HND Organisation Behaviour Assignment Example | Topics and Well Written Essays - 750 words - 1

HND Organisation Behaviour - Assignment Example He added that since needs are many; they are arranged in order of importance i.e. from basic to a complex one. A person advances to the next level of needs after the lower level of need has been satisfied and he progresses up the hierarchy. This motivation theory lists the human needs from the lowest to highest as physiological, safety and security, love, self-esteem, and self-actualization. In Maslow's theory, the lowest level is physiological needs and money happens to be one of the physiological needs. According to Herzberg's two-factor model of motivation, money as a Physiological need in Maslow's theory is a motivator, though it tends to have a motivating effect on staff that lasts only for a short period. Maslow demonstrated that at the higher level of the hierarchy, praise, respect, recognition, empowerment and a sense of belonging are more powerful motivators than money. McGregor places money in his theory X and Y places money in theory X category and he feels it not a good motivator of work. He places praise and recognition in theory Y category and he feels that they are strong motivators than money. Leadership is the ability of an individual to influence, motivate, and enable others to contribute toward the effectiveness and success of the organizations of which they are members. (House, Hanges, Javidan, Dorfman, and Gupta, 2004) There is a number of leadership styles namely: Authoritarian, democratic and free reign. For effective management, a good leader should use all three leadership styles. Authoritarian leadership style is used when the leader does not want any contribution from his fellow employees because of the limited time, have all the instructions to solve a problem and the employees are well motivated. Democratic leadership style is used when the leader involves the other employees in decision making but he is usually the one who makes the final decision. This style is applicable if a leader has time and want to gain more commitment and motivation from their employees. Free reign leadership style is used when the leader has trust and confidence with the people below him and for this case he allows them to make decisions and delegate tasks. The employees are supposed to analyze the situation and determines what is to be done and how is to be done. The leader sets priorities and he is responsible for the decisions that are made. There is no one best leadership style but the three should be employed for the effective management of an organization. (Kouzes and Posner, 2002)

Alcoholic beverage Essay Example for Free

Alcoholic beverage Essay TGIF! How many people love to end a long, hard and stressful week with a cold beer in their hands? I know I do! Sixty-seven percent of U. S. adults drink alcohol, a slight increase over last year and the highest reading recorded since 1985 by one percentage point. Beer remains the favorite beverage among drinkers, followed by wine and then liquor. Usually people would think beer is only for drinking and getting a little buzz, but in reality, there is a deeper meaning to beer that is used for several of things that may surprise you. Beer is one of the worlds oldest prepared beverages; possibly dating back to the early Neolithic or 9500 BC, when cereal was first farmed, and is recorded in the written history of ancient Iraq and ancient Egypt. Archaeologists speculate that beer was instrumental in the formation of civilizations. Beer was the first alcoholic beverage known to civilization; however, who drank the first beer is unknown. Historians theorize that humankinds fondness for beer and other alcoholic beverages was a factor in our evolution away from a society of nomadic hunters and gathers into an agrarian society that would settle down to grow crops (and apparently drink). The first product humans made from grain water before learning to make bread was beer. Beer can help you with growing grass. How is beer and grass associated with each other? Next time you see brown spots on your lawns, pour beer on them. The grass will make use of the nutrients, sugar and energy in the beer and grow better. If you ever find slugs and snails in the grass, putting salt on them, to kill them, seems to be a big chore. Take a wide-mouthed container and half-fill it with beer. Bury it in your garden, in such a way that its mouth is at the ground level. Slugs and snails will be attracted to it and, in the process, get drowned. Aside from environmental uses, beer can also be beneficial to the objects around us. Want to bring the shine back to your gold ornaments? Put beer in a cup and dip a piece of cloth in it. Now, rub the gold object, without stones, with the dipped-in cloth. After it starts giving a renewed sign, dry it with a second cloth. Also, beer can polish wooden furniture. If you have some flattened beer left with you, use it to polish your old wooden furniture. Dampen a washcloth with beer and rub the cloth over the furniture, giving it more shiny and healthy look. Beer cannot only polish furniture but it also Removes Stains. For those looking for a solution to their stained clothes or carpet, beer will be the best bet. Pour beer onto the stain and gently rub the area with a brush. After the stain gets removed, blot the area with some water and let it dry. Beer also contains to personal uses. For instance, softening your hair. If you want to make your hair extra soft, make a shampoo with beer. Take half a can of beer and mix in a raw egg. Massage it into your hair and rinse well. You can also rub in a mixture of 15ml beer and 70ml warm water into your hair and rinse it off. This substance can also remove foot odor. You can use beer to remove bad odor from your feet. Wash your feet with beer and then rinse them with soap and water. Dry your feet with a towel and put some talcum powder on them. In addition, it can also remove stains, For those looking for a solution to their stained clothes or carpet, beer will be the best bet. Pour beer onto the stain and gently rub the area with a brush. After the stain gets removed, blot the area with some water and let it dry. Since beer was discovered, it has been in many different cultures and regions. The usage of beer plays a different role in various of countries. Beer Traditions The Honeymoon 4,000 years ago in Babylon, it was an accepted practice that for a month after the wedding, the brides father would supply his son-in-law with all the mead or beer he could drink. In ancient Babylon, the calendar was lunar-based based on the cycle of the moon. The month following any wedding was called the honey month which evolved into honeymoon. Mead is a honey beer and what better way to celebrate a honeymoon. Pubs in Ireland, and you won’t find TVs lining the walls, but people sitting around in circles, drinking pints, and talking with one another. The activity of drinking beer has taken on creative forms to include drinking games, such as beer pong, or visiting multiple bars and pubs in an evening to enjoy a beer from each one. As the consumption of beer has continued to grow in popularity, with beer being one of the most consumed beverages in the world, beer festivals have increased. Most notable is the German festival, Oktoberfest, which just ended. Over 200 years old, the festival began in Germany and has grown to feature cities across the world holding their own Oktoberfest events, with live entertainment, German food, and beer. As the number of breweries has increased, they have begun to partner with nearby cities to hold their own beer festivals. You can often find a number of regional and national beer festivals taking place almost any month of the year. Beer and nutrition? You dont usually see those two words together, but perhaps beer is a bit misunderstood. It may actually be good for you when consumed in moderate amounts. Beer has been brewed for just about as long as humans have been cultivating crops and is actually made with some very healthy ingredients. Those ingredients are hops, brewers yeast, barley and malt. There are different styles of beer and each style has a distinctive flavor and color. Tasting and learning about the different types of beer is as much fun as tasting and learning about the different types of wine. Drinking one beer per day may be good for your health because it has been associated with a lower risk of cardiovascular disease. Why? Experts suggested that the folate found in beer may help to reduce homocysteine in the blood and lower homocysteine levels mean a lower risk of cardiovascular disease. Lab studies have found constituents in beer that lower triglycerides and LDL cholesterol in mice. Drinking one beer per day reduces blood clotting so some studies found that cardiovascular patients who drank one beer per day also lived longer. Other studies have found that women who consume one beer each day have improved mental health. Drinking beer and other alcoholic beverages in moderation may also improve bone density. Of course that doesnt mean that if one beer is good, three or four must be better. That isnt true. Drinking more than one beer or any alcoholic beverage per day can put too much alcohol in your system and that isnt good for you. Heavy drinking has been associated with several health problems, so moderation is definitely the key with drinking beer. The studies also point to one beer per day as being beneficial, not drinking all seven beers in one day per week. That type of binge drinking will overload you system with alcohol too. The benefits of beer nutrition probably have nothing to do with the alcohol and there are some low-alcohol beers and non-alcohol beers available which offer the same heart-protective effect as regular and light beers.

The Bonds of the Soviet People Essay -- Stalin, history of the USSR

Elena Gorokhova explains in her memoir that â€Å"The rules are simple: they lie to us, we know they're lying, they know we know they're lying, but they keep lying to us, and we keep pretending to believe them.† The novel, A Mountain of Crumbs, depicts the hopelessness, opression and deception of life behind the Iron Curtain during the 70s and 80s. Many rights of the people within the Soviet Union were violated and unacknowledged. In ages past, there were no human rights but the idea evolved after a while. It was at the end of World War II that the United Nations created the Universal Declaration of Human Rights, with the purpose of saving future generations from devastating internal conflicts. Human rights are the rights one has simply because one is a human being. There is no distinction between who can exercise and obtain their rights. Some of these obvious rights include that all humans are born free with the promise of life, liberty and security of person. The above right s should be protected and respected by everyone. However, the rights of the communist nations in the USSR were not kept safe. Specifically, the rights to emigrate and move freely as pleased, the freedom of consciousness, thought and religion and the ability to express oneself as they wish. Essentially, people’s rights were being restricted within the Iron Curtain, many of them uncovering their voices and pleeing for change at once, but instead they encountered armed forces prepared to erase anyone in defense of the status quo. Even though there were not many alternations in the socialist regime of the Soviet Union, there were plenty after World War II. The Big Three, U.S President Franklin D. Roosevelt, British Prime Minister Winston Churchill and Soviet Premi... ....org/history/1953-the-east-german-uprising>. â€Å"The Potsdam Conf. 1945.† U.S Departments of State; Office of the Historian. N.p., n.d. Web. 3 Mar. 2014. . Ray, Rob, and John S, eds. â€Å"1956: The Hungarian Revolution.† Libcom. N.p., n.d. Web. 13 Mar. 2014. . â€Å"Universal Declaration of Human Rights.† Human Rights. N.p., n.d. Web. 11 Mar. 2014. . â€Å"What are human rights and how do they function?† Mount Holyoke. N.p., n.d. Web. 11 Mar. 2014. . â€Å"The Yalta Con, 1945.† U.S Department of State. N.p., n.d. Web. 12 Mar. 2014. .

