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Interpretation, 2002.
This paper looks at the essay "Interpretation" by Steven Mailloux. It explores the argument that he has made on what interpretation is and why people do it.
796 words (approx. 3.2 pages), 1 source, MLA, £ 19.95
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Abstract
The writer discusses the questions surrounding the ways in which we interpret or translate. The paper explores the answers to the following questions: For whom is the interpretation done? By whom is the interpretation accepted?
From the Paper
"In his essay ?Interpretation?, Mailloux is trying to establish what interpretation actually means and how people do it. He first defines the most common meaning of interpretation, which is to translate. Interpretation is essentially a word that has been translated from Latin, where its original meaning was ?explanation?. Mailloux presents the idea that interpretation is a translation of a text, for an audience that desires a translation."
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The Meaning of Love, 2002.
This paper explores the meaning of love as explained through English idioms, proverbs and the writings of Socrates.
4,888 words (approx. 19.6 pages), 7 sources, MLA, £ 85.95
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Abstract
The writer analyzes information from the development of the language surrounding the concept of love, historical ideas, and contemporary perceptions in order to shed light on the definition of love.
Table of Contents:
Introduction
Semantic Meaning of Love
Philosophy of Love (Socrates Studies)
The Explanations and Analysis of Love Idioms
Conclusion
From the Paper
"Much has been written and spoken of love, though if we look in the dictionary for the definition there is no single accepted opinion about this abstract notion. Each definition is unique, despite sharing many common qualities. In everyday life each person explains love according to his or her perception, experience, and supposition. Even those who might claim to never have experienced this sought after yet ever elusive feeling still have their own ideas and dreams of what it may be. In this term paper I am going to discover the meaning of love through the examination of: English idioms, proverbs and slang expressions, the writings of Socrates, and contemporary pop culture magazines. Through this methodology, information from the development of the language surrounding the concept of love, historical ideas, and contemporary perceptions will all be analyzed and synthesized in order to shed light on this esoteric creature that has been born of the emotions of humankind. How was it that I decided what would be essential in my quest for the meaning of love? In order to answer this question let us first have a look at the areas that I chose to focus on."
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The Creoleness of Middle English, 2001.
Asking the question whether Middle English language can be defined as a creole or not.
3,297 words (approx. 13.2 pages), 9 sources, MLA, £ 64.95
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Abstract
This paper deals with the question whether Middle English could be considered a creole or not. In this essay it is argued that Middle English cannot be considered a creole. First the writer looks at the definition of the word creole and then looks at some creolization criteria. Finally, it looks at the "creole hypothesis" i.e. the hypothesis that Middle English would be a creole, in a sociohistorical and sociolinguistic framework.
From the Paper
"There are two terms that need to be defined before going further. The first term is pidgin. In short, a pidgin is a language which has been drastically simplified in structure and vocabulary, in order to serve communication needs. It is no-one?s native language. Pidginization may arise when two language communities come into sudden direct contact, for instance in trade contact or military invasion.
"The second term that needs to be defined is creole. A creole is usually preceded by a pidgin. This is how a pidgin may become a creole: In a few exceptional sociolinguistic circumstances, a pidgin may be adopted as the first language of a community and acquires native speakers. In this case it undergoes elaboration, i.e. creolization. Normally, there is also an expansion in function (Poussa 40)."
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United States Cultural Domination, 2002.
A study of how the United States dominates the global market in mass culture.
1,030 words (approx. 4.1 pages), 3 sources, MLA, £ 24.95
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Abstract
This paper examines the globalization of culture and how the American popular culture shapes it. It investigates how economic dominance, communications technologies, social and political events influence global mass media. The paper also describes the role of the English language in creating a single world culture.
From the Paper
"When we look at the dominant form of culture that characterizes our society today, it is often referred to as ?globalization?. But to many, this idea of a unified world is characterized by the concept of ?Americanization?. To a large extent, the shared culture around the world is becoming more and more influenced by American culture. There are many reasons for this, but primarily these are the result of the economic dominance of that nation, the development of global systems of communication, and the spread of English as the new international language. The following paper will address all of these issues in order to fully understand the reasons why the United States has a stranglehold on the global market in mass culture."
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Second Language Learning, 1994.
Sociocultural & linguistic influences of SLL & effects on teaching & teacher's role, emphasizing communicative over grammatical approach. Research, feedback, models and techniques.
3,600 words (approx. 14.4 pages), 21 sources, £ 87.95
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From the Paper
" Introduction
Snow (1993) has noted that most of the people in the world are at least somewhat bilingual; many others are multilingual. In other words, most people have learned at least one language in addition to their native language. Lambert (1990) has introduced an important distinction in bilingualism, one that has implications for the field of second language learning.
