Macbeth Story Essays (897 words) - Characters In Macbeth

Macbeth Story In the story MacBeth, numerous things change all through the story. The settings, attire, and climate are only a portion of the recognizable changes that the peruser sees during the story. One of the most perceptible changes that the peruser sees supposedly along, is the adjustment in the characters activities, feelings, and perspectives. The characters change because of what has occurred around them and what has been said to them. MacBeth changes in his activities and his demeanor all through the story. In the start of the play, MacBeth is content with his status. He is the Thane of Glames. He has an incredible notoriety among his companions and his supporters. He has numerous companions, including an old buddy named Banquo. He is a dependable subject to the King and he would never really disappoint him. The King all things considered holds MacBeth with high respect, as he is going to broadcast him the Thane of Cawdor. He would battle and bite the dust for the King. He is joyfully hitched to his better half Lady MacBeth, who is rational at that point and they live their lives basically furthermore, cheerfully. As MacBeth and his old buddy Banquo are coming back from a fight which they have won they go over three witches. The witches tell MacBeth and Banquo about their predeterminations. MacBeth's fate is to turn into the Thane of Cawdor and later become the King. Banquo's destiny is to have his child's become King's. This is the place MacBeth gets adulterated by his own desire. The witches predictions make MacBeth wonder about what's to come. He ponders what it might be want to be King yet he doesn't plan to make any move on it. Banquo, then again, understands that the witches predictions must conceal a stunt yet, MacBeth is oblivious and won't acknowledge that. Banquo chooses not to attempt change destiny and he lets nature follow all the way through. MacBeth and his accomplice in wrongdoing, Lady MacBeth, attempt to change the future by going on a bleeding and savage murder binge. The attempt to change natures course. In the wake of catching wind of his conceivable future, he is surprised when he go along MacDuff on his excursion home. MacDuff converses with MacBeth and presents him with the name, the Thane of Cawdor. MacBeth is beginning to understand that the witches predictions may have not have been counterfeit. He indeed is pondering about what it might want to be King. His change in character is beginning to turn out to be increasingly obvious as he is contemplating about possessing the seat. His considerations are getting tainted by the idea of turning out to be King. Woman MacBeth doesn't support the circumstance. As MacBeth was somewhat aspiring at to start with, he is still not pondering murdering the King. Woman MacBeth's aspiration of climbing socially far surpasses MacBeth's. The contemplations of doing any corrupt demonstration to the King don't enter his psyche until Lady MacBeth puts them there. She continues irritating MacBeth until he at long last surrenders to her weight. Her once modest conduct has become wanton and misleading and MacBeth has been sucked into her game. Lord Duncan remains at MacBeth's manor, while MacBeth and Woman MacBeth plot the King's demise. As MacBeth is going to slaughter the ruler, he is still somewhat reluctant, as he despite everything has a little sympathy and fairness in his heart. The slaughtering of King Duncan is when MacBeth loses any inclination in his heart and he will persevere relentlessly to be and remain King. All through the play the perusers notice MacBeth's character change not simply the manner in which he thinks and what the peruser gets notification from the play, however from the moves that MacBeth makes during the play. MacBeth's character absolutely changes when he slaughters his old buddy Banquo and endeavors to execute his child. He has Lady MacDuff and her youngsters killed to get under MacDuff's skin. These activities show MacBeth's instability while being King. After the Murder of King Duncan, MacBeth becomes jumpy and his initial step of slaughtering the gatekeepers is one of numerous that MacBeth takes to make sure about himself. This demonstration additionally shows the wantonness of MacBeth, as he needs to honest men's heads cut off for his own advantage. MacBeth is moreover superstitious and this is additionally demonstrated when he accepts the prescience the witches disclosed to him that Banquo's posterity would become lords. This is the reason he endeavors to kill Banquo's child. Towards the finish of the play when Lady MacBeth has passed on and the fight against

Robert the Bruce at the Battle of Bannockburn

Robert the Bruce at the Battle of Bannockburn Strife: The Battle of Bannockburn happened during the First War of Scottish Independence (1296-1328). Date: Robert the Bruce vanquished the English on June 24, 1314. Armed forces Commanders: Scotland Ruler Robert the BruceEdward Bruce, Earl of CarrickSir Robert KeithSir James DouglasThomas Randolph, Earl of Moray6,000-6,500 men Britain Ruler Edward IIEarl of HerefordEarl of Gloucesterapproximately 20,000 men Fight Summary: In the spring of 1314, Edward Bruce, sibling of King Robert the Bruce, laid attack to English-held Stirling Castle. Incapable to gain any noteworthy ground, he hit an arrangement with the manors leader, Sir Philip Moubray, that if the stronghold was not eased by Midsummer Day (June 24) it would be given up to the Scots. By the provisions of the arrangement an enormous English power was required to show up inside three miles of the mansion by the predefined date. This plan disappointed both King Robert, who wished to keep away from pitched fights, and King Edward II who saw the potential loss of the palace as a hit to his distinction. Seeing a chance to recover the Scottish grounds lost since his dads demise in 1307, Edward arranged to walk north that late spring. Amassing a power numbering around 20,000 men, the military included prepared veterans of the Scottish battles, for example, the Earl of Pembroke, Henry de Beaumont, and Robert Clifford. Withdrawing Berwick-upon-Tweed on June 17, it moved north through Edinburgh and showed up south of Stirling on the 23rd. Long mindful of Edwards goals, Bruce had the option to collect 6,000-7,000 gifted soldiers just as 500 rangers, under Sir Robert Keith, and roughly 2,000 little society. With the benefit of time, Bruce was capable train his officers and better set them up for the coming fight. The essential Scottish unit, the schiltron (shield-troop) comprised of around 500 spearmen battling as a firm unit. As the fixed status of schiltron had been lethal at the Battle of