History Of Internet Banking In Malaysia Information Technology Essay

History Of Internet Banking In Malaysia Information Technology Essay In early 2001 the bursting of the Internet bubble has created numerous assumptions that Internet services companies have lost their opportunities. The Internet companies and Internet players have been fighting for survival, and most of them have been still experiencing losses. There are still going discussions among practicing managers and academics in reaching a consent in their debate about this new technology: whether the Internet changes the basic way people do business or whether it is just an evolutionary process, offering simply a new distribution channel and communication medium (Moe and Fader, 2001). According to Brown (2001), the New Economy or e-commerce businesses are still at the early life stage. In spite of the collapse of dot.com stock prices in March 2001, Internet usage and e-commerce continued to grow at a fast speed. According to eMarketer (2003), the US B2C e-commerce returns comparing to US$51 billion in 2001reached US$70 billion in 2002, i.e., a jump of 37%. It also forecasted that revenues of the e-commerce would increase by 28% to US$90 billion by 2003; by 2004 would occur another increase of 21% to US$109 billion; and to US$133 billion, a further 22% increase, by 2005. The expected extensive growth of online purchases via the Internet will give enormous chances to businesses in general, and Internet Banking (IB) in particular. In this study the terms IB and Online Banking (OB) are used interchangeably. IB/OB is different from Electronic Banking (e-banking) in that the latter is a higher level activity that encompasses not only IB/OB, but also Mobile Banking, SMS Banking, ATM, WAP-banking and other electronic payment systems that are not operated through the Internet. Our study will focus on IB, because it is considered as the most significant and most popular delivery channel for banking services in the cyber age. Banks can benefit from much lower operating costs by offering IB services, which require less staff and fewer physical branches. Customers will also benefit from the convenience, speed and round-the-clock availability of IB services. In order to be able to formulate better marketing strategies for increasing IB usage in the future banks need to study the factors that influence customers intention to adopt IB so that banks. This study aims to examine the behavioral intention of UUM students to use IB services with a focus on users perceptions of ease of use and usefulness of IB, and of security of using this new technology to meet their banking needs. In Chapter 2, we provide a review of the previous literature on innovation diffusion and technology adoption, based on which we propose a model of customers intention to adopt IB. We discuss the research methodology in Chapter 3. History of internet banking in Malaysia On June 1, 2000, the Bank Negara Malaysia let locally owned commercial banks offer Internet banking services. On June 15, 2000 the first bank to offer Internet banking services in Malaysia was Maybank, the largest domestic bank in terms of assets as well as network distribution which commands its own portal at www.maybank2U.com. Subsequently, internet banking services were offered by Hong Leong Bank, Southern Bank, Multi-Purpose Bank and etc. A review of the Malaysian banking sites in the Internet discovered that all domestic banks, which have been settled an anchor bank status by the BNM, have a web presence. This banking service is currently being provided to individual customers of the bank and the site boasts of the latest 128-bit encryption technology to dispel worries of security among bank customers. Internet banking service provided in the portal consists of banking enquiry functions, credit card payment, bill payment, accounts summary, and funds transfer as well as transacti on history. In the banks providing internet banking services customer support service is provided via e-mails as well as via telephone lines and it is available daily from morning to mid-night (source: http://www.arraydev.com/commerce/JIBC/0103_01.htm). Problem Statement From reviewing related articles on the current topic, we can find evidence that although consumers have had an interest in advanced internet banking services and tended to have various financial sources or tools for money transactions; they have not quickly changed their main propensity to use banking services or goods that they are already familiar with (Futurics 2001). For example, new electronic banking goods or services have not quickly substituted for traditional ones and non-online banking goods or services. Although various electronic banking services have emerged since the ATM was introduced 30 years ago, a lot of consumers still use checks as a primary source for money transactions, and banks still have a lot of bricks and mortar branches in the market. According to the Survey of Consumer Finances in 2001, about 60% of household heads used checks as a primary source. Furthermore, the number of bank branches expanded from about 65,000 to about 73,000 from 1994 to 2003, even t hough the number of U.S banks fell from about 12,500 in 1994 to about 9,000 during the same period (Hirtle Metli, 2004). In spite of the emergence of a series of advanced electronic banking services, both consumers and banks still regard non-electronic banking as one of the important sources for money transaction. However, in global terms the majority of private bankers are still not using internet-banking channel. There are multiple reasons for this. To start with, customers need to have an access to the internet in order to utilize the service. Furthermore, new online users need first to learn how to use the service (Mols et al., 1999). Second, nonusers often complain that internet banking has no social dimension, i.e. you are not served in the way you are in a face-to-face situation at a bank branch (Mattila et al., 2003). Third, customers have been afraid of security issues (Sathye, 1999; Hamlet and Strube, 2000; Howcroft et al., 2002). However, this study focuses in the adoption of internet banking services by customers in evidence of the students of Universiti Utara Malaysia. Our study aims to gain a deeper understanding of the factors influencing the adoption of internet banking services by UUM students. Research questions The study intends to answer the following questions: How UUM students Attitude influence their Intention to use IB? What relationship does the Perceived Usefulness have with the UUM students Attitude and Intention to use IB? What relationship does the Perceived Ease of Use have with the UUM students Attitude and Intention to use IB? Is Perceived Web Security really a concern to UUM students who are using IB? Research Objectives The main aim of this study to determine the basic factors influence the usage of internet banking in UUM and to examine the factors that affect the adoption of internet banking. The specific objectives are as follow: To investigate how UUM students Attitude influence their Intention to use IB; To examine the relationship of Perceived Usefulness with the UUM students Attitude and Intention to use IB; To investigate the relationship of Perceived Ease of Use with the UUM students Attitude and Intention to use IB; To investigate whether Perceived Web Security is a concern for the usage of internet banking. Significance of the Study The study will contribute in expanding the body of knowledge in the internet and technology adoption literature. It will provide academicians and researchers with an update on the usage and acceptance of internet in the banking sector. This research can contribute to an improved understanding of the factors related to users acceptance of new technology. In particularly, this study acts as an understanding of the Technology Acceptance Model (TAM). Also, this research can stimulate the banks providing their services inside UUM Campus such as CIMB, Islamic Bank and Maybank to improve their internet banking services. In the particular perspective, this study is significant to offer useful information for bank management in creating IB marketing strategies. For marketing practitioners, the aim is to offer a holistic and in-depth overview of how customer forms, experience and exploit their satisfaction towards services that offered by the banks. This study contributes to the literature by formulating and validating TAM to predict IB adoption. CHAPTER TWO Literature review Although in the past most of studies aim were to extent of understanding of user adoption of technology, few of these studies were conducted on IB services by extending the well-established Technology Acceptance Model (TAM). It is an appropriate time to study the user adoption of IB when the numbers of global banking groups are rapidly offering and improving IB services on the rise (American Banker, 2002). Both academics and banking executives will be interested in such a study. in particular, this study investigates the students perception on the adoption of internet banking for their private purpose. In other words, our survey focused on UUM students purpose to use internet banking to handle their banking issues. 