L2 talkers † ( p. 30 ) . Does Csizer and Dornyei ‘s â€Å" Ideal L2 Self † aid explicate success and failure in 2nd linguistic communication larning? What is non clear is when a linguistic communication scholar develops the Ideal L2 Self. Does an person, for illustration one that wants to go abroad, make a Ideal L2 Self that they invariably strive for to obtain their end of analyzing abroad? If this is the instance, how does the person remain motivated ( particularly in instances where old ages of survey are required to obtain the end ) ? How can motivation in the short-run be explained? Possibly persons who aim for intensive survey to accomplish their Ideal L2 Self have, besides involvement and want fulfillment, a felt demand to get a 2nd linguistic communication. Without a felt demand, such as short-run academic accomplishment, contractual duty, or some other immediate demand that should be addressed, it is possible an Ideal L2 Self may ne'er be to the full realized. Even if an teacher tries to actuate their pupils, if the pupil does non experience a felt demand that fulfils short-run ends, it may be impossible to actuate pupils in a manner that promotes linguistic communication direction. Dornyei ( 2001 ) addresses this short-run demand ( termed extrinsic motive ) , the mentioning Self-Determination Theory ( Deci & A ; Ryan, 1985 ; Vallerand, 1997 ) , which precedes his theory of the Ideal L2 Self. He writes: â€Å" The theory places the assorted types of ordinances on a continuum between self-determined ( intrinsic ) and controlled ( extrinsic ) signifiers of motive, depending on how internalized they are, that is, how much the ordinance has been transferred from outside to inside the person † ( Dornyei, 2001, p. 47 ) . The continuum helps explicate for what grounds persons are motivated, whether these grounds involve short-run or long-run extrinsic or intrinsic factors ( Deci & A ; Ryan, 1985 ; Vallerand, 1997 ) . Though factors such as aptitude, larning manners and larning schemes can assist measure success and failure in 2nd linguistic communication acquisition, understanding motive helps best explain where jobs might originate in both the short and long-run ends of the linguistic communication scholar. Vallerand ‘s ( 1997 ) account of the intrinsic and extrinsic motive continuum in add-on to Csizer and Dornyei ‘s ( 2005 ) construct of the Ideal L2 Self aid step a scholar ‘s motive so that, by cognizing how motive impacts an person ‘s ability to get a 2nd linguistic communication, teachers can break aid scholars through the acquisition procedure.

Kant Moral Theories - 1002 Words

Kants moral theory According to Timmons, the field of philosophy is not complete without the mention of Kant whose contributions were major (205). This, he adds, was influenced by his originality, subtle approach and the difficulty of his works. Timmons cites that moral requirements are a requirement of reason, which is the ideology of Kant’s Moral theory; hence, immoral act is an act against reason. Consequently, speaking on the terminologies of Kant we visualize moral requirements as Categorical Imperatives (CI) grounded on reason and can, therefore, get derived from a supreme moral principle. The imperative in this case refers to a command. Principally, Kant argued that immorality involved the violation of the Categorical Imperative,†¦show more content†¦This ideology is supported by visualizing on all the objects that people desire, which serves as a means of their happiness. Hence, he deduces his conclusion on the fact that human rights were only made to create happiness for the pe ople and law is not the only measure of justice for other laws might always be unjust (Lyons 48). Though, a lot of critics have emerged from the view by Mill, whose main intention was to stress on one thing that he believed was the source of morality – pleasure. Critics argue that this does not in any way fully protect individual rights. The measure of everything cannot be standardized and in that case his meaning of the term ‘happiness’ does not fully depict the depth in which it can reach. Hence, happiness is such a complex term and it is less depicted by the theory. In an attempt to counter the critics, Mill manages to make the theory a more complex moral theory. Case Study of John In whether John should sell the car and support his family of four or donate it to the veterans, one decision is based on achieving his happiness, while the other builds on his moral obligation to assist the public. According to Kant’s theory, the categorical imperative dictates that John should do something, be it evil or good, provided that he accomplishes his moral obligation. Yet a moral obligation should not only serve the minority or a family in this case, but it should serve the public. Hence, it wouldShow MoreRelatedKant s Theory Of Moral Theory1466 Words   |  6 Pagessince Kant s publication of his renowned ethical treatises, deontologists and utilitarians alike have argued over which moral theory is most coherent. Yet, in Mill s critique of Kant, Mill sidesteps this issue, not by directly critiquing Kant s moral theory, but rather by asserting that Kant s moral theory is actually just a form of