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Student essay competitions 2014

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Bulimia Nervosa and essay competitions 2014, Normal Eating Habits Essay. Eating disorders are much more common then people think. Bulimia Nervosa, Bulimia Nervosa 3. Bulimic’s emerge themselves into obsessive cycles of which they starve. Bulimia is a disease that affects the whole body. Steinberg! Excessive vomiting can lead. Related Documents: Bulimia Nervosa and Normal Eating Habits Essay.

Essay Bulimia: Bulimia Nervosa and student 2014, Upper-class White Females. surrounded by on essays, every day, and how you could help them get out of that horrific disease. Bulimia nervosa is student competitions 2014, a serious, potentially life-threatening eating disorder. People with bulimia may secretly binge, which means eating large amounts of food, and swot, then purge, or trying to essay competitions get rid of the extra calories in on eating disorders an unhealthy way. An example would be, someone with bulimia may force vomiting or do excessive exercise. Essay Competitions! Sometimes people purge after eating only a small snack or a normal-size meal. Bulimia. Words 1025 - Pages 5. Science: Bulimia Nervosa and Body Image Essay. , it may be easy, but is it healthy? No! People do not see the bad side effects to bulimia (throwing up) and being anorexic.

By being anorexic or throwing up, you can become malnutrition; you can start losing your hair. You can start to lose your hair on your head and start to grow hair on your body. You can start becoming dizzy and lose all of your strength. You can start losing muscle and vehicle advantages on essays, start to lose bone mass (The Perfect Body). These are all major side effects of throwing up or being. Words 820 - Pages 4. have. In their minds they see themselves as physically fat and it affects them emotionally. The symptoms of anorexia and essay competitions, bulimia are similar: for example low self-esteem, anxiety, depression, mood swings and creative stories to write about, isolation from family and friends. Anorexic, women tend to lose their period, and become thin, as well as having dry scalp and have the fear of food and student competitions, weight gain. On the contrary bulimic women have eating habits that get out of control, for example they consume more than they have too and.

Words 765 - Pages 4. what we can do to help. There are plenty of signs that give it away when someone has Bulimia. A person with Bulimia may be thin, overweight or normal weight. Also Bulimic behavior such as throwing up is often done in private because the person feels shame and disgust. This makes it hard to know someone has Bulimia. But there are heaps are signs to look out for.

Someone with Bulimia may use extreme measures to informative on eating lose weight by using diet pills or using pills to urinate, going to the bathroom. Words 634 - Pages 3. Student! Angie Berlinski Psychology 101 Psychological disorder Bulimia Nervosa Many young women have developed abnormal eating related behavior. The growing preoccupation with slimness has caused girls and young women to feel overweight or fat, even if they are a normal weight. Short Semi Narrative Essay! One big factor is the media for the fact that it gives a set image to the world of what a beautiful person looks like. Competitions 2014! The major issue with this is that in our day and education in sri, age, our generation is an electronic one. Everything. Words 997 - Pages 4.

Essay Bulimia: Bulimia Nervosa and Physical Health Problems. Eating Disorders: Bulimia Nervosa Bulimia nervosa affects approximately one percent to 2014 three percent of young women in the United States, with the spoonface steinberg onset of the disease starting in the adolescent’s youth. It is student 2014, a powerful, life altering disease with an unknown cause, severe side effects, and may cause further complications. People struggling with this disease are usually aware they have a problem, but treating the illness can be difficult. Bulimia is a reoccurring mental ailment very common in. Words 861 - Pages 4. Essay on education in sri lanka, Anorexia: Bulimia Nervosa and Normal Person Eats. Anorexia Nervosa is a type of essay 2014 eating disorder in narrative which a person makes sure to maintain a low body weight by essay, dieting, fasting, exercising and other stuff. To Write About! Most people with anorexia are misunderstood, they see themselves different then how others see them. Bulimia nervosa is a type of eating disorder in which a person controls their body weight after eating massive amounts of food by student essay competitions 2014, self-induced vomiting, laxatives, diet pills and other means. There is three main causes of anorexia; biological.

Words 700 - Pages 3. By: Shelby Murray Nutrition FCS 203 96 BULIMIA NERVOSA Why I chose Bulimia Nervosa? ? I chose bulimia nervosa because I suffered from bulimia for six years so I know personally how it can affect someone’s health and well being. Defining Bulimia Nervosa: ? Bulimia is an creative stories illness in which a person binges on food or has regular episodes of overeating and feels a loss of control. The person then uses different methods such as vomiting or abusing laxatives to prevent weight gain. http. Words 663 - Pages 3. Food: Bulimia Nervosa and Professional Help Essay. You walk into a room full of skinny room of people.

You may ask yourself, “How is everyone in essay competitions this room skinny?” or “How can I be skinny like them?” These people aren#x27;t ordinary skinny people. They have a dangerous eating disorder such as bulimia nervosa or anorexia nervosa. Although there are some things that all eating disorders have in common, bulimia and anorexia are also different in disorders several ways. Anorexia nervosa is a type of eating disorder when people have fear of student 2014 gaining weight. Words 622 - Pages 3. Essay on Anorexia Nervosa and Eating Disorders. . Then a psychologist and psychiatrist would do some diagnosis and interviews to get a better understanding of where it all started (260). Essay About! Matthews, John R. Eating Disorders. Competitions! New York: Facts on in sri, File, 1991. Print. In the book Eating Disorders by John R. Student Essay Competitions 2014! Matthews, treatments for obesity, anorexia nervosa, and bulimia are displayed. It explains to semi the reader the 2014 biological and semi, psychological causes for student competitions 2014, getting a certain disorder. Also, it gives background information on these disorders and it.

Words 1268 - Pages 6. * Test names and other trademarks are the property of the respective trademark holders. None of the trademark holders are affiliated with this website. All content of site and tests copyright 2017 Study Mode, LLC.

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It's a Frame Up: Helping Students Devise Beginnings and Endings. Date: Winter 2001. Summary : Hillebrand describes how a carefully crafted frame can give a piece of writing a deeper sense of meaning and a way into and out essay competitions 2014 of the assignment that escapes the creative about over-used traditional patterns. A carefully crafted frame can make satisfying metaphorical. connections for both reader and student essay 2014 writer, giving the personal analysis essay paper a deeper sense of meaning and a way into and out student competitions 2014 of the assignment that escapes the. traditional pattern and quandary of old hat.

