Attitudes of Saudi speakers toward learning English language Term Paper

Attitudes of Saudi speakers toward learning English language - Term Paper Example From the research, it is evident that motivation tends to play a key role in the attitudes of Saudi speakers towards learning the English language. This is because the investigations carried out reveal that attitude and motivation play essential roles in learning a foreign language like English. Investigations carried out among the students in the university depict that the lack of motivation for Arabic speakers cause the learners to lose interest in leaning the foreign language. From this research, it is evident that the lack of motivation tends to affect the success of the speakers in learning the English language. Research depicts that motivation also affects the rate at which Arabic speakers are likely to learn the language. For instance, investigations carried out among the students revealed that motivation played a key role in the failure or the success of the students in learning the language. It is also evident that motivation normally affects the attitudes of the speakers to wards learning the language. From this research, it was clear that lack of motivation is likely to cause learners to develop negative attitudes towards learning English. However, when Arabic speakers are motivated to learn the languages then they are likely to develop positive attitudes towards learning English (Amin, 2009). The replies in the questionnaires revealed that it was difficult for the low motivated Saudi speakers to learn the English language. This unequivocally implies that motivation was a determinant that was essential for Saudi speakers to learn English. From the research it evident that some of the Arabic speakers may be demotivated to learn the English language because of negative external factors such as school (Arani, 2004). The other factors that affected the attitudes of Arabic speakers towards learning the English language were pedagogic factors. These refer to factors related to the teaching of English in Saudi Arabia. An examination of the responses in the q uestionnaires reveals that teaching English, which is considered a foreign language in Saudi, is normally a challenge. One of the reasons for this is because the language is considered to be of very limited purpose to the Arabians. From this research, it was evident that the teaching of the language started at school level. However, the students who were interviewed attributed the negative attitudes of Saudi speakers to the English language to factors such as; the lack of qualified teachers and the use of integrated textbooks. The other pedagogic factor causing negative attitudes towards English among Arabic speakers is the purposive curriculum. It is also thought that the achievements made by the speakers who speak the language are normally below their expectations causing them not to want to learn. In the questionnaires, those interviewed recommended that diagnostic studies be carried out in the different language areas. This was to enable the teachers identify the problems associ ated with the pedagogic factors. The students interviewed thought that the evolution of compatible strategies would have helped the students to yield maximum output when learning the language. Some of the students interviewed stated that to enable the learners change their attitudes towards learning the English language, it was essential that pedagogic factors such as the

Plagiarism: Students Are Not To Blame Essay -- Critical Thinking Essays

Is plagiarism really occurring on college campuses? Should it be considered a serious offense? Do the students who plagiarize know that what they are doing is wrong? These are some of the questions that Edward M. White discusses in his essay â€Å"Student Plagiarism as an Institutional and Social Issue.† Being a professor himself, White sees firsthand the occurrence of cheating on college campuses. He claims that blatant plagiarism â€Å"subverts the very nature of education and reflects some aspects of what is worst in American society† because it is morally wrong (202). The backing for his claim is the fact that plagiarizing is stealing someone else’s words. Thus he warrants that anything morally wrong undermines education and shows the worst side of our society. There are many instances in which it is completely clear that the student is knowingly plagiarizing. There are also instances in which the student may be confused about plagiarism. This essay discusses the fact that student plagiarism is rampant on college campuses, but the blame may not lie entirely with the students. In his essay, White claims that the amount of student plagiarism is shocking, but the teachers need to make sure that students have been taught about citing sources. Many professors automatically assume that students have been taught everything they need to know for the class beforehand. If the students were supposed to learn something in a previous class they may have a good reason not to know it. The teacher may not have gotten through all the material or may have missed something. The student may have been sick and missed a day. Another reason teachers need to be held accountable for a small part in student plagiarism is because many ... ...not wholly be the students’ fault. This may make the readers who think the students are out of control reconsider their beliefs. Some people may not have thought about students who have not been taught any better. They might automatically think the worst of the students. White has valid claims and reasons in his essay. He uses logos, ethos, and pathos well. This essay appeals to colleges and universities all over the United States. Most, if not all, colleges have problems with plagiarism on campus. One thing to be learned from White’s essay is that â€Å"plagiarism is outrageous because it reverses education itself† (207). Colleges and universities need to â€Å"make academic honesty not only the best but the only possible policy† (White 206). Both faculty and students need to work together to rid these institutions of such immoral behavior as plagiarism.

