tag:blogger.com,1999:blog-79795846716896643102024-03-12T16:34:16.144-07:00English LearningUnknownnoreply@blogger.comBlogger10125tag:blogger.com,1999:blog-7979584671689664310.post-18046783025558636452010-10-01T19:41:00.001-07:002010-10-01T19:41:38.115-07:00Writing an Article - Basic Rules of Grammar<div>Other Article : <br />
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Some would-be writers think they can dash off an article without bothering to learn the basic rules of grammar. But just as any craftsperson spends time honing his skills to make the perfect piece of craft, so must a writer work hard to present an article that will be a pleasure to read and not shame him for its sloppy grammar and punctuation. True, some errors are typos, but doesn't that reflect a certain laziness on the author's part? An article should be closely examined for typos before it is sent off or uploaded.<br />
<br />
Don't trust your spell checker. No automated spell-checker can alert you to every error. Whose and who's, lose and loose, quiet and quite, its and it's are all legitimate words, so there will be no red line under them. Spell-checkers are not clever enough yet to tell which one you meant to use. And if the error is not due to a typo, it means you need to keep a dictionary on hand to check anything you are uncertain of.<br />
<br />
Remember that when a word ends in " 's" it means there is a letter missing. "It's" means "it is". If you are unsure which one you should be using, try saying the sentence both ways.<br />
<br />
For instance…<br />
<br />
" It's a good day today/ It is a good day today". The latter example makes perfect sense, so it is okay to use "it's".<br />
<br />
But….<br />
<br />
"Here is a rabbit. Its burrow is over there."<br />
<br />
Does, "It is burrow is over there", make sense? No.<br />
<br />
Of course if you said, "The rabbit's burrow is over there," then the apostrophe denotes possession (and only one rabbit), not a missing letter.<br />
<br />
"The rabbits burrow is over there," (with no apostrophe) means there are several rabbits.<br />
<br />
And just for the record, "loose" means not tight, while "lose" means you've lost it.<br />
"Who's" is short for "who is", but "whose" is the possessive form of "who" (as in "Whose is that car?")<br />
"Quiet" means "hush", while "quite" is an adverb (which should usually be left out).<br />
<br />
"I felt quite silly," sounds better as, "I felt silly".<br />
<br />
"I felt like an idiot," may be even better.<br />
<br />
<br />
Sometimes rules of grammar get in the way of good writing. If this is the case they can and should be broken, otherwise your writing will become pedantic and even mechanical. One such rule is that a sentence should not begin with a conjunction. Both "and" and "but" can certainly be used to begin a sentence, or even a paragraph, but not to end one. Using either of these conjunctions to start a sentence can be a natural transition to carry the reader forward.<br />
<br />
A rule of style tells us to never use the same word twice in a sentence, but if you have to search for several other clumsy substitutes to do the job, then please repeat. Repetition of someone's name is a little different. It can easily be replaced with "he" or "she" as the sentence progresses.<br />
<br />
A persistent myth masquerading as a rule tells us not to end a sentence with a preposition. Winston Churchill is supposed to have made fun of this by stating, "This is the sort of English up with which I will not put." Of course a sentence may end with a preposition. A good rule is to write the way you speak. But unless you have grown up speaking English, ignore this rule too.<br />
<br />
A few more pointers…<br />
<br />
· When writing an article, watch that you don't repeat information unnecessarily. Even if you use different wording, it still gives the reader the impression that you think he was too dumb to get it the first time.<br />
<br />
· Use short sentences more than long ones, but do vary the length.<br />
<br />
· Break up the text by using bullet points, or asking a question. Why? It will add interest and prevent your reader falling asleep – or simply turning the page.<br />
<br />
· Use short paragraphs too. This will make the job of reading it all seem much easier. In this fast-paced world readers are mostly in a hurry. If they come to a huge block of text with no white space, they'll usually skip most of it.<br />
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If you keep these tips in mind, your articles will keep both editors and readers happy. <br />
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</script>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7979584671689664310.post-26639853922554226002010-07-05T02:50:00.000-07:002010-07-09T08:04:14.274-07:00Learn English Online<div style="text-align: justify;"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="http://dewirya-putra.co.cc/" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" title="learn english online"><img alt="learning english online" border="0" src="http://4.bp.blogspot.com/_l4LdmurRH9E/TDGqFLZcu_I/AAAAAAAAAH8/lkGtIkpIxXI/s320/learn_english_online.jpg" /></a></div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Technology today become very powerful and we can't hide that technology help most of human activity. technology such as computer, internet, radio, Television, and other become the source of information, especially the internet. why internet become very special?. because internet is the only simple and fast way to travel the information to the world, moreover it is very easy to learn. in knowledge internet also take a part by providing online learning. it help us to learn every material, especially to learn English. Learn English on internet would be wise and useful since English is the main language on the internet. The rapid pace of language changes in today's society can only be kept up with by online English internet learning forums.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">The constant change of the internet provides an excellent medium on which to base your English studies. The internet is instant and the study courses are always available. English learners and those looking to improve their language set can go online anytime and hear, speak, and read English any time of the day or night.