Oftentimes, getting an essay started and getting it concluded can trouble my college sophomores and juniors more than finding something to say in between. They can always rely, of course, on the old standbys: the traditional introduction and the traditional conclusion to the traditional essay, telling the audience what will be said and concluding with what has been said. Granted, this approach works well in speeches or with lengthy writings, but in shorter essays, these crusty techniques come off as predictable and boring. I encourage my students to find instead a single word, a literary/historical reference, or a personal narrative that can provide a fresh way into and out of their writing, surrounding it much like a window frame surrounds a glass pane or a decorative frame surrounds a picture or mirror. Just as the right picture frame becomes one with the short essay painting, the right rhetorical frame becomes one with the composition, enhancing as well as complementing. This frame not only starts and student concludes the advantages on essays writing, but can also reinforce the main idea, offer a broader perspective, or even interject a bit of humor. A set of ungraded papers can appear a burden to the instructor, but framed essays more often than not make reading less a chore and more a pleasant, entertaining, and, at times, informative experience. Last year, a student in my research class wrote a lengthy paper on the relationship between humans and plants, beginning her rather serious topic with a reference to a well-known nursery rhyme: Ring around the roses, a pocket full of posies . . . . She explains that the pocket full of flowers masked the stench of student essay competitions, death during the time of the black plague, only one of the many useful purposes of plants that have benefited us throughout the essay on eating ages.

The paper ends with a reinforcement of the warning that we depend on plant life to add quality to essay competitions our own lives: Without plants, life on Earth would cease to exist as we know it: `ashes, ashes, we all fall down.' On a much different note, a student in my rhetorical conventions class wrote a short paper that manipulates his memories of swot essay, a particular odor into a framing device. Students were assigned reflective memoirs, which for this student provided an opportunity to describe his first car-purchasing experience. Competitions 2014. He opens the piece by detailing the musty smell of the used car and the Blue Bouquet air freshener that made it his. He ends with a description of his strongest memory: Regardless of where I am or what I am doing, whenever I smell the creative stories to write about scent of a Blue Bouquet air freshener, I can hear the rumble of the exhaust behind me, feel the essay 2014 air rustling my hair, and sense the semi narrative essay urge to slam the pedal to the floor so I can feel the sheer bone-crunching power of acceleration. A good place to essay competitions 2014 find rhetorical frames commonly used by creative about professional writers is in newspapers that run feature articles and columnists. In 1985, flying home after a trip to Mexico, I sat next to Los Angeles Times columnist Jack Smith. Student Essay. He explained that in most of his articles, he connected the first and last sentences after taking readers on a journey of other ideas, a pattern that made writing a daily column less onerous. Syndicated columnist William Safire often relies on to write a single word as a framing device.

In a 1994 article, he calls on student essay tsunami, the Japanese word for a great wave caused by stories to write about underwater seismic shock, to frame an student 2014 article on essay the shock that caused the conservative wave of that year. Student Competitions 2014. His introduction connects the definition of tsunami with the steinberg main idea of his article: the majority of student essay competitions 2014, voters shook up legislators to express their lack of faith in an ever-growing government. The column ends with a second mention of the creative stories to write about tsunami, identifying it as a shock that does indeed change everything and 2014 that leads to exciting days politically, an analogy that reinforces his (but not everyone's) opinion. A writer can seduce a reader into considering relatively abstract ideas by creating a framing device that links these ideas to everyday images and experiences. In another column, Safire decries the narrative new disloyalty that seemingly affects our culture at competitions, every level of business and politics. Personal Swot Essay. He has his teeth into a large concept, but he introduces his thoughts about a fickle public, fickle corporate world, and fickle government by student competitions 2014 making a down-to-earth confession: Over the years, Safire says, he has been a toothpaste hopper. He writes that the avuncular tones of Harry Von Zell got him to switch to long-forgotten Ipana from coursework, even more forgotten Kolynos. Since then, other new products have encouraged this lack of brand loyalty. Essay. Safire moves on to take on short essay Disloyalty with a capital D; he worries that we have become a disposable culture all too ready to relegate even people to the discard pile. In his concluding paragraph, he asks that we stop this worldwide devaluation of loyalty. He ends, however, with a mundane image echoing his opening.

Pick a brand of toothpaste and stick with it. This little idea connects to the far more serious one, oddly enough offering a broader perspective. The smallness of his framing device may seem incongruous, but this very element awakens us to the exigency of our everyday actions. Literary references also make effective framing devices. In our local newspaper, a letter to the editor from an student essay angry professor responds to an editorial in which the editorial writer is informative essay disorders, accusing the university teachers of salary whining. The professor puts to work Edgar Allen Poe's The Cask of Amontillado as a literary framing device, quoting Poe's opening sentence as his opening sentence: The thousand injuries of essay 2014, Fortunato I had borne as best I could; but when he ventured upon insult I vowed revenge. The writer uses the words of Poe's narrator to convey his own indignation at being flagrantly wronged.

The body of the letter details the professor's resentment at what he considers to be the short narrative essay editorial writer's insults, but the final sentence refers again to Poe's story: Ah, for a fresh batch of cement, a stack of bricks, and essay competitions 2014 a good trowel, the very tools, readers of Poe will recognize, that the story's narrator uses to work his revenge on Fortunato. By humorously framing hostile feelings, the advantages professor gently emphasizes his point: Overworked and underpaid, he and his colleagues do not appreciate editorials claiming otherwise. Many students feel, correctly enough, that they do not have the command of literary allusion that this writer demonstrates. However, almost all have an intimate knowledge of some folk and fairy tales that may serve them as they create framing devices. One student, writing about competitions her struggle with obesity, puts to use the question that opens Snow White: Mirror, mirror on the wall, who is the fairest of them all? The student quickly explains that, in her world, fairest is short semi essay, changed to fattest.

She further connects the device by describing her despair each time she stands before that cruel mirror. Student 2014. After revealing her struggle and essay on eating her growing awareness of others who, for various reasons, do not fit in, the paper ends with a new version of the mirror question: Who is the healthiest of them all? While the framing device gives an added dimension of poignancy to the narrative, the student competitions newly recast, final question concludes it on informative essay on eating an uplifting note. Personal Experience as a Framing Device. Personal experience can also provide a frame in which to set the discussion of a larger issue. Essay Competitions. Boston Globe columnist Ellen Goodman provides a personal experience to frame an opinion piece calling for labels in clothing to vehicle guarantee consumers that child labor has not produced newly purchased garments. Standing at student competitions, a checkout counter, she looks at the various tags and labels affixed to a pair of shorts she has decided to purchase. The labels tell her much: price, size, washing instructions, even country of origin.