2.1. Technology Acceptance Models Davis (1989) developed the Technology Acceptance Model, according to this model users adoption of computer system depends on their behavioral intention to use, which in turn depends on attitude, consisting of two beliefs, namely Perceived Ease of Use and Perceived Usefulness. In fact, Davis developed TAM by building upon an earlier theory, the Theory of Reasoned Action (TRA) by Fishbein and Ajzen (1975). In TRA, Fishbein and Ajzen (1975) proposed that intention is the immediate determinant of the corresponding behavior, which is divided into (1) attitude toward behavior, and (2) subjective norm concerning behavior. Davis posited d in TAM that the two theoretical constructs, Perceived Usefulness and Perceived Ease of Use, are fundamental determinants of system use in an organization. These constructs also provide better measures for predicting and explaining system use than other constructs (Davis, 1989). TAM has been widely used for predicting the acceptance and use of information systems, and recently has been applied to predict Internet adoption as well. In a recent study, Lederer et al. (2000) adapted TAM to study World Wide Web (WWW) usage and found evidence to support TAM. Another study of applying TAM in the WWW context was conducted by Moon and Kim (2001). They introduced the construct Playfulness to predict Attitude. Data were collected from 152 graduate students of management in Korea. Although the results of findings of test of TAM-related hypotheses showed that they were all supported, the results deviated from the basic belief of TAM that Perceived Usefulness is the key determinant of user acceptance of IT. The results of Moon and Kim (2001) revealed that Perceived Ease of Use has a more significant relationship with Attitude than Perceived Usefulness in the WWW context, and Perceived Playfulness (an intrinsic motivational factor) has a more positive effect on Attitude th an Perceived Usefulness (an extrinsic motivational factor). 2.2. Theoretical Model for IB Adoption IB is a new distribution channel for the delivery of banking services. From both academic and practical perspectives, it is interesting to understand and assess customers intention to use IB services. We have chosen TAM as the baseline model for this study because it is a well-tested model concerning users acceptance of technology. We augment TAM with the construct Perceived Web Security. Specifically, we hypothesize that Intention to Use is influenced by Attitude, Perceived Usefulness, Perceived Ease of Use and Perceived Web Security. We will test the strength of the hypothesized relationships embedded in the theoretical model and the robustness of the model in predicting students intention to adopt IB in Universiti Utara Malaysia Campus. TAM has been used by various researchers to predict users intention to accept or adopt a variety of technologies and computer systems. The technologies include electronic mail, text editor, word processing systems, and graphics software (Davis, 1989; Davis et al., 1989), spreadsheets (Hendrickson et al., 1993), Database Management Systems (Szajna, 1994), voice-mail and word processors (Adams et al., 1992; Chin and Todd, 1995). We use TAM with the constructs Perceived Usefulness and Perceived Ease of Use to assess the determinants of students Attitude and Intention to Use (equivalent to the construct Behavioral Intention in TAM). While we adopt the original TAM in this study, we use Behavioral Intention as the dependent variable and skip the construct Actual Usage. On the theoretical front, an abundance of research studies have reported a strong and significant causal relationship between behavioral intention and usage of technology or targeted behavior (Sheppard et al., 1988; Venkate sh and Morris, 2000). It is therefore theoretically justifiable to use Behavioral Intention as a dependent variable to examine the acceptance of IB (Mathieson, 1991). Agarwal and Prasad (1999) also argued that for a survey-based research design, Behavioral Intention is more appropriate than Actual Usage as they are measured contemporaneously with beliefs and our study is survey-based research. On the practical front, it is worth noting that IB is still at an early stage of development among UUM students. The percentage of usage is not relatively high. Therefore, the choice of Behavioral Intention, rather than Actual Usage, as the dependent variable is considered both appropriate and necessary. In addition, Salisbury et al. (2001) argue that feeling secure in doing transactions on the Web is often cited by users as a major factor that removes their concerns about the efficient use of the Internet for making online purchases. Therefore, we include the construct Perceived Web Security as a predictor of Attitude and Intention to Use, as in the earlier study conducted by Salisbury et al. (2001). In their study, Salisbury et al. (2001) developed a set of four items to measure Perceived Web Security using a 7-point Likert scale. The results of their study showed that the three constructs, namely Perceived Web Security, Perceived Ease of Use and Perceived Usefulness, have a positive relationship with intention to purchase online. However, we will include the construct Attitude in our theoretical model. CHAPTER THREE Research Methodology There exists virtually no research examining UUM students behavioral intention to adopt IB services by extending TAM. To fill this gap, we will conduct a survey study for hypothesis testing using the framework of the original TAM as the foundation to determine the predictors of students Intention to use IB in UUM. To collect data, we will design a questionnaire by adapting the instrument and scales developed for TAM. We will augment TAM by adding the construct Perceived Web Security developed by Salisbury et al. (2001) and adapting their instrument and scale to measure this construct in our questionnaire. 3.1. Sample Size This study aims to investigate the self-reported behaviors of students and their intention to use IB services for their private purposes in UUM. We will request respondents to return their completed questionnaires. We will collect data from UUM students who use internet banking. We will as to fill in the survey questionnaires to a sample of 250 randomly students selected from a total of over 25,000 students in UUM. 3.2. Measurement of the Constructs In devising a useful measurement instrument for this study, we want to adapt an instrument and scales developed and validated in previous studies. We will base on TAM instrument, which has been replicated and widely used in other studies. In this study we use the adapted question items as the instrument to measure the respective constructs below, using a 7-point Likert scale for each item (with 1 = strongly disagree, 2 = disagree, 3 = slightly disagree, 4 = neutral, 5 = slightly agree, 6 = agree, and 7 = strongly agree). The constructs are defined in the following: Perceived Ease of Use (PEOU) defined by Davis (1989) as the degree to which a person believes that using a particular system would enhance his job performance. Perceived Usefulness (PU) defined by Davis (1989) as the degree to which a person believes that using a particular system would be free of effort. Perceived Web Security (PWS) defined by Salisbury et al. (2001) as the extent to which one believes that the World Wide Web is secure for transmitting sensitive information. It is also noted that the adoption of purchasing products on the World Wide Web may involve a greater degree of risk than the adoption of other IT innovations. When one purchases products online, there may be a perception of risk involved in transmitting sensitive information such as credit card numbers across the World Wide Web. Attitude (ATT) refers to an individuals positive or negative feelings (evaluative affect) about performing a particular behavior (Fishbein and Ajzen, 1975). Intention to Use (INT) refers to customers intention to use, as opposed to their actual use of, IB services. 3.3. Survey Questionnaire Based on the hypothesized model developed through a detailed review of the related literature on user acceptance of technology and new technology diffusion, we will devise a questionnaire as a measurement scale for the research. The questionnaire will be developed in English. We will try to make the questionnaire readable and ensure its accuracy and appropriateness. A factor analysis will be performed on the data collected from the pilot study. CHAPTER FOUR FINDINGS Total 85 research questionnaires were distributed to and collected from the respondents in the library building of Universiti Utara Malaysia. The sample period consists of 3 weeks from August 22 to September 12, 2010. Factor analysis was done by using SPSS with the data collected by distributing questionnaires. 4.1. Respondents Demographic Characteristics The analysis of the statistics of the demographic characteristics of the respondents is presented in Table 1. Of the 85 respondents, 47.1% were female and 52.9% male; 37.6% were in the 21-25 age group, 41.2% were 26-30 in age, and 20% were 31-40 in age. As the research was done among master students, any respondent was not under the age of 20, and only one of them was over 40. Table 1 Demographics of respondents Demographic profile Frequency Percentage (%) Gender F Female 40 47.1 M Male 45 52.9 Total 85 100.0 Age A Under 20 0 0 B 21-25 32 37.6 C 26-30 35 41.2 D 31-40 17 20.0 E Over 40 1 1.2 85 100.0 Rogers (1983) has found the characteristics of innovation adopters as having high levels of education, and social status as well as income. Moreover, Gefen (1997) and Teo Lim (2000) by testing the gender differences which affect the awareness of e-mail and the Internet usage, found similar results with Rogers (1983). 