Michael Jackson Essay -- Biography

Michael Jackson was born on August 29, 1958. He was one of ten children growing up. Michael and his siblings grew up in a very strict home. He had many conflicts with his father, who was physically and emotionally abusive. Michael’s music career began with the formation of The Jackson 5 in 1963, when he joined his brothers, Jackie, Tito, Marlon, and Jermaine in their already booming musical group. This was the start of Michael’s singing career. He was only five years old at this time, and went solo in 1971 at the young age of thirteen (Internet Movie Database). His fame continued to grow, until 1993, when things took a turn for the worse. Michael was accused of child sexual abuse. He denied these claims, and the little boy’s family was finally settled out of court. It was around this same time in the 1990’s that Michael was struggling with a drug addiction (Merkin, 2009). Lisa Maria Presley, who supported Michael through the sexual abuse claims, married him in 1993, but divorced him after only two years. He married again in 1996, this time to Deborah Jeanne Rowe, a long time friend. They had their first child, Michael Joseph Jackson Jr., or â€Å"Prince,† on February 13, 1997. Their second child, Paris-Michael Katherine Jackson, was born on April 3, 1998, followed by a 1999 divorce. The custody over both children went to Michael. To everyone’s surprise, Michael had a third child in 2002, the mother unknown. He claimed to have gone through the process of artificial insemination, using a surrogate mother and his own sperm. He named the child Prince Michael Jackson II, calling him â€Å"Blanket† (Ditzian, 2009). On November 20, 2002, Michael held his newborn baby, Blanket, over his balcony railing with a crowd of fans b... ...n. It is the therapist’s job to listen very carefully to everything that Michael says during their sessions together. Catharsis, the third technique, is when the therapist would guide him through his past and help him relive his problems to eventually overcome them. Finally, working through the now interpreted and understood events is the hardest and longest process of the four. It can take years to complete. As for Michael’s drug addictions, the process is very similar. His past would be uncovered, and he would be encouraged to work through his past conflicts and then, eventually, change the way that he is living (Comer, 2011). The Psychodynamic Theory has not proven itself to be very effective. It helps people more when it is paired with other approaches, and is now the starting point, or basis, in other types of therapy (Comer, 2011).

Knowledge of the terminology Essay

This paper intends to answer the following question, â€Å"Is it appropriate for an officer to use personal or neighborhood slang or jargon in a report? † as well as, explain the reason/s for it. No, it is not appropriate for an officer to use personal or neighborhood slang or jargon in a report. The reasons for this are the following: First of all, â€Å"jargon† may only be understood by those people use it (Caudle et. al. , 1999). The individuals who use it are those who belong to â€Å"groups that have a similar interest† (Caudle et. al. , 1999). Groups inclined in medicine, law, trade, etc are those who converse/communicate through the use of jargon (Caudle et. al. , 1999). Second, it is claimed that â€Å"people may use jargon to leave an impression of intelligence or to confuse a person† (Caudle et. al. , 1999). This reason in itself is very clear, it is extremely inappropriate for an officer to file his or her report using â€Å"slang† or â€Å"jargon† since this may confuse some individuals who do not belong to the group who may read the aforementioned report (Caudle et. al. , 1999). Third, jargon is only understood by those who have certain knowledge of the terminology utilized (Caudle et. al. , 1999). Thus, in filing a report, it is better to write it in plain English, which is commonly understood by everybody (Caudle et. al. , 1999). Furthermore, it will be easily understood by readers because it does not involve exaggerated words that may puzzle anyone (Caudle et. al. , 1999). Last but not least, the use of jargon is disadvantageous (Caudle et. al. , 1999). In this case, the person may feel offended upon reading the report of the police just like when an individual is included in a conversation where he or she feels excluded because â€Å"jargon† is utilized instead of a â€Å"common† language (Caudle et. al. , 1999). Explaining further, an individual may feel that the report may entail a â€Å"hidden agenda† because of the utilization of â€Å"jargon† or â€Å"slang† (Caudle et. al. , 1999). Reference Caudle, P. , Courtney, K. , Guyton, H. , Keller, M. , & Kind, Carol. (1999). Jargon. Retrieved August 14, 2007 from http://www. uncp. edu/home/canada/work/allam/1914-/language/jargon. htm

Yamamoto essays

Yamamoto essays Yamamoto, the man who planned Pearl Harbor increased my knowledge about the people of Japan because it introduced me to their culture, and the life and times in Japan before World War II. In Japan, the family is the basic unit of society. For example, if a Japanese has the unfortunate occurrence of producing only daughters, they will insist that one of their daughters husbands changes his last name to keep their daughter's last name alive. It was, also, not unusual for people to change their last names. Isoroku Tankano was born in 1884. In 1916, he changed his last name to Yamamoto, because the name Yamamoto was an honorable and ancient one in the history of Japan. One such figure was Tatekawa Yamamoto, who fought against the Emperor, and his forces at the Battle of Watkamatsu, during the Bosshin War. Since he was one of the leaders of the rebellion, when he was captured, he was beheaded at Watkamatsu. Since Tatekawa had no sons, Isoroku was also the future of the Yamamoto clan. Not uncommon in Japan was the fact that men got married for the purpose of producing sons to keep the family name alive. This is exactly what Isoroku did. In 1918, he got married to Reiko, who, ironically, was from Watkamatsu. They had 4 children together, 2 sons, and 2 daughters. It was the standard Japanese family, the mother in charge of the household and of raising the children. He never really loved her, because he had many extramarital affairs, and 2 of the women he "loved". The life and times in Japan right before World War 2 are simply explained: The Imperialist Japanese Army, otherwise known as the "young Turks" was steadily gaining power in the government, was assassinating anyone who did not share in their views for a united Asia (Yamamoto received many death threats, because he wanted to avoid war with the U.S.A. or with Great Britain at all costs), and was using propaganda to c...

STANISLAVSKI essays

STANISLAVSKI essays In the 19th century Russian Theatre was very unreal and the monopoly of the imperil theatres had been abolished in 1882. So after the abolishment plays were put on to make quick profits. The theatre Stanislavski came to was in a state and he ne he had to do something about it. The rehearsal process did not last that long. It only took 7 days from start to finish which is totally different from now a days. The first rehearsal consists of the actors reading their parts book in hand and the prompter was silent. The director gave actors moves for Act 1 and 2. These moves would barley relate to the script and what the character would be doing at the time. They would be told to pace up and down to show nervous state while wringing their hands If an actor asked to sit because their character would do that they were told how can you possibly sit down when you are supposed to be nervous? Day two and this continued for Acts 3 and 4. Day three and day four was the actors rehearsed their line and moves they had been tote the days before. They spoke in half voice for this. Day five and the line should be learnt but usually never were. Day six, the actors play without the script but still in half voice. The prompter would be in full voice so he was heard. Day seven, the actors play in full voice with make-up, costume and set. That night would be the performance. Often the actors took over and ignored the director thinking they new better. Actor would move to the front to deliver their lines to the audience and never the other character they were meant to talking to, as this was the style at the time. The script would be ignored and sometimes actors made their lines up and never learned them. Actors that couldn't be bothered to learn their lines moved DSC to the prompter's box and were spoon-fed their lines. The sets were set up so the actors could deliver their line straight out front. Set...

Luis Alvarez - A Profile of the Famous Scientist

Luis Alvarez - A Profile of the Famous Scientist Name: Luis Alvarez Born/Died: 1911-1988 Nationality: American (with antecedents in Spain and Cuba) About Luis Alvarez Luis Alvarez is a good example of how an amateur can have a profound impact on the world of paleontology. We put the word amateur is in quotation marks because, before he turned his attention to the extinction of the dinosaurs 65 million years ago, Alvarez was a highly accomplished physicist (in fact, he won the Nobel Prize in Physics in 1968 for his discovery of the resonance states of fundamental particles). He was also a lifelong inventor, and was responsible for (among other things) the Synchrotron, one of the first particle accelerators used to probe the ultimate constituents of matter. Alvarez was also involved in the later stages of the Manhattan Project, which yielded the nuclear bombs dropped on Japan at the end of World War II. In paleontology circles, though, Alvarez is best known for his late 1970s investigation (conducted with his geologist son, Walter) into the K/T Extinction, the then-mysterious event 65 million years ago that killed the dinosaurs, as well as their pterosaur and marine reptile cousins.  Alvarezs working  theory, inspired by his discovery  of a clay boundary in Italy separating geologic strata from the Mesozoic and Cenozoic Eras, was that the impact of a large comet or meteor threw up billions of tons of dust, which circled around the globe, blotted out the sun, and caused global temperatures to plunge and  the earth’s vegetation to wither, with the result that first plant-eating and then meat-eating dinosaurs starved and froze to death. Alvarezs theory, published in 1980,  was treated with intense skepticism for a full decade, but was finally accepted by the majority of scientists after scattered iridium deposits in the vicinity of the Chicxulub meteor crater (in present-day Mexico) could be traced to the impact of a large interstellar object. (The  rare element iridium is more common deeper in the earth than on the surface, and could only have been scattered in the patterns detected  by a tremendous astronomical impact.)   Still, the widespread acceptance of this theory  hasnt prevented scientists from pointing to ancillary causes for the extinction of the dinosaurs, the most likely candidate being the volcanic eruptions triggered when the Indian subcontinent slammed into the underside of Asia at the end of the Cretaceous period.

Research proposal Essay Example | Topics and Well Written Essays - 750 words - 2

Research proposal - Essay Example Additionally, the use of blogs permit people to run dedicated news websites through which they communicate relevant news items to their target audience. In this research, I will investigate the differences between the blogging culture and the traditional news media with the view of determining the differences and similarities in their reporting of news to their diverse audiences. By doing this, my research will help all stakeholders including traditional media companies, bloggers and the consumers of news items to employ caution when using the facilities their roles present. Responsiveness is a journalistic value that news disseminators must maintain. The research investigates the prevalence of objectiveness and responsiveness in news dissemination and access and therefore advise accordingly. Research Background Blogging is a personal form of communication in which users maintain and market pages on the internet to their target audience. Traditional media on the other hand refers to the radio, television and newspaper some of the oldest modes of news dissemination. Most of the traditional media companies currently run dedicated news websites owing to the technological developments and the conveniences of the internet. In their websites, such companies maintain the reporting standards used in their traditional media and therefore employ several gatekeepers and custodians of their information. Their use of the internet through dedicated websites puts them among the same companies and bloggers. Just any other social media, blogs permit anyone with the access to the internet to become a mass communicator. This implies that both the traditional media and the bloggers compete for the same market even though the bloggers may not expect as much benefit as the traditional media. Since they serve the same purpose in the society, the application of journalistic ethics and discipline must be equal. However, this is never the case especially with bloggers most of who lack j ournalistic training and the financial ability to afford gatekeepers as is the case with the traditional news media. As a user of the different social media and a student of journalism, I foresee that the research will establish major discrepancies and conflict of interests in the manner in which the two news sources disseminate their news to their audiences. Bloggers enjoy an anonymity and rarely face any legal tussle in relation to their news coverage. Traditional news media on the other hand have physical addresses, organizational structure with clearly labelled flow of information. It is therefore predictable that the news coverage by the two differs and has varied effects in the society. Scope In conducting the research, I will analyse how the media have covered the Australian forest fire, a major international disaster and a great human-interest story to the global audience. I will observe the coverage of the tragedy by the CNN and the BBC two leading global traditional new me dia and compare the two with the numerous blogs that reported the tragedy. Both the CNN and the BBC have dedicated websites, which cover their stories a feature that makes the comparison and contrast an easy observation assignment. Theoretical framework The research requires adequate information on the journalistic principles and ethics in order to note the professional flaws and the difference in the two news sources. To do this effectively, I will use three sources that address the issues therein, the