Left unasked is the question Who has produced this pair of tennis shorts? As she ponders the origin of these shorts, she creates a transition from the frame to the article's purposeasking consumers to make a connection between what we wear and the people who make it. Lanka. Goodman concludes her argument by referring once again to her own purchase, calling herself an essay competitions uneasy consumer of one pair of tennis shorts who would like to initiate change by asking one simple question: How about semi narrative essay labels for labor? Students often use personal experience narratives similar to Goodman's as a way into 2014, and out of papers on swot such topics as racism, the competitions 2014 environment, or political and school concerns. By calling on an incident or event from his or her life, the writer adds an extra dimension to the topic as well as an authenticity. When the concluding sentence refers to this opening experience, the reader is left with a satisfying sense of in sri lanka, closure. The paper projects a wholeness, a coming full circle, that essays with traditional, often ordinary conclusions sometimes lack. In a particularly effective paper on the negative impact television violence can have on children, one of my students begins with a description of his family's extended Thanksgiving dinner. The student explains that the peacefulness he felt as the family members gathered to give thanks for essay 2014 all their blessings vanished once he entered the family room where his younger cousins were mobilized in front of the essay about education in sri television for the Power Rangers program.

After watching intensely physical confrontations, the normally docile three- to twelve-year-olds turned into miniature fighting machines. 2014. They eagerly kicked and punched any interloper, forcing the narrator to leave and causing him to seriously question the informative essay on eating laissez faire child-rearing attitudes of the children's parents. This incident acts as a segue that connects the family experience with his topic: the student essay 2014 growing problem of children's viewing of vehicle on essays, television violence and possible solutions to this problem. The writer concludes by offering a plan for handling the situation at the next Thanksgiving dinner: I may not be the most popular cousin for turning off the Power Rangers, but what is competitions 2014, popular is not always right, and what is right is not always popular. I can live with not being popular. For many students, the personal experience that becomes the short semi framing device for an essay triggers the piece's central idea, rather than the student competitions other way around. One student, writing about student/teacher relationships in elementary schools, describes a rather upsetting incident she witnessed during a week of observation.

A crying second grade student who had been teased beyond endurance ran to his teacher's arms for comfort, only to be shoved away by the teacher. This observation begins the student's essay and inspires the central idea of the piece: when teachers touch students, they have reason to swot analysis fear the consequences. The paper ends with the writer once again referring to the incident of the 2014 spurned second-grader. Informative Disorders. She mentions how troubled she was at the time, but after doing research on the subject, she explains, I clearly understand her reasons for not offering comfort and for not hugging him back. When I first introduce the framing device lesson, I caution students against a couple of traps I have seen former students fall into when they use this technique. Sometimes a framing device can take on a life of its own, becoming more developed than the content. Student Essay 2014. This I call the runaway frame. I recount a former student's essay that describes a supposedly distasteful fast-food job she held in one town while living in short semi narrative, another. For her introduction and student competitions 2014 conclusion, she gives a hair-raising account of her forty-minute commute to work over black ice.

Although the purpose of her paper was to dissuade readers from disorders, taking a position at the partic-ular restaurant where she worked, the overly long framing device was far more compelling. No reader would want to essay live down that hill after reading about the slippery road, the traffic, the delays, and the danger. There's another trap that students fall into. Informative Essay On Eating Disorders. They do not make clear the relation between their framing device and the body of the paper. Student Essay Competitions. One student began and spoonface ended a paper on the Cuban missile crisis with quotes from Hamlet. To be or not to be, the paper begins, ending with the lines, whether `tis nobler in the mind to competitions 2014 suffer the slings and spoonface steinberg arrows of outrageous fortune, or to take arms against a sea of troubles, and by opposing end them . . . . One may imag-ine many connections between these words from Shakespeare and the events of the competitions Cuban missile crisis, but the writer did not articulate any of them. As we help students revise, we need to be on the lookout for these connections that have not yet made it from the student's mind to his paper.

Keeping these caveats in mind, however, a carefully crafted frame can make satisfying metaphorical connections for both reader and education in sri lanka writer, giving the paper a deeper sense of meaning and a way into and out of the assignment that escapes the traditional pattern and quandary of old hat.

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Essay Competition 2014 – The Living Church

ang upt cover letter 22 MARCH 2016 UPT BOARD. Location: 151 OG Conference Room building 40. Student Competitions 2014? The 151st Operations Group will be conducting an Undergraduate Pilot Training hiring board at essay in sri the date and time indicated above for those interested in student competitions flying the KC-135 here in the Utah Air National Guard. We screen applications and invite the most qualified to come to Salt Lake City to meet a pilot selection board in informative essay disorders person. Notify the student, 191 ARS/DO of your intent to interview via email prior to 0900 MST 17 March 2016. All those intending to essay lanka interview will need to send an email to the 191 ARS/DO (ryan.j.ogan.mil@mail.mil). Indicate in the email that you have met all the application requirements below. Also indicate in the email your PCSM Score and your 4 year degree completion date (doesn’t have to be exact date of graduation). Once invited to interview, you can bring hard copies of all the application requirements listed below. If you do not meet any one of the requirements, please indicate in the email which area is student essay, not complete or is not at the required level.

A decision will be made whether or not to invite you to the in informative essay on eating person board on 22 March. An example would be you have not taken the AFOQT but have a scheduled date. Other examples include you are within one semester of your 4 year degree or you do not have a PCSM score, but you are a current CFII. All travel costs are the responsibility of the candidate. After the student, interview, we will select the most qualified candidates and essay offer them a position with the Utah ANG. The number we select will depend on our current hiring requirements, and on how many UPT slots we expect to have available.

Processing for essay competitions, acceptance into the Air National Guard, Undergraduate Pilot Training, and Officer Appointment will begin immediately. It will include many forms and documents, and will require completion of an Air Force Class I flying physical, completion of a security clearance investigation for a Top Secret Clearance, and other items. This process can take several months. About Education? Once you have a date for student competitions 2014, UPT, all other training and events will pivot from essay on eating that date. The following schools will be completed prior to UPT. Student Essay? • Academy of Military Science (AMS) for officer ascension – about 6 weeks. • Enhanced Flight Medical Screening (EFMS) – 3 days. • Initial Flight Screening (IFS) – 4 weeks. The following schools will be accomplished before you are considered a fully qualified pilot in the Utah ANG: • Undergraduate Pilot Training (UPT) – 12 months. • KC-135R Pilot Initial Qualification Training – about personal swot analysis essay, 5 1/2 months. • Combat Survival School – about essay competitions, three weeks. • Water Survival School – about 1 week. • Local mission qualification training – about 45 days back in SLC. Service commitment to the Air Force and vehicle on essays Air National Guard – 10 years from the date you graduate from Undergraduate Pilot Training (UPT) (subject to 2014 change). 191 ARS UPT Application Requirements. Essay On Eating Disorders? The following are requirements to be considered for the board.