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Other options available to the English student are the large English online learning based courses. Any skill level and any subject material from every day life to business transactions and on the job details can be found in English lessons online. Other options available are chat rooms and online forums where one can interact with other students and hone their skills. In the next few years the internet will dominate as the world's foremost learning center tool.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;"><b>Speed of Learning</b></div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;"><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/_l4LdmurRH9E/TDGqkh99hwI/AAAAAAAAAIE/wpODrebzRHo/s1600/image002.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="149" src="http://3.bp.blogspot.com/_l4LdmurRH9E/TDGqkh99hwI/AAAAAAAAAIE/wpODrebzRHo/s200/image002.jpg" width="200" /></a></div>Learning English doesn't have to be a fast paced race as classroom learning tries to make it. Really learning a language takes time. It takes as much time as did learning your mother tongue did growing up. There were years of simply listening and then making simple phrases of common words.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Time and repeated exposure are all the necessary tools needed to learn a language. Grammar and spelling can be used later to improve the skill set. Your improvements will show with the amount of time you spend listening.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">The more you listing to English on the internet, the more you learn. The listening skills improve confidence and accuracy. After listening has been mastered then learning to speak simple words then phrases will improve the vocabulary. Finally, once the language can be spoken confidently, adding in slow paced grammar and spelling lessons can help you gain a mastery in your new language.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;"><b>Learn English On Internet</b></div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;"><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/_l4LdmurRH9E/TDGqu9LTyTI/AAAAAAAAAIM/k0QTp6WtHNU/s1600/family.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="248" src="http://2.bp.blogspot.com/_l4LdmurRH9E/TDGqu9LTyTI/AAAAAAAAAIM/k0QTp6WtHNU/s320/family.jpg" width="320" /></a></div>English internet learning provides you with the ability to customize the pace and lessons plans. There are many courses to choose from, most of them are free and provide excellent tutoring for the new and beginning learner. Other courses are made for those who are familiar with English and need to improve their skill set.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Start with listening to your new language . Learning English in the internet requires a set of speaker and a lot of time listening. Once you have mastered this and can comfortably understand spoken English internet lessons, then you can move onto reading English.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Learning to read simple Englishis a great starting base that forms a great foundation for your English internet learning capabilities. Many programs can provide feed back instantly on your progress.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Next in your English online lessons involves learning grammar and syntax. Grammar is the uses of the words and how they are arranged in speech and writing. Syntax deals with the overall structure of sentences and speech. These are significant as they import more meaning to your words and can help others understand your communications in English more effectively. In business, grammar and syntax also aid you to display a professional and successful demeanor.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Once you have these down, then you simply need to expand your vocabulary and writing skills . Doing these regularly for a long period of time can help making English like second nature. learn English on internet can have a profound affect on your business and social life. If you are moving to a new country or simple want to use the internet more effectively for business, if you learn English on the internet you will have an advantage in society</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7979584671689664310.post-53242882208419242012010-07-04T21:34:00.000-07:002010-07-09T08:04:24.949-07:00Improving Student english ability using TI<div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/_l4LdmurRH9E/TDGx56eVvQI/AAAAAAAAAIc/0htCHn0TfK4/s1600/TI_NAVclass.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/_l4LdmurRH9E/TDGx56eVvQI/AAAAAAAAAIc/0htCHn0TfK4/s320/TI_NAVclass.jpg" /></a></div><br />
<div style="text-align: justify;">In English, technology includes cameras, audio equipment, computer technology, video equipment, overhead projection devices, scanners, printers, CD equipment - almost any device that can access, present, manipulate and communicate words, sounds and images to enable us to create meaning.Furthermore English teachers have always used some technology but the explosion in digital. technologies has opened up new and exciting possibilities:</div><br />
<br />
Why use computer technology in English?<br />
<br />
There are two kinds of reasons for using computer technology in English. First there are the benefits to teachers and students from including computer technology in any learning area:<br />
<br />
For students technology can: <br />
<ul><li> be very motivational</li>
<li> be the source of a significant amount of reading material</li>
<li> be fun - and when it's fun you learn!</li>
<li> help students to produce excellent published work</li>
</ul><br />
For teachers technology can: <br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/_l4LdmurRH9E/TDGyxWaBglI/AAAAAAAAAIk/K8aLYY6Z3yc/s1600/2_computers.gif" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/_l4LdmurRH9E/TDGyxWaBglI/AAAAAAAAAIk/K8aLYY6Z3yc/s320/2_computers.gif" /></a></div>* allow for the easy production, storage and retrieval of prepared materials such as certificates and work required sheets.<br />
* free up communication with other teachers<br />
* help teachers to find information easily<br />