4.2. Factor Analysis Using SPSS we conducted our exploratory factor analysis on our survey data. Table 2 presents the rotated factor matrix which is a result from independent variables Varimax rotated principal axis factor extraction. The 1.0 eigenvalue cut-off criterion was used for the independent variables factor extraction. The table points out that five factors which are the variables used for our research emerged and reports their factor loadings. For evaluation of the Cronbachs alpha we tested the data using the SPSS Exploratory Factor Analysis (EFA), where the Cronbachs alpha ranged from 0.896 to 0.914. To ensure convergent validity and item reliability we evaluated each of the items individually. All factor loadings except for b7, b10 and b15 (0.478; 0.424 and 0.486, respectively) were larger than 0.5, which characterize an acceptable significant level of internal validity. The factor loadings vary from 0.554 to 0.744 for Perceived Ease of Use, 0.478 to 0.686 for Perceived Usefulness, 0.424 to 0.642 for Perceived Web Security, 0.486 to 0.536 for Attitude, and 0.539 to 0.621 for Intention to Use. All 19 questionnaire items were held on to further analysis, because all factor loadings were found to be of an acceptable significant level. Table 2 Reliability and factor analysis (from SPSS analysis) Reliability Factor loading Cronbach alpha Variance explained (%) Perceived Ease of Use 0.911 76.920 B/b1-Using the Internet Banking (IB) service is easy for me 0.925 0.594 B/b2-I find my interaction with the IB services clear and understandable 0.929 0.613 B/b3-It is easy for me to become skillful in the use of the IB services 0.925 0.554 B/b4-Overall, I find the use of the IB services easy 0.927 0.744 Perceived Usefulness (PU) 0.914 7.979 B/b5-Using the IB would enable me to accomplish my tasks more quickly 0.929 0.522 B/b6-Using the IB would make it easier for me to carry out my tasks 0.925 0.603 B/b7-I would find the IB useful 0.927 0.478 B/b8-Overall, I would find using the IB to be advantageous 0.926 0.686 Perceived Web Security (PWS) 0.896 7.075 B/b9-I would feel secure sending sensitive information across the IB 0.926 0.575 B/b10-The IB is a secure means through which to send sensitive information 0.927 0.424 B/b11-I would feel totally safe providing sensitive information about myself over the IB 0.924 0.642 B/b12-Overall, the IB is a safe place to transmit sensitive information 0.925 0.639 Attitude (ATT) 0.907 4.772 B/b13-Using the IB is a good idea 0.927 0.536 B/b14-I would feel that using the IB is pleasant 0.928 0.502 B/b15-In my opinion, it would be desirable to use the IB 0.928 0.486 B/b16-In my view, using the IB is a wise idea 0.927 0.508 Intention to Use (IU) 0.906 3.254 B/b17-I would use the IB for my banking needs 0.925 0.621 B/b18-Using the IB for handling my banking transactions is something I would do 0.926 0.551 B/b19-I would see myself using the IB for handling my banking transactions 0.926 0.539 4.3. Reliability test For reliability tests, the Cronbachs alpha ranged from 0.925 to 0.929 for both Perceived Ease of Use and Perceived Usefulness, from 0.924 to 0.927 for Perceived Web Security, while it ranged from 0.927 to 0.928 for Attitude and from 0.925 to 0.926 for Intention to Use. Correlation analyses of variables show that estimation ranges from 0.620 to 0.778 with significant P for all variables as shown in Table 3. Perceived Ease of Use has a direct impact on Perceived Usefulness with 0.000 significant level. Perceived Usefulness, Perceived Ease of Use and Perceived Web Security significantly impacts on Attitude at the 0.000 level. Consequently, Attitude, Perceived Usefulness and Perceived Web Security significantly effect Intention to Use. Table 3 Correlation of variables Estimate P PUà ¢Ã¢â‚¬  Ã‚ PEOU 0.683** 0.000 ATà ¢Ã¢â‚¬  Ã‚ PU 0.680** 0.000 ATà ¢Ã¢â‚¬  Ã‚ PEOU 0.620** 0.000 ATà ¢Ã¢â‚¬  Ã‚ PWS 0.778** 0.000 IUà ¢Ã¢â‚¬  Ã‚ ATT 0.768** 0.000 IUà ¢Ã¢â‚¬  Ã‚ PU 0.642** 0.000 IUà ¢Ã¢â‚¬  Ã‚ PWS 0.735** 0.000 **. Correlation is significant at the 0.01 level (2-tailed). CHAPTER FIVE CONCLUSIONS 5.1 Limitations Since our research was performed with time limitation, as with other crossectional studies, it is not without limitations. A wider study for more fully investigation of the pre-launch stage, the promotion stage and the post-launch stage of IB would surely be an important donation to the IB literature in the future. Our research only covers Web security construction. Future research might concentrate on security and privacy separately, as the latter is arousing rising concentration in the Web literature (Jarvenpaa and Todd, 1997). Moreover, the measurement instrument for Web security could be further developed to increase its validity in future studies. Our research was carried out in Universiti Utara Malaysia among international master students only. It may not represent all the students of UUM, as well as other territories and people. 5.2 Conclusions The findings of our empirical study support the theoretical model implementing TAM and the put up Perceived Web Security. From the results of our study Perceived Ease of Use and Perceived Web Security are supported as predicting variables, which have an effect on intervening variables, Perceived Usefulness and Attitude, and the dependent variable Intention to Use IB. Perceived Usefulness and Perceived Web Security as well as Perceived Ease of Use directly effect Intention to Use. Perceived Web Security effects on Intention to Use directly, rather than passing through Attitude which is the intervening variable. 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The Negro Speaks of Rivers :: Literature Analysis, Langston Hughes

â€Å"The Negro Speaks of Rivers† by Langston Hughes is a compelling poem in which Hughes explores not only his own past, but the past of the black race. As the rivers deepen over time, the Negro's soul does too; their waters eternally flow, as the black soul suffers. Analyzing the poem’s title sets a somber, yet prideful tone for this poem. The fact that the title does not say â€Å"I Speak of Rivers,† but instead, â€Å"The Negro Speaks of Rivers† (1) shows that he is not only a Negro, but that he is not one specific Negro, but in his first person commentary, he is speaking for all Negroes. However, he is not just speaking for any Negroes. Considering the allusions to â€Å"Mississippi† (9) and â€Å"Abe Lincoln† (9) are not only to Negroes but also to America, confirms that Hughes is talking for all African Americans. This poem is a proclamation on the whole of African American history as it has grown and flourished along the rivers which gave life to these people. The diction of â€Å"ancient† (3) proves once more that Hughes is talking about the history and roots of African Americans. The word ancient itself means something that is decrepit, old, and primitive, clearly a word to be used when discussing a history and a journey. This word, which was repeated twice in the passage, emphasizes that there has been a long and difficult wait for equality for blacks. That although they have been around since â€Å"ancient† (3) times, since so long before, they still are fighting for racial equality. Hughes emphasizes his message consistently throughout this poem, weaving in the most important line in the middle and end of the poem. He is representing his people. African Americans have waited and been abused by society, and this deepened and weathered their souls over time, just as a river would become deepened and weathered. Hughes’ soul, the collective soul of African Americans, has become â€Å"deep like the rivers† (5). This simile speaks that the rivers are part of the body, and contribute to this immortality that Hughes is so desperate to achieve for his people. Rivers are the earthly symbols of eternity: deep, constant, mystifying. The rivers are named in a specific order: in the order of their association with black history. By using many allusions, the context of which Hughes wants to draw attention to is evident. He begins â€Å"when dawns were young† (6), which refers to a time when blacks were used as slaves along the Euphrates in Western Asia, and ends with the Emancipation Proclamation of â€Å"Abe Lincoln† (9) when slaves were finally freed men.

The Media: Creating Controversy to Make a Quick Buck :: Race and the Media Essays

It seems that the world likes controversy because it is everywhere; on television, online, and in the newspaper. In this technology era, we can’t to get away from controversy, due to easy access on our smartphones, tablets, and lab tops. Controversy can be found in many situations in our lives and found in many subjects in the media, for example sex, religion, politics and a lot of time when it comes to race. The first topic discussed will be what is controversy? Next, is controversy need in the media? Then, why is controversy used in the media and is it necessary? As well as should controversial content be removed from the media and would removing controversy content make a difference in any way to the audience. This essay will also discuss how media presents different sides of the issue and how the media affects public opinion on the Travon Martin murder in Florida. Discussing these topics will also help us understand how to decipher controversy, in the way of does contr oversy help resolve or exacerbate controversial situations in the media. Controversy is a lengthy public disagreement or debate over many conflicting opinions. In the media there is no shortage of controversy. It seems that all controversy are over the following topics, politics, religion, sex, economics, finances, culture and race (P. Ferreira, 2013). I would not say controversy is needed in American or even the world. However America and even the entire world were built on controversy (Davenport, 2012). Since we all do not share the same opinions in every aspect or major topics in the world, because of this controversy is created sometimes voluntary and involuntary. What the media does is bring all opinions from within America and around the world to a large group of people, which in turns creates controversy out in the open to the public. Controversy is need in the world, because without it we would not know or learn all other aspects to a specific topic. For example, the crime in America is higher than other countries in the world. Some people would say that it is due to the exorbitant gun-ownership in America (Davenport, 2012). However other people’s opinions say it is not guns that kill people it is people that kill people, and other say it is the people that locate guns illegally that commit most of the killing in America.

