INDIVIDUAL
By Lecture :
NAME : AMINUDIN
LOCAL : I ( ONE )
SEMESTER : IV ( FOURTH )
SEKOLAH TINGGI AGAMA ISLAM ( STAI )
RASYIDIYAH KHALIDIYAH ( RAKHA )
AMUNTAI 2O11
Introductions
This handout will explain the functions of introductions, offer strategies for writing effective ones, help you check your drafted introductions, and provide you with examples of introductions to be avoided.
Introductions and conclusions can be the most difficult parts of papers to write. Usually when you sit down to respond to an assignment, you have at least some sense of what you want to say in the body of your paper. You might have chosen a few examples you want to use or have an idea that will help you answer the main question of your assignment: these sections, therefore, are not as hard to write. But these middle parts of the paper can't just come out of thin air; they need to be introduced and concluded in a way that makes sense to your reader.
Your introduction and conclusion act as bridges that transport your readers from their own lives into the "place" of your analysis. If your readers pick up your paper about education in the autobiography of Frederick Douglass, for example, they need a transition to help them leave behind the world of Chapel Hill, television, e-mail, and the Daily Tar Heel and to help them temporarily enter the world of nineteenth-century American slavery. By providing an introduction that helps your readers make a transition between their own world and the issues you will be writing about, you give your readers the tools they need to get into your topic and care about what you are saying. Similarly, once you've hooked your reader with the introduction and offered evidence to prove your thesis, your conclusion can provide a bridge to help your readers make the transition back to their daily lives. (See our handout on conclusions.)
Why learn languages?
"I speak English, so I don't have to learn a foreign language...."
Everyone speaks English, right? Well, certainly not everyone speaks English. According to the CIA World Fact Book, only 5.6 % of the world's total population speaks English as a primary language. That number doubles when people who speak English as a second or third language are counted. By conservative estimates, that means that well over four-fifths of the world's population does not speak English.
It's true that English has become a global lingua franca over the past several decades. This fact, however, really should have little effect on your decision to learn a foreign language. The attitude that English alone is enough in fact creates self-imposed limitations. To remain monolingual is to stunt your educational development, to restrict your communication and thinking abilities, and to deny yourself the ability to fully appreciate and understand the world in which you live. Learning another language opens up new opportunities and gives you perspectives that you might never have encountered otherwise. Personal, professional, social, and economic considerations all point to the advantages of learning foreign languages. Still not convinced? Here are 10 very good reasons why you should be learning a foreign language.
Learning a Second Language
If you want to learn English language to master, or only learn to speak English easily, subliminal messages are an inevitable tool that you just cannot afford to avoid for doing it in the most natural way.
The most natural way is the one we adopted as we were learning our first language in the lap of our mother.
We never came to know when and how we mastered every single expression of the language without ever making a conscious effort to do so!
It was so only because we did it as much subliminally as we did consciously through playing with the sounds of what our mothers said to us, trying to copy them even if we never knew what the sounds meant, then.
Even today if we want to learn English language to master it full as a second language, or only learn to speak English easily to be able to communicate with the English speaking world; we need to go the same way as we went while learning our first language with the help of spontaneous subliminal messages that our linguistic culture embedded in the depth of our mind.
It’s only that they are not going to be spontaneous this time, rather we are going to ingest them in a planned way so that our subconscious mind is readily able to grasp instantaneously what we learn at our conscious level in the form of lessons and practice sessions, and thus make it as easily acceptable to our psyche as our first language is.
Even today if we want to learn English language to master it full as a second language, or only learn to speak English easily to be able to communicate with the English speaking world; we need to go the same way as we went while learning our first language with the help of spontaneous subliminal messages that our linguistic culture embedded in the depth of our mind.
It’s only that they are not going to be spontaneous this time, rather we are going to ingest them in a planned way so that our subconscious mind is readily able to grasp instantaneously what we learn at our conscious level in the form of lessons and practice sessions, and thus make it as easily acceptable to our psyche as our first language is.
The English language has a special status among all the languages, it being the most spoken language on earth.
It is so because the British ruled almost the half of the world for as long as almost 200 year.
As they left their colonies, they left a trail behind in the form of English being a highly revered part of the linguistic culture of the said colonies which it till date is!
English still has a psychological value in these lands rather than being only an added linguistic skill among their inhabitants. The better one is able to speak English, the more acclaims he or she gets from the high echelons of society around.
I am an English language trainer to whom people come to learn English. They want to learn to speak English more than learn to write or read it. It simply helps them to improve their career prospects as well as gets them a higher social status in a romantic way.
“The better you speak English, the smarter you are” is what the subliminal trend of my social culture has gone like!
So I use subliminal messages to get the gist of the consciously learned lessons at the level of the culture of the sound and the structure of this language embedded in the depths of my trainees’ subconscious, thus making it a very natural affair for them to learn to speak English spontaneously.
The Nature of Language
The nature of language is the nature of human thought and human action, for language is no more nor less than the tool of both of these aspects of human nature. A word is either the shadow of an act or of an idea. Verbal sounds have no meaning in themselves. They are the channels, the media for the expression or communication of that which lies outside of themselves. Plato has made clear to us how easy it is to deceive ourselves with words, to labor under an impression that just because we can utter a sound we also necessarily know what we are talking about.
Words may be empty vessels and pour out no more than hollow sounds. We find it simple to define some words and extremely difficult to define others. The reason is that the definition of a word is the experience it records. Hence the definiteness of a definition of a word is in proportion to the vividness of the experience, its meaning. We readily define chair because of our frequent experience with the object of which the sound is a symbol. We define it in terms of our experience, as an object to sit in. But a definition of terms like truth, or virtue, or honesty, or beauty is a most severe trial because of the haziness or complete lack of experiences of this nature. What, then, is the source of the meaning of words? What is the relationship between words, things, and actions?
Meaning begins as behavior and culminates as language. There is meaning as behavior and meaning as language. And meaning as language is the consequence of meaning as behavior. There can be behavior without language, but there could be no meaning as language without behavior. The source of the meaning of words is thus behavior. The relationship between behavior and things gives rise to the meaning of words. Meaning is inherent neither in things nor in words, but both things and words obtain their meaning from behavior.
What is the meaning of a thing or a situation? The cat sees the dog and it runs away. It sees a saucer of milk and it runs towards it. I see one person approaching me and I smile. I see another coming towards me and I frown. The meaning of the dog to the cat is to run away. The meaning of the saucer of milk is to run towards it. The meaning of one person to me is to smile, of another person to frown.
If the dog or milk aroused no action in the cat they would have no meaning, as dog or milk. If the two persons aroused no action in me they would have no meaning as persons. From these simple illustrations we conclude that whenever a thing or situation becomes a cue, a signal, for a definite reaction, that thing or situation becomes meaningful, and the meaning of the thing or situation is the behavior it provokes. The thing or situation may have different meanings on different occasions, but on each occasion its meaning is the behavior. The behavior may be outer or inner, muscular or mental, an act or a thought. But things or situations that cause neither inner nor outer behavior possess no meaning.
Language Learning
The Language Learning Dissertation Grant Program
The Language Learning Roundtable Conference Program
The Language Learning Distinguished Scholar-in-Residence Program
The Language Learning Small Grants Research Program
The Language Learning Visiting Research Assistant Professorship
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