Pilot Candidate Selection Method (PCSM) Score. Essay 2014? The PCSM is a measure of a candidate’s aptitude for pilot training and creative stories to write combines each of the following components into one overall score: 1. Air Force Officer’s Qualification Test (AFOQT) You can schedule the AFOQT at Hill AFB at the Education and Training office. You may schedule by competitions 2014 calling Debbie Oaks at 801/777-7295 the test is offered M-T-W @ 1000. The scheduling office number is creative, 801/777-2710. Minimum required scores: • 25th percentile or higher in pilot composite. • At least 50th percentile for combined pilot and navigator composites. • At no time shall pilot or navigator composite be less than 10th. Student 2014? 2. Test of Basic Aviation Skills (TBAS) *To TBAS exam is about education in sri lanka, also offered at Hill AFB. Contact Debbie Oaks at Hill AFB at 801-777-7295. 3. Flight Experience. Prior flight experience is considered in the PCSM score but is not required to apply or to student essay 2014 be considered for a pilot slot. You must not exceed your 30th birthday or 5 years beyond Total Federal Commissioned Service Date (TFCSD) by the start of about in sri lanka UPT (Undergraduate Pilot Training). Because of the processing lead times, we will NOT normally interview a candidate who is older than 28 1/2 years of age. (subject to 2014 change at the time of application) Meet medical standards for Air Force Class I Flying Physical.

Some of about in sri lanka these are: • Distant uncorrected – 20/70, corrected – 20/20. Essay Competitions 2014? • Near uncorrected – 20/20, corrected – NA. • Normal color vision. Height: Standing: 64? to 77?, sitting: 33? to 40? measured from the base of the spine. Short Semi Essay? Weight: in competitions relation to height, but in any event not less than 103 lbs or greater than 240 lbs. Blood pressure – maximum 140/90 measured in sitting position. Other – there are many other very detailed medical standards. On average, about 30% of initial pilot applicants are disqualified on medical issues. Enclose a certified true copy of your college transcripts. Letters of Recommendation. A maximum of three letters of recommendation can be submitted in your application. These letters should be from individuals who know you professionally, academically, or can vouch for your character and flying abilities if applicable.

Include a professional cover letter and resume that explains why you want to fly for the Utah Air National Guard. A biography would also be appreciated. Enclose the following documentation in informative on eating a simple folder for the board when you arrive (please don’t put it in a fancy folder, plain and simple is easier for us) • Cover Letter and student competitions Resume (Bio) • AFOQT Test results. • Certified Official College Transcripts. • Letters of vehicle advantages on essays Recommendation (max of 3) • Copies of Pilot Certificates, Ratings, and FAA Medical (if applicable) • Photocopy of the last page of your logbook (if applicable)

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Student Essay Competition - Institute of Business Ethics

Essay: Listening comprehension in the EFL environment. LISTENING COMPREHENSION – THEORY OVERVIEW. This chapter contains an overview of theory related to listening comprehension in essay competitions, EFL environment. First, the importance of listening comprehension is discussed. Second, difficulties in about lanka, listening comprehension for EFL learners are illustrated. Third, listening comprehension processing is essay competitions discussed. Coursework. Fourth, evidences from essay competitions previous related research that listening instruction could lead to improvement, as measured by pre-tests and post-tests, were discussed. Fifth, nature and characteristics of children’s learning are reviewed.

Lastly, research questions of the present study are stated. 1. The Importance of Listening Comprehension. The increased importance of listening comprehension in language learning may be attributed largely to the development of communicative language teaching approach, which attempts to prepare learners to transfer their classroom skills to real-life context, over on eating, the past three decades (Asher, 1977; Krashen, 1982; Omaggio Hadley, 2001; Vande Berg, 1993). There has been a shift from non-teaching listening comprehension in the audio-lingual period to teaching listening comprehension in a strategy-based approach (Mendelsohn, 1998). Before World War II, the teaching of reading was given the competitions 2014, most attention while that of to write about, listening comprehension was the most infertile and the least understood language skill (Winitz, 1981). Under the predominant audio-lingual approach in the 1960’s and the early 1970’s, the teaching of listening comprehension was still minor.

With the increasing interest towards communicative language teaching approach, several researches revealed the importance of essay, listening comprehension (Brown #038; Yule, 1983; Faerch #038; Kasper, 1986; Feyten, 1991; Long, 1985). Listening comprehension has ever since received a lot more attention in language teaching. On the one hand, technological advances and the growing awareness of the importance of listening in the world have made listening even more important in the communication process (Mendelsohn, 1998). In current globalized society, with universal and spoonface coursework, massive exposure to radio, television, satellite broadcasts, and internet, individuals are expected to be increasingly prepared to receive information through listening and speaking, more than ever before (Dunkel, 1991; Vande Berg, 1993). On the other hand, some scholars (Nord, 1981; Wintiz, 1981) considered proficiency in competitions, listening comprehension as a necessary condition for acquiring production language skills, specifically speaking and stories to write about, writing. The comprehension-based teaching approach supports that students at the beginning level should be allowed to keep silent until they feel safe and ready to essay, produce the target language. Thus, it can be reasonably concluded that students are probably engaged in short semi, listening before they are able to speak and write in the target language, which means that second language instruction at student 2014, a beginning level should focus on developing learners’ listening comprehension ability. Still, other scholars (Dunkel, 1991; Long, 1985; Rost, 1990; Vogely, 1999) stressed that listening is important because it provides input as the raw material for learners to process in language learning. Without correctly understanding the input, any learning simply cannot begin (Rost, 1994). Furthermore, the failure of listening comprehension of the target language is an impetus, not merely an obstacle, to language learning as well as to communication interaction (Rost, 1994). The recognition of the spoonface steinberg coursework, importance of student essay competitions 2014, listening comprehension has resulted in vehicle, an increased number of listening activities in student essay competitions, students’ textbooks and even in comprehension-based methodology texts designed specifically for teaching listening (Anderson #038; Lynch, 1988; Rost, 1990; Underwood, 1989; Ur, 1984).

Several studies have found that through the use of effective pre-listening activities, instructors can increase students’ understanding of the listening passages, which in turn develops their listening proficiency and contributes to their mastery of the target language (Herron, 1994; Richards, 1983; Rubin, 1994; Teichert, 1996; Vande Berg, 1993). 2. Difficulties in Listening Comprehension for EFL Learners. The first difficulty in listening comprehension for EFL learners is that they are less likely to share the spoonface steinberg coursework, same schema with native speakers (Ur, 1984; Harmer, 2001). As Kant (1781/ 1963) claimed, new information, new concepts, and new ideas can have meaning only when they can be related to something the essay competitions 2014, individual already knows. Personal Swot Essay. This applies as much to second language comprehension as it does to comprehension in one’s native language. The empirical research in the related field has come to be known as schema theory and essay 2014, has demonstrated the truth of Kant’s original observation and of the opening quote from Anderson et al (1977). Schema theory research has shown the importance of background knowledge in language comprehension (Bartlett, 1932; Rumelhart, 1980; Rumelhart #038; Ortony, 1977). According to schema theory, a text provides directions for listeners or readers as to how they should retrieve or construct meaning from their own previously acquired knowledge.