Smoking Tobacco Essay Example | Topics and Well Written Essays - 250 words - 2

Smoking Tobacco - Essay Example with companies to pass the anti-tobacco message; providing women with information on health complication resulting from smoking; and lastly, looking back at the campaign achievement to outline plans for state anti-smoking movement b. The UAE in the last few years of the review era took important actions on the regulation of tobacco with the latest laws, like new taxes that are imposed on cigarettes, having warnings on the cigarette packs; also the ban of smoking in malls c. To bring the nation in line with the World Health Organization’s structure convention of tobacco control, the United Arabs Emirates has started to clamp down on products that contain tobacco by controlling their use, sales and content c. The aim of the municipality is to prevent secondhand exposure of smoke. Thus, shisha cafà © are supposed to move the residential areas, plan better ventilation, have notices that prohibit entry of those under the age of 20 years and partition non-smoking and smoking areas (Parker 211). B. Clincher or Transition Sentence: In year 2000, the United Arab Emirates imported 21, 900 million cigarettes. Then the price of a pack containing 20 cigarettes was 1.43 US dollars for the local brands and 1.91 US dollars for foreign brands. A. Topic Sentence: From the trends, it is expected that as the economy of UAE grows, the number of expats who come to live there will grow. This in turn is expected to increase the consumption of shisha. a. In addition, considering the smoking of pipe as both a traditional act among the domestic people and a tourist attraction, the use of shisha will increase given the anticipated increase in tourism. Growth will in fact be boosted by pipe tobacco b. There are more risks that waterpipe smokers’ face that are not faced by cigarette smokers. For example, sharing of the waterpipe exposes the smokers to the risk of infections diseases such as hepatitis, tuberculosis, and herpes c. The law however, allows smoking only in designated

Introduction to Communication- Self-Awareness-repost Personal Statement - 1

Introduction to Communication- Self-Awareness-repost - Personal Statement Example Apparently, the hidden self is more prominent at work because one cannot love and care for colleagues’ more than family members. Essentially, one spends a lot of time with the family members and they end up knowing a lot about a person compared to colleagues. Nevertheless, maintaining a definite level of openness is crucial. From the episode, â€Å"is data alive† by Nicholson, data’s actions do not represent what a reasonable person can do. It is important to affirm that an individual with the right mind cannot sacrifice life to avoid destruction of machines (Nicholson 1). Personally, I believe that all individuals should learn to prioritize life compared to artificial objects. It is not common to find a person who is willing to sacrifice the life of an individual in favour of material things. Therefore, no person despite race or gender is capable of performing Data’s

Fixed income portafolio Coursework Example | Topics and Well Written Essays - 750 words - 1

Fixed income portafolio - Coursework Example is the fear or risk that an investment may fail to yield dividends of equal measure as the previous business whose profits resulted to its reinvestment. Normally low interest rates prevent bond coupons from earning the same returns as the previous bond payments. Meanwhile, price risk is the risk associated with a decline in the value of securities and bonds which can result in low dividends from investments. The yield curve is predominately exploited in determining economic conditions and impression on future interest rates. The curve shows that longer maturity bonds have higher yields than shorter maturity bonds because of time risks (Cohen & Melberg, 2010). The proportion of interest sensitive income increases as the time to maturity increases, making long-term bonds more sensitive to interest rates than shorter term bonds. Bond prices have an inverse relationship with interest rates therefore B will take a longer time with E taking the shortest

Nursing leader DIX Dorothea Essay Example | Topics and Well Written Essays - 750 words

Nursing leader DIX Dorothea - Essay Example well recognized for her patient advocacy in struggling to improve the condition of a mental asylum and jails, in North America and Europe (Parry, 2006). Dix quitted her career as a schoolteacher at the age of 24-years, and began to explore her second career as a nurse at the age of 39-years (Parry, 2006). She was not a nurse by profession, but the situation allowed her practice as a nurse since the present nursing practices were not yet developed. She became one of the pioneers of the modern nursing, and introduced the key value that drives the provision of quality nursing care through patient advocacy. Her nursing career was inspired, in 1841, when she visited the Cambridge House of Correction to teach Women inmates’ Sunday class (Dolan, 1968). The scenes and conditions she witnessed, in this correctional center were nearly identical to the scenes in â€Å"mental health† facilities she had visited throughout Europe and North America. She discovered that mentally ill patients shared the same facilities with prison inmates who are usually confined in enclosed and filthy spaces, without proper clothing, and sexually and physically abused (Dolan, 1968). From her personal experiences as a mentally ill patient, she decided to challenge how inmates and mentally ill patients are treated, in the court. She filed a number of lawsuits where she won many cases. Her first plan was to improve care for the mentally ill patients and condition of jails throughout Massachusetts. Dix played a number of significant roles in the establishment and expansion of more than 30 hospitals for the mentally ill patients (Parry, 2006). She is a renowned activist in international and national movements that advocated for the rights of the mentally ill patients, and challenged the notion that people with mental problems cannot be helped or cured. She also criticized the harsh and neglectful practices and conditions the mentally ill patients are subjected to, and these include painful physical

Fixed income portafolio Coursework Example | Topics and Well Written Essays - 750 words - 1

Fixed income portafolio - Coursework Example is the fear or risk that an investment may fail to yield dividends of equal measure as the previous business whose profits resulted to its reinvestment. Normally low interest rates prevent bond coupons from earning the same returns as the previous bond payments. Meanwhile, price risk is the risk associated with a decline in the value of securities and bonds which can result in low dividends from investments. The yield curve is predominately exploited in determining economic conditions and impression on future interest rates. The curve shows that longer maturity bonds have higher yields than shorter maturity bonds because of time risks (Cohen & Melberg, 2010). The proportion of interest sensitive income increases as the time to maturity increases, making long-term bonds more sensitive to interest rates than shorter term bonds. Bond prices have an inverse relationship with interest rates therefore B will take a longer time with E taking the shortest

Near Earth Objects (NEOs) Research Paper Example | Topics and Well Written Essays - 2000 words

Near Earth Objects (NEOs) - Research Paper Example Depending on how close they are to the Earth, they can be spotted with the naked eye, or they can be spotted with a telescope. Rather than clustered together, a comet is a single large object with a long tail. More often than not, it is the tail, and not the main part of the comet that can be seen. Near Earth Objects might be fun to look at, but they are capable of doing catastrophic damage. Craters around the world pay homage to the respect that they undoubtedly deserve. One of the most widely accepted theories for the extinction of dinosaurs is that a massive meteor struck the planet and radically changed both climate and atmosphere. Fortunately, when it comes to this modern age, there are methods and theories in which to deflect NEOs. All of these are untested, however, and have only performed in labs. A meteor, or meteorite, is a body of rock, ice, or metal that enters the Earth’s atmosphere. Many of these are small and harmless, and burn up upon entering the atmosphere. W hen you see a shooting star, or a meteor shower, that is what you are seeing. While no threatening meteors have recently struck the Earth’s surface, the evidence is all around us. The largest crater in the world, created by a meteor, is in South Africa in an area called the Vredforte Dome. This meteor hit the Earth more than 2 billion years ago, and was around 10 km in diameter. According to science, the impact of the meteor might have been massive enough to jumpstart multicellular life by increasing the amount of oxygen in the atmosphere. There are, to date, 841 World Heritage sites around the world. A World Heritage site is a special place that has either a cultural or a physical significance. These sites are chosen by the UNESCO (United Nations Educational, Scientific, and Cultural Organization), which has been around since 1945. While Earth appears safe for the most part, it has had its share of close calls. One such close call occurred in September of 2004. An asteroid b y the name of Toutatis swept by Earth, missing it by about a mile. Several kilometers in diameter, if Toutatis or a rock like it were to hit Earth, it would devastate life as humans know it. The sun would be obscured by a huge cloud of dust that would travel around the globe, changing the temperature and climate of the Earth. Plants would start to die from lack of sunlight, unable to complete their cycles of photosynthesis, and herbivores would begin to starve. Humans would have major crop failure as well, and would need to resort to another means of sustenance. Eventually, over time, civilization would cease to be. Food, if any survived at all, would be both precious and hard to come by. Water would become stagnant and toxic to drink, as the evaporation process would be altered without sunlight. The impact of a NEO of this size would ultimately either destroy all life on the planet, or force evolution into overdrive. A rare NEO that is usually only seen by astronomers with high-pow ered telescopes and other special equipment is the comet. These massive objects are made up of ice and organic material. They carry behind them a long ‘tail’, which consists of ice and other materials that it picks up as it hurtles through space. The ‘head’ of the comet is called a nucleus, which consists of the ice and organic materials. The core of the nucleus is as yet unknown. These beautiful objects are far older than many of the planets in the solar system, the majority of them estimated to be