Victims law challenges and opportunities Essay -- Colombian Government

Victims law challenges and opportunities The argument of this paper is that in order to succeed in the process of land restitution the Colombian government must overcome the adverse conditions that both the inequitable agrarian structure and the widespread presence of paramilitary groups have generated for poor peasants’ livelihoods. In the previous chapters I have provided some arguments about how those factors have shaped an unfavorable institutional landscape for the land restitution process. This chapter aims to stress the interrelation of those factors, and accordingly providing some proposals that may contribute in implementing the law. The inequitable agrarian structure and the paramilitary phenomenon The agrarian structure and the paramilitary phenomenon are two intertwined elements. They are part of the mediating processes both internal and external that have affected people’s access to resources and the construction of livelihood strategies in particular rural contexts (Ellis, 2000). Since social actors have a differential capacity to influence the processes to access capitals therefore better off people may exclude others from access to resources (Haan and Zoomers, 2005). Following this argument it is evident that in the Colombian countryside those with the capacity to control state’s policies as well as the local social arrangements have established a social closure strategy in which the poor have been systematically excluded from opportunities to improve their livelihoods. In particular, the contradictory nature of land policies has consolidated an exclusionary agrarian structure that constrains poor peasants’ life conditions. This is evident through the numerous attempts and counter-attempts to broaden... ...venties and eighties the pressure exerted by urban middle sectors, leftist political parties, workers and peasants organizations and guerrilla groups as well as the political changes brought about by the decentralization and the political opening processes threatened the dominant position of landed elites in several regions. For this reason, the creation of paramilitary armies in the early eighties was the violent reaction of a landed elites group, whose power was declining, to the endogenous and exogenous factors that challenged their hegemony. Therefore, the paramilitary phenomenon must be understood as a reactionary extension of the latifundio structure. Its aim was to reestablish the rural social order through the annihilation of latifundio’s rivals in the competition for the control of the regional resources (land, local government, and means of violence). Victims law challenges and opportunities Essay -- Colombian Government Victims law challenges and opportunities The argument of this paper is that in order to succeed in the process of land restitution the Colombian government must overcome the adverse conditions that both the inequitable agrarian structure and the widespread presence of paramilitary groups have generated for poor peasants’ livelihoods. In the previous chapters I have provided some arguments about how those factors have shaped an unfavorable institutional landscape for the land restitution process. This chapter aims to stress the interrelation of those factors, and accordingly providing some proposals that may contribute in implementing the law. The inequitable agrarian structure and the paramilitary phenomenon The agrarian structure and the paramilitary phenomenon are two intertwined elements. They are part of the mediating processes both internal and external that have affected people’s access to resources and the construction of livelihood strategies in particular rural contexts (Ellis, 2000). Since social actors have a differential capacity to influence the processes to access capitals therefore better off people may exclude others from access to resources (Haan and Zoomers, 2005). Following this argument it is evident that in the Colombian countryside those with the capacity to control state’s policies as well as the local social arrangements have established a social closure strategy in which the poor have been systematically excluded from opportunities to improve their livelihoods. In particular, the contradictory nature of land policies has consolidated an exclusionary agrarian structure that constrains poor peasants’ life conditions. This is evident through the numerous attempts and counter-attempts to broaden... ...venties and eighties the pressure exerted by urban middle sectors, leftist political parties, workers and peasants organizations and guerrilla groups as well as the political changes brought about by the decentralization and the political opening processes threatened the dominant position of landed elites in several regions. For this reason, the creation of paramilitary armies in the early eighties was the violent reaction of a landed elites group, whose power was declining, to the endogenous and exogenous factors that challenged their hegemony. Therefore, the paramilitary phenomenon must be understood as a reactionary extension of the latifundio structure. Its aim was to reestablish the rural social order through the annihilation of latifundio’s rivals in the competition for the control of the regional resources (land, local government, and means of violence).

Explain Possible Influences On Dietary Intake Essay

Health Factors There are many health conditions that end in specific nutrient needs, and influence what people can and cannot eat. It is important that people have a healthy diet, and get the needed nutrients, nut it can be complicated when you have to stay away from certain foods like junk food to maintain a balanced diet. Diabetes mellitus Diabetes mellitus is a condition where the hormone insulin is not being naturally made by the pancreas, is being made in small amounts or is not being used properly by the body. If left untreated, the most sever type of diabetes would lead to certain death because of the lack of glucose in the cells and vital organs. Type 1 Diabetes is the less severe form of diabetes which is NIDDM (insulin dependent diabetes mellitus). Type 2 Diabetes IDDM is treated with insulin which can be treated with insulin injections, unlike NIDDM which can be treated either just by the individual’s diet or with diet and tablets. Coeliac disease This is having intolerance to gluten, which can be found in wheat, barley and rye. Gluten causes the immune system to make antibodies, which attack the lining of the bowel. E This can have an effect on the body’s ability to absorb nutrients from food, and can lead to anaemia and osteoporosis. It also can increase the risk of bowel cancer. The symptoms: Abdominal pain Diarrhoea Constipation Bloating Failure to gain weight in adulthood Anaemia People who suffer from coeliac disease need to eliminate all foods that have wheat, rye, and barley in them from their diet. Gluten-free products are  sold but they are quite expensive. If a person has been medically diagnosed with coeliac disease some gluten-free products can be obtained on prescription. Food lists can be obtained from Coeliac UK. Irritable Bowel syndrome Irritable bowel syndrome (IBS) is a condition where the function of the bowel is disturbed, causing abdominal pain, flatulence, bloating and either constipation or diarrhoea, or both. However, through examination there is no found problem in the bowel. The cause of it is unknown, but the nerves in the gut has been found to be overacting, and some individuals can find certain foods that cause their symptoms. Sometimes IBS can lead to diarrhoea caused an infection. Some people discover that they have these symptoms after taking antibiotics, which kill the normal unharmed bacteria that is in the bowel. There is a lot of varied advice that has been given to people with IBS, but the best thing to do is experiment with the diet to try and find out which foods will make the condition worse, and stay away from them. Lactose intolerance Lactose is the natural sugar that is in milk. This tolerance is very common and can be mild or severer. Children who are lactose intolerant do not produce lactase, which is an enzyme that breaks down lactose into glucose and galactose before it is absorbed during digestion. Children who suffer from the server form of this condition find it hard to put on weight and suffer from diarrhoea. This happens because the lactose ferments inside the bowel, which causes bloating. Food allergy Some people are allergic to certain foods. A food allergy is sometimes confused with food intolerance but it is a lot more serious. An allergic reaction can be severe and life-threatening. Nuts, eggs, soya, and wheat are common allergies in adults. However any food can cause allergies. Symptoms Having contact with the food that you are allergic to, can lead you to show the following signs and symptoms within minutes/hours: Itchy mouth Swollen lips, mouth tongue and/or throat Rash Wheezing Vomiting and/or diarrhoea Red itchy eyes Some people can develop a severe reaction called anaphylactic shock, which is rare but can be fatal. The symptoms can develop all over the body, causing swelling, a rash (hives), loss of consciousness, low blood