This previously acquired knowledge is called the listeners’ or readers’ background knowledge, and the previously acquired knowledge structures are called schemata (Bartlett, 1932; Adams #038; Collins, 1979; Rumelhart, 1980). The prior knowledge, or schema, that a L2 listener brings to essay, the listening task plays a vital part in interpreting the material, and should be considered in the evaluation of essay, learners’ listening comprehension (Long, 1990; Raphan, 1996). Based on schema theory, the process of interpretation and comprehension is guided by the principle that every input is mapped against some existing schema and that all aspects of that schema must be compatible with the input information (Carrell #038; Eisterhold, 1983). Efficient language comprehension requires the ability to relate the textual input to spoonface steinberg coursework, one’s own background knowledge, which means that understanding words, sentences, and entire texts relies not merely on one’s linguistic knowledge but also the essay 2014, knowledge of the world (Carrell #038; Eisterhold, 1983). According to Richards (1983), much of our knowledge of the world is essay lanka organized around scripts, which is our memory about particular situations, the goals, participants, and procedures commonly associated with them, and the information needed to understand is therefore not explicitly present in the utterance but is student essay competitions 2014 provided by the listeners from their repertoire of on eating, scripts.

This means that the connections between events need not be specified when we talk about them, since they are already known and student essay competitions, can be inferred. Without the coursework, right kind of pre-existing knowledge, or relevant script, comprehension may become very difficult (Harmer, 2001; Richards, 1983). Non-native speakers may have a different shared knowledge of cultural reference and discourse patterning in their own language and culture; their individual scripts may differ in student, certain degree and content from target language scripts, and that poses additional problems for some foreign language learners who have to essay about lanka, work twice as hard to understand what they hear. (Harmer, 2001; Richards, 1983; Underwood, 1989). The second difficulty is that EFL learners are usually much less familiar with different accents and that they sometimes have considerable problems when they encounter a new accent in the listening process (Kennedy, 1978). Accent is potentially an important variable in listening comprehension (Buck, 2001).

Many foreign-language learners who are used to the accent of their own teacher are surprised when they find they have difficulty understanding someone else (Ur, 1984). An unfamiliar accent can cause problems in communication and may disrupt the whole comprehension process (Buck, 2001; Kelly, 1991). Essay Competitions. Native speakers are generally used to listening to a variety of accents while EFL learners are less exposed to different accents (Buck, 2001). Short Narrative Essay. Besides, learners who have more experience in listening to and understand a number of different accents are more likely to be able to student, cope successfully with listening tasks than those who have only heard one or two (Ur, 1984). Therefore, it seems reasonable to conclude that it generally takes a L2 learner much longer to adjust to the voice if the creative to write about, accent is competitions very different from any with which he is familiar than a native speaker (Buck, 2001; Kelly, 1991).

The third difficulty is that EFL learners are less capable of perceiving prosodic features in English speech which have a direct impact on how listeners process and interpret discourse segments (Buck, 2001; Lynch, 1998; Rubin, 1994). The rhythmic pattern of about education, spoken English is one of its distinctive features (Richards, 1983). Unlike many languages in the world that are syllable-timed, which means that the student essay, length of time required to pronounce an utterance depends upon the number of syllables it contains, English is a stressed-timed language (Buck, 2001; Richards, 1983). What this means is that the time between stressed syllables is reasonably constant in essay in sri lanka, any utterance, and the remaining syllables in the utterance, no matter how many there are, must accommodate to the rhythm established by the stressed syllables (Buck, 2001; Richards, 1983; Vann Lier, 1995). As a stressed-timed language, the following English sentences would take about the essay competitions 2014, same amount of time to articulate, even though the narrative essay, number of syllables contained in each sentence is very different (Richards, 1983; Vann Lier, 1995):

The CAT is competitions INTerested in proTECTing its KITTens. LARGE CARS WASTE GAS. The result of the stress-timed language is that the words between the spoonface, stressed syllables are pronounced very quickly, with no stress or mild stress, and if there are more words they are pronounced even quicker to fit in the short time, subjecting to considerable phonological modification (Buck, 2001). Student. Also, Vanderplank (1988) argues that perception of stories to write, stress is an competitions 2014, important factor in rapid and efficient listening comprehension. This adds another dimension to the listener’s task, since listeners must learn the complex set of rules that determine the pronunciation of connected speech and be able to identify words according to the rhythmic structure within which they occur (Buck, 2001; Richards, 1983). Any lack of spoonface coursework, such phonological knowledge can pose comprehension difficulty (Buck, 2001). In the research of Henricksen (1984), most native speakers had little difficulty understanding words in their modified form in an utterance whereas the presence of phonological modification significantly reduces comprehension for second-language listeners. In addition, Vanderplank (1985) found interesting differences in native speakers’ and non-native speakers’ ability to perceive stress by addressing that ‘native speakers were in general agreement as to sentence stress location, while only a small number of non-native speakers agree with native speaker judgments as to stress location, and the ability to competitions 2014, perceive stress location was not significantly linked to level of about in sri lanka, English ability in learners’ (p.

38). Still, Bond and Garnes (1980) agree that speech perception is also subject to what they call ‘heuristic strategies’ such as paying attention to stress, intonation patterns, and stressed vowels. Therefore, listeners need to know how the sound system works in essay, English speech, in order to be able to process natural listening task in real time (Buck, 2001). The fourth difficulty is that hesitation and pausing could cause perceptual problems and essay in sri lanka, thus comprehension errors for non-native speakers (Voss, 1979). In his study, 22 non-native speakers of English were asked to listen to student 2014, a passage of on eating, spontaneous speech, about 210 words long. Results indicated that nearly one-third of all perception errors were related to hesitation phenomena. These errors were due to listeners’ either misinterpreting hesitations as words, or parts of words, or to misinterpreting parts of student essay competitions 2014, words as hesitations (Voss, 1979). Vehicle Advantages On Essays. In contrast, some researches indicated that hesitation and pausing help listening comprehension (Blau, 1990; Blau, 1991; Dunkel, 1988; Friedman #038; Johnson, 1971; Johnson #038; Friedman, 1971). However, Voss is the only one among these researchers who used real and spontaneous speech.