Falkirk, Bruce trained his warriors in battling moving. As the English walked north, Bruce moved his military to the New Park, a lush territory ignoring the Falkirk-Stirling street, a low-lying plain known as the Carse, just as a little stream, the Bannock Burn, and its close by bogs. As the street offered a portion of the main firm ground on which the English overwhelming mounted force could work, it was Bruces objective to constrain Edward to move right, over the Carse, so as to reach Stirling. To achieve this, covered pits, three feet down and containing caltrops, were burrowed on the two roadsides. When Edwards armed force was on the Carse, it would be tightened by the Bannock Burn and its wetlands and compelled to battle on a thin front, along these lines refuting its boss numbers. In spite of this directing position, Bruce discussed giving fight until the latest possible time however was influenced by reports that English resolve was low. On June 23, Moubray showed up in Edwards camp and told the lord that fight was a bit much as the provisions of the deal had been met. This counsel was overlooked, as a component of the English armed force, drove by the Earls of Gloucester and Hereford, moved to assault Bruces division at the south finish of the New Park. As the English drew closer, Sir Henry de Bohun, nephew of the Earl of Hereford, seen Bruce riding before his soldiers and charged. The Scottish lord, unarmored and outfitted with just a fight hatchet, turned and met Bohuns charge. Sidestepping the knights spear, Bruce separated Bohuns head in two with his hatchet. Chastised by his administrators for facing such a challenge, Bruce basically griped that he had broken his hatchet. The episode motivated the Scots and they, with help of the pits, drove off Gloucester and Herefords assault. Toward the north, a little English power drove by Henry de Beaumont and Robert Clifford was likewise beaten off by the Scottish division of the Earl of Moray. In the two cases, the English mounted force was crushed by the strong mass of Scottish lances. Unfit to climb the street, Edwards armed force moved to one side, crossing the Bannock Burn, and stayed outdoors for the night on the Carse. At day break on the 24th, with Edwards armed force encompassed on three sides by the Bannock Burn, Bruce went to the hostile. Progressing in four divisions, drove by Edward Bruce, James Douglas, the Earl of Moray, and the ruler, the Scottish armed force moved towards the English. As they moved close, they delayed and stooped in petition. Seeing this, Edward supposedly shouted, Ha! they stoop for benevolence! To which a guide answered, Yea sire, they bow for leniency, however not from you. These men will champion or kick the bucket. As the Scots continued their development, the English hurried to shape up, which demonstrated troublesome in bound space between the waters. Very quickly, the Earl of Gloucester accused forward of his men. Crashing into the lances of Edward Bruces division, Gloucester was slaughtered and his charge broken. The Scottish armed force at that point arrived at the English, drawing in them along the whole front. Caught and squeezed between the Scots and the waters, the English couldn't accept their fight arrangements and soon their military turned into a scattered mass. Pushing forward, the Scots before long started to make strides, with the English dead and injured being stomped on. Driving home their ambush with cries of Press on! Go ahead! the Scots assault constrained numerous in the English back to escape back over the Bannock Burn. At last, the English had the option to send their toxophilite to assault the Scottish left. Seeing this new danger, Bruce requested Sir Robert Keith to as sault them with his light rangers. Riding forward, Keiths men struck the toxophilite, driving them from the field. As the English lines faltered, the call went up On them, on them! They come up short! Flooding with reestablished quality, the Scots squeezed home the assault. They were helped by the appearance of the little society (those lacking preparing or weapons) who had been held available for later. Their appearance, combined with Edward escaping the field, prompted the English armys breakdown and a defeat followed. Outcome: The Battle of Bannockburn turned into the best triumph throughout the entire existence of Scotland. While full acknowledgment of Scottish autonomy was as yet quite a long while off, Bruce had driven the English from Scotland and made sure about his situation as lord. While precise quantities of Scottish losses are not known, they are accepted to have been light. English misfortunes are not known with accuracy yet may have extended from 4,000-11,000 men. Following the fight, Edward hustled south lastly discovered security at Dunbar Castle. He never again came back to Scotland.

Ptlls Course Meeting the Needs of Learners

Addressing needs of students www. niacedc. organization. uk Students have distinctive adapting needs, and as a preparation supplier I have to distinguish these requirements, as when you focus on understudies needs (sensibly speaking, and on an expert premise that I am able to do so ) ,your understudy will work to the best of there capacity, and their learning involvement in you will be a positive one.Students likewise have a superior duty when they have a functioning part, in choosing objectives, and they are determined what the time scale is to arrive at the objectives, and recognizing models for surveying objectives. All understudies that select with us are given enrolment surveys ,this encourages us construct an information base for understudy, and distinguishes the understudies understanding, and any capabilities they may hold. The survey likewise has an essential Math and English competency question, to permit us to set up any regions we may should have the option to address and help the understudy with.We additionally inquire as to whether they have any PC abilities and at what level. All understudies are then approached to meet with me actually so I can invite them to the course, and set them straight, it additionally permits me and the understudy to build up, their individual targets and objectives, by the understudy having in placed into there learning, it causes the understudy to feel included and makes the course when separated feasible for them..We have normal input meetings which enables the understudy to recognize a regions they feel more vulnerable in or are not so much content with, which permits a strategy to be actualized and afterward a subsequent criticism to survey how the understudy is advancing. With customary input meetings understudies are energized and it encourages them build up their abilities.