pressure and breathing problems. It is vital that every effort is made to prevent the person from being given the food that causes this reaction. Anyone who is known to have a severe food allergy should be prescribed an Epipen, which they should carry with them at all times. Loss of ability to feed independently Sadly some people are unable to independently feed themselves, either throughout their lives, or following and accident, leading to paralysis, or the development of a debilitating condition. Another reason could be that they cannot consume food through the mouth and have to be fed through a tube. If some degree of a patients independence can be maintained then it should be, because there are a wide range of tools that can used to aid people who are struggling to feed themselves. Some of these tools include a wide range of handled cutlery, plate guards and non-slip mats. Another way of maintaining a service user’s independence would be to cut their food up into manageable proportions. Sometimes it is impossible for an individual to feed themselves. Which may be due to a cognitive impairment, like advanced dementia, where the person cannot recognise that there meal has arrived. Whatever the reason may be for requiring full support when eating and drinking, it is vital that the service user’s meals are served while they are still hot. The service users should not feel like they are a burden or feel like they are being a pain, so you should create a relaxed situation, where they can enjoy the meal. Some people need to be fed through a tube. This is usually due to problems with digestive system. Swallowing issues, known as dysphasia, can cause a person to frequently choke, or find in difficult to maintain a healthy nutritious diet. A stroke or cancer of the oesophagus can cause this dysphasia. Dietary habits Meal patterns ‘Meal patterns’ are about the way a person takes their food made. Some people prefer to have three meals a day. However, there are many different variations. Some families eat together, but in the busy world that we live in people are eating fast food, and microwave meals. Snaking Eating in between meals, which was once opposed, is now the norm in the UK. If the snacks were healthy foods like fruits. However, snacks and sweets usually are usually high in fat, salt and sugar. Those who eat a lot of junk food significantly increase their risk of obesity, high blood pressure and heart disease as they get older. Personal tastes Most people have a preference when it comes to food and very few people like every food that if offered to them. Some people believe that eating animals is wrong and prefer become vegetarians. Some people go even further and become vegans who don’t eat any products that come from animals. Food availability Another influence on the diet is the food can be purchased. It is important that healthy food is available or you would just start to eat junk food simply because it is in the house. People who live in their own houses, which are unable to cook or shop by themselves, would need to make sure that the food and drinks that they would need to buy are available when they are needed and wanted. Lunchtime can usually be provided by the local meals. Hot meals are delivered daily. The food should be kept above 63 °C to prevent food poisoning. It is less of a risk to keep the food hot than to reheat it, however if the food is being reheated after cooling down is still must be hot in the middle of it. For other meals the service users may be able to manage them by themselves as long as the food is in the house. A home care assistant or a relative or a neighbour for help. Lifestyle Eating at home Eating at home means that you can have complete control over what you eat. Cooking with from raw ingredients will highlight the bad things that you are putting into your body which may make you want to eat healthier. Research that was carried out in 2006 which stated that the British public spent  £1.9 billion on ready meals and 30% of adults in the UK eat at least one ready meal a week. In 2008 a Tesco survey was carried out in 2008 on home cooking, which was then reported to The Daily Telegraph, discovered that people in the UK were cooking more foreign foods than traditional British foods. Social eating and drinking According to the Office of National Statistics (ONS), the amount of money that is spent on eating outside the home has doubled between 1992 and 2004. The risk of regularly eating out is that the temptation to eat fatty and salty foods is there, which can be eaten in moderation. The Food Standards Agency website give advice and information on making healthy choices. Exercise/activity levels People who take part in demanding actives will have different needs regarding their dietary needs. Athletes usually have their own personal dieticians to give them advice on what diet is appropriate for them to stick to. The international Conference on Foods, Nutrition and Sports in Lausanne (1991) decided that the following nutrient intakes for most sports: 60% -70% of calories in the diet form carbohydrates. 12% from protein The remainder (19-23 per cent) from fat Meaning that eating a diet that is high in carbohydrates, and is low in fat and protein, than the average. Carbohydrates are important for athletes, because it gives them fuel. Carbohydrates are stored as glycogen in the liver and muscles, and are released slowly during exorcise. It can be broken down easily to give the athlete energy, but in small amounts. The other  important element of the diet for athletes is fluids. Water would usually suffice, however for heavy amounts of activity isotonic and hypotonic drinks are useful to help speed up the process of the transportation of water to the bloodstream. Bibliography: Level 3 Health and Social care

Reading and Writing Essay

Learning how to read back in 1970 is quite different from learning how to read in the world we live in today. Learning to read was somewhat difficult for me as a child. We didn’t have the fancy reading tools back in the day, such as: Hooked on Phonics or Phonemic Awareness. Looking back over my life, I can remember when I was in the first grade, about six or seven years old and I brought home my first report card. On my report card my teacher pointed out an area of weakness in reading. I can still hear my father saying â€Å"Susie are you having trouble reading? † I would respond as any typical six year old child would do by shrugging my shoulders and saying â€Å"I don’t know. † My father was a concerned parent and wanted to help his child. He didn’t want to see me struggle in school nor did he want to see me fall behind. My father was determined he was going to help me improve my reading skills and by doing so my reading grade would improve also. So therefore, my father set up a strategy plan. Every evening after school my father and I would sit down at the dinner table and work on improving my reading skills. His first step was to see if I could sound out all the letters of the alphabet. Once he realized I was able to sound out all letters in the alphabet, his next step was to determine if I could sound out all the vowels: long, short and house top vowels too. The third step was to begin sounding out small words such as: the, cat, red, run, ran, like etc. Once I began to get comfortable reading on my own while my father prepared dinner for my two brothers and I, he would have me to sit at the dinner table and read aloud to him fifteen minutes each day. Eventually with with all the hard work and dedication my reading skills gradually improved. After all, they say practice makes perfect. As I grew older I started enjoying reading much more than I ever realized. I had to find out what type of books and magazines I enjoyed reading. In other words, I had to find my reading niche. I enjoy reading books like Mama, How Stella got her Grove Back, The Autobiography of Malcolm X, A Day Late and a Dollar Short by Terry McMillan. Reading can be very enjoyable, relaxing and mind stimulating as well. Reading exercises our brain. One can self improve while gaining experience from other people by reading. Reading is knowledge and power. Reading teaches children about the world around them. Reading develops a child’s imagination. Now that I have returned to college, reading and writing is a common part of everyday life. Every semester I have had several different assignments that required reading and writing skills. I have had to do an essay, public speaking presentations which involved reading and writing. Reading is very important because one can explore themselves to new things. One can also self improve while gaining experience from other people. Reading can be used for connecting your brain and it can also boost ones imagination and creativity. Reading exercises ones brain. Many factors play a vital role in a child’s growth and development. Reading develops a child’s imagination. Children who read do better at school. Reading relaxes the body and calms the mind. Reading is a great source of entertainment. This is an important point because these days we seem to have forgotten how to relax and especially how to be silent. In almost everything we do reading and writing is a vital part of our everyday lives.