Business Model of Amazon Essay Example for Free

Business Model of Amazon Essay Amazon.com is the pioneering bookstore on the Internet that first opened in July 1995 by Jeff Bezos. The firm offers online shopping services and partnership opportunities such as online search for books, music and video items. The products that they sell include an array of audio, video and book titles. Amazon has one of the widest selections and employs international shipping to virtually every corner of the globe in just a few days. Amazon’s focus is having the biggest selection of free-electronic greeting cards, online auction and millions of books, CDs, videos, DVDs, toys and electronics. They have expanded to different areas of the world, such as Amazon.co.uk and Amazon.de, to service consumers outside of the United States. They aim to be a Cost leader in which their firm has lower costs than the competitors. They have employed different Amazon branches in different parts of the world to lower costs. This allows Amazon to ship their products at a lower price from each point of shipment to the consumer. In recent years, Amazon.com has expanded from being just an online bookstore to an all around online shopping experience. They have coined the tag line Earth’s biggest selection. Amazon has diversified into different websites. These are the Internet Movie Database (www.imdb.com), LiveBid.com, amazon.livebid.com, drugstore.com (an online retail and information about health and wellness), gear.com (online sporting goods company), homegrocer.com (online grocery shopping and delivery), pets.com (largest pet supply online shopping site), ashford.com (online luxury and premium shopping) and eZiba.com (online retailer of handcrafted products). Five Forces Model for Industry Analysis New Entrants The online bookstore industry that Amazon.com has pioneered in was, at first, very hard to penetrate. There were different barriers such as distributing capabilities and the variety of the selection offered that are supposed to be hurdled. Amazon successfully solved the tricky parameters as being the first one to get into the whole idea of online retail. With being the first, they had the luxury to set what were the norms for the industry. Factors that may lower these barrier tactics would be a wider selection and the  ability to go to an actual bookstore to exchange or return books or other products. This network of actual retail spaces makes it easier for the consumer to return or exchange the products they were not satisfied with. These handicaps of Amazon were the basis for the emergence of book retail giants Barnes and Noble and Borders in the online shopping industry. Industry Competitors The major competitors of Amazon are Barnes and Noble and Borders. Barnes and Noble is a retail giant offering books and CDs both in their outlets all over the country. It opened their online industry in 1997 and has become the fourth largest e-commerce sites today. Focused largely on the sale of books, music, software, magazines, prints, posters, and related products, the company has capitalized on the recognized brand value of the Barnes Noble name to become the second largest, and one of the fastest growing, online distributors of books. Their advantage to Amazon is the brand name and the availability of actual retail outlets in which consumers could go in to exchange or return products easily. They also have an established book selection based in their retail operations. Borders is another multi-media retail store found in major cities around the country. Started out as a small bookshop in the college town of Ann Arbor, Michigan, it has since expanded into one of the finest bookstores. In 1992, Borders was bought by the Kmart group which further flourished the company into a Multi Media Giant with a wide selection of Audio, Video and Books found throughout the United States. The Online Bookstore industry have become a fierce business which involves discounts, varied selections and fast delivery in which all three companies are challenging each other. Buyers The consumers of this industry can be found in every corner of the population. These are mostly people who have had some form of higher education and have access to the Internet and computers. The segment of online shoppers has increased dramatically in recent years due to the convenience of shopping in the comforts of the home and the accessibility of the Internet. These developments have made it easier for consumers to log on and buy on the Internet. Consumers also tend to compare prices among the retail leaders such that buyers are able to buy products with very big  discounts compared to ones bought in actual retail outlets. The bargaining power of the consumer is based on the competitive strategies of each active firm in the industry. Thus, consumers can challenge one firm for charging more than the other one such that the firm will beat the price of the competing firm. Suppliers Amazon’s suppliers range from the publishing and media houses to electronics’ manufacturers. Amazon buys all their books, videos and audio CDs from the multi media houses and publishing giants such as Time Warner, Doubleday etc. Amazon also has alliances with other bookstores to cover orders that they cannot serve. Substitutes The substitutes for Amazon and other online bookstores are the actual book retailers and music stores such as Barnes and Nobles, Virgin Megastore, Tower Records, Sam Goody and other small mom-and-pop outlets. With the rise of online retail, there will be little impact from these substitutes. One impact would be some consumers who would like to hold or listen to their purchases prior to buying and those who are into the whole shopping experience. Barnes and Nobles have jumped into online retail and have succeeded into diversifying into the new e-commerce industry. Industrial Organization Model Degree of Competition Due to the shift of focus for Amazon, it has become the Earth’s biggest anything store. Its competitors have expanded from just online book retailers Barnes and Nobles and Borders to top audio retailers CDNOW.com and online auction house EBAY.com. Amazon has an overall lead of 40% market share against the other online retail firms. Their international business has more than doubled over the past 2 years and this growth increased Amazon’s share in the online business market. Life Cycle Amazon, in it’s first years, had negative income but the rise of e-commerce sites and being the pioneer made the succeeding years led to boom time for them. Their growth period was during 1994 to 1995 when they were the first of its kind in the world. They incurred very high costs in terms of  distributions to customers. Still with a negative income, Amazon went public in 1997 and had one of the biggest IPOs of the time. With investors banking on future positive cash flow for this company, Amazon’s market value soared. Many people caught on with the idea of online shopping, thus, Amazon’s success. Amazon’s success as an online retailer prompted bricks-and-mortar rivals Barnes and Noble and Borders to join in. Competition decreased Amazon’s profitability so in the past couple of years, Amazon has expanded to more than books, audio and video to electronics and other retail concepts. Social Relevance Amazon’s products are marketed for every consumer possible. Books, audio, video and electronics are appreciated by majority of the population especially those who have access to the Internet. Amazon is active in pursuing literacy programs for young children by collaborating with the makers of the Dr. Seuss books. They have actively participated in the Dr. Seuss shops, story telling sessions and Dr. Seuss days. Degree of Globalization Amazon’s strength internationally lies within its networks in major ports and cities around the Globe. Amazon first started out in Seattle but as soon as they have established a niche market, they have opened shop all over the nation and in cities such as London, Berlin, The Hague, Paris, Tokyo, Singapore and many more. These branches overseas improves their delivery service to a wide consumer base. Extent of Government Control There has not been many government regulations regarding online retailing. A group of CEOs whose firms that are engaged in such practices have formed an organization called Global Business Dialogue. This GBD group supports the development of a seamless global system that delivers the broadest array of goods and services to the largest number of consumers at the most competitive prices. This work effort will: offer recommendations to the WTO, including making the moratorium on online tariffs permanent; and collaborate with governments to target and eliminate discriminations against, or other non-tariff barriers to global trade in, electronic commerce. This working group will also provide an avenue for the GBDs to consider and promote the  growth of the electronic marketplace in an environment unencumbered by detrimental taxation. Degree of Vertical Integration Amazon’s primary value chain includes purchasing/sourcing, marketing, distribution and after-sales services, which includes returns and exchanges from unsatisfied customers. Their main focus is in the purchasing/sourcing and in the distribution of the products to the consumers. Their investments are therefore, geared towards warehouses in key points of high consumer demand areas and an efficient delivery and distributing system to service all its consumers. Thus, Amazon controls most of its distributing system that spans across borders. Inter Organization of Network Economics Amazon in its efforts to sustain its market leadership in the online retailing industry has tied up with various online organizations. Netscape Navigator and Amazon will offer members of Netscape Netcenter a co-branded storefront where Earths Biggest Bookstore will be easily accessed through Netscape Netcenter (home.netscape.com). In addition, Amazon.com has multi-year exclusive and premier bookseller relationships with 5 of the top 6 sites on the World Wide Web: AOL.com, Yahoo!, Netscape, GeoCities, and Excite. These partnerships widen Amazon’s presence in the World Wide Web. Sensitivity to Business Cycles The Online retailing business has a very quick cyclical growth. Amazon being one of the firsts to venture in this type of commerce are all ready in what seems to be in their decline stage where market share is declining. Therefore, Amazon is expanding to different industries within online retailing. Amazon and other online retailing firms are very sensitive to business cycles due to the speed of technology involved in the services they offer. Dynamics of New Knowledge Generation Online retailing relies on the work of an excellent distribution system. Amazon has invested their money into expanding their network of distribution centers around the globe. They also have investments in creating better technology for tracking orders and giving efficient delivery systems for their customers. Amazon.com has remained on top of the online retailing  business despite the entrance of giants such as Barnes and Nobles and Borders. Their success is attributed to two factors; timing and continuing to invest heavily into the inventory and distribution systems. Amazon, by being the first of its kind, has a big lead over the nearest competitors due to their experience and its reputation as the first movers. Their thrust remains on improving efficient delivery systems across borders and to build name recognition as the number one retailing firm in the Internet. They have also ventured into different retail options to keep that lead. Marketing, Innovative inventory and distribution systems, and name recall have helped Amazon build a sustainable competitive advantage. In order for any online retail company to remain prosperous and income generating, they must invest a lot of time and money into research and development of more efficient operations and distributions systems. This proved to be key for the Market Leader in online retailing, Amazon.Com. Mary Grace Velasco,College of Business Administration,Senior, Fordham University,Fall 2000