Why You Should Turn Your Best Blog Posts into a Marketing ebook

It's an old practice for writers to collect their best works into one binder. The first recorded anthology, The Garland, dates as far back as the first century in Ancient Greece. It was a collection of epigrams by 46 Greek poets collected and prepared by Meleager of Gadara, a poet himself. Related: 9 reasons your business needs you to make more ebooks Today, publishing collected poems, stories or essays is a well-established practice. But another form of publication, the ebook, has become especially popular in the last decade. For busy readers who don't want to scroll through your entire blog or website, a smartly presented ebook can save time by offering valuable information in an easily digestible format. If you want an easy way to grow your brand, here's why you should turn your best blog posts into a marketing ebook. To celebrate your greatest hits Every writer matures over time. It happens naturally because the job requires critical thinking, adaptability and insight. As you publish more posts over time, your expertise and archive grow into something really substantial. Unfortunately, most people are not going to go through your back catalogue to find all the good stuff. Get more mileage out of your most popular and valuable posts by bundling them into a convenient and impressive collection. The first step to creating this ebook is selecting the appropriate blog posts. Make a list of posts with the most traffic, comments, or social shares. Take time to review them, make edits if needed, and add new material that boosts their value. Think about how to present your information visually: infographics, bullet-point summaries, helpful imagery, charts and graphs. It really helps to choose a theme that connects all the articles into one comprehensive work. For example, if your blog is about parenting, you can choose only articles relating to pregnancy and thus create an underlying theme for the whole ebook. To expand your audience reach Using a different medium to tell your stories can help you expand your audience and attract new blog followers. ebooks are widely used today—there are many reading apps available for computers, phones and tablets. You can also find software, templates and tutorials on how to create ebooks in a variety of formats. Readers can download your ebook as a PDF, for example, and print it out or read it offline. With more opportunities to spend time with your content, new readers can get introduced to your work without feeling overwhelmed or pressed for time. It's a great way to grow your audience. To build more credibility Trying to establish and grow a blog is not an easy task. The world doesn't lack blog posts—it just needs to know where to find the right ones. Blog posts filled with experiences they can relate to and advice they can trust. That's why building credibility is important. One way to sell your ebook is by self-publishing it on Amazon. The world's largest ebook marketplace can be a valuable source of new leads for your blog. Another bonus: it's much easier to be Kindle bestseller than a printed one, so you can earn authority faster that way. Although anyone can self-publish a book these days, there's still no excuse for poor quality. In fact, much of your credibility will rely on the quality of your content. Consider asking an editor to make sure everything is consistent and in order, and ask a proofreader to review the final draft to catch any grammar or spelling errors. To open another revenue stream If you're using marketing ebooks for lead gen, you'll most likely be offering your ebook for free in exchange for contact information. But, that might not always be the case. There might be times you want to sell your ebook instead. However, if you decide to go down this road, consider updating the material included in the ebook. People who are willing to give you money will expect something new and never before seen on your blog. You can lengthen those posts by fleshing them out with new information, quotes and insights. If you do this well, you can establish yourself as an expert in the field you write about, participate in panels, and even open up new co-branding partnerships. All of these opportunities can lead to new revenue streams. To build thought leadership If your brand is young, this is the perfect time to start learning about your niche, developing your own unique insights, and building thought leadership. ebooks can help you attract a community of fans who will evangelize you to other readers just like them. For example, Amanda Hocking was a self-published author of young adult paranormal novels, and over time, her books became very popular. She invested her savings in publishing more books and soon became so famous that St. Martin's Press approached her with a real book deal. Now she is a well-respected author and a self-made millionaire. Key takeaways Getting started with ebook publishing might seem like an intimidating or arduous task, but it really doesn't have to be. You can get a quick start by publishing a marketing ebook based on content you already know performs well. Best of all, you don't have to hire a designer or become an InDesign expert to deliver beautiful content. Use online tools and templates to give yourself a leg up—you'll be surprised what you can accomplish in just a few minutes. Get started now: Lucidpress makes it easy to create beautiful ebooks that put your brand's story front and center.