Audio Lingual Method

1 GGGV 2044 METHODS IN TEACHING ENGLISH AS A SECOND LANGUAGE Semester 2 2009/2010 AUDIO-LINGUAL METHOD: A DISCUSSION (INDIVIDUAL ASSIGNMENT) LECTURER: DR. HAMIDAH BT. YAMAT @ AHMAD LISA KWAN SU LI A123040 TESL/2 2 1. 1 INTRODUCTION The Audio-lingual Method (ALM), by its very name – â€Å"audio† and â€Å"lingual† – refers to a language teaching approach that focuses on two aspects of language, namely listening and speaking.Unlike its predecessor, the Grammar Translation Method, which focuses on reading and writing skills, this approach chooses to emphasize on the first two stages in the natural order of language learning (listening, speaking, reading followed by writing) with the belief that learners who are better speakers and listeners consequently make better readers and writers. The ALM has a firm foundation in the theories of both structural linguistics and behavioural psychology, and thus incorporates techniques and strategies that advocate the conce pts and assumptions of language learning from both schools of thought.The structural linguistics view of language learning says that language is learned through awareness and specific attention to the patterns and structure of the language. One of the ALM’s main characteristics is its use of repetition and drills that draw learners’ attention to the patterns of the target language which are subsequently memorized and repeated to automaticity. Language learning from the view of behavioural psychology on the other hand, occurs by conditioning and habit formation of accurate responses to stimuli. The right response for a stimulus is modelled by the teacher beforehand and then drilled into the learners repeatedly until such responses become a â€Å"habit† that enables learners to successfully produce accurate responses without clues or prompting by the teacher. This discussion aims to further understand the Audio-lingual Method and explore the advantages and disadva ntages of employing it in the second language classroom. The author also puts out her recommendations for the use of the ALM in the second language classroom. 2. 1 HISTORY By the first half of the twentieth century, the Direct Method had lost its popularity in the U. S.However, it is believed that the decline of the Direct Method brought about the emergence of the ALM. As Brown (2001) puts it: â€Å"†¦ by the middle of the twentieth century, the Direct Method was revived and redirected into what was probably the most visible of all language teaching â€Å"revolutions† in the modern era, the Audio-lingual Method. † The U. S. educational institutions at the time still believed that a reading approach like the Grammar Translation Method was more practical than an oral one. Therefore the 1930s and 1940s saw the Grammar Translation Method going strong in all schools across the U.S. However, after World War II, the U. S. saw an urgent need for her to be orally proficien t in the language of her allies as well as foes. This led to a drastic change in 4 the current view of language teaching from a mere reading approach to one with a heavier emphasis on aural and oral skills. Special intensive language programs were developed by the U. S. army which came to be known as the Army Specialized Training Program (ASTP), or more simply, the Army Method. In the 1950s, the Army Method was renamed the Audiolingual Method. 3. 1 PRINCIPLES OF ALMSome of the main principles of language learning in the ALM are stated by Alkhuli 2005 (as cited by Abdel-Rahman Abu-Melhim in the International Forum of Teaching and Studies). One of these principles is that the second language learning process should be similar to that of first language acquisition. This complies with the natural order of language learning which is listening, speaking, reading and finally, writing. It is believed that the learner first learns to speak what he has listened to, then read what he has spoke n, and write what he has read.Therefore, the ALM emphasizes on listening and speaking skills in order to facilitate the progress of reading and writing skills besides increasing communicative competency. Another principle is that the second language is best acquired by habit formation. A habit is created when an action is repeated and is subsequently produced 5 in response to certain stimuli almost without conscious activity. This is achieved via the repetitive pattern practices that are part and parcel of the ALM. Translation of the target language into the native language is considered harmful and will hinder acquisition of the second language.Such translations are believed to impede the mastery or control of the second language. When the target language is used in all circumstances in the classroom, learners learn to make direct connections between the vocabulary and its semantics in the target language itself, which is ideal for effective second language learning. However, these principles are merely assumptions. Counter-arguments include: second language learning is completely different from native language acquisition in many different aspects.In addition, the natural order of language learning that the ALM stresses on is irrelevant because the four language skills can be developed simultaneously rather than sequentially. The learning of a second language is not necessarily a process of habit formation where responses are elicited by stimuli, but also involves the cognitive. Finally, translation into the native language has proven a useful technique indeed in learning a second language, demonstrated in methods such as the Grammar Translation Method. 4. 1 MAIN FEATURES As aforementioned, the ALM follows the natural order of language learning.The use of repetitive drills is justified in shaping a new â€Å"habit† for learning the second 6 language. Stimuli-responses are expected and correct ones are immediately reinforced as conditioning, concurrent with the views of behavioural psychology. The native language also plays a minimal role in the ALM. Only the target language is used within the classroom by both teacher and learners. New material in the target language is also introduced in dialogue form, closest to a natural situational context for learners to gain communicative competence and skills.Modeling is done by the teacher whereby a particular structure of sentence is spoken and learners repeat the sentence, mimicking its sound patterns and intonation, and aiming for identicalness. Slips in learners’ pronunciation of words in the sentence are immediately corrected by the teacher to avoid formation of â€Å"bad habits†. Grammar rules are not taught explicitly but are expected to be induced by the learners through the various examples and patterns that are exposed to them during the lesson.Contrastive analyses are also done between the native language and the target language in order to draw learner’s attention to differences in pattern, structure and sound system of both languages. 5. 1 TECHNIQUES There are many techniques employed in the classroom that advocate the underlying principles (or assumptions) of the ALM, and are also based on the aforementioned two main schools of thought for the said method. 7 One of the main techniques used is of introducing new learning material in the form of a dialogue. A model conversation is analyzed, broken down and memorized through mimicry. Dialogues are seen as a natural conversational ontext that will aid learners in applying learned structures and vocabulary. Many drills are used in the ALM. The backward build-up drill (expansion drill) breaks down a difficult sentence into smaller parts. Usually the last phrase of the sentence is repeated by the learners and then parts are added on, or expanded, until learners are able to repeat the complete sentence without further trouble. Single-slot substitution drills require the learners to substi tute in cues given by the teacher into a particular slot in the sentence. Multiple-slot substitution drills on the other hand, require a higher level of competence from the learners.Learners must recognize particular slots within the sentence to substitute the cues given by the teacher, occasionally having to alter subject-verb agreements as well. Other drills include the repetition drill, chain drill, transformation drill and question-and-answer drill. (Refer to Appendix A) 6. 1 ADVANTAGES As compared to an extreme method like the Grammar Translation Method, where reading and writing are so stressed on that speaking and listening skills are neglected, ALM does develop the aural/oral skills of learners. Learners through the ALM are able to participate in situational contexts competently. 8In addition, learners are more aware of the phonetic aspects of the language. Through modeling and mimicry, learners pay more attention to proper pronunciation and intonation. Errors in pronunciati on are immediately dealt with, while correct responses are positively reinforced. Learners are sensitive to the intonation and are aware of their different functions of questioning, requesting, pleading etc. Through substitution drills, learners also learn to recognize the borders between the phrases that make up the sentence. They are also exposed to a variety of different sentences that have similar structures through repetition drills as well.Transformational drills help learners familiarize with question tags and their corresponding answers, affirmative and negative sentences and even active and passive ones. Such a wide variety of sentence and question structures serve to enhance learners’ communicative ability. 7. 1 DISADVANTAGES Although the drills that are the ALM’s distinguishing feature may be considered one of its strengths, they are also its weakness. Such drills leave no room for creativity, causing learners to lose interest or feel bored in the classroom. When learners lose their motivation, it negatively affects their progress in second language learning.New vocabulary learned is also limited in context. Instead, the sound system and grammatical patterns are emphasized on more. Learners are taught set phrases in gruel repetition in response to certain questions, where the form and structure are 9 highlighted. Consequently, learners are only drilled to respond correctly with answers that are expected of them without caring much for its meaning. For example, the set phrase, â€Å"Fine, thank you,† is taught as a response to the question â€Å"How are you? † which learners use even when they feel otherwise.This phenomenon is comparable to robots that have no cognition and only give particular responses to particular stimuli! There is rarely any variation in learners’ responses other than the ones that have been taught. Therefore, interaction and dialogue is very schematic and unnatural. In short, communicative com petence is still called to question. Learners of the ALM may be able to participate in conversations, but they are rarely spontaneous and it is observed to be rather a case of regurgitating the â€Å"right† responses in a certain situational context from memory.Should they not be able to recall the set phrases that have been learned, they are at a loss as to how to respond to the questions and conversational prompts of the other speaker. 8. 1 RECOMMENDATIONS From the discussion above, it is evident that although communicative competence is insufficient, the ALM drills provide learners with a multitude of structures and grammatical patterns that form the basic foundation for communication. The challenge is to help learners apply the knowledge they have gained to communicating effectively and in a natural manner. 