Specifically, Lambert (1990) states that there are two kinds of bilingualism. The first is additive bilingualism in which an individual acquires proficiency in a second language with no loss in his or her first language; in other words, both languages are associated with prestige and respect much as are people in Quebec, Canada who speak both English and French.
The second kind of bilingualism is subtractive bilingualism.."
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Teaching English as Foreign Language, 1993.
Examines behavioral & humanistic approaches & critiques methods (Silent Way, Suggestopedia, Natural Language, Community Language Learning).
2,700 words (approx. 10.8 pages), 13 sources, £ 65.95
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From the Paper
"LEARNING PREMISES OF BASIC APPROACHES AND OF SOME METHODS USED IN
TEACHING ENGLISH AS A FOREIGN LANGUAGE
"Language teaching is a field where fads and heroes have come and gone in a manner fairly consistent with the kinds of changes that occur in youth culture" (Celce-Murcia, 1991, p. 3). Yet, to try and understand the processes of language learning and language teaching, learning and acquisition methodologies-however eclectic--need theoretical underpinnings. Today, many linguists--whether concerned with theoretical or applied research--tend to categorize teaching/learning approaches into the behavioral approach and the humanistic approach.
Behaviorism (Pavlov-the-Precursor, Watson-the-Originator, Skinner-the-Popularizer, Bloomfield, and others) considers behavior as the product of heredity and environment, and, more.."
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Authority, Mystery, and Miracle in Tesol, 1993.
Describes various methods & theories for teaching/learning a foreign language. Authority & control, Counseling-Learning/Community Learning, Silent Way and teaching machine movement.
2,475 words (approx. 9.9 pages), 24 sources, £ 59.95
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From the Paper
" AUTHORITY, MYSTERY, AND MIRACLE IN TESOL
Whether a behavioristic or humanistic approach is taken towards teaching and learning a foreign language, the fact remains that there are more questions than answers regarding how to teach and how one learns. Teaching--as all endeavors affecting human destiny--is as much an art as a science. There is no shortage of proposed ways to help modify human behaviors: methods come and go and come back ill-disguised as one or another scholar or pseudo-scholar rediscovers the light bulb. As to learning, we are only beginning to discern some of its mechanisms in some people who, in some situations and in some contexts, try and acquire some knowledge or some skills. Linguists fail to understand that linguistics is neither psychology nor pedagogy. Psychologists fail to admit that to know something is not to know.."
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"Paradise Lost" by Milton, 1990.
Analyzes Milton's use of language in "Paradise Lost". Focuses on how Milton used the word "event" to mean "outcome," in contrast to its common use then or now.
1,575 words (approx. 6.3 pages), 1 source, £ 37.95
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From the Paper
" In Paradise Lost, Milton uses the word "event" with a meaning that is quite different from the way the word conveys meaning today and in a way that was even different from the general usage of the word in his own time. The meaning Milton ascribes to the word parallels the French meaning of the word and also harks back to the roots that make up the word. In addition, Milton includes in portmanteau-like way a reference to Eve which fits well with the underlying sense he is communicating through the word. For the most part, Milton is consistent in using "event" to mean "outcome," not in the sense of an activity or occurrence but in the sense of a consequence or result."
According to the Oxford English Dictionary (1989), "event" derives from the Latin eventus, or occurrence, which is very
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Teaching Reading Vocabulary, 1989.
Compares three approaches: language-experience, individualized & basal reading. Discusses purposes, techniques, word banks, strengths & weaknesses.
2,250 words (approx. 9.0 pages), 12 sources, £ 54.95
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From the Paper
"This paper will compare and contrast three approaches to teaching reading vocabulary: the language-experience; the basal; and the individualized.
The Language-Experience Approach
In the language-experience approach the child's own language and his environment form the basis of the reading materials and the words to be taught (Jewell & Zintz, 1980). Typically, the teaching procedures in the language experience approach include a written record, which is planned cooperatively by the pupils and the teachers. This plan is kept on a chart known as the experience chart. For example, a record of an experience that the class might have had when finding leaves on a walk they took might read as follows: We went on a walk; we found some pretty leaves; some were red; some were brown; we found yellow leaves."
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Non-Verbal Language Acquisition, 2002.
This paper discusses non-verbal language acquisition by examining various articles on the topic.