All of the other studies used a written text read aloud. Voss (1979) suggests that native speakers are usually not bothered by hesitation phenomena since they possess strategies to recognize and process such phenomena while focusing on student essay meaning, and non-native speakers get stuck in bottom-up processing of to write, phonetic utterances that do not affect meaning, while native speakers discard these utterances in student essay 2014, favour of top-down processing. There are indications that in some cases hesitation and pausing can help listening comprehension, and in others they may cause problems (Buck, 2001). Short Essay. In the researches of Friedman #038; Johnson (1971) and student, Johnson #038; Friedman (1971), pauses inserted at meaningful syntactic boundaries can benefit comprehension, whereas random pauses do not. When one-second pauses were introduced into a text at the juncture between clauses, comprehension improved, while pauses inserted randomly into the text resulted in lower levels of comprehension (Friedman #038; Johnson, 1971; Johnson #038; Friedman, 1971). Consequently, the swot essay, ability to understand spoken English must include the ability to student 2014, deal with hesitation and pausing (Buck, 2001). Hesitation and pausing also affects our impression of the pace of speech (Richards, 1983). The impression of faster or slower speech generally results from the amount of pausing that speakers use (Richards, 1983). Stanley (1978) suggests that when speech was faster, language learners ‘constantly failed to on essays, perceive individual phonemes and hence words with which they were already familiar’ (1978: 289). Comprehension declines as the speakers talk faster, and 2014, the weight of the essay disorders, evidence suggests that the decline in comprehension is rather slow until a threshold level is reached, at which time an increased speech rate leads to a much more rapid decline in comprehension (Buck, 2001).

Griffiths (1990) found potential evidence that speech faster than two-hundred words per minute (w.p.m.) is student competitions 2014 difficult for lower-intermediate learners to creative stories about, understand. He found that this level of students perform best at 127 w.p.m. Moreover, Griffiths (1992) investigated the effects of three different speech rates (127, 188, and 250 w.p.m.) on listening comprehension of second-language learners and concluded that comprehension was significantly better at the slowest speech rate and essay competitions 2014, worse at the higher rates. On the about education lanka, other hand, Blau (1990; 1991) found that speech ranging from 145 to 185 w.p.m. did not significantly affect listening comprehension of intermediate- and student essay competitions 2014, advanced-level L2 learners. Analysis Essay. As for the general concept of speech rate, Rivers (1981) cites the student competitions, following figures: Fast: above 220 w.p.m. Moderately fast: 190-220 w.p.m. Average: 160-220 w.p.m. Moderately slow: 130-160 w.p.m. Slow: below 130 wpm.

Besides, Sticht (1971) quotes a normal speech rate of 165 to 180 words per minute for native speakers of English. Based on the researches abovementioned, speech rate is spoonface one of the student, variables that affect listening comprehension, which may relate to text variables, such as vocabulary, syntax or topic, type of text used, and informative essay on eating, amount of background knowledge required (Buck, 2001; Rubin, 1994). The fifth difficulty is that learners tend to think they have to completely understand what they hear, consequently causing anxiety (Rubin, 1994; Ur, 1984). Most foreign-language learners run into a psychological problem: they have a kind of essay, obligation to understand everything, even things that are not important, and narrative, they feel discouraged and student, may even completely give up listening if they encounter an incomprehensible word (Rubin, 1994; Ur, 1984). Foreign language beginning learners have to about, understand all when they hear only single words or short sentences. However, when listening comprehension passages get longer, they still assume that total comprehension is successful comprehension, and student essay, find it very difficult to spoonface steinberg coursework, get used to student, the idea that they can be competent listeners with less than one hundred percent comprehension (Ur, 1984). Spoonface. From the anecdotal evidence in the research of O’Malley et al. (1989), it is student competitions 2014 found that ”effective listeners seemed to be aware when they stopped attending and made an effort to semi narrative, redirect their attention to the task’ (p.

428) and student essay competitions, ‘ineffective listeners reported that when they encountered an unknown word or phrase in a listening text, they usually just stopped listening or failed to be aware of on eating, their inattention’ (p. 428). Competitions. Foreign-language learners have this difficulty probably because their receptive system is overloaded (Ur, 1984). They have to work much harder at decoding than native listeners and try to interpret every detail as it comes up instead of relaxing and narrative essay, taking a broader view. Compared with reading and writing, listening is more stressful for student essay competitions 2014 learners since it involves serious time constraints on processing, which cause learners’ anxiety (Ur, 1984). 3. Listening Comprehension Processing. Most models of listening perception in language learning include what is creative stories to write usually referred to as top-down, bottom-up and interactive processing. 3.1.

Top-down processing. In top-down processing, the student competitions 2014, listeners need to use their pre-existing knowledge to interpret or get a general view of the listening passage and to create appropriate and creative to write, plausible expectation of what they are about to come across (Harmer, 2001; Goodman 1967; Shohamy #038; Inbar, 1991; Smith 1971). Top-down processing occurs as the perceptual system makes general predictions based on general schemata, or prior knowledge, and then searches the input, either visual or auditory, for information to essay competitions, fit into, or verify these predictions, and thus top-down processing is conceptually-driven or knowledge-based (Carrell #038; Eisterhold, 1983; Shohamy #038; Inbar, 1991). In the study of creative, Shohamy and Inbar (1991), it was reasonably hypothesized that listeners who employed a knowledge-based approach first made predictions about the 2014, passage they were about to to write about, listen to, basing their predictions on the questions they previewed prior to listening. In the first listening listeners might have checked their hypotheses and only afterwards, in a second listening, may have filled in the information gaps by competitions, supplying the local cues. Bacon (1989) and Vande Berg (1993) found that appropriate pre-listening activities could benefit learners’ comprehension for spoonface coursework various listening exercises. Advance organizers, such as brainstorming (Vande Berg, 1993), illustrations and student essay competitions 2014, key words (Teichert, 1996), picture prediction (Harmer, 2001) and personal swot analysis, making inferences after listening to a series of sentences (Brown, 2001), can be used to facilitate learners’ top-down processing and help them be engaged in listening tasks. 3.2.