Native Language in Foreign Language Learning

Native Language in Foreign Language Learning 1.1 Introduction The debate over whether English language classrooms should include or exclude students native language has been a controversial issue for a long time (Brown, 2000). Although the use of mother tongue was banned by the supporters of the Direct Method at the end of the nineteenth century, the positive role of the mother tongue has recurrently been acknowledged as a rich resource which, if used judiciously, can assist second language learning and teaching (Cook, 2001). Therefore, this research study tries to open up a new horizon for English instructors to find a thoughtful way to use learners mother tongue in second language teaching. The technique in which L1 was used in this study was translation from L1 to L2, a technique which was rarely used by EFL teachers. Atkinson (1987) was one of the first and chief advocates of mother tongue use in the communicative classroom. He points out the methodological gap in the literature concerning the use of the mother tongue and argues a case in favour of its restricted and principled use, mainly in accuracy-oriented tasks. In his article, Atkinson (1987) clearly stated that translation to the target language which emphasizes a recently taught language item is a means to reinforce structural, conceptual and sociolinguistic differences between the native and target languages. In his view, even though this activity is not communicative, it aims at improving accuracy of the newly learned structures. Similarly, this research aimed at investigating the effect of translation from L1 to L2 on the accurate use of the structures. The arguments in supports of using the learners mother tongue in L2 instruction clearly reveal that not only doesnt the use of first language have a negative impact on L2 learning, but it can be factor to help students improve the way they learn a second language. Although the English Only paradigm continues to be dominant in communicative language teaching , research into teacher practice reveals that the L1 is used as a learning resource in many ESL classes (Auerbach, 1993). Auerbach added that when the native language was used, practitioners, researchers, and learners consistently report positive results. Furthermore, he identifies the following uses of mother tongue in the classroom: classroom management, language analysis and presenting rules that govern grammar, discussing cross-cultural issues, giving instructions or prompts, explaining errors, and checking comprehension. Although the provision of maximum L2 exposure to the learners seems essential, L1 can be used alongside L2 as a complement. In this regard, Turnbull (2001) stated that maximizing the target language use does not and should not mean that it is harmful for the teacher to use the L1. â€Å"a principle that promotes maximal teacher use of the target language acknowledges that the L1 and target language can exist simultaneously (p. 153). Similarly, Stern (1992) stated that the use of L1 and target language should be seen as complementary, depending on the characteristics and stages of the language learning process (p. 285). On the other hand, overuse of L1 will naturally reduce the amount of exposure to L2. Therefore, attempt should be made to keep a balance between L1 and L2 use. In this regard, Turnbull (2001) acknowledges that although it is efficient to make a quick switch to the L1 to ensure, for instance, whether students understand a difficult grammar concept or an unknown word, it is crucial for teachers to use the target language as much as possible in contexts in which students spend only short periods of time in class, and when they have little contact with the target language outside the classroom. 1.2 Background to the problem The Integrated Secondary School Curriculum or Kurikulum Bersepadu Sekolah Menengah (KBSM) was planned in accordance with the National Education Philosophy. The main goal of KBSM was based on the integrated self-development with orientation towards society or nation (Mak Soon Sang, 2003). Four language skills namely listening, speaking, reading and writing are incorporated in the English syllabus proficiency in order to meet their needs to use English in everyday life, for knowledge acquisition, and for future workplace needs (Kementerian Pendidikan Malaysia, 2000). My personal experience as a learner has shown me that moderate and judicious use of the mother tongue can aid and facilitate the learning and teaching of the target language, a view shared by many colleagues of mine. However the value of using the mother tongue is a neglected topic in the TESL methodology literature. This omission, together with the widely advocated principle that the native language should not be used in the second language classroom, makes most teachers, experienced or not, feels uneasy about using L1 or permitting its use in the classroom, even when there is a need to do so. How do students and teachers look at this issue? Schweers (1999) conducted a study with EFL students and their teachers in a Spanish context to investigate their attitudes toward using L1 and in the L2 classroom. His result indicates that the majority of students and teachers agreed that Spanish should be used in the EFL classroom (Schweers 1999). Inspired by his research and driven by my own interest, the researcher decided to carry out a similar study on the use of the native language (Malay) in the Malaysian context. However, differences exist between Schweers study and mine. 1.3. Statement of the problem Many rural school students have difficulty in understanding English, and they have often found it difficult to read English books on their own (Ratnawati and Ismail, 2003). Students lack of proficiency in English deprives them of the opportunities open to those who are able to use the language well. Recently, the teaching and learning of English has been discussed widely in Malaysia. This is because the low level of English proficiency among students hinders them from acquiring knowledge globally. Students L1 are being use in the ESL classroom especially in the rural area to help them understand English better and find out if it is an effective teaching and learning tool. Because of the students difficulty in understanding the language, teachers need to assist them thoroughly in the learning process. With the using of the L1, this will gain their interest to stay focus in the class and not being de-motivated in learning the target language. The prohibition of the native language would maximize the effectiveness of learning the target language will be a question that we need to find out. 1.4. Purposes of the study The purpose of the study is to determine whether the L1 (Malay language) are use frequently in the rural ESL classroom. The important of this study is to find out whether L1 works as an effective teaching and learning instrument. 1.5. Research questions Research questions for this study are; How frequent the Malay language was used in the Malaysian English classroom and for what purposes? Can prohibition of L1 (Malay language) maximize the interest of using English in the classroom? What are the perception of the students and the teachers towards using Malay in the English classroom? 1.6. Theoretical For this study, the researcher referred to the theory of SLA that interrelated set of hypothesis or claims about how people become proficient in a second language. In a summary of research findings on SLA, Lightbown (1985: 176-180) made the following claims: Adults and adolescents can â€Å"acquire† a second language. The learner creates a systematic inter-language that is often characterized by the same language as the first language, as well as others that appear to be based on the learners own native language. There are predictable sequences in acquisition so that certain structures have to be acquired before others can be integrated. Practice does not make perfect. Knowing language rule does not mean one will be able to use it in communicative interaction. Isolated explicit error correction is usually effective in changing language behavior. For most adult learners, acquisition stop-â€Å"fossilizes†-before the learner has achieved native-like mastery of the target language. One cannot achieve native-like or non native-like command of a second language in one hour a day. The learners task is enormous because language is enormously complex. A learners ability to understand language in a meaningful context exceeds his or her ability to comprehend de-contextualized language and to produce language of comparable complexity and accuracy. The hypothesis will be the first tool for the measurement of how the students in the rural ESL classroom comprehend with target language. Learning is a long life process so the students need a proper guide to lead them in gaining the language proficiency. There are some modifications that need to be made in using these hypotheses so it will be suit to the learners need in the rural area. There are some mistakes that made by the learners that due to interference from their first language and the learners errors should be corrected as soon as they are made in order to prevent the formation of bad habits. The acquisition-learning hypothesis Stephen Krashen (1977) claimed that adult second language learners have two means for internalizing the target language. The first is â€Å"acquisition†, a subconscious and intuitive process of constructing the system of a language. The second means is a conscious â€Å"learning† process in which learners attend to form, figure out rules, and are generally aware of their own process. According to Krashen, â€Å"fluency in second language performance is due to what we have acquired, not what we have learned† (1981a:99). Adults should, therefore, do as much acquiring as possible in order to achieve communicative fluency; otherwise, they will get bogged of language and to watching their own progress. For Krashen (1982), our conscious learning processes and our subconscious process mutually exclusive: learning cannot become acquisition. This claim of no interface between acquisition and learning is used to strengthen the argument for recommending large doses of acqui sition activity in the classroom, with only a very minor role assigned to learning. The input hypothesis Krashens claims that an important â€Å"condition for language acquisition to occur is that the acquirer understand (via hearing or reading input language that contains structure a bit beyond his or her current level of competence†¦..if an acquirer is at stage or level i , the input he or she understands should contain i +1† (Krashen1981:100). In other words, the language that learners are exposed to should be just far enough beyond their current competence that they can understand most of it but still challenged to make progress. The corollary to this is that input should neither be so far beyond their reach that they are overwhelmed (this might be, say, i + 2) nor so close to their current stage that they are not challenged at all (i + 0). Important parts of the Input Hypothesis are recommendation that speaking not be though directly or very early in the language classroom. Speech will be emerging once the acquirer has built up enough comprehensible input ( i + 1). Success in a foreign language can be attributed to input alone. Such a theory ascribes little credit to learners and their own active engagement in the process. Moreover, it is important to distinguish between input and intake. Intake is what you take with you over a period of time and can later remember. Krashen (1983) did suggest that input gets converted to knowledge through a learners current internalized rule system and the new input. The application of these theories will help the study in measuring how effective the use of L1 in the ESL classroom based on the prior knowledge of the participants and in what way the theories will help the researches defines the result of the studies. Motivation Theory Various definitions of motivation have been proposed over decades of research and three different perspectives emerge: From a behaviourist perspective, motivation was seen in matter of fact terms. It is quite simply the anticipation or reward. Driven to acquire positive reinforcement, and driven by previous reinforcement, and driven by previous experiences of reward for behaviour, we act accordingly to achieve further reinforcement. In this view, our acts are likely to be at the mercy of external forces. In cognitive terms, motivation places much more emphasis on the individuals decisions. Ausubel (1968:368-379), for example, identified six needs undergirding the construct of motivation: a. The need for exploration, for seeing the other side of the mountain, for probing the unknown; b. The need for manipulation, for operating- to use Skinners term- on the environment and causing change; c. The need for activity, for movement and exercise, both physical and mental; d. The need for stimulation, the need to be stimulated by the environment, by the other people, or by ideas, thoughts, and feelings; e. The need for knowledge, the need to process and internalize the result of exploration, manipulation, activity, and stimulation, to resolve contradictions, to quest for solutions to problems and for self consistent systems of knowledge; f. Finally, the need for ego enhancement, for the self to be known and to be accepted and approved by others. 3) A constructivist view of motivation places even further emphasis on social context as well as individual person choices (Williams Burden 1997:120). Each person is motivated differently, and will therefore act on his or her environment in ways that are unique. Intrinsic and Extrinsic Motivation Edward Deci (1975:23) defined intrinsic motivation: â€Å"Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward†¦Ã¢â‚¬ ¦.intrinsically motivated behaviours are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self determination†. Extrinsically motivated behaviours, on the other hand, are carried out in anticipation of a reward from outside and beyond the self. Behaviours initiated solely to avoid punishment are also extrinsically motivated, even though numerous intrinsic benefits can ultimately accrue to those who instead, view punishment avoidance as a challenge that can build their sense of competence and self determination. The intrinsic and extrinsic continuum in motivation is applicable to foreign language classrooms and around the world. Regardless of the cultural beliefs and attitudes of learners and teachers, intrinsic and extrinsic factors can be easily identified (Dornyei and Csizer 1998). During the classroom observations, the researcher will identify whether the teacher use this kind of method. If the students communicate with their L1, should the teacher give a punishment or give them the motivation to communicate with L1 as long it will help the students to understand the whole lesson. 