Discussion of the theoretical and practical implications

criminology school of interpretation of crime The focal point of this paper is to present a discussion on the theoretical and practical implications under Marxist criminology school of interpretation of crime. This is to identify and evaluate the basic perception of crime from a perception of the Marxist philosophy. It can well be ascertained that Critical Criminology is moving on towards a new school of perception that originated during the advent of the 1990s. Under this parameter Marxism is completely excluded as it is regarded as element of the old school by the new interpreters of criminology. However, it can also be mentioned that in spite of this theoretical shift in a fundamental sense Marxism is still a useful medium of interpretation of state intervention of crime along with ascertaining criminal justice system and crime analysis. It would be interesting to know that according to Stuart Russell, â€Å"as the hallucinatory effects of postmodernism wear off along with the illusions many still harbour that capitalism has a future, Marxism will once again be able to play the pivotal role it rightfully deserves in Critical Criminology.† (Russell, 130, 2) In the same context it is relevant to mention that though the method of analysis and class division interpretation system is an effective measure of evaluation of crime with capital based approach of breakdown of problems, Marxism, however, lacks the current up gradation needed for the 21st century. At the same time it is important to juxtapose the basic principals of other school of philosophies with the basic philosophies of Marxism to harvest better result in the overall sense. Thus a combination of Post-Critical Criminology and new Critical Criminology could be extremely fruitful in this context. (Kar, 241, 3-4) On the other hand the ideas of Regina Austin can also be taken into consideration where it is argued that there are certain racial inequalities within the judiciary system. Regina Austin mentions that the basic problem starts with the discriminating act by the government and this discrimination by the law ultimately leads to the point when the deprived community starts disobeying the law or judiciary system altogether as they bear little or no faith in the system. (Austin, 301, 2) it can be well ascertained that with the application of Marxist criminology this part of the unwanted judiciary system can well be eradicated. Thus the importance of Marxist philosophy within the parameters of criminology remains relevant till date and it would be most helpful to depend on the perception of Marxism in this context of studies. (Lamb, 32, 1) In the conclusion it would be relevant to quote Stuart Russell who mentions that â€Å"despite the cynical pronouncements of those who have prematurely buried Marxism, there is great hope for the future of Marxism in Critical Criminology.† (Russell, 130, 2) It is true that the relevance of Marxism in the field of Critical Criminology is yet to be utilized in its full extent but with better formulation and updated interpretation it is possible to reach its optimum point with positive impacts. However, it should also be noted that the formulation should be done with proper methodology that should be based upon the initial affirmative concepts of Marxism with proper implementation and alignment with the 21st century. (King, 143, 5) References: Russell, Stuart; The Continuing Relevance of Marxism to Critical Criminology; Critical criminology, Vol.11, No.2 (May) 2002. Richmond, BC: American Society of Criminology, Division on Critical Criminology, c1996-. pp.113-135. Austin, Regina; â€Å"The Black Community†, Its Lawbreakers, and a Politics of Identification; Critical race theory: the cutting edge / edited by Richard Delgado. Philadelphia: Temple University Press, 1995. Pp.293-303. Kar, P; History of Psychology and related application of Psychology; Dasgupta & Chatterjee. 2006. Pg. 241 King, H; Criminology Today; HBT & Brooks Ltd. 2001. Pg. 143 Lamb, Davis; Cult to Culture: The Development of Civilization on the Strategic Strata; National Book Trust. 2004. Pg. 32 (I am unable to use the third pdf article as it has been found to be decoded wrongly or is corrupted- as there is very little time to communicate and rectify I am giving it a go with the existing 2 pdfs. Plus I have incorporated 3 more books to defend the paper)

The Language of Slavery in Jane Eyre Essay - 2609 Words

While Bronte’s novel is a story of one woman’s rise from dependant, patriarchal oppression to financial stability and emotional liberation, the narration of that story is often turns to the figurative representation of slavery. Bronte applies the metaphor of slavery to the domestic trials facing British women at the time. Time and again her narrative language turns to this device in order to draw parallels between slavery and other vehicles of oppression, namely gender and class. Just as the majority of issues in the novel are two-sided, the implications of these parallels are two-sided as well. Carl Plasa, Lecturer in English at the University of Wales College of Cardiff, clearly explains the dichotomy in his essay Silent Revolt:†¦show more content†¦During Rochester’s courtship of Jane she likens him to a sultan, saying: The eastern allusion bit me again: ‘I’ll not stand you an inch in the stead of a seraglio,’ I said; ‘so don ’t consider me an equivalent for one; if you have a fancy for anything in that line, away with you, sir, to the bazaars of Stamboul without delay; and lay out in extensive slave-purchases some of that spare cash you seem at a loss to spend satisfactorily here (267; ch.24). Jane is not reluctant to speak of slave-purchases if they are in Stamboul rather than Jamaica. Even with the integral connection the story has to Jamaica, Jane refuses to make a direct reference to the slave trade in that area. Rochester goes on to make clear references to Jane as being his slave, it is your time now, little tyrant, but it will be mine presently: and when once I have fairly seized you, to have and to hold, I’ll just--figuratively speaking--attach you to a chain like this (269; ch.24). By turning to the East, Bronte is incorporating the sexual dominance that goes hand in hand with slavery in that region at that time. This allows her to make a strong point and still suits her purpose b etter than the image of British colonization in the Caribbean, which carries more abrasive connotations. If Bronte had wanted to speak out in the name of the oppressed slaves of Jamaica she would have cast Bertha Mason in a better light. 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