Introduction. I Have Been Asked To Write This Recommendation

Introduction I have been asked to write this recommendation for Robert who is looking to invest his money of $20,000 into either Spark NZ Ltd or Ryman Healthcare Ltd. Robert is interested in his money being invested as he is focused on the potential growth which could occur over a period of time. Formed in 1987 Spark NZ Ltd (SPK) is a telecommunication company who provide a range of services not only specializing in mobile networks but broadband, and smartphones. Listed on the stock exchange firstly in 1991 as Telecom (TEL), in 2011 Chorus was split from this company creating one retail provider (Telecom) and one service provider (Chorus). In 2014 they announced a change in name to what we now know as Spark (SPK) creating a new and†¦show more content†¦Also steadily increasing is the ROE ratio, this high ratio indicates a good conversion of the owner’s contributions to profit. Ryman HealthCare’s probability graph has a trend of increasing at a fast rate (See Figure 2), this is shown predominantly by total revenue which has the largest growing slope, followed by EBITDA and NPAT. The broker Deutsche Bank have said to hold the shares in Ryman HealthCare while Forsyth Barr has said to buy the shares in this business. (RYMAN HEALTHCARE LIMITED - RYM (ORDINA RY SHARES), 2017) Through the analysis of Spark NZ Ltd and Ryman HealthCare Ltd, Ryman HealthCare has an increasing trend of both ratios, unlike Spark which has both positive and negative aspects to the ratios. Due to Ryman HealthCare having continued growth in profitability and an upward trend in the graph, with the broker’s recommendation of buying shares, Ryman HealthCare has favorable profitability. Liqudity1 Are liquid assets available to these businesses? Liquidity is important to assess in a business due to ratios â€Å"assessing how well the business can meet its short-term commitments or claims when they are due† (Atrill, McLaney, Harvey, 2015, p. 265). An analysis of Sparks liquidity has shown that both the current ratio and acid test ratio have increased from 2015 to 2016Show MoreRelatedEssay Career Comparison944 Words   |  4 PagesENGL 227 Formal Report Instruction In this assignment, students will work independently to write a short formal report that analyzes a situation and provides recommendations. This course project will satisfy TCOs 4, 6 and 8. Overview In this assignment, students will analyze two possible career choices, and then write a formal analytical report effectively presenting a recommendation to pursue one of the careers. This project has two parts: * Part one, the Table of Contents and IntroductoryRead MoreMountain Man Brewery1384 Words   |  6 PagesJeff Dickinson BUS 656 Case Write up #2 Mountain Man Brewing Company Problem Statement Mountain Man Lagers main customer is an older generation, blue-collar worker, which make up a larger percentage of the sales. In 2005 sales have dropped 2% relative to the prior fiscal year. The cause is from a stiffening competition, a market that is maturing and new products. All of these factors are stealing the customers from the Mountain Man Brewing Company (MMBC). The light beer market is startingRead MoreMUET STPM Speaking Test Tips1584 Words   |  7 Pagesexamination hall  ·Ã‚  Check your identification with the examiner by presenting your identity card and your examination slip  ·Ã‚  Sit down as instructed by the examiner (Candidate A,B,C or D)  ·Ã‚  Read the question ONLY when you are allowed to do so. DO NOT  write anything on the question paper  ·Ã‚  You can ask the examiner if you do not understand your task ONLY after the one minute reading time  ·Ã‚  You are given 2 minutes to prepare for your individual presentation (Task A). DO NOT discuss with other candidatesRead MoreEssay about Morality and Case Study1391 Words   |  6 Pagesopportunity. This couple has endured a hard-working life style to begin a new life as a young married couple in their own home. The problem that they encounter is that the young wife discovers she is pregnant, which may have been a joyous surprise to the couple, but an ultrasound revealed that the fetus has an abnormality of the absence of bilateral arm development and a 25% chance that the fetus may have Down syndrome. The dilemma is how the physician and young couple and family have differing beliefsRead MoreReflection About Volunteering886 Words   |  4 PagesIntroduction: Volunteering is an action for happiness, which does not only offer help to people in need, but also brings new experiences into our lives. By the end of October, I have participated in the Go Girls! program with Jennifer Kulanthaivelu, which is a program of the Big Brothers Big Sisters Lacombe. The objective of the Go Girls! program is to promote the importance of healthy livings to young children by helping them build a positive self-image. This program has been taken place everyRead MoreImportance Of Vaccination On Children s Physical And Cognitive Development1697 Words   |  7 PagesCanning, D, Shenoy, E 2012, The effect of vaccination on children s physical and cognitive development in the Philippines , Applied Economics, 44, 21, pp. 2777-2783, Business Source Complete, EBSCOhost, viewed 19 May 2015. 1. Identify the: (i) Title of the article ‘The effect of vaccination on children’s physical and cognitive development in the Phillipines’ (ii) Author(s) of the article (Note: surname will suffice) Bloom, Canning and Shenoy iii) Year of publication of the article 2012Read MoreUnit 3-Business Studies Level 31729 Words   |  7 PagesRSA Academy BTEC Nationals in Business (Level 3) (September 2010 onwards) Unit 3: Introduction to Marketing |Route: |BTEC Level 3 Certificate Diploma | |Unit code: |Y/502/5411 | |QCF Level 3: Read MorePast Year Question of Muet1599 Words   |  7 Pagesminutes on this task. * Mid Year 2011 MUET.You are advised to spend about 50 minutes on this task. * â€Å"The most valuable thing in life is friendship.