10However, this cannot be done if drills are continuously insisted upon in the classroom. A degree of flexibility is needed on the part of the teacher to allow spontan eous and natural conversation to take place after drilling them as well. Unguided dialogue practice forces the learners to apply what they have been drilled with into a communicative setting, taking into consideration the meaning of the phrases learnt with relevance to the given situation. Model conversations can still be provided, but spontaneous ones allow for creativity and variety in responding according to the individual learner. Communication becomes more natural.With regards to learner motivation, the responsibility is shouldered by both the teacher and the learners themselves. The teacher needs to, again, be flexible and allow for elements not necessarily ALM-like to be incorporated into the lesson, if only for the sake of breaking the monotone. Drills can still be employed of course, but in more interesting ways like role play and physical activities. In essence, the teacher should be creative in her strategies with the aim of increasing the communicative competency of the learners rather than teach by the book. Learners as well, play a major role in their own learning progress.They should maintain a high level of self-motivation by actively participating in tasks and activities and being attentive at all times. 9. 1 CONCLUSION The ALM definitely has its pros and cons in a second language classroom. However, the disadvantages and negative implications can be overcome if a slightly more eclectic approach to second language teaching is taken. Some teachers may stubbornly hold fast to the rules of the ALM and refuse to stray from it. In such a case, the 11 objective of second language teaching should be questioned. Is one’s loyalty to the method or to the goal of aiding learners in achieving communicative competence?If it is the latter, it does not matter what method is used in the classroom as long as ultimately, learners gain valuable communicative skills. As Celce-Murcia illustrates (as cited by Abdel-Rahman Abu-Melhim in the International Foru m of Teaching and Studies): â€Å"Today, language students are considered successful if they can communicate effectively in their second or foreign language, whereas two decades ago the accuracy of the language produced would most likely be the major criterion contributing to the judgment of a student’s success or lack of success. † (1991, p. 125)One single method should never be used exclusively in the classroom because it shall always remain flawed. It is the teacher’s responsibility to determine her teaching goals and appropriate methods to be used; where an eclectic one might better achieve those goals. Therefore, the teacher of a second language must be prepared to modify and adjust her methods to suit the different learning needs of the learners. 12 APPENDIX A Here are examples of the different drills used in the Audio-lingual Method: Repetition drill Repetition drill is the normal drill, usually used to teach the lines of the dialogue.Students are require d to repeat after the teacher’s model until they are almost identical. Chain drill The Chain drill uses maybe the first few lines of a simple dialogue. The teacher begins by addressing a student, or asking him a question. The student responds, then turns to the student beside him and asks him a similar question. The second student responds and the chain goes on until each student has participated. This allows for the teacher to check learner’s speech. Transformation drill The teacher may give learners a question, and the learners are then required to formulate an answer from the form of the question given, and vice versa.Or, an affirmative sentence is given and learners need to transform it into the negative. This can be used for teaching active and passive sentences, as well as direct and reported speech. Question-and-answer drill This drill allows for learners to practice answering questions accurately and rapidly. It can also be done the other way round, where the l earners form the questions on cue. 13 REFERENCES Abdel-Rahman Abu-Melhim. 2009. Re-evaluating the Effectiveness of the Audiolingual Method in Teaching English to Speakers of Other Languages.International Forum of Teaching and Studies 5(2): 1-9. Britto, Rory. 2009. The Dissipation of Methods in ESL: Expanding to Fill the Void. The Journal of Education p. 75-84. Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy, p. 13-37. Second edition. New York: Addison Wesley Longman, Inc. Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching. Second edition. New York: Oxford University Press. Savignon, Sandra J. 2001. Communicative Language Teaching. Theory Into Practice 26(4): 235. Audio Lingual Method The Audio lingual method or the Army Method is a style of teaching used in language Instruction. It is based on behaviorist ideology, which professes that certain trait of living things, and in this case humans, could be trained through a system of reinforcement and correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. So in the Audio Lingual Method, the instructor would present the correct model of a sentence and the students would have to repeat it. The teacher would then continue by presenting new words for the students to sample in the same structure. In audio lingual’s there is no explicit grammar instruction so that everything is simply memorized in form. The idea is for the students to practice the particular construct until they can use it spontaneously. In this manner, the lessons are built on static drills in which the students have little or no control on their own output; the teacher is expecting a particular response and not providing that will result in a student receiving negative feedback. As mentioned, lessons in the classroom focus on the correct imitation of the teacher by the students. Not only are the students expected to produce the correct output, but attention is also paid to correct pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given. Furthermore, the target language is the only language to be used in the classroom. This method is one of the three main ways to teach a foreign language. Along with â€Å"the direct method,† the audio lingual approach keeps the majority of the language instruction in the target language. Audio lingual teaching concentrates on drills that teach grammar while the direct method concentrates more on vocabulary. When the grammar of the target language is explained in the native language, the method is called communicative language teaching. The method relies on drilling, habit formulation, and the use of a language lab, which might remind you of your high school language class. Grammar is not taught outright, but instead language is taught in its correct grammatical structure. Although the method made sense for its original purpose and was successful in allowing basic communication. The method relies on drilling, habit formulation, and the use of a language lab, which might remind you of your high school language class. Grammar is not taught outright, but instead language is taught in its correct grammatical structure. Although the method made sense for its original purpose and was successful in allowing basic communication. The Audio-lingual Method is still in use today, though normally as a part of individual lessons rather than as the foundation of the course. These types of lessons can be popular as they are relatively simple, from the teacher's point of view, and the learner always knows what to expect. But it has been heavily criticized, especially by linguist Noam Chomsky. The rigidity of the method left little room for the spontaneity of free-flowing conversation, which made it difficult to use the language in the real world. Audio Lingual Method 1 GGGV 2044 METHODS IN TEACHING ENGLISH AS A SECOND LANGUAGE Semester 2 2009/2010 AUDIO-LINGUAL METHOD: A DISCUSSION (INDIVIDUAL ASSIGNMENT) LECTURER: DR. HAMIDAH BT. YAMAT @ AHMAD LISA KWAN SU LI A123040 TESL/2 2 1. 1 INTRODUCTION The Audio-lingual Method (ALM), by its very name – â€Å"audio† and â€Å"lingual† – refers to a language teaching approach that focuses on two aspects of language, namely listening and speaking.Unlike its predecessor, the Grammar Translation Method, which focuses on reading and writing skills, this approach chooses to emphasize on the first two stages in the natural order of language learning (listening, speaking, reading followed by writing) with the belief that learners who are better speakers and listeners consequently make better readers and writers. The ALM has a firm foundation in the theories of both structural linguistics and behavioural psychology, and thus incorporates techniques and strategies that advocate the conce pts and assumptions of language learning from both schools of thought.The structural linguistics view of language learning says that language is learned through awareness and specific attention to the patterns and structure of the language. One of the ALM’s main characteristics is its use of repetition and drills that draw learners’ attention to the patterns of the target language which are subsequently memorized and repeated to automaticity. Language learning from the view of behavioural psychology on the other hand, occurs by conditioning and habit formation of accurate responses to stimuli. The right response for a stimulus is modelled by the teacher beforehand and then drilled into the learners repeatedly until such responses become a â€Å"habit† that enables learners to successfully produce accurate responses without clues or prompting by the teacher. This discussion aims to further understand the Audio-lingual Method and explore the advantages and disadva ntages of employing it in the second language classroom. The author also puts out her recommendations for the use of the ALM in the second language classroom. 2. 1 HISTORY By the first half of the twentieth century, the Direct Method had lost its popularity in the U. S.However, it is believed that the decline of the Direct Method brought about the emergence of the ALM. As Brown (2001) puts it: â€Å"†¦ by the middle of the twentieth century, the Direct Method was revived and redirected into what was probably the most visible of all language teaching â€Å"revolutions† in the modern era, the Audio-lingual Method. † The U. S. educational institutions at the time still believed that a reading approach like the Grammar Translation Method was more practical than an oral one. Therefore the 1930s and 1940s saw the Grammar Translation Method going strong in all schools across the U.S. However, after World War II, the U. S. saw an urgent need for her to be orally proficien t in the language of her allies as well as foes. This led to a drastic change in 4 the current view of language teaching from a mere reading approach to one with a heavier emphasis on aural and oral skills. Special intensive language programs were developed by the U. S. army which came to be known as the Army Specialized Training Program (ASTP), or more simply, the Army Method. In the 1950s, the Army Method was renamed the Audiolingual Method. 3. 