* assist good teaching but not replace it!<br />
<br />
Secondly, there are the challenges and opportunities presented by computer technology that make it an increasingly important part of English in particular. These include:<br />
<br />
* the emergence of new kinds of texts and the consequent need to teach students to create and use these texts effectively;<br />
* changing social practices associated with communicating via computers and the consequent need to teach students how to make judgements about appropriate use of different avenues of communication;<br />
* the pervasiveness and power of texts created through computer technology and the consequent need to teach students to be critical readers and viewers of such texts.<br />
<br />
Each of these is discussed briefly below.<br />
<br />
1. Creating and using new kinds of texts.<br />
- such as hyper-texts, web-pages, e-mail communications, and multi-media texts.<br />
<br />
<div style="text-align: justify;">Many of these texts blend the written, spoken and visual, so students can express ideas in exciting and powerful ways. The choices available to the creators and users of texts are expanding rapidly so English teachers need to start helping students to make informed choices.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Multi-media texts challenge readers and viewers to integrate information and ideas in new ways. Making meaning from the interplay of words, sound and vision involves a sophisticated set of skills, skills that have not necessarily been highly valued in the past:</div><br />
<div style="text-align: justify;">Hypertext heralds a different way of accessing texts since, even more than with traditional print or screen texts, the reader or viewer actively creates an individual text through choices made. We can choose to jump from link to link in different ways, creating many possible texts from one set of material. Adults often comment ironically on the almost irresistible lure of hypertext links that invite us to flit from site to site, searching for the better, brighter site that surely waits just one screen away. We need to explore the same issue with students to ask what effect this has on our understanding and how we judge when it is better to resist or go with the lure.</div><br />
<br />
In a recent workshop presented by PETA, Katina Zammit presented Tasmanian teachers with some useful tools to help students read computer texts, including her analysis sheet for web sites:<br />
Analysing Screens<br />
<br />
Select an Internet site and consider the questions below:<br />
<br />
How is the screen composed?<br />
<br />
* What caught your eye first?<br />
* What has been placed on the left side of the screen (the Given section)?<br />
* What has been placed on the right side of the screen (the New)?<br />
* What is in the top half of the screen (the Ideal)?<br />
* What is in the bottom half (the Real)?<br />
* Why has the screen been designed in this way?<br />
* How would you read this screen? Where would you start?<br />
* What pictures or images have been included? Why? What do they represent?<br />
How natural/scientific/abstract are they?<br />
* What written text is used? Why? What sort of fonts, size of type? Why?<br />
* What would students need to know to be able to use this site or read this screen?<br />
* What navigation tools are used? Where are they located? How might this influence<br />
the user's reading pathway?<br />
* Does the screen provide information (Offer) or have an image that looks you in the eye<br />
(Demand)?<br />
<br />
top icon<br />
<br />
2. Judging the appropriate use of new kinds of texts.<br />
<br />
<div style="text-align: justify;">When we use computer technology to make and access texts, we operate in changing social contexts. E-mail, discussion groups and chat rooms create qualitatively different contexts for communication. Teachers often comment that the kinds of relationships they and their students establish through these kinds of channels are unlike others they are familiar with. For example, with no status cues such as paper quality, handwriting or letterhead, e-mail is potentially a great leveller. While this has possible advantages, we also need to establish new ways of judging authenticity and credibility. As the clamour</div><div style="text-align: justify;">for better Netiquette suggests, there is a need for everyone to make judgments about the appropriate use of new texts. Students need to weigh up the relative advantages of e-mail, letter, fax or phone call in any particular situation as all will become increasingly available.</div><br />
Other questions arise, such as:<br />
<br />
* What is appropriate information to include on a personal home page?<br />
* What are the pros and pitfalls of computer chat?<br />
* If e-mailing someone we don't know, what is an appropriate tone to use?<br />
* Does layout matter?<br />
* What are the social and personal implications of not having access to computer<br />
technology to communicate?<br />
<br />
3. Critically reading and viewing computer-based texts.<br />
<br />
While teachers have been busy learning to use computer technology, the emphasis has understandably been on practical applications rather than critical analysis. Now that critical literacy is recognised as a significant part of English, teachers are starting to develop a critical approach to computer technology. The same kinds of questions that we ask of other texts can be asked:<br />
<br />
* Who is privileged in this text?<br />
* Who might this text exclude or marginalise?<br />
* What attitudes and values are implied in this text?<br />
<br />
<div style="text-align: justify;">Just as students increase their personal power when they improve their traditional literacy skills, they also gain significant social power through competent, critically-aware use of new communication technology. English teachers are in a powerful position to help students develop this new dimension of literacy. top icon</div><br />
Issues involved in using computer technology in your classroom<br />
<br />
* Developing a whole school approach. This involves considering how students will be taught basic skills; what kinds of priority will be given to students in accessing computers; security and privacy implications of the use of computer technology; intranet development and use.<br />