† Do you agree? Discuss. You should write at least350 words. * End Year â€Å"A person’s choice should be determined by his or her interest.† Discuss. * March- Year 2012 MUET â€Å"Education is the most important factor in the development of a country.† Discuss * July Student’ participation in co-curricular activities has been made one ofRead MoreHow to Write an Sop for Grad School1587 Words   |  7 PagesHOW TO WRITE A WINNING STATEMENT OF PURPOSE FOR A GRADUATE SCHOOL Compiled by Shoukat Iqbal Khattak Faculty Member Bahria University of Management Sciences-Karachi campus E-mail: shoukat.iqbal@bimcs.edu.pk Developed Created by Anthony O. Okobi using: STATEMENT OF PURPOSE Table of Content 1. Introduction: What, Why and How of Statement ofRead MoreAnalysis Of The Article Beliefs And Practices Of Brazilian Efl Teachers Regarding Pronunciation Essay1663 Words   |  7 PagesIntroduction In the article â€Å"Beliefs and practices of Brazilian EFL teachers regarding pronunciation†, the author Larissa Buss (2016) presents research, which concerns about beliefs and practices of EFL teachers in Brazil, and interpret the research data and findings. In this research, quantitative and qualitative methods are both used to conduct the research and collect data and findings (Robson, 2011). Quantitative and qualitative social researchers had a good debate because researchers compare

Financial Risk Management Strategies-Free Samples For Students

Question:. Discuss About the Financial Risk Management Strategies? Answer: Introducation Fadjo will be the name of the store, which will cater to the needs of the customers located within 2km of the location of the store. The store will be launched on 15th of August 2014. The local residents will find it convenient to select variety groceries from the store (Park et al. 2013). This contradicts the trouble the residents would have encountered if the store would have been in some distant location. The location of the store would be Brighton Drive; which is a 250 square feet plot comprising of coffee shops and restaurants (Haimes 2015). The customers will get to choose from variety of products, such as bakery, butcher, fruits, vegetables among others. Business scope Approval in terms of re-installing the basic amenities would establish authenticity in terms of the business plan. Within this, marbles would be put in the floors and general coating of paints would be applied on the walls (Lam 2014). Along with this, fittings of the furniture, such as fridge, aisles, check-outs would be ensured. The display cabinets would also be a part of this evaluation. Prior to this, approval would be taken in terms of the hosen site. Approval from the statutory body of legislations is of utmost importance in terms of operating the store (Turner 2014). Business objectives To utilize the initial investment offer of $250,000 provided by the business partner and owner for achieving profitability in business by operating the store in an efficient and effective manner Expanding the market share- Catering to the everyday needs of the local residents Emphasizing on customer service (Glendon, Clarke and McKenna 2016) Adopting social media Carrying out promotional programs like charities, donations (Serpella et al. 2014) Establishing the context AS/NZS 31000: 2009 will be used for implementing the risk management strategy. The following are the contexts on which the risks need to be identified: Internal context- business partners, financial context, marketing and the staffs (Olson and Wu 2015) External context- customers, suppliers, financial institutions, pre-existing shops in the locality Risk management context- financial risks, training to the staffs for the effective handling of the risks (Meyer and Reniers 2013) Risk criteria Identification of the potential risk Speculation of the targets of the store Establishing a benhmark level for mitigating the intensity of the risks (Rockafellar and Uryasev 2013) Equal distribution of the raw materials Bearing in mind, the interest of the stakeholders and shareholders would project the feasibility and appropriateness of the newly launched store. Moreover, it would fulfill the following objectives: Adherence and compliance to the rules and regulations (Wu, Chen and Olson 2014) Achievement of more than 10% profit Limitation of 5% of the budget costs (Bromiley et al. 2015) Zero turnover rates Adopting surveys and feedbacks for achieving customer satisfaction and expanding the business of Fadjo Evaluation would prove beneficial for the fictitious company in terms of tracking their progress in terms of attaining the benchmark level of performance (Bahr 2014). Relevant Stakeholders Stakeholder Identification Internal stakeholders External stakeholders Business partners Local residents General Manager Customers Staff/personnel Suppliers Property owner Financial institutions Council Competitors Stakeholder analysis After identifying the key stakeholders, consideration of their interests would be a wise step for the personnel (Bromiley, et al., 2015). Keeping in mind the following grounds helps the personnel to achieve positive outcomes: For business partners, the grounds are: Business profitability Increase on investment returns Achievement of sustainable growth (Deng et al., 2014) For the staffs, the following grounds are important: Reasonable working hours Work loads Salary Safe and comfortable working conditions Performance appraisals Sufficient and adequate training Timely payment of salary (Enshassi and Mosa 2015.) The following grounds results in an efficient and effective selection of the general managers: Management of the day to day sales operations for the achievement of large sale customer satisfaction Consideration of the factors such as traffic, noise disturbances helps the personnel to identify