Bottom-up processing. In bottom-up processing, the listener focuses on individual words and phrases by decoding the linguistic input rapidly and accurately to refute implausible interpretation, and essay 2014, achieves understanding by combining these detailed elements together to about education lanka, build up a whole view of the listening passage (Harmer, 2001; Carrell 1983, 1988; Carrell #038; Eisterhold 1983; Rost 1990). Thus, bottom-up processing is data-driven or text-based (Carrell #038; Eisterhold, 1983; Rubin, 1994). There are two types of comprehension strategies identified by Van Dijk and Kintsch (1983): one is local strategies which require learners’ attention to student competitions, relations and links between the facts denoted by local clauses and sentences, and spoonface steinberg, the other is global/ macro-strategies which require a focus on the overall coherence, gist or topic of a text. Based on the statements above mentioned, it can be concluded that the local strategies are related to bottom-up processing while the global/ macro-strategies are related to top-down processing. Kelly (1991) proposed that in the early stages of foreign language learning, learners rely very much on bottom-up processing when listening and only when they consider that they are making progress to the proficiency and skills in the foreign language, they bring into semantic and other knowledge related to top-down processing. Some bottom-up pre-listening activities were proposed by several researchers to make listening comprehension easier. Providing listeners with key vocabulary before listening proved valuable in Raphan’s (1996) and Rost’s (2002) studies. Harmer (2001) mentioned a bottom-up processing activity of finding differences between a written text and a recorded account of the same events that can be implemented in teaching listening. Another bottom-up activity for beginning listeners is to listen to a series of sentences and then circle one (out of three) verb form contained in the sentences (Brown, 2001).

3.3. Interactive processing. Listening comprehension is student 2014 considered by some researchers as an interactive process between top-down and about, bottom-up processing and as a continuous modification of a developing interpretation in student 2014, response to incoming information and pre-existing knowledge (Brownell, 1996; Buck, 1991; Harmer, 2001). Perception occurs when sufficient information has been provided both from the expectations set up by top-down processing and from linguistic input by bottom-up processing (Kelly, 1991). According to spoonface steinberg coursework, Kelly (1991), if the competitions, sound signal is weak, obscured or incomplete, the listener will probably make greater use of top-down processing; similarly, it is when the listener’s expectations are low or not sensible that he will need to rely more on the sensory level and to hear clearly what is being said by bottom-up processing, and such view of perception processing would probably fit in with almost all current models of auditory speech perception. Essay On Eating Disorders. Similarly, some studies have indicated that effective listening comprehension takes place when the listener can successfully monitor their interpretation by constantly checking it against the incoming linguistic cues and to modify their hypotheses accordingly (Tyler #038; Warren, 1987; Buck, 1990).

In his research, Buck (1990) indicated that a number of listeners monitored the incoming information with what they had already heard before or with their background knowledge to develop their interpretation of the listening text. Further, there were instances in student competitions, his study that serious comprehension problems had occurred when listeners failed to notice their developing interpretations were incompatible with the incoming information. In addition, O’Malley, Chamot, and Kupper (1989) indicated that bottom-up processing is only fragmentary for efficient EFL listeners; they activate more L1 knowledge in the form of schemata and vehicle on essays, use both top-down and bottom-up strategies to construct meaning. Hildyard and Olson (1982) found that efficient listeners and readers use the knowledge-based interactive mode of text processing, while low level students relate mostly to student competitions 2014, local details. According to Rumelhart (1980), both top-down and bottom-up processing should be occurring at about, all levels simultaneously: bottom-up processing ensures that the student essay competitions, listeners will be sensitive to personal swot essay, information that is new or contradictory to student essay competitions, their ongoing hypotheses about the text; top-down processing helps the personal swot essay, listeners to essay competitions 2014, resolve ambiguities or to select between alternative possible interpretations of the incoming data. 3.4. Effectiveness of top-down and bottom-up processing. There is continuous discussion about the role of top-down and bottom-up processing in listening comprehension, but little could we conclude whether top-down or bottom-up processing is more important to a listener. Some studies indicated that successful listening comprehension depends more on creative stories to write about top-down processing. In the researches of Carrell #038; Eisterhold (1983), Conrad (1981, 1985), Hildyard #038; Olson (1982), Kelly (1991), Meyer #038; McConkie (1973), Rumelhart (1983), Shohamy #038; Inbar (1991), Van Dijk #038; Kintsh (1983), it is found that skilled listeners, like proficient readers, use a knowledge-based mode of text processing, namely top-down processing, whereas less-skilled listeners and readers both attend mostly to local details as in student essay, the bottom-up processing. Vehicle On Essays. Similarly, Voss (1984) found that ‘successful speech perception depends on an active reconstruction process applying top-down strategies to student essay competitions 2014, the acoustic input, i.e., assigning ultimate values to segments and personal essay, other lower-order units on the basis of hypotheses about competitions 2014, a larger stretch’ (p.

148). In Weissenreider’s (1987) study, schemata which are crucial in top-down processing were found to be beneficial in listening comprehension. Her results show that both textual schemata (knowledge about the newscast processing) and content schemata (topic familiarity with specific news) help the listening comprehension of vehicle on essays, non-native speakers, particularly when participants are capable of incorporating cognitive strategies. Lund (1991) provides evidence for essay competitions 2014 top-down processing in personal swot analysis, his study by comparing listening and reading of student essay 2014, first-, second-, and third-semester university students of German. Creative Stories About. He concluded that participants relied considerably on top-down processing in essay competitions, listening tasks. Wolff (1987) worked with twelve- to eighteen-year-old German students of English and found that while students appeared to spoonface steinberg coursework, make a simultaneous use of student competitions, bottom-up and top-down processing with an easy listening text, they used more top-down processing strategies for more difficult texts. In addition, some researches indicated that beginners rely very heavily on background knowledge and steinberg coursework, hardly use other cues in essay, listening comprehension while learners with better linguistic proficiency use their greater linguistic knowledge and experience to analysis, help them understand a text (Mueller, 1980; Vandergrift, 1997). Thus, providing background information and previewing are particularly important and effective for competitions 2014 the less proficient language student to essay about, comprehend a text (Hudson, 1982).

Nevertheless, some studies indicated that successful listening comprehension relies more on bottom-up processing than on top-down strategies. Schemata in top-down processing can also have dysfunctional effects on listening comprehension (Long, 1990; O’Malley et al., 1989). In Long’s (1990) study, participants completed a survey of their background knowledge of two topics used, namely, gold rush and rock groups, and student essay competitions, he found that participants overextended their gold rush schemata onto semi narrative essay a set of essay competitions, data that were clearly incompatible. It is clear, then, that schemata can hurt, as well as help listening comprehension and it can also be inferred that linguistic knowledge plays a prominent role in comprehension when appropriate schemata are not available to personal essay, the listener (Long, 1990). 4. Evidences from Previous Research Related to Listening Comprehension.

Results from previous research that instruction can lead to listening improvement, as measured by pre-tests and student essay competitions, post-tests, are inconsistent. On the one hand, there was no significant improvement in the studies of Johnson and Long (2007), O’Malley et al. (1985), and McGruddy (1995). Johnson and Long (2007) assessed listening competency of college students through the Watson-Barker Listening Test (Watson #038; Barker, 2000). There were no significant differences between the personal analysis, scores of pre- and student, post-test after listening instruction, indicating that listening instruction did not influence performance-based listening ability. O’Malley et al. (1985) found differences, but not statistically significant, in the scores at the post-test of EFL learners who received different types of listening instruction. In the research of McGruddy (1995), significant differences in pre-test and post-test were observed merely in a non-standardized listening test rather than in a standardized test. On the other hand, some studies revealed more success in terms of listening instruction. In the study of Nichols, Brown and personal, Keller (2006), the trained group of 31 freshman students made significant gains in scores during the period of listening instruction.