* The teaching strategies needed to accommodate the computers. As students'access to information improves so that they can go beyond what the teacher or school provide, and can locate information much closer to its source, the relationship between teacher and student inevitably changes. Some students may have a much stronger practical knowledge base and operational understanding<br />
of computer technology than their teacher does. Recognising this, we need to work out how to acknowledge and use their skills and bring our own teaching expertise and critical awareness to bear in choosing appropriate ways of working with computers. Questions arise such as: Can we use peer-tutoring to help students develop basic skills? How are computers best used within a writing program? What is the most time-effective way to use computers for research?<br />
* Where to place the computers in the school/classroom. Where do they need to go to become a natural part of learning programs, and not an add-on? How can we ensure the most effective access to computer technology by the greatest number of students?<br />
* The technical assistance needed. What happens in the event of a breakdown? Who will help you to trouble-shoot? What kinds of routines might help to minimise technical difficulties and keep the learning program going smoothly when they inevitably occur?<br />
* Classroom dynamics. How do we ensure that students use the computers in a collaborative way? What balance of computer and other activities is appropriate at any one time to keep the class communicating and functioning well?<br />
* Skills, attitudes and knowledge of computers and computing. What kind of PD is needed and what is the best way to get it? How do we help students to develop the specific skills needed in English, such as effective use of spell-checking programs and critical viewing skills?<br />
* Moral, ethical and equity questions. When the Internet opens up information resources far beyond the schools' own, how do we ensure that students are protected from exploitation but not limited? What kinds of ethical questions do we need to investigate with students?Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7979584671689664310.post-62656632846078820612010-06-12T04:01:00.000-07:002010-07-09T08:04:36.708-07:00The Use of Technology to Improve Listening<div style="text-align: justify;"><div class="separator" style="clear: both; text-align: center;"> <a href="http://dewirya-putra.co.cc/" imageanchor="1" rel="external" style="margin-left: 1em; margin-right: 1em;" title=" dewirya blogs the source information"><img alt="dewirya blogs the source of information" border="0" src="http://2.bp.blogspot.com/_l4LdmurRH9E/TDFfN8Z3-xI/AAAAAAAAAHk/DZupDivgB0U/s320/dewirya-tugas-it.gif" /></a></div>I think everybody agree that computers are in the center of our everyday life. Is your answer no? Then, just think again: Computers can divide/multiply or add numbers for us, we can draw money from computer managed ATMs anytime we like, they work in our digital watches, in ABS & ESP systems in our cars, in almost all of the control mechanisms of an aeroplane, in digital cameras, in cellular phones, in cd players, in remote controllers, in photocopiers, in satellite systems, so on and on…. Do they sound familiar? If you use any of them, it means that you unconsciously “managed” by a computer system in your everyday life, because all the things I mentioned here have the same basic controlling system: computer. However, we also use computers – I mean Personal Computers- consciously and directly in banks, offices, schools, homes, and everywhere they are needed… We use computers in any cases, anyway, so this is the awful truth: We are totally surrounded by computers. Believe it or not, this is the reality.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">As regards education, -in our case it is foreign language education-, do you still believe that foreign language teaching & learning process keeps unaffected by this 'silent computer revolution' and is trying to accomplish its aim through so-called “traditional” methods? I am giving the answer for you: Definitely not! Now, foreign language teaching methods are rapidly shifting from the traditional methods to the methods using computer applications and multimedia environments. These applications and environments are used extensively and successfully in reading, writing, listening and speaking practices by ESL teachers and students throughout the world. What's more, the tools I mentioned here are truly helpful in practising the four skills of a language (reading, writing, listening and speaking) since these tools give language practisers almost exacly what they need; however, the main focus of interest in this article is developing listening & speaking skills via internet & multimedia tools. “The internet is suitable place to practise languages as it offers the possibility, with the right software, of using images and audio resources at the same time, combining sounds and images as in communicative situations in the real world. It also provides users with a highly appealing and innovative format” (Labayen et. al., 2005, p.9). From now on, I will try to show you what computers, internet and multimedia environments offer and how using these tools can help ESL students practising listening & speaking throughout this text.</div><div style="text-align: justify;"><br />
<br />