1.7. Significance of the study It is hope that the study will: Help all the teachers in selecting the best method in teaching the ESL classroom especially in the rural area. Determine the appropriateness of using the Malay in the ESL classroom. Enable the teacher to realize the important of using the L1 in the ESL classroom at the rural area. Help the students to gain their interest in learning the target language by giving them the opportunity to use their L1 while learning ESL. 1.8. Limitation of the study This study was undertaken with the following limitations; The small sample clearly does not represent the whole population of students in SMK in Felda Gedangsa. The sample taken is 40 students from one class in Felda Gedangsa. The reliability and validity of the survey instruments may be questioned. The questionnaire is not based on any existing survey instrument, which had been tested and/ or certified in terms of reliability and validity. The questionnaire is developed specifically for this study. The time constrain will limit the quality of the study. SMK Felda Gedangsa is situated in Ulu Selangor district and about 30KM from UPSI. It will take a long time in doing this study. The students level of proficiency is at the lower level and they will need help in understanding the questionnaires. 1.9. Summary Understanding of English is crucial for every student in the ESL classroom. Without a proper guide from the teacher, they will lose their motivation in learning. Teacher need to be ready with a proper methods and teaching skills and should not ignore the use of L1 in the classroom. With the lacking of vocabulary and understanding towards certain aspects in the learning process, surely the use of L1 in the classroom should be considered to guide the students. REVIEW OF LITERATURE 2.1. Introduction This paper provides a review of the literature on students L1 are being used in the ESL classroom especially in the rural area and find out if it is an effective teaching and learning tool. There are several studies which are significance to the focus of this study. The summaries of previous work related to the hypothesis of the study are listed below. Long (1985, 1996), adapted the input Hypothesis to include interaction. His modified Input Hypothesis (1996) focuses on negotiation of meaning that occurs when communication breaks down. It proposes that oral input that is simplified through interactional modification is more successful than non-interactionally modified input in promoting learner comprehension, which in turn facilitates language acquisition. This hypothesis claims that the modified output produced by learners who are interacting in order to negotiate meaning can also aid acquisition. In this view, which gives importance to input that has been simplified through interaction, there is a possible role for the use of the learners L1 in the interactive input. Modified must give the learner information related to the linguistic form that were problematic and the use of the L1 is a potential source of this critical information (Gillis, 2007). 2.2. Close studies on the Using of L1 in the ESL Classroom Research on the usage of the L1 in the ESL classroom is a vital has demonstrated that L1 are not only effective but necessary for adult ESL students with limited L1 literacy or schooling and that use of students linguistic resources can be beneficial at all levels of ESL (Auerbach 1993). Auerbach (1993), performed a research on the topic of â€Å"Do you believe that ESL students should be allowed to use their L1 in the ESL classroom†? Only 20% of the respondents gave an unqualified yes to the question; 30% gave an unqualified no, (with comments such as, Its a school policy and No but its hard); the remaining 50% said sometimes (with comments such as Usually not, but if I have tried several times to explain something in English and a student still doesnt understand, then I allow another student who speaks the same language to explain in that language; Theyre going to do it anyway; As a last resort). The essence of these comments is captured by the following response In general ESL students should be encouraged to use English as much as possible, but in reality this doesnt always work. Thus, despite the fact that 80% of the teachers allowed the use of the L1 at times, the English only axiom is so strong that they didnt trust their own practice. On the flip side, when the native language is used, practitioners, researchers, and learners consistently report positive results. Rivera (1990) outlines various models for incorporating the L1 into instruction, including initial literacy in the L1 (with or without simultaneous but separate ESL classes) and bilingual instruction (where both languages are utilized within one class). The first benefit of such programs at the beginning levels is that they attract previously un-served studentsstudents who had been unable to participate in ESL classes because of limited L1 literacy and schooling. Further, contrary to the claim that use of the L1 will slow the transition to and impede the development of thinking in English, numerous accounts suggest that it may actually facilitate this process. Shamash (1990), for example, describes an approach to teaching ESL used at the Invergarry Learning Center near Vancouver which might be considered heretical by some: Students start by writing about their lives in their L1 or a mixture of their L1 and English; this text is then translated into English with the help of bilingual tutors or learners and, as such, provides a natural bridge for overcoming problems of vocabulary, sentence structure and language confidence. At a certain point in the learning process, according to Shamash, the learner is willing to experiment and take risks with English. Thus, starting with the L1 provides a sense of security and validates the learners lived experiences, allowing them to express themselves while at the same time providing meaningful written material to work with. This research had shows us that the usage of L1 in the ESL classroom is sometimes considered as vital because of the students level of proficiency. Tang (2002), based on her studies, â€Å"Using the mother tongue in the Chinese EFL classroom† bear many similarities to Schweers (1999) study in a Spanish context. Both studies indicate that the mother tongue was used by the majority of teachers investigated, and both students and teachers responded positively toward its use. Minor discrepancies exist concerning the occasions when the L1 should be used. Some of these differences can be accounted for by the participants different levels of L2 language proficiency. The teachers participating in this study indicated that the translation of some words, complex ideas, or even whole passages is a good way to learn a foreign language. Her observation of the three classes suggests that without translation, learners would be likely to make unguided and often incorrect translations. This study also reveals that in the EFL classes observed Chinese plays only a supportive and facilitating role. The chief medium of communication in the class is still English. As with any other classroom technique, the use of the mother tongue is only a means to the end of improving foreign language proficiency. She agreed with the majority of student participants (about 63 percent combined) that no more than 10 percent of class time should be spent using Chinese. In her experience, this percentage decreases as the students English proficiency increases. Of course, a translation course would be an exception. Unlike Schweers student participants, the students in the present study are highly motivated to learn English. As English majors in the university, their English language proficiency is regarded as a symbol of their identity and a route to future academic and employment opportunities. Few of them feel that English is imposed on them or regard the use of English as a threat to their identity. Instead, they generally prefer greater or exclusive use of English in the classroom. In their view, Chinese should be used only when necessary to help them learn English better. The research seems to show that limited and judicious use of the mother tongue in the English classroom does not reduce students exposure to English, but rather can assist in the teaching and learning processes (Tang, 2002). Strohmeyer and McGrail (1988) found that allowing for the exploration of ideas in the L1 served to enhance students ESL writing. When students were given the choice of writing first in Spanish, they went on to write pieces in English that were considerably more developed than their usual ESL writing. These findings from practice are supported by Garcias (1991) more formal research on effective instructional practices which found that (a) academically successful students made the transition from Spanish to English without any pressure from teachers; and (b) they were able to progress systematically from writing in the native language in initial literacy to writing in English later. A recent study by Osburne and Harss-Covaleski (1991) suggested that the widely frowned upon practice of writing first in the L1 and then translating into the L2 is not harmful to the quality of the written product. They cite the conventional wisdom that students should be discouraged from translating as this will cause them to make more errors, result in rhetorically inappropriate texts, and distract them from thinking in Englishand that all these factors would negatively affect the quality of their writing. To investigate the validity of this claim, they compared ESL compositions written directly in English with others written first in the L1 and then translated into English; their results indicated no significant difference in the quality or quantity of the written products. They conclude, It seems then that there is no need for teachers to become overly anxious if students choose to employ translation as a composing strategy at times. Friedlander (1990) cited numerous other studie s reporting the beneficial effects of using the L1 for L2 composing; his own study provides further support for L1 use in planning ESL writing when knowledge of the topic has been acquired in the L1. Mirzaei Vaezi (2007), had been conducted the study of the effect of using translation from L1 to L2 as a teaching technique on the improvement of EFL Learners Linguistic Accuracy- Focus on form. Based on the results obtained from the statistical analyses in the study, it was discovered that the idea of the effectiveness of using translation from L1 to L2 as a teaching technique to improve a group of Iranian EFL learners linguistic accuracy was supported. Therefore, it can be concluded that translating form L1 to L2, using specific structures, can enhance learners linguistic accuracy within the scope of those structures. It also manifests that learners mother tongue is not a useless element in second or foreign language learning. In other words, mother tongue, if used purposefully and systematically, can have a constructive role in teaching other languages. In effect, the purpose of the present study was to join the three vertices of the triangle i.e., first language, translation, an d focus on form. Moreover, it can be claimed that translating sentences form L1 to L2, if selected purposefully, can push learners to use specific structures accurately when producing utterances in the second language. This mental practice in transforming an idea from mother language to the second language helps the learner tackle the psycho-linguistic challenge they have to face in producing second language in real life situations. Nevertheless, when utilizing this teaching technique, the learners should be bewared about the structural differences existing between languages which may cause negative interference from their L1. In other words, learners should be warned that there is not always a structural correspondence between their first language and the language they are learning. To make it short, translation from L1 to L2 is a kind of practice which makes the learners use specific L2 structures accurately in order to express L1 ideas. This transformation—mental translation from L1 to L2â €”is a natural and sometimes inevitable process which is mostly experienced by the learners of lower levels. Consequently, as discussed above, the technique used in this study is a means through which learners can practice producing L2 grammatically correct sentences which enables them to perform accurately in communicative situations (Mirzaei Vaezi, 2007). Translation from L1 to L2 was not a strange process; nonetheless, it might not have been dealt with through systematic and research-based studies yet. Although the word translation and even mother tongue has been abominated by many so-called innovatory-oriented teachers, this study demonstrated that there are judicious ways in which language teachers can use mother tongue, in general, and translation from L1 to L2, in particular, in their instruction with the purpose of improving learners proficiency. In addition, mother tongue is truly a very rich source of linguistic knowledge with which any L2 learner is already equipped, and it does not seem reasonable to deprive our learners from using this recourse at the expense of exercising an English-only atmosphere in our classrooms. Therefore, it can be suggested that teachers be familiarized with advantages of using learners mother tongue in EFL/ESL classrooms and they should be reasonably given enough leeway to use this resource constructively. In particular, language teachers can use the technique presented in this study, i.e. using translation from L1 to L2, as a communicative task to promote their learners linguistic accuracy. Therefore, it seems reasonable to allocate some time to the training of teachers in this regard (Mirzaei Vaezi, 2007). Schweers (1999) had done a research on the attitudes toward the use of Spanish in the English classroom among the students and the teachers in Puerto Rican. A high percentage (88.7%) of the student participants in this study felt that Spanish should be used in their English classes. All of the teachers reported using Spanish to some degree. Approximately 99 percent of the students responded that they like their teachers to use only English in the classroom. Very noticeable is the 86 percent of students who would like Spanish used to explain difficult concepts. Only 22 percent of teachers saw this as an appropriate use. Students also responded notably higher than teachers on the following uses for Spanish: to help students feel more comfortable and confident, to check comprehension, and to define new vocabulary items. Neither students nor teachers saw a use for the L1 in testing. A notable percentage of students would like Spanish to be used in English class either between 10 and 39 p ercent of the time. A sizeable number of students like the use of Spanish because it helps them when they feel lost. About 87 percent of students feel Spanish facilitates their learning of English between â€Å"a little† and â€Å"a lot,† and about 57 percent think it helps from â€Å"fairly much† to â€Å"a lot.