In Kohler’s (2002) study, 70 learners of Spanish at a university received listening instruction. Their listening comprehension significantly increased, compared with the non-intervention group. Student Competitions. However, there does not appear to have been a pre-test of vehicle, learners’ listening comprehension, without which it is difficult to conclude Kohler’s claim of significant improvement in student essay competitions, listening comprehension of the experimental group. In addition, in the study of Graham and Macaro (2008), 151 senior high school students of French as a foreign language in analysis, England were targeted, and a positive impact of listening strategy instruction was noticed. Students who underwent listening instruction significantly outperformed those who did not receive such instruction, and students reported that they themselves recognized this improvement. 5. Characteristics of Children’s Learning. Based on competitions 2014 the theory of Piaget and Inhelder (1969), there are four phases of children’s cognitive development, which are sensory-motor period, preoperational period, concrete operation period and formal operation period. The period of personal swot essay, concrete operation generally represents the elementary school students, ranging from 7 to 12 years old. Competitions. Children in the concrete operation period begin to think logically. Operations are associated with personal experience and are in concrete situation, but not in abstract manipulation. Children’s learning in this period relies heavily on operational activities, such as objects, pictures and physical experiments.

Another theory concerning children’s learning is the swot essay, scaffolding theory (Wood, Bruner, #038; Ross, 1976) which was developed based on the concept of zone of proximal development proposed by Vygotsky (1978). Zone of proximal development refers to the differences between the level of actual development and the level of potential development; the student competitions, level of actual development means children’s actual independent problem-solving competence while the level of creative stories to write about, potential development means children’s problem-solving competence developed either through the leading or guidance from competitions adults or instructors or through the collaboration or cooperation with more competent peers (Wertsch, 1984). Swot Essay. The zone, or the difference, of proximal development does not mean a fixed distance or concrete space of learning; rather, it refers to student essay, the possible, learnable scope created by the interaction between people and its changes with the development of individuals (Cole, 1985; Moll, 1990). Scaffolding, when applied in teaching practices, generally refers to the development of learners’ gradual comprehension of knowledge through the spoonface, interaction between the instructor and the learners. In such interaction, teachers, as assistants in children’s learning process, provide necessary assistance to 2014, foster learners’ cognition with the creative to write, consideration of 2014, learners’ development level. Personal Essay. The interaction which is the essay 2014, scaffolding in the teaching process generally follows the pattern of question asking from the teacher, replying from students, specific guidance of asking further questions from the semi narrative, teacher, and then replying from student students. According to Harmer (2001), young children learn differently from adolescents, and adults in many ways. Creative About. Children tend to respond to essay competitions 2014, meaning even if they do not understand individual words. They learn from everything around them rather than only focusing on the precise topic they are being taught.

Their understanding comes not just from explanation, but also from what they see and steinberg, hear and, crucially, from what they have a chance to touch and interact with. In addition, children have a limited attention span, unless activities are extremely engaging or interesting they can easily get bored, losing interest after around ten minutes. In the light of these characteristics, teachers at this level need to provide a rich diet of essay competitions 2014, learning experiences which encourages students to get information from a variety of sources (Harmer, 2001). Vehicle. In addition, in the process of scaffolding in teaching, it is essay competitions essential for teachers to be skilful in asking questions to activate students’ thinking and creativity, which are helpful in deepening and spoonface, broadening the language development of the students. Teachers are suggested to avoid closed-ended, unimportant or forcing questions, but to provide open-ended, supportive or guiding ones to encourage the interaction between teachers and students. Teachers need to work with their students either individually or in groups to essay competitions, develop good relationships, and need to plan a range of on eating, activities for a given time period, and to be flexible enough to move on to the next exercise when they see their students getting bored. 6. Research Questions of the Present Study. Listening comprehension is 2014 important for creative about EFL learners. Beginning instruction in a second language should focus on developing learners’ listening comprehension. In Romania, formal EFL beginning instruction falls in competitions, elementary education, a phase in which listening comprehension should be paid attention to.

It is likely that listening instruction in informative essay disorders, elementary school puts more emphasis on bottom-up listening processing than on top-down processing. As Kelly (1991) noted, EFL beginning learners rely very much on bottom-up listening processing, it is possible for elementary students to resort more to student competitions 2014, bottom-up processing when listening. Although some studies have investigated either the effects of different advance organizers on listening comprehension of undergraduate and junior-high school students (Sherman, 1997; Vande Berg, 1993; Herron, Hanley, #038; Cole, 1995) or how to informative disorders, teach high school students listening skills more effectively, little research has been done regarding the competitions, teaching of vehicle advantages, listening in elementary school, which is the essay, beginning level of EFL learners. From the personal swot analysis essay, above discussion in the theory review, little research has targeted elementary EFL learners in terms of listening instruction. The effect of listening instruction, as measured by pre-tests and post-tests, are inconsistent in previous research which mostly involved undergraduate and high school students. Although it is essay competitions apparent that listening involves both top-down and bottom-up processing, most elementary English learners tend to focus on steinberg coursework bottom-up rather than top-down processing (Kelly, 1991). Therefore, it would be valuable to investigate the effect of listening instruction as well as the listening processing of elementary EFL learners. The present study focused on competitions 2014 three research questions: (1) Do interactive processing teaching activities result in better listening performance than bottom-up teaching activities? (2) Why or why not? (3) When do elementary EFL learners rely on top-down processing, bottom-up processing and interactive processing? To address the research questions, comparison of performance between two groups was conducted after the two groups of participants had respectively received a series of listening instruction, namely interactive pre-listening activities and about, bottom-up pre-listening activities so that the effectiveness of different pre-listening activities could be evaluated to essay competitions, investigate whether interactive processing activities lead to better performance than bottom-up processing activities. Furthermore, a questionnaire was administered for the interactive group after the post-test to personal swot essay, investigate when elementary EFL learners rely on top-down processing, bottom-up processing and interactive processing. Search our thousands of essays:

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ACAF 2014 Graduate Student Essay Competitions Winners Announced

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Narrative essays do not have such arguments. They have settings, characters, and dialogue. They have conflicts and resolutions. Great narrative essays also have turning points. There’s more than one way to write a narrative essay. It’s not as simple as coming up with three points and explaining them. Writing a narrative essay is about telling a story using your original voice. Good narrative essays have a touch of poetics.

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