</div><div style="text-align: justify;"><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/_l4LdmurRH9E/TDFf7OnQ1HI/AAAAAAAAAHs/lNKHhg9nZiw/s1600/elearning-home-pupils.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="168" src="http://4.bp.blogspot.com/_l4LdmurRH9E/TDFf7OnQ1HI/AAAAAAAAAHs/lNKHhg9nZiw/s200/elearning-home-pupils.jpg" width="200" /></a></div>Originally, media environmets' high, fast and easy accessibility is what makes them an almost perfectly tailored solution to L2 effective and easy-to-reach learning & practising resources. Using media environments is convenient in itself, indeed, because it gives us the possibility to choose what is appropriate for us at a certain period of time. Hoven (1999) asserts that computers allow L2 learners to determine the way and the pace that suits them and their needs. For example, when an ESL practiser is in class, s/he can have access to the internet, TV/video to watch movies or educative programmes in the target language, or study on a listening/speaking application using a computer on his/her own. Ehsani et. al. (1998) emphasize that by combining sound, vision, text, video and animation, this self-paced interactive learning environments create much more educative and creative classroom environments. What's more, besides individual work, two or more people can work together in a group activity which makes the process more interactive. Hoven (1999) believes that computers allow learners to add up what they know altogether more effectively and support peer correction. What's more, Ellis et. al. (2005) suggest that technology has shaped the collaborative relationships between students and the way they interact with each other which eventually shape the learning opportunities in a classroom.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;"><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/_l4LdmurRH9E/TDFgPOJOONI/AAAAAAAAAH0/Z-6-TycbfSw/s1600/learning.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br />
</a></div>The use of the internet in classroom environment is relatively a new phenomenon. However, seeing that it offers almost unlimited resources and choices, it has become widespread all around the world. At this point, the important thing is how to use it effectively in classrooms. Labayen et. al. (2005) emphasize that only when the sources are properly selected can the internet be useful in a learning environment. Then, another problem arises: How to select appropriate web sites to make use of them in a classroom to improve listening and speaking skills of students? Labayen et. al. (2005) show that the best way to find good web sites is to listen to a collegue's suggestions who actually searched the site on his/her own or find a “serious” web site which may actually help.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">When it comes to speaking practice via the internet, there are cheap, useful and wise solutions available. For example, Skype, MSN Messenger, GoogleTalk and similar VoIP applications can be used to connect a native speaker on the internet and realize a real-time conversation for free. Volle (2005) notes in her research that using MSN Messenger to conduct her online lessons, she observed the development in oral proficiency of her students. Even though VoIP conversations cannot make up for some features of a real & face-to-face conversation, it is a precious opportunity for an L2 learner to use VoIP applications considering the hardships of finding a native speaker in the place where the learner lives. Labayen et. al. (2005) indicate that face to face communication has many advantages, so video-audio devices in CALL and on the internet are essential to teach oral skills.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;"><b>MSN Messenger application user interface.</b></div><div style="text-align: justify;"><br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/_l4LdmurRH9E/TDFgPOJOONI/AAAAAAAAAH0/Z-6-TycbfSw/s1600/learning.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/_l4LdmurRH9E/TDFgPOJOONI/AAAAAAAAAH0/Z-6-TycbfSw/s320/learning.jpg" /></a></div></div><br />
<div style="text-align: justify;"><br />
</div><div style="text-align: justify;"></div><div style="text-align: justify;">As an alternative, internet TVs and radios can be used to develop listening comprehension skills of an L2 student in an entertaining atmosphere; however, there is a relatively new emerging phenomenon: YouTube.com! This is a video upload-watch-download site and is increasing its popularity day by day. To have an idea how the site looks like see Fig. 4. According to statistics, the site has more than six million videos and the total time necessary to watch all these videos is 9.305 years! This huge video pool offers priceless opportunities to practice listening in an entertaining and convenient environment. LeLoup & Ponterio (2006) allege that television/radio shows, news, documentaries, music videos and any videos beyond the imagination of people are just one click away. All you need is an internet connection. The rest is almost totally free; however, LeLoup & Ponterio (2006) also suggest that videos should be carefully selected and prepared by the instructor to maximize comprehension and minimize frustration of learners and they hope that improvement in search tools for videos will allow the teachers to find the right video clip for supporting language class.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;"><b>The Use of YouTube videos to improving listening comprehension.</b></div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">As BBC has always been seen as a genuine source of “right” form of English, it cannot be disregarded for English Language Teaching. Being aware of its educative role, BBC has been publishing books, audio/video materials and so on. With the rise of the internet, BBC has prepared an English Learning Page which is one of the best of its kind. LeLoup & Ponterio (2006) assert that the site gives ideas to the learner about material development and how to work efficiently with the aural input. Maintaining the publication at http://www.bbc.co.uk/worldservice/learningenglish/ , BBC provides the visitors with quizzes, videos, podcasts and games as well as radio archives and voice recordings. As regards listening activities, there are many activities based on listening comprehension one of which is shown at Figure 5.</div><br />
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</div><div style="text-align: justify;">The aim of this article is to discuss some prominent benefits of using computer and multimedia environments to develop L2 students' listening & speaking skills and how the L2 students are affected from it. Jenks (n.d.) suggests that the internet and internet-based applications have great influence on us; however, since enough research hasn't been made over the issue, we are not certain 100 % about the outcomes of its use. Of course, we know that there are some limitations in its use as well; however, keeping it in our minds, ELT community should eliminate the limitations as much as they can and try to exploit its usefulness in every aspect of language teaching. To do this, much more research and experiments are required in the area. Hampel et. al. (n.d.) assert that finding an effective way to practise speaking is one of the biggest problems in both distant education and also online education. By determining the weak points of the method and fixing them, work force can be used more efficiently, more energy and material can be saved and more reliable and permanent development can be achieved. To achieve the better, we all should work very hard and do the best we can for it. </div><div style="text-align: justify;"><br />