1 PRINCIPLES OF ALMSome of the main principles of language learning in the ALM are stated by Alkhuli 2005 (as cited by Abdel-Rahman Abu-Melhim in the International Forum of Teaching and Studies). One of these principles is that the second language learning process should be similar to that of first language acquisition. This complies with the natural order of language learning which is listening, speaking, reading and finally, writing. It is believed that the learner first learns to speak what he has listened to, then read what he has spoke n, and write what he has read.Therefore, the ALM emphasizes on listening and speaking skills in order to facilitate the progress of reading and writing skills besides increasing communicative competency. Another principle is that the second language is best acquired by habit formation. A habit is created when an action is repeated and is subsequently produced 5 in response to certain stimuli almost without conscious activity. This is achieved via the repetitive pattern practices that are part and parcel of the ALM. Translation of the target language into the native language is considered harmful and will hinder acquisition of the second language.Such translations are believed to impede the mastery or control of the second language. When the target language is used in all circumstances in the classroom, learners learn to make direct connections between the vocabulary and its semantics in the target language itself, which is ideal for effective second language learning. However, these principles are merely assumptions. Counter-arguments include: second language learning is completely different from native language acquisition in many different aspects.In addition, the natural order of language learning that the ALM stresses on is irrelevant because the four language skills can be developed simultaneously rather than sequentially. The learning of a second language is not necessarily a process of habit formation where responses are elicited by stimuli, but also involves the cognitive. Finally, translation into the native language has proven a useful technique indeed in learning a second language, demonstrated in methods such as the Grammar Translation Method. 4. 1 MAIN FEATURES As aforementioned, the ALM follows the natural order of language learning.The use of repetitive drills is justified in shaping a new â€Å"habit† for learning the second 6 language. Stimuli-responses are expected and correct ones are immediately reinforced as conditioning, concurrent with the views of behavioural psychology. The native language also plays a minimal role in the ALM. Only the target language is used within the classroom by both teacher and learners. New material in the target language is also introduced in dialogue form, closest to a natural situational context for learners to gain communicative competence and skills.Modeling is done by the teacher whereby a particular structure of sentence is spoken and learners repeat the sentence, mimicking its sound patterns and intonation, and aiming for identicalness. Slips in learners’ pronunciation of words in the sentence are immediately corrected by the teacher to avoid formation of â€Å"bad habits†. Grammar rules are not taught explicitly but are expected to be induced by the learners through the various examples and patterns that are exposed to them during the lesson.Contrastive analyses are also done between the native language and the target language in order to draw learner’s attention to differences in pattern, structure and sound system of both languages. 5. 1 TECHNIQUES There are many techniques employed in the classroom that advocate the underlying principles (or assumptions) of the ALM, and are also based on the aforementioned two main schools of thought for the said method. 7 One of the main techniques used is of introducing new learning material in the form of a dialogue. A model conversation is analyzed, broken down and memorized through mimicry. Dialogues are seen as a natural conversational ontext that will aid learners in applying learned structures and vocabulary. Many drills are used in the ALM. The backward build-up drill (expansion drill) breaks down a difficult sentence into smaller parts. Usually the last phrase of the sentence is repeated by the learners and then parts are added on, or expanded, until learners are able to repeat the complete sentence without further trouble. Single-slot substitution drills require the learners to substi tute in cues given by the teacher into a particular slot in the sentence. Multiple-slot substitution drills on the other hand, require a higher level of competence from the learners.Learners must recognize particular slots within the sentence to substitute the cues given by the teacher, occasionally having to alter subject-verb agreements as well. Other drills include the repetition drill, chain drill, transformation drill and question-and-answer drill. (Refer to Appendix A) 6. 1 ADVANTAGES As compared to an extreme method like the Grammar Translation Method, where reading and writing are so stressed on that speaking and listening skills are neglected, ALM does develop the aural/oral skills of learners. Learners through the ALM are able to participate in situational contexts competently. 8In addition, learners are more aware of the phonetic aspects of the language. Through modeling and mimicry, learners pay more attention to proper pronunciation and intonation. Errors in pronunciati on are immediately dealt with, while correct responses are positively reinforced. Learners are sensitive to the intonation and are aware of their different functions of questioning, requesting, pleading etc. Through substitution drills, learners also learn to recognize the borders between the phrases that make up the sentence. They are also exposed to a variety of different sentences that have similar structures through repetition drills as well.Transformational drills help learners familiarize with question tags and their corresponding answers, affirmative and negative sentences and even active and passive ones. Such a wide variety of sentence and question structures serve to enhance learners’ communicative ability. 7. 1 DISADVANTAGES Although the drills that are the ALM’s distinguishing feature may be considered one of its strengths, they are also its weakness. Such drills leave no room for creativity, causing learners to lose interest or feel bored in the classroom. When learners lose their motivation, it negatively affects their progress in second language learning.New vocabulary learned is also limited in context. Instead, the sound system and grammatical patterns are emphasized on more. Learners are taught set phrases in gruel repetition in response to certain questions, where the form and structure are 9 highlighted. Consequently, learners are only drilled to respond correctly with answers that are expected of them without caring much for its meaning. For example, the set phrase, â€Å"Fine, thank you,† is taught as a response to the question â€Å"How are you? † which learners use even when they feel otherwise.This phenomenon is comparable to robots that have no cognition and only give particular responses to particular stimuli! There is rarely any variation in learners’ responses other than the ones that have been taught. Therefore, interaction and dialogue is very schematic and unnatural. In short, communicative com petence is still called to question. Learners of the ALM may be able to participate in conversations, but they are rarely spontaneous and it is observed to be rather a case of regurgitating the â€Å"right† responses in a certain situational context from memory.Should they not be able to recall the set phrases that have been learned, they are at a loss as to how to respond to the questions and conversational prompts of the other speaker. 8. 1 RECOMMENDATIONS From the discussion above, it is evident that although communicative competence is insufficient, the ALM drills provide learners with a multitude of structures and grammatical patterns that form the basic foundation for communication. The challenge is to help learners apply the knowledge they have gained to communicating effectively and in a natural manner. 10However, this cannot be done if drills are continuously insisted upon in the classroom. A degree of flexibility is needed on the part of the teacher to allow spontan eous and natural conversation to take place after drilling them as well. Unguided dialogue practice forces the learners to apply what they have been drilled with into a communicative setting, taking into consideration the meaning of the phrases learnt with relevance to the given situation. Model conversations can still be provided, but spontaneous ones allow for creativity and variety in responding according to the individual learner. Communication becomes more natural.With regards to learner motivation, the responsibility is shouldered by both the teacher and the learners themselves. The teacher needs to, again, be flexible and allow for elements not necessarily ALM-like to be incorporated into the lesson, if only for the sake of breaking the monotone. Drills can still be employed of course, but in more interesting ways like role play and physical activities. In essence, the teacher should be creative in her strategies with the aim of increasing the communicative competency of the learners rather than teach by the book. Learners as well, play a major role in their own learning progress.They should maintain a high level of self-motivation by actively participating in tasks and activities and being attentive at all times. 9. 1 CONCLUSION The ALM definitely has its pros and cons in a second language classroom. However, the disadvantages and negative implications can be overcome if a slightly more eclectic approach to second language teaching is taken. Some teachers may stubbornly hold fast to the rules of the ALM and refuse to stray from it. In such a case, the 11 objective of second language teaching should be questioned. Is one’s loyalty to the method or to the goal of aiding learners in achieving communicative competence?If it is the latter, it does not matter what method is used in the classroom as long as ultimately, learners gain valuable communicative skills. As Celce-Murcia illustrates (as cited by Abdel-Rahman Abu-Melhim in the International Foru m of Teaching and Studies): â€Å"Today, language students are considered successful if they can communicate effectively in their second or foreign language, whereas two decades ago the accuracy of the language produced would most likely be the major criterion contributing to the judgment of a student’s success or lack of success. † (1991, p. 125)One single method should never be used exclusively in the classroom because it shall always remain flawed. It is the teacher’s responsibility to determine her teaching goals and appropriate methods to be used; where an eclectic one might better achieve those goals. Therefore, the teacher of a second language must be prepared to modify and adjust her methods to suit the different learning needs of the learners. 12 APPENDIX A Here are examples of the different drills used in the Audio-lingual Method: Repetition drill Repetition drill is the normal drill, usually used to teach the lines of the dialogue.Students are require d to repeat after the teacher’s model until they are almost identical. Chain drill The Chain drill uses maybe the first few lines of a simple dialogue. The teacher begins by addressing a student, or asking him a question. The student responds, then turns to the student beside him and asks him a similar question. The second student responds and the chain goes on until each student has participated. This allows for the teacher to check learner’s speech. Transformation drill The teacher may give learners a question, and the learners are then required to formulate an answer from the form of the question given, and vice versa.Or, an affirmative sentence is given and learners need to transform it into the negative. This can be used for teaching active and passive sentences, as well as direct and reported speech. Question-and-answer drill This drill allows for learners to practice answering questions accurately and rapidly. It can also be done the other way round, where the l earners form the questions on cue. 13 REFERENCES Abdel-Rahman Abu-Melhim. 2009. Re-evaluating the Effectiveness of the Audiolingual Method in Teaching English to Speakers of Other Languages.International Forum of Teaching and Studies 5(2): 1-9. Britto, Rory. 2009. The Dissipation of Methods in ESL: Expanding to Fill the Void. The Journal of Education p. 75-84. Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy, p. 13-37. Second edition. New York: Addison Wesley Longman, Inc. Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching. Second edition. New York: Oxford University Press. Savignon, Sandra J. 2001. Communicative Language Teaching. Theory Into Practice 26(4): 235.