their stakeholders from the local residents. For the suppliers, the following grounds prove fruitful: Timely payments Stability in dealing with the voluminous supply and demand (Glendon, Clarke and McKenna 2016) Adoption of lucrative schemes for expanding the business For the customers, taking into consideration, the following points brings positivity for the business: Strong and flexible customer service Variation within the products and services Value for money (Haimes 2015) For property owners, the following points are considered: Longevity in the lease contracts Timely payments by the tenants caring approach of the tenant towards the property Provision of loans on the interest rates is taken into consideration in ase of selecting the financial institutions as the key stakeholders (Hopkin 2017). Securing a larger customer base for indulging into fair competition with the contemporary brands authenticates the selection of competitors as the key stakeholders. Presence of compliance to the standards and norms of the regulatory framework justifies the selection of councilors in terms if stakeholder selection (Islam, Mouratidis and Weippl 2014). Communication and consultation The following projects the benefits of the engaging the stakeholders into the decision-making process of risk management: Extracting information and provision of relevant data to the stakeholders (Kapur and Pecht 2014) Catering to the needs, demands and requirements of the stakeholders Identification of the skilled and efficient experts for the effective management of the encountered risks Identification of the risks, which might act as an obstacle in the initiation of the business Spreading awareness about the intensity of the identified risks (Kerzner 2013) Conjoining the identified stakeholders and their interests results in the establishment of a communication plan, which is as follows: Low Power/ Low interest stakeholders Mass address will be adopted in this category for providing enthusiasm to the stakeholders through interactions (Lam 2014) Low power/High Interest stakeholders Communiation is frequent as there is high interest on the business activities. The major highlight of this group will be the promotional activities instead of the business strategy and the finances (Le et al., 2013). Social media, newspapers and emails will be used for communication High Power/Low interest stakeholders Formality and specificity will be maintained in this group with the help of letters and email. Communication will be made as per the requirements as the interest level is low in terms of the day to day activities of the store (Leveson 2015). References Bahr, N.J., 2014.System safety engineering and risk assessment: a practical approach. CRC Press. Bromiley, P., McShane, M., Nair, A. and Rustambekov, E., 2015. Enterprise risk management: Review, critique, and research directions.Long range planning,48(4), pp.265-276. Deng, X., Low, S.P., Li, Q. and Zhao, X., 2014. Developing competitive advantages in political risk management for international construction enterprises.Journal of Construction Engineering and Management,140(9), p.04014040. Enshassi, A. and Mosa, J.A., 2015. Risk management in building projects: owners perspective.IUG Journal of Natural Studies,16(1). Glendon, A.I., Clarke, S. and McKenna, E., 2016.Human safety and risk management. Crc Press. Haimes, Y.Y., 2015.Risk modeling, assessment, and management. John Wiley Sons. Hopkin, P., 2017.Fundamentals of risk management: understanding, evaluating and implementing effective risk management. Kogan Page Publishers. Islam, S., Mouratidis, H. and Weippl, E.R., 2014. An empirical study on the implementation and evaluation of a goal-driven software development risk management model.Information and Software Technology,56(2), pp.117-133. Kapur, K.C. and Pecht, M., 2014.Reliability engineering. John Wiley Sons. Kerzner, H., 2013.Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons. Lam, J., 2014.Enterprise risk management: from incentives to controls. John Wiley Sons. Le, H.Q., Arch-Int, S., Nguyen, H.X. and Arch-Int, N., 2013. Association rule hiding in risk management for retail supply chain collaboration.Computers in Industry,64(7), pp.776-784. Leveson, N., 2015. A systems approach to risk management through leading safety indicators.Reliability Engineering System Safety,136, pp.17-34. Meyer, T. and Reniers, G., 2013.Engineering risk management. De Gruyter. Olson, D.L. and Wu, D.D., 2015.Enterprise risk management(Vol. 3). World Scientific Publishing Co Inc. Park, J., Seager, T.P., Rao, P.S.C., Convertino, M. and Linkov, I., 2013. Integrating risk and resilience approaches to catastrophe management in engineering systems.Risk Analysis,33(3), pp.356-367. Pritchard, C.L. and PMP, P.R., 2014.Risk management: concepts and guidance. CRC Press. Rockafellar, R.T. and Uryasev, S., 2013. The fundamental risk quadrangle in risk management, optimization and statistical estimation.Surveys in Operations Research and Management Science,18(1), pp.33-53. Sadgrove, K., 2016.The complete guide to business risk management. Routledge. Serpella, A.F., Ferrada, X., Howard, R. and Rubio, L., 2014. Risk management in construction projects: a knowledge-based approach.Procedia-Social and Behavioral Sciences,119, pp.653-662. Titarenko, B., Titov, S. and Titarenko, R., 2014. Risk management in innovation projects. InApplied Mechanics and Materials(Vol. 638, pp. 2338-2341). Trans Tech Publications. Turner, J.R., 2014.The handbook of project-based management(Vol. 92). New York, NY: McGraw-hill. Wu, D.D., Chen, S.H. and Olson, D.L., 2014. Business intelligence in risk management: Some recent progresses.Information Sciences,256, pp.1-7. Zhao, X., Hwang, B.G. and Pheng Low, S., 2014. Enterprise risk management implementation in construction firms: An organizational change perspective.Management Decision,52(5), pp.814-833.