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</div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-7979584671689664310.post-39274558785292729092010-06-11T23:41:00.000-07:002010-07-09T08:04:53.366-07:00The Impact of Media in Learning<div style="text-align: justify;"><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/_l4LdmurRH9E/TDGrZ4SIU5I/AAAAAAAAAIU/m-LWHhM3-dE/s1600/bunny.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/_l4LdmurRH9E/TDGrZ4SIU5I/AAAAAAAAAIU/m-LWHhM3-dE/s320/bunny.png" /></a></div><br />
Media has opened new dimensions in learning. Now education is no longer a constraint for anyone. Media has brought education to the doorstep of each and every individual. All forms of media- the newspaper, radio, television and the internet are equally important in imparting education. As the technology is progressing, the different educational modules are being channeled through certain community access centers like community radio system, televisions, internet, community multi-media centers etc. Media literacy or education does not only mean to be entertained by media but to learn something from it. As a major part of the learning process is concentrated on children, media plays a significant role to satisfy their intellectual curiosity. Children often learn important things through the media, which change their perspective to life. Moreover, radio has now started to enter into the educational sector commonly known as Community Radio System, which indirectly forms the part of e-learning process. Computer-based education has transformed the traditional offerings of distance learning. This medium of education converts the traditional static resources into interactive and interesting online modules for the learners. The primary motive of the Interactive Learning Modules is to create modular interactive learning materials for the development of education and to demonstrate their effectiveness in university curricula as well as industrial training programs. Interactive Learning Modules, which is another form of media, serves the purpose of both the technical and management corporate trainee people along with the people with learning disabilities. The main aim of this article is to focus on the positive effects of media on learning and how different forms of media have contributed to the development of mankind.</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7979584671689664310.post-61808556538306144222010-06-11T23:11:00.000-07:002010-06-11T23:28:02.873-07:00Search Engine Optimization<div width="500">Other Article : <br><script type="text/javascript">
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</script></div>Search engine optimization (SEO) is the process of improving the volume or quality of traffic to a web site or a web page (such as a blog) from search engines via "natural" or un-paid ("organic" or "algorithmic") search results as opposed to other forms of search engine marketing ("SEM") which may deal with paid inclusion. The theory is that the earlier (or higher) a site appears in the search results list, the more visitors it will receive from the search engine. SEO may target different kinds of search, including image search, local search, video search and industry-specific vertical search engines. This gives a web site web presence.<br />
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As an Internet marketing strategy, SEO considers how search engines work and what people search for. Optimizing a website primarily involves editing its content and HTML and associated coding to both increase its relevance to specific keywords and to remove barriers to the indexing activities of search engines.<br />
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The acronym "SEO" can refer to "search engine optimizers," a term adopted by an industry of consultants who carry out optimization projects on behalf of clients, and by employees who perform SEO services in-house. Search engine optimizers may offer SEO as a stand-alone service or as a part of a broader marketing campaign. Because effective SEO may require changes to the HTML source code of a site, SEO tactics may be incorporated into web site development and design. The term "search engine friendly" may be used to describe web site designs, menus, content management systems, images, videos, shopping carts, and other elements that have been optimized for the purpose of search engine exposure.<br />
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Another class of techniques, known as black hat SEO or spamdexing, uses methods such as link farms, keyword stuffing and article spinning that degrade both the relevance of search results and the user-experience of search engines. Search engines look for sites that employ these techniques in order to remove them from their indices.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7979584671689664310.post-2713827103277155992010-06-08T05:38:00.000-07:002010-06-08T05:38:18.685-07:00The Simple Guide to Learn English Present Tenses<div style="text-align: justify;">If you speak English, you make use of the English present tense every day. And chances are, if you’re not an English scholar or planning on teaching English, you don’t know how to explain how each of the four tenses making up the present tense are formed and used (or even that there are four variations!). For the average person; there is one present tense and that’s all there is to know. If you want to know more (or plan on teaching English) then knowledge of each of the four minor tenses that make up the present tense is required. The four present tenses are: present simple, present continuous, present perfect, and present perfect continuous. </div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">This simple guide will tell you everything you need to know about the first of the present tenses, the present simple tense.