† These results showed that in English classes in a Puerto Rican university, Spanish should be used to some degree. Students feel there are clear cases where Spanish will facilitate their comprehension of what is happening in class. A majority also agree that the use of Spanish helps them to learn English. Studying students reactions to the use of the L1 in English classes, Terence Doyle (1997), in his presentation at TESOL 97, reported that students in a study he conducted claimed that the L1 was used approximately 90 percent of the time in their classes. Some 65 percent of these students preferred the use of the L1 in their classes sometimes or often. While the first figure is comparable to the one he found in his study, the second is higher than the percentage in his study. Romstedt (2000) had conducted a research of the effects of L1 Pre-writing discussion on ESL writing. The subjects of the study were thirty five graduate and undergraduate students, both male and female representing six native languages at two different levels of intensive English instruction. The general conclusi Native Language in Foreign Language Learning Native Language in Foreign Language Learning 1.1 Introduction The debate over whether English language classrooms should include or exclude students native language has been a controversial issue for a long time (Brown, 2000). Although the use of mother tongue was banned by the supporters of the Direct Method at the end of the nineteenth century, the positive role of the mother tongue has recurrently been acknowledged as a rich resource which, if used judiciously, can assist second language learning and teaching (Cook, 2001). Therefore, this research study tries to open up a new horizon for English instructors to find a thoughtful way to use learners mother tongue in second language teaching. The technique in which L1 was used in this study was translation from L1 to L2, a technique which was rarely used by EFL teachers. Atkinson (1987) was one of the first and chief advocates of mother tongue use in the communicative classroom. He points out the methodological gap in the literature concerning the use of the mother tongue and argues a case in favour of its restricted and principled use, mainly in accuracy-oriented tasks. In his article, Atkinson (1987) clearly stated that translation to the target language which emphasizes a recently taught language item is a means to reinforce structural, conceptual and sociolinguistic differences between the native and target languages. In his view, even though this activity is not communicative, it aims at improving accuracy of the newly learned structures. Similarly, this research aimed at investigating the effect of translation from L1 to L2 on the accurate use of the structures. The arguments in supports of using the learners mother tongue in L2 instruction clearly reveal that not only doesnt the use of first language have a negative impact on L2 learning, but it can be factor to help students improve the way they learn a second language. Although the English Only paradigm continues to be dominant in communicative language teaching , research into teacher practice reveals that the L1 is used as a learning resource in many ESL classes (Auerbach, 1993). Auerbach added that when the native language was used, practitioners, researchers, and learners consistently report positive results. Furthermore, he identifies the following uses of mother tongue in the classroom: classroom management, language analysis and presenting rules that govern grammar, discussing cross-cultural issues, giving instructions or prompts, explaining errors, and checking comprehension. Although the provision of maximum L2 exposure to the learners seems essential, L1 can be used alongside L2 as a complement. In this regard, Turnbull (2001) stated that maximizing the target language use does not and should not mean that it is harmful for the teacher to use the L1. â€Å"a principle that promotes maximal teacher use of the target language acknowledges that the L1 and target language can exist simultaneously (p. 153). Similarly, Stern (1992) stated that the use of L1 and target language should be seen as complementary, depending on the characteristics and stages of the language learning process (p. 285). On the other hand, overuse of L1 will naturally reduce the amount of exposure to L2. Therefore, attempt should be made to keep a balance between L1 and L2 use. In this regard, Turnbull (2001) acknowledges that although it is efficient to make a quick switch to the L1 to ensure, for instance, whether students understand a difficult grammar concept or an unknown word, it is crucial for teachers to use the target language as much as possible in contexts in which students spend only short periods of time in class, and when they have little contact with the target language outside the classroom. 1.2 Background to the problem The Integrated Secondary School Curriculum or Kurikulum Bersepadu Sekolah Menengah (KBSM) was planned in accordance with the National Education Philosophy. The main goal of KBSM was based on the integrated self-development with orientation towards society or nation (Mak Soon Sang, 2003). Four language skills namely listening, speaking, reading and writing are incorporated in the English syllabus proficiency in order to meet their needs to use English in everyday life, for knowledge acquisition, and for future workplace needs (Kementerian Pendidikan Malaysia, 2000). My personal experience as a learner has shown me that moderate and judicious use of the mother tongue can aid and facilitate the learning and teaching of the target language, a view shared by many colleagues of mine. However the value of using the mother tongue is a neglected topic in the TESL methodology literature. This omission, together with the widely advocated principle that the native language should not be used in the second language classroom, makes most teachers, experienced or not, feels uneasy about using L1 or permitting its use in the classroom, even when there is a need to do so. How do students and teachers look at this issue? Schweers (1999) conducted a study with EFL students and their teachers in a Spanish context to investigate their attitudes toward using L1 and in the L2 classroom. His result indicates that the majority of students and teachers agreed that Spanish should be used in the EFL classroom (Schweers 1999). Inspired by his research and driven by my own interest, the researcher decided to carry out a similar study on the use of the native language (Malay) in the Malaysian context. However, differences exist between Schweers study and mine. 1.3. Statement of the problem Many rural school students have difficulty in understanding English, and they have often found it difficult to read English books on their own (Ratnawati and Ismail, 2003). Students lack of proficiency in English deprives them of the opportunities open to those who are able to use the language well. Recently, the teaching and learning of English has been discussed widely in Malaysia. This is because the low level of English proficiency among students hinders them from acquiring knowledge globally. Students L1 are being use in the ESL classroom especially in the rural area to help them understand English better and find out if it is an effective teaching and learning tool. Because of the students difficulty in understanding the language, teachers need to assist them thoroughly in the learning process. With the using of the L1, this will gain their interest to stay focus in the class and not being de-motivated in learning the target language. The prohibition of the native language would maximize the effectiveness of learning the target language will be a question that we need to find out. 1.4. Purposes of the study The purpose of the study is to determine whether the L1 (Malay language) are use frequently in the rural ESL classroom. The important of this study is to find out whether L1 works as an effective teaching and learning instrument. 1.5. Research questions Research questions for this study are; How frequent the Malay language was used in the Malaysian English classroom and for what purposes? Can prohibition of L1 (Malay language) maximize the interest of using English in the classroom? What are the perception of the students and the teachers towards using Malay in the English classroom? 1.6. Theoretical For this study, the researcher referred to the theory of SLA that interrelated set of hypothesis or claims about how people become proficient in a second language. In a summary of research findings on SLA, Lightbown (1985: 176-180) made the following claims: Adults and adolescents can â€Å"acquire† a second language. The learner creates a systematic inter-language that is often characterized by the same language as the first language, as well as others that appear to be based on the learners own native language. There are predictable sequences in acquisition so that certain structures have to be acquired before others can be integrated. Practice does not make perfect. Knowing language rule does not mean one will be able to use it in communicative interaction. Isolated explicit error correction is usually effective in changing language behavior. For most adult learners, acquisition stop-â€Å"fossilizes†-before the learner has achieved native-like mastery of the target language. One cannot achieve native-like or non native-like command of a second language in one hour a day. The learners task is enormous because language is enormously complex. A learners ability to understand language in a meaningful context exceeds his or her ability to comprehend de-contextualized language and to produce language of comparable complexity and accuracy. The hypothesis will be the first tool for the measurement of how the students in the rural ESL classroom comprehend with target language. Learning is a long life process so the students need a proper guide to lead them in gaining the language proficiency. There are some modifications that need to be made in using these hypotheses so it will be suit to the learners need in the rural area. There are some mistakes that made by the learners that due to interference from their first language and the learners errors should be corrected as soon as they are made in order to prevent the formation of bad habits. The acquisition-learning hypothesis Stephen Krashen (1977) claimed that adult second language learners have two means for internalizing the target language. The first is â€Å"acquisition†, a subconscious and intuitive process of constructing the system of a language. The second means is a conscious â€Å"learning† process in which learners attend to form, figure out rules, and are generally aware of their own process. According to Krashen, â€Å"fluency in second language performance is due to what we have acquired, not what we have learned† (1981a:99). Adults should, therefore, do as much acquiring as possible in order to achieve communicative fluency; otherwise, they will get bogged of language and to watching their own progress. For Krashen (1982), our conscious learning processes and our subconscious process mutually exclusive: learning cannot become acquisition. This claim of no interface between acquisition and learning is used to strengthen the argument for recommending large doses of acqui sition activity in the classroom, with only a very minor role assigned to learning. The input hypothesis Krashens claims that an important â€Å"condition for language acquisition to occur is that the acquirer understand (via hearing or reading input language that contains structure a bit beyond his or her current level of competence†¦..if an acquirer is at stage or level i , the input he or she understands should contain i +1† (Krashen1981:100). In other words, the language that learners are exposed to should be just far enough beyond their current competence that they can understand most of it but still challenged to make progress. The corollary to this is that input should neither be so far beyond their reach that they are overwhelmed (this might be, say, i + 2) nor so close to their current stage that they are not challenged at all (i + 0). Important parts of the Input Hypothesis are recommendation that speaking not be though directly or very early in the language classroom. Speech will be emerging once the acquirer has built up enough comprehensible input ( i + 1). Success in a foreign language can be attributed to input alone. Such a theory ascribes little credit to learners and their own active engagement in the process. Moreover, it is important to distinguish between input and intake. Intake is what you take with you over a period of time and can later remember. Krashen (1983) did suggest that input gets converted to knowledge through a learners current internalized rule system and the new input. The application of these theories will help the study in measuring how effective the use of L1 in the ESL classroom based on the prior knowledge of the participants and in what way the theories will help the researches defines the result of the studies. Motivation Theory Various definitions of motivation have been proposed over decades of research and three different perspectives emerge: From a behaviourist perspective, motivation was seen in matter of fact terms. It is quite simply the anticipation or reward. Driven to acquire positive reinforcement, and driven by previous reinforcement, and driven by previous experiences of reward for behaviour, we act accordingly to achieve further reinforcement. In this view, our acts are likely to be at the mercy of external forces. In cognitive terms, motivation places much more emphasis on the individuals decisions. Ausubel (1968:368-379), for example, identified six needs undergirding the construct of motivation: a. The need for exploration, for seeing the other side of the mountain, for probing the unknown; b. The need for manipulation, for operating- to use Skinners term- on the environment and causing change; c. The need for activity, for movement and exercise, both physical and mental; d. The need for stimulation, the need to be stimulated by the environment, by the other people, or by ideas, thoughts, and feelings; e. The need for knowledge, the need to process and internalize the result of exploration, manipulation, activity, and stimulation, to resolve contradictions, to quest for solutions to problems and for self consistent systems of knowledge; f. Finally, the need for ego enhancement, for the self to be known and to be accepted and approved by others. 3) A constructivist view of motivation places even further emphasis on social context as well as individual person choices (Williams Burden 1997:120). Each person is motivated differently, and will therefore act on his or her environment in ways that are unique. Intrinsic and Extrinsic Motivation Edward Deci (1975:23) defined intrinsic motivation: â€Å"Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward†¦Ã¢â‚¬ ¦.intrinsically motivated behaviours are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self determination†. Extrinsically motivated behaviours, on the other hand, are carried out in anticipation of a reward from outside and beyond the self. Behaviours initiated solely to avoid punishment are also extrinsically motivated, even though numerous intrinsic benefits can ultimately accrue to those who instead, view punishment avoidance as a challenge that can build their sense of competence and self determination. The intrinsic and extrinsic continuum in motivation is applicable to foreign language classrooms and around the world. Regardless of the cultural beliefs and attitudes of learners and teachers, intrinsic and extrinsic factors can be easily identified (Dornyei and Csizer 1998). During the classroom observations, the researcher will identify whether the teacher use this kind of method. If the students communicate with their L1, should the teacher give a punishment or give them the motivation to communicate with L1 as long it will help the students to understand the whole lesson. 