3,220 words (approx. 12.9 pages), 10 sources, MLA, £ 63.95
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Abstract
This paper is composed of annotated bibliographies and a literature review of ten different research articles dealing with the acquisition of nonverbal, gestural, or sign languages. It addresses non-verbal language as a first language and a second language, as well as non-verbal language and symbolic communication systems in non-human primates and prehuman ancestors.
From the Paper
"Sharon Begley's main point in this article is that "the human brain is wired for gestural communication" just as it is for spoken language, from a nativist perspective. She draws on examples from apes who have learned signed languages, deaf-mute children who have invented their own languages in the absence of an established sign language, and the fact that blind people gesture at the same rate as sighted people. She cites studies of wild bonobos who use symbolic gesture to communicate with each other, and deaf children who created a signed language with more complex grammatical structures than the spoken language in their environment."
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Linguistics and the History of the English Language, 2002.
This paper explores the areas of linguistics and the history of the English language in terms of what an English teacher should know before teaching the subject.
4,392 words (approx. 17.6 pages), 7 sources, APA, £ 79.95
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Abstract
This paper asks if future English teachers should study the history of English. The writer shows that teachers should have a knowledge of linguistics. Main points of the paper include: why English is complicated, why languages (especially English) change, grammar rules and problems, spelling history and problems, how dialects are developed and how they influence English in the classroom, semantic changes and more. The paper concludes that all these contribute to a better and more interesting English classroom.
From the Paper
"The English language has a rich history, spanning centuries and passed on by different tribes. A lot of other languages, especially French, has had some influence on the English language. The language has undergone many changes in its history, including the Great Vowel Shift, which changed the way English was spoken. Some people who know more than one language have said that English is the hardest language to learn. As of today, many educated professors and acclaimed administration members probably don?t know the real reasons behind some grammar rules and depend on technology to correct their fragment sentences. What makes English such a hard language to learn and use, even for its native speakers? Will the knowledge of the history behind the English language enable teachers to help students master English? I believe that knowledge leads to understanding; therefore teachers with a strong background in the history of English will be better equipped to teach this difficult subject."
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The King's English, 1994.
The linguistic ascension to Majesty of Richard II, Henry IV and Henry V.
2,910 words (approx. 11.6 pages), 4 sources, MLA, £ 59.95
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Abstract
This paper traces the ascension in the level of diction and general use of language by Richard II, Henry IV and Henry V as they become kings. It considers the differences between the language of royalty and that of the common man as illustrated by William Shakespeare in his plays about these kings.
From the Paper
"For a king to command the respect of his subjects he must comport himself in a manner above that of the ordinary man. One of the ways in which royalty does this is by conforming to a distinct set of social graces, foremost among which is a superior level of language. The language of the monarch is more polished and poetic, with higher diction and a better command of both syntax and figurative language, than that of common people."
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Psycholinguistics, 2002.
This paper studies the psychological aspects of language acquisition.
1,510 words (approx. 6.0 pages), 7 sources, MLA, £ 33.95
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Abstract
The paper explores the mental aspects of language acquisition, storage, production and comprehension. It begins with a definition of ?psycholinguistics? and a clarification of terms. The paper then outlines the history of this field of study, looking at some of the personalities that influenced its development. Chomsky?s language acquisition theory is explained, other divergent theories are mentioned, and commonalities between the theories are discussed. The paper lists and explains the four main aspects of language acquisition and discusses the ?critical period? in childhood for learning a language. The paper concludes by discussing the psycholinguistics? relationship to reading and to writing.
From the Paper
"Psycholinguistics gives a comprehensive and viable understanding of human language development. The most famous psycholinguist theorist, Noam Chomsky, has argued convincingly that human children develop language abilities according to a predetermined universal deep structure or grammar. The psycholinguistic approach provides invaluable tools for teaching children to read, write, and speak."
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Language In Multicultural Education, 1999.
Examines issues of language education in the context of cultural diversity, bilingualism, models (mainstream, composite and language shelter).
1,350 words (approx. 5.4 pages), 6 sources, £ 32.95
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From the Paper
"LANGUAGE ARTS IN MULTICULTURAL EDUCATION
A wide variety of factors combine to cause difficulties for schools serving multicultural communities. Therefore, the range of competencies, both professional and personnel, required of personnel serving in such schools is also wide. Student attitudes in such schools often reflect conflicting values toward education, and educational personnel must be prepared to deal with these values, in order to preclude the development of barriers between the students and the schools (Grant, 1992). If students feel that they have little opportunity, regardless of education, to make significant achievements in society, they are not likely to place a high priority on academics. Educational personnel must also be prepared to deal with a variety of degrees of parental support for the educational process in schools ..."
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