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">When is the present simple tense used?</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">The present simple tense is used for:</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">- Routine actions, facts and generalizations that do not have a beginning or an end e.g.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">He plays golf every weekend; I drink coffee; Spiders are dangerous; Kangaroos come from Australia</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">- Commentaries, and stories told as if they are happening at the time of speaking e.g.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">He shoots, he scores!; So I dive left, and it just misses</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">- Directions, instructions and headlines e.g.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Turn left, then go around the bend and make a right; New Bridge Collapses</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">How is the present simple tense formed?</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Tenses have three variations: Affirmative, Negative and Question</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">-Affirmative: Subject + base form of verb (+ “es” or “s” for third person singular)</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">I love soccer; They race cars; He rides horses; We own this house; It makes no sense</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">-Negative: Subject + auxiliary verb “do” + not + base form of verb</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">They do not eat meat; He does not know them; I don’t attend the meeting</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">- Question: Auxiliary verb “do” + subject + base form of verb</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Do you live here?; Do they understand?; Does it work?</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Note: For this tense, only the base or present form of the auxiliary verb “do” is used (do, does).</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Third person singular</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">When talking about the third person singular (he, she, it) the verb (and auxiliary verb) changes its form.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">When forming an affirmative sentence using the third person singular, “s” or “es” is added to the base form of the verb. The rules to form most verbs are as follows:</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">If the verb ends with a consonant + “y”, change the “y” to “i” and add “es” e.g.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Fly = Flies, Try = Tries, Spy = Spies</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">If the verb ends with “o”, “s”, “z”, “x”, “ch” and “sh”, add “es” e.g.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Squash = Squashes, Hex = Hexes, Watch = Watches</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">For most other verbs, add “s” to the base form of the verb e.g.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Sit = Sits, Hit = Hits, Play = Plays</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">The auxiliary verb also changes when using the third person singular. “Does” is used instead of “do” e.g.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">It does not matter; Does he like watching movies?</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Keep it simple</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">“Do not” and “does not” can be shortened to “don’t” and “doesn’t”. All of these forms are correct, but the shorter, more contracted version is more commonly used in spoken dialogue.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">It may seem that there is no simple way of learning the English tense system, but by taking one minor tense at a time and practicing its formation and different uses, one will find that the tense system can be learnt fairly quickly. Knowledge of parts of speech and the rules to form each tense is important in the beginning, and once these are fully remembered, practice will see the entire system becoming much easier to understand and use naturally and correctly. </div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7979584671689664310.post-9868317952989465892010-04-29T05:43:00.000-07:002010-06-08T05:30:45.457-07:00apa itu HTTP<div class="separator" style="clear: both; text-align: center;"><a href="http://www.idealaunch.com/blog/wp-content/uploads/2009/12/linkbuilding.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://www.idealaunch.com/blog/wp-content/uploads/2009/12/linkbuilding.jpg" width="200" /></a></div><div style="text-align: justify;"><br />
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</div><div style="text-align: justify;">Hypertext Transfer Protocol (HTTP) adalah sebuah protokol jaringan lapisan aplikasi yang digunakan untuk sistem informasi terdistribusi, kolaboratif, dan menggunakan hipermedia. Penggunaannya banyak pada pengambilan sumber daya yang saling terhubung dengan tautan, yang disebut dengan dokumen hiperteks, yang kemudian membentuk World Wide Web pada tahun 1990 oleh fisikawan Inggris, Tim Berners-Lee. Hingga kini, ada dua versi mayor dari protokol HTTP, yakni HTTP/1.0 yang menggunakan koneksi terpisah untuk setiap dokumen, dan HTTP/1.1 yang dapat menggunakan koneksi yang sama untuk melakukan transaksi. Dengan demikian, HTTP/1.1 bisa lebih cepat karena memang tidak usah membuang waktu untuk pembuatan koneksi berulang-ulang.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Pengembangan standar HTTP telah dilaksanakan oleh Konsorsium World Wide Web (World Wide Web Consortium/W3C) dan juga Internet Engineering Task Force (IETF), yang berujung pada publikasi beberapa dokumen Request for Comments (RFC), dan yang paling banyak dirujuk adalah RFC 2616 (yang dipublikasikan pada bulan Juni 1999), yang mendefinisikan HTTP/1.1.