1.7. Significance of the study It is hope that the study will: Help all the teachers in selecting the best method in teaching the ESL classroom especially in the rural area. Determine the appropriateness of using the Malay in the ESL classroom. Enable the teacher to realize the important of using the L1 in the ESL classroom at the rural area. Help the students to gain their interest in learning the target language by giving them the opportunity to use their L1 while learning ESL. 1.8. Limitation of the study This study was undertaken with the following limitations; The small sample clearly does not represent the whole population of students in SMK in Felda Gedangsa. The sample taken is 40 students from one class in Felda Gedangsa. The reliability and validity of the survey instruments may be questioned. The questionnaire is not based on any existing survey instrument, which had been tested and/ or certified in terms of reliability and validity. The questionnaire is developed specifically for this study. The time constrain will limit the quality of the study. SMK Felda Gedangsa is situated in Ulu Selangor district and about 30KM from UPSI. It will take a long time in doing this study. The students level of proficiency is at the lower level and they will need help in understanding the questionnaires. 1.9. Summary Understanding of English is crucial for every student in the ESL classroom. Without a proper guide from the teacher, they will lose their motivation in learning. Teacher need to be ready with a proper methods and teaching skills and should not ignore the use of L1 in the classroom. With the lacking of vocabulary and understanding towards certain aspects in the learning process, surely the use of L1 in the classroom should be considered to guide the students. REVIEW OF LITERATURE 2.1. Introduction This paper provides a review of the literature on students L1 are being used in the ESL classroom especially in the rural area and find out if it is an effective teaching and learning tool. There are several studies which are significance to the focus of this study. The summaries of previous work related to the hypothesis of the study are listed below. Long (1985, 1996), adapted the input Hypothesis to include interaction. His modified Input Hypothesis (1996) focuses on negotiation of meaning that occurs when communication breaks down. It proposes that oral input that is simplified through interactional modification is more successful than non-interactionally modified input in promoting learner comprehension, which in turn facilitates language acquisition. This hypothesis claims that the modified output produced by learners who are interacting in order to negotiate meaning can also aid acquisition. In this view, which gives importance to input that has been simplified through interaction, there is a possible role for the use of the learners L1 in the interactive input. Modified must give the learner information related to the linguistic form that were problematic and the use of the L1 is a potential source of this critical information (Gillis, 2007). 2.2. Close studies on the Using of L1 in the ESL Classroom Research on the usage of the L1 in the ESL classroom is a vital has demonstrated that L1 are not only effective but necessary for adult ESL students with limited L1 literacy or schooling and that use of students linguistic resources can be beneficial at all levels of ESL (Auerbach 1993). Auerbach (1993), performed a research on the topic of â€Å"Do you believe that ESL students should be allowed to use their L1 in the ESL classroom†? Only 20% of the respondents gave an unqualified yes to the question; 30% gave an unqualified no, (with comments such as, Its a school policy and No but its hard); the remaining 50% said sometimes (with comments such as Usually not, but if I have tried several times to explain something in English and a student still doesnt understand, then I allow another student who speaks the same language to explain in that language; Theyre going to do it anyway; As a last resort). The essence of these comments is captured by the following response In general ESL students should be encouraged to use English as much as possible, but in reality this doesnt always work. Thus, despite the fact that 80% of the teachers allowed the use of the L1 at times, the English only axiom is so strong that they didnt trust their own practice. On the flip side, when the native language is used, practitioners, researchers, and learners consistently report positive results. Rivera (1990) outlines various models for incorporating the L1 into instruction, including initial literacy in the L1 (with or without simultaneous but separate ESL classes) and bilingual instruction (where both languages are utilized within one class). The first benefit of such programs at the beginning levels is that they attract previously un-served studentsstudents who had been unable to participate in ESL classes because of limited L1 literacy and schooling. Further, contrary to the claim that use of the L1 will slow the transition to and impede the development of thinking in English, numerous accounts suggest that it may actually facilitate this process. Shamash (1990), for example, describes an approach to teaching ESL used at the Invergarry Learning Center near Vancouver which might be considered heretical by some: Students start by writing about their lives in their L1 or a mixture of their L1 and English; this text is then translated into English with the help of bilingual tutors or learners and, as such, provides a natural bridge for overcoming problems of vocabulary, sentence structure and language confidence. At a certain point in the learning process, according to Shamash, the learner is willing to experiment and take risks with English. Thus, starting with the L1 provides a sense of security and validates the learners lived experiences, allowing them to express themselves while at the same time providing meaningful written material to work with. This research had shows us that the usage of L1 in the ESL classroom is sometimes considered as vital because of the students level of proficiency. Tang (2002), based on her studies, â€Å"Using the mother tongue in the Chinese EFL classroom† bear many similarities to Schweers (1999) study in a Spanish context. Both studies indicate that the mother tongue was used by the majority of teachers investigated, and both students and teachers responded positively toward its use. Minor discrepancies exist concerning the occasions when the L1 should be used. Some of these differences can be accounted for by the participants different levels of L2 language proficiency. The teachers participating in this study indicated that the translation of some words, complex ideas, or even whole passages is a good way to learn a foreign language. Her observation of the three classes suggests that without translation, learners would be likely to make unguided and often incorrect translations. This study also reveals that in the EFL classes observed Chinese plays only a supportive and facilitating role. The chief medium of communication in the class is still English. As with any other classroom technique, the use of the mother tongue is only a means to the end of improving foreign language proficiency. She agreed with the majority of student participants (about 63 percent combined) that no more than 10 percent of class time should be spent using Chinese. In her experience, this percentage decreases as the students English proficiency increases. Of course, a translation course would be an exception. Unlike Schweers student participants, the students in the present study are highly motivated to learn English. As English majors in the university, their English language proficiency is regarded as a symbol of their identity and a route to future academic and employment opportunities. Few of them feel that English is imposed on them or regard the use of English as a threat to their identity. Instead, they generally prefer greater or exclusive use of English in the classroom. In their view, Chinese should be used only when necessary to help them learn English better. The research seems to show that limited and judicious use of the mother tongue in the English classroom does not reduce students exposure to English, but rather can assist in the teaching and learning processes (Tang, 2002). Strohmeyer and McGrail (1988) found that allowing for the exploration of ideas in the L1 served to enhance students ESL writing. When students were given the choice of writing first in Spanish, they went on to write pieces in English that were considerably more developed than their usual ESL writing. These findings from practice are supported by Garcias (1991) more formal research on effective instructional practices which found that (a) academically successful students made the transition from Spanish to English without any pressure from teachers; and (b) they were able to progress systematically from writing in the native language in initial literacy to writing in English later. A recent study by Osburne and Harss-Covaleski (1991) suggested that the widely frowned upon practice of writing first in the L1 and then translating into the L2 is not harmful to the quality of the written product. They cite the conventional wisdom that students should be discouraged from translating as this will cause them to make more errors, result in rhetorically inappropriate texts, and distract them from thinking in Englishand that all these factors would negatively affect the quality of their writing. To investigate the validity of this claim, they compared ESL compositions written directly in English with others written first in the L1 and then translated into English; their results indicated no significant difference in the quality or quantity of the written products. They conclude, It seems then that there is no need for teachers to become overly anxious if students choose to employ translation as a composing strategy at times. Friedlander (1990) cited numerous other studie s reporting the beneficial effects of using the L1 for L2 composing; his own study provides further support for L1 use in planning ESL writing when knowledge of the topic has been acquired in the L1. Mirzaei Vaezi (2007), had been conducted the study of the effect of using translation from L1 to L2 as a teaching technique on the improvement of EFL Learners Linguistic Accuracy- Focus on form. Based on the results obtained from the statistical analyses in the study, it was discovered that the idea of the effectiveness of using translation from L1 to L2 as a teaching technique to improve a group of Iranian EFL learners linguistic accuracy was supported. Therefore, it can be concluded that translating form L1 to L2, using specific structures, can enhance learners linguistic accuracy within the scope of those structures. It also manifests that learners mother tongue is not a useless element in second or foreign language learning. In other words, mother tongue, if used purposefully and systematically, can have a constructive role in teaching other languages. In effect, the purpose of the present study was to join the three vertices of the triangle i.e., first language, translation, an d focus on form. Moreover, it can be claimed that translating sentences form L1 to L2, if selected purposefully, can push learners to use specific structures accurately when producing utterances in the second language. This mental practice in transforming an idea from mother language to the second language helps the learner tackle the psycho-linguistic challenge they have to face in producing second language in real life situations. Nevertheless, when utilizing this teaching technique, the learners should be bewared about the structural differences existing between languages which may cause negative interference from their L1. In other words, learners should be warned that there is not always a structural correspondence between their first language and the language they are learning. To make it short, translation from L1 to L2 is a kind of practice which makes the learners use specific L2 structures accurately in order to express L1 ideas. This transformation—mental translation from L1 to L2â €”is a natural and sometimes inevitable process which is mostly experienced by the learners of lower levels. Consequently, as discussed above, the technique used in this study is a means through which learners can practice producing L2 grammatically correct sentences which enables them to perform accurately in communicative situations (Mirzaei Vaezi, 2007). Translation from L1 to L2 was not a strange process; nonetheless, it might not have been dealt with through systematic and research-based studies yet. Although the word translation and even mother tongue has been abominated by many so-called innovatory-oriented teachers, this study demonstrated that there are judicious ways in which language teachers can use mother tongue, in general, and translation from L1 to L2, in particular, in their instruction with the purpose of improving learners proficiency. In addition, mother tongue is truly a very rich source of linguistic knowledge with which any L2 learner is already equipped, and it does not seem reasonable to deprive our learners from using this recourse at the expense of exercising an English-only atmosphere in our classrooms. Therefore, it can be suggested that teachers be familiarized with advantages of using learners mother tongue in EFL/ESL classrooms and they should be reasonably given enough leeway to use this resource constructively. In particular, language teachers can use the technique presented in this study, i.e. using translation from L1 to L2, as a communicative task to promote their learners linguistic accuracy. Therefore, it seems reasonable to allocate some time to the training of teachers in this regard (Mirzaei Vaezi, 2007). Schweers (1999) had done a research on the attitudes toward the use of Spanish in the English classroom among the students and the teachers in Puerto Rican. A high percentage (88.7%) of the student participants in this study felt that Spanish should be used in their English classes. All of the teachers reported using Spanish to some degree. Approximately 99 percent of the students responded that they like their teachers to use only English in the classroom. Very noticeable is the 86 percent of students who would like Spanish used to explain difficult concepts. Only 22 percent of teachers saw this as an appropriate use. Students also responded notably higher than teachers on the following uses for Spanish: to help students feel more comfortable and confident, to check comprehension, and to define new vocabulary items. Neither students nor teachers saw a use for the L1 in testing. A notable percentage of students would like Spanish to be used in English class either between 10 and 39 p ercent of the time. A sizeable number of students like the use of Spanish because it helps them when they feel lost. About 87 percent of students feel Spanish facilitates their learning of English between â€Å"a little† and â€Å"a lot,† and about 57 percent think it helps from â€Å"fairly much† to â€Å"a lot.† These results showed that in English classes in a Puerto Rican university, Spanish should be used to some degree. Students feel there are clear cases where Spanish will facilitate their comprehension of what is happening in class. A majority also agree that the use of Spanish helps them to learn English. Studying students reactions to the use of the L1 in English classes, Terence Doyle (1997), in his presentation at TESOL 97, reported that students in a study he conducted claimed that the L1 was used approximately 90 percent of the time in their classes. Some 65 percent of these students preferred the use of the L1 in their classes sometimes or often. While the first figure is comparable to the one he found in his study, the second is higher than the percentage in his study. Romstedt (2000) had conducted a research of the effects of L1 Pre-writing discussion on ESL writing. The subjects of the study were thirty five graduate and undergraduate students, both male and female representing six native languages at two different levels of intensive English instruction. The general conclusi