utilitarianism. Essentially, Kant s universal law test is nothing more than a veiled appeal to consequences, as Mill correctly claims in his critique of Kant. AfterRead MoreEmmanuel Kant and Moral Theory1589 Words   |  6 Pagescontributions to moral theory is the concept of pure practical reason that, as an alternative to moral sense theory or teleological ethics, more positively views the capability of fallible individuals to act morally. Practical reason, the basis of Kantian metaphysics, was revolutionary because it challenged skepticism towards human moral capacities and insisted that the moral faculty is an implicit part of common human reason. Practical reason is an instrumental theory in Kants Metaphysics of Morals and greatlyRead MoreThe Kant Theory of Moral and Ethics1948 Words   |  8 Pagesthe issue about the class structure of society, the principles of morality, justice, right moral and upbringing ethical knowledge and among them were such celebrities as Plato, Aristotle, Rousseau, Voltaire, Kant, Marx and Hegel etc. However, Kantian theory left meaningful arguments regarding to organization that is still acceptable and useful in managing business ethics. He developed the concept of moral philosophy as universal law, the level of relations of society in organization, the importanceRead MoreCriticism Of Kant s Moral Theory1339 Words   |  6 PagesCriticism of Kant’s moral theory Introduction Kant’s theory states that for an action to be considered good, it must be considered permissible for the action to apply on another party without contradiction applying (Herman, 5). It additionally states that humans should not be considered as a means to an end but should be considered as an end themselves. It goes further to distinguish between perfect duties and those not perfect (Reath, 23). A perfect duty, for example, is toRead MoreKant s Theory Of Moral Knowledge1484 Words   |  6 Pagesways to attack the question. One philosopher, in particular, by the name of Immanuel Kant, attempted to determine the morality of actions by focusing on their nature. As Kant developed his theory, his approach toward proving moral knowledge soon became widely known as Kantian deontology. Kantian deontology is a form of duty-based ethics. This is in contrast to utilitarianism, which focuses on consequences (Kay 4). Kant rejected utilitarianism, because it focused on the results of the action rather thanRead MoreMoral Theories: Kant and J.S Mill1473 Words   |  6 Pagesï » ¿ Throughout this paper, I will contrast and compare two moral theories in attempt to uncover what one provides a better argument and can be applied as a universal moral code. The two moral theorists Immanuel Kant and J.S Mill have created two distinctly different theories on morality and how to develop a universal moral code. Both theories focus on intentions and consequences. Kant believes that the intentions and reasons of our actions can be measured and defined as morally correct, where asRead MoreKant s Moral Theory And Ethics1407 Words   |  6 Pagesname of Immanuel Kant introduced the third major ethical philosophy, Deontology. The basis behind Deontology is that people are duty bound to act morally by certain standards despite the outcome. Determining whether a person’s actions are morally right involves look at the intent of the actions. Like other ethic theories, Deontologist applies the golden rule of treating other people the way you would want them to treat you . Deontology can be broken down into three different theories: agent-centeredRead MoreKant s Moral And Political Theory1888 Words   |  8 Pagesarguing in favor of one of the most important points of Immanuel’s Kant’s human rights view. Kant’s moral and political theory plays a huge role in human rights. According to Kant, the power of the state should be limited in order to protect the people living in it. This way the government would be constrained by the law and it will allow individuals to think and decide for themselves which is how Kant explains how a human being should be rather than wait and be told by others. He assumes that if oneRead MoreImmanuel Kant s Moral Theory872 Words   |  4 PagesImmanuel Kant once argued that the rightness or wrongness of actions does not depend on their consequences but on whether they fulfill our duty. Which translates to do we as humans do things not because there s an underlying consequence but because we are prog ramed to do these things whether they are right or wrong. I disagree with this theory because I believe we as humans do things based on an internal moral compass within ourselves that helps us determine whether things are right or wrong. KantRead MoreKant s Moral Theory Essay965 Words   |  4 Pagesinjuries and fatal accidents? Kant’s moral theory can be a useful tool in determining the answers to these questions. Kant’s moral theory revolves around the idea that an act is morally right if it fulfills our duty, and morally wrong if it does not. His theory includes the concept of categorical imperative, he believes that this is the supreme principle of morality. Categorical imperatives are rules that apply always, no matter the circumstances. Kant’s theory also mentions maxims which are the subject