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Dukungan untuk HTTP/1.1 yang belum disahkan, yang pada waktu itu RFC 2068, secara cepat diadopsi oleh banyak pengembang penjelajah Web pada tahun 1996 awal. Hingga Maret 1996, HTTP/1.1 yang belum disahkan itu didukung oleh Netscape 2.0, Netscape Navigator Gold 2.01, Mosaic 2.7, Lynx 2.5, dan dalam Microsoft Internet Explorer 3.0. Adopsi yang dilakukan oleh pengguna akhir penjelajah Web pun juga cepat. Pada bulan Maret 2006, salah satu perusahaan Web hosting melaporkan bahwa lebih dari 40% dari penjelajah Web yang digunakan di Internet adalah penjelajah Web yang mendukung HTTP/1.1. [1]Perusahaan yang sama juga melaporkan bahwa hingga Juni 1996, 65% dari semua penjelajah yang mengakses server-server mereka merupakan penjelajah Web yang mendukung HTTP/1.1. Standar HTTP/1.1 yang didefinisikan dalam RFC 2068 secara resmi dirilis pada bulan Januari 1997. Peningkatan dan pembaruan terhadap standar HTTP/1.1 dirilis dengan dokumen RFC 2616 pada bulan Juni 1999.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">HTTP adalah sebuah protokol meminta/menjawab antara klien dan server. Sebuah klien HTTP (seperti web browser atau robot dan lain sebagainya), biasanya memulai permintaan dengan membuat hubungan ke port tertentu di sebuah server Web hosting tertentu (biasanya port 80). Klien yang mengirimkan permintaan HTTP juga dikenal dengan user agent. Server yang meresponsnya, yang menyimpan sumber daya seperti berkas HTML dan gambar, dikenal juga sebagai origin server. Di antara user agent dan juga origin server, bisa saja ada penghubung, seperti halnya proxy, gateway, dan juga tunnel.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">HTTP tidaklah terbatas untuk penggunaan dengan TCP/IP, meskipun HTTP merupakan salah satu protokol aplikasi TCP/IP paling populer melalui Internet. Memang HTTP dapat diimplementasikan di atas protokol yang lain di atas Internet atau di atas jaringan lainnya. seperti disebutkan dalam "implemented on top of any other protocol on the Internet, or on other networks.", tapi HTTP membutuhkan sebuah protokol lapisan transport yang dapat diandalkan. Protokol lainnya yang menyediakan layanan dan jaminan seperti itu juga dapat digunakan.."[2]</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Sumber daya yang hendak diakses dengan menggunakan HTTP diidentifikasi dengan menggunakan Uniform Resource Identifier (URI), atau lebih khusus melalui Uniform Resource Locator (URL), menggunakan skema URI http: atau https:.</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7979584671689664310.post-48001726531022280182010-04-29T05:40:00.000-07:002010-06-08T05:31:20.274-07:00Apa Itu FTP<div class="separator" style="clear: both; text-align: center;"></div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">FTP (singkatan dari File Transfer Protocol) adalah sebuah protokol Internet yang berjalan di dalam lapisan aplikasi yang merupakan standar untuk pentransferan berkas (file) komputer antar mesin-mesin dalam sebuah internetwork.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">FTP merupakan salah satu protokol Internet yang paling awal dikembangkan, dan masih digunakan hingga saat ini untuk melakukan pengunduhan (download) dan penggugahan (upload) berkas-berkas komputer antara klien FTP dan server FTP. Sebuah Klien FTP merupakan aplikasi yang dapat mengeluarkan perintah-perintah FTP ke sebuah server FTP, sementara server FTP adalah sebuah Windows Service atau daemon yang berjalan di atas sebuah komputer yang merespons perintah-perintah dari sebuah klien FTP. Perintah-perintah FTP dapat digunakan untuk mengubah direktori, mengubah modus transfer antara biner dan ASCII, menggugah berkas komputer ke server FTP, serta mengunduh berkas dari server FTP.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Sebuah server FTP diakses dengan menggunakan Universal Resource Identifier (URI) dengan menggunakan format ftp://namaserver. Klien FTP dapat menghubungi server FTP dengan membuka URI tersebut.</div><div style="text-align: justify;">Cara kerja protokol FTP</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">FTP menggunakan protokol Transmission Control Protocol (TCP) untuk komunikasi data antara klien dan server, sehingga di antara kedua komponen tersebut akan dibuatlah sebuah sesi komunikasi sebelum transfer data dimulai. Sebelum membuat koneksi, port TCP nomor 21 di sisi server akan "mendengarkan" percobaan koneksi dari sebuah klien FTP dan kemudian akan digunakan sebagai port pengatur (control port) untuk (1) membuat sebuah koneksi antara klien dan server, (2) untuk mengizinkan klien untuk mengirimkan sebuah perintah FTP kepada server dan juga (3) mengembalikan respons server ke perintah tersebut. Sekali koneksi kontrol telah dibuat, maka server akan mulai membuka port TCP nomor 20 untuk membentuk sebuah koneksi baru dengan klien untuk mentransfer data aktual yang sedang dipertukarkan saat melakukan pengunduhan dan penggugahan.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">FTP hanya menggunakan metode autentikasi standar, yakni menggunakan username dan password yang dikirim dalam bentuk tidak terenkripsi. Pengguna terdaftar dapat menggunakan username dan password-nya untuk mengakses, men-download, dan meng-upload berkas-berkas yang ia kehendaki. Umumnya, para pengguna terdaftar memiliki akses penuh terhadap beberapa direktori, sehingga mereka dapat membuat berkas, membuat direktori, dan bahkan menghapus berkas. Pengguna yang belum terdaftar dapat juga menggunakan metode anonymous login, yakni dengan menggunakan nama pengguna anonymous dan password yang diisi dengan menggunakan alamat e-mail.</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7979584671689664310.post-21306134876847477822010-04-22T06:32:00.000-07:002010-06-08T05:31:45.171-07:00Tenses<div style="text-align: justify;">Many English learners worry too much about tense. If you stopped 100 native English speakers in the street and asked them about tense, one of them might give you an intelligent answer - if you were lucky. The other 99 would know little about terms like "past perfect" or "present continuous". And they would know nothing about aspect, voice or mood. But they can all speak fluent English and communicate effectively. Of course, for ESL it helps to know about tenses, but don't become obsessed with them. Be like those native speakers! Speak naturally!</div>Unknownnoreply@blogger.com0