The problem of communication Essay Example For Students

The problem of communication Essay Ever since God punished the people who wanted to build the Tower of Babel with the confusion of tongues in the time of old testament, people around the world have faced the problem of communication. When giving out a historical overview of second-language teaching in Second-Language Acquisition in Childhood, McLaughlin stated: As early as the third millennium B. C. , in what was probably the worlds first great civilization, the Sumerians had scribed devoted exclusively to education. When the country was conquered by the Akkadians in the last quarter of the third millennium, these scribes complied the oldest known bilingual dictionaries. Long continuous passages were translated from Sumerian into Akkadian, line by line. McLaughlin 2 It was since then that people started exploring the arts of language. For years, people have been arguing about the most appropriate methods to teach a second language L2. One question that teachers encounter in the classroom is the use of the learners native language L1. We will write a custom essay on The problem of communication specifically for you for only $16.38 $13.9/page Order now While a group of people think that teaching of the target language should involve no L1, another group of people consider L1 as a help to L2 teaching. Throughout the years, L2 teachers around the world have been analyzing the data they gathered for years along with their personal experiences to find out which approach of L2 teaching works best for teachers themselves. Those who are in favor of the Grammar-Translation method believe that L1 holds great significance in L2 teaching and learning. They teach grammar rules in the mother tongue of the learners as a basis of instruction. Methods such as the Natural Approach , the Silent Way , Total Physical Response , Audio-Lingual Method , and the Direct Method emphasize different concepts of language teaching and learning but followers of these methods all avoid L1 in the classroom. As the debate goes on, it is crucial for all the L2 teachers to first ponder on the goal of language teaching and then to decide what role they want L1 to play in their L2 classroom. For a L2 learner who lives in an environment where the target language is not used on a daily basis, such as English taught in Taiwan, exposure to L2 helps accomplish the goal of language learning, which is to communicate. The use of L1 in L2 classrooms is primarily based on the Grammar-Translation method which emerged in the nineteenth century. It stresses on the ability to read literature in L2, but to learn grammar rules and vocabulary in L1. In the classroom, teachers have authority while students follow instructions to learn what teachers know. Students learn by translating from one language to the other. Grammar is usually learned deductively on the basis of grammar rules and examples. Students memorize the rules, and then apply them to other examples. L1 provides keys to meanings in L2 and it is also used freely in class. Because of the nature of the grammar-translation method, reading and writing are primary skills but pronunciation and other speaking or listening skills are not emphasized or in many cases disregarded. In Taiwan, English is taught in junior high and senior high schools though some children start taking English classes when they are still in elementary school. In junior high and senior high schools, English is taught in Chinese mainly due to the problems of class management and class time. Teachers seem to always find it more efficient to go through the teaching materials in Chinese. They apply literally the grammar-translation method in class with the hope that the students will get good grades to enter a high school or a university. Students learn to read and write through the translation between Chinese and English. However, most of the parents and students often complain that such a teaching method leads them to become test machines who know only how to answer grammar questions or translation exercises on the test sheet but not to use English as a language. Another potential crisis facing these students is that too much stress on vocabulary, translation and the whole grammar structure blurs the most important part of language which is the idea it carries. Students depend so much on the translation of each single word, the structure of each sentence, and the formation of the language that they neglect the communicative message brought by the language. Language grows into a subject to learn, to be analyzed. It loses its function to be the bridge for people to convey their thoughts and feelings. Some of the L2 teachers who are not native speakers of the target language might find it easier to deal with the use of L1 than that of L2. That is, they are more comfortable with L1 than L2 so they choose to use L1 in their L2 classroom. It was an easy method for the teacher to use. Classes could be taught in the students native language with little teaching skill or foreign-language speaking skill needed by the instructor. Objectives were limited and attainable. Vocabulary lists, printed grammar rules, and sample sentences to translate, followed by reading selections, provided maximum control for teachers and students. Bowen 20 The teachers might even project the idea of being comfortable with L1 to their students. Because they feel that it is more comfortable using L1 in the L2 classroom, they think that it is also more comfortable for the students to learn L2 in L1. Anthea Tillyer, a teacher at City University of New York stated that the notion of making students comfortable by using L1 may be a case of comfort now, pay later. She pointed out that to learn a new language, one has to face a few moments of discomfort but the skilled teacher will use L2 to make students feel comfortable and not simply assume that the only way to reduce stress is to use L1. Tillyer Another English teacher at the University of Macau, Dick Tibbetts, also mentioned that: EFL students often have no exposure to English outside the classroom. No street conversation, no TV, no newspapers or magazines. This makes the exposure to English time in class that much more important. You just cannot spend too much of this valuable teaching time using L1. You also need to show that English is a real language, not a textbook subject, by giving classroom instructions in English. Tibbetts Marianna Scheffer, a teacher in Hawaii learned from her experience that: ÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦only the most minimal use of L1 can be justified in teaching L2. It would be easy to cater to students by providing them with the pleasing and understandable input of their own language, but it does not do them a favorÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦Students will not learn L2 until they actually commit to using it as a living language. Scheffer Teachers simply cannot use what they consider the effortless way in an L2 classroom. They are responsible for giving L2 students opportunities to understand that like learning any other thing, learning a language entails hard work and pain. However, they learn it faster and more efficiently only when they become comfortable with the target language. .u03c215c7e41790c5047568f4699a6006 , .u03c215c7e41790c5047568f4699a6006 .postImageUrl , .u03c215c7e41790c5047568f4699a6006 .centered-text-area { min-height: 80px; position: relative; } .u03c215c7e41790c5047568f4699a6006 , .u03c215c7e41790c5047568f4699a6006:hover , .u03c215c7e41790c5047568f4699a6006:visited , .u03c215c7e41790c5047568f4699a6006:active { border:0!important; } .u03c215c7e41790c5047568f4699a6006 .clearfix:after { content: ""; display: table; clear: both; } .u03c215c7e41790c5047568f4699a6006 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u03c215c7e41790c5047568f4699a6006:active , .u03c215c7e41790c5047568f4699a6006:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u03c215c7e41790c5047568f4699a6006 .centered-text-area { width: 100%; position: relative ; } .u03c215c7e41790c5047568f4699a6006 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u03c215c7e41790c5047568f4699a6006 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u03c215c7e41790c5047568f4699a6006 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u03c215c7e41790c5047568f4699a6006:hover .ctaButton { background-color: #34495E!important; } .u03c215c7e41790c5047568f4699a6006 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u03c215c7e41790c5047568f4699a6006 .u03c215c7e41790c5047568f4699a6006-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u03c215c7e41790c5047568f4699a6006:after { content: ""; display: block; clear: both; } READ: Romeo And Juliet With Midsummer Nights Dream EssayA lot of L2 teaching methods have their different foci but all of them ask for the use of L2 in the classroom. Take the Direct Method for example, all four skills, reading, writing, speaking, listening, are worked on from the beginning but pronunciation is stressed especially. Followers of the Direct Method believe that sounds are basic and carry the melody of the language and that speech, not writing, is the basis of language. Translation is not used at all. L1 is considered a resource because of the overlap that is bound to exist between the two languages. Teachers might have some knowledge of the students L1 as an aid to the instructions but L1 is not used in class. With the Audio-Lingual Method, students learn through imitation and repetition and teachers provide good models. It emphasizes everyday speech. Such methods exercised with the use of L2 take care of the concept of communication we are looking for. David Nunan who has been doing research on language teaching methodology and learning strategies draws attention to one of the types of classroom action, which is teacher talk. In language classrooms it is particularly important because the medium is the message. The modifications which teachers make to their language, the questions they ask, the feedback they provide and the types of instructions and explanations they provide can all have an important bearing, not only on the effective management of the classroom, but also on the acquisition by learners of the target language Nunan 7. Students need to process the input they receive before they can produce output. If what they hear from the teachers is L1 most of the time, they are not getting enough input of L2 to be processed. Thus the expectation teachers have for the students output of L2 will be hard to be fulfilled. Though students in Taiwan are required to study English from junior high school, a lot of parents take their children to English classes when they are still in elementary school. As mentioned previously, parents are not satisfied with the English education their children are receiving at school. They find that cram schools with native speakers of English are a better environment for children to learn L2. One famous professor in the filed of TESOL field, Lily Fillmore, found that children who are successful in acquiring English interact directly and frequently with people who know the language well. qtd. In Bredekamp Such a situation results in the prosperity of the English cram schools with native speakers of English as instructors in Taiwan. Despite the expensive tuition, the parents are still willing to send their children to these cram schools because no matter how much progress their children have made, they all seem to be able to use English as a medium of communication, rather than a tool to get good grades. During the past few years, going to a place where the target language is used for a short period of time has become popular among the English learners in Taiwan. Students, as young as ten years old or even younger, are sent to the States by their parents to learn English during summer vacation or winter vacation. Myriam Met, a teacher at Montgomery County public school points out the function of a foreign language immersion program: Total immersion is the most effective way of developing foreign language proficiency. The intensity of the immersion experience coupled with the amount of exposure to the foreign language assures that students have the necessary language skills to deal with the curriculum in the upper elementary grades. Met Bill Snyder, a graduate student of TEFL program at Bilkent University in Turkey also pointes out one crucial advantage of an immersion: ÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦no language is a direct translation of any other, and if you really want to get the feel of the target language, you have to learn the target language in the target language. An immersion atmosphere usually shows that is possible to use the targe t language as a vehicle of communication with all its frustrations rather than an object of study. Snyder Looking at the learning path of English I have traveled on, I had an experience of a six-week immersion in English that totally changed my life. I started taking English lessons at the age of nine. In class, I did not speak much because I thought I spoke really terrible English. I still remember being embarrassed when being asked to read a passage or a sentence or two. I did not like English much at that time and I was always reluctant to go to the classes. At the age of about eleven, I went to a different English class. Because of the previous classes I had, and because I knew vocabulary such as blackboard or classroom, I could probably surpass everyone in class when it comes to grammar and spelling. But still, I did not speak much English. In fact, I even had problems pronouncing my own English name, Catherine. In the summer of 1992, some time before my elementary school graduation, my mother knew from one of the teachers at school that a professor from the States was visiting the Teachers College in my hometown. He was arranging a homestay program, hoping to bring back some students to the States to spend the summer in Kokomo, Indiana. My mother signed me up and sent me onto the flight along with 12 kids to Indiana to spend the summer. Each of us was assigned an American family to stay with. From about 8 A. M to noon, we had classes at a church and learned vocabulary and grammar. Since the teachers were Americans and they did not speak any Chinese, the only way to communicate with them was to speak English though a lot of body language was used. In the afternoon, we were taken to the town to visit the library, the city hall, the fire department, the supermarket, and to use the vocabulary we learned in the morning. Even though I did not speak much English during the six-week period, when I came back from the States to attend junior high school, to my surprise, I found that not only did I have more confidence in using English to convey my thoughts and feelings, but also my accent had changed. Moreover, I have ever since then realized that English is a living language. During the six-week program, I seem to have undergone a process of language acquisition. For some of the linguists, we acquire L1 but we learn L2. However, Stephen Krashen, who is a very famous professor at the University of Southern California believes that L2 can be acquired. According to Krashen, there are two independent systems of second language performance: the acquired system and the learned system. The acquired system or acquisition is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language natural communication in which speakers are concentrated not in the form of their utterances, but in the communicative act. .u169dd389fadacde79a8729f17c395ee8 , .u169dd389fadacde79a8729f17c395ee8 .postImageUrl , .u169dd389fadacde79a8729f17c395ee8 .centered-text-area { min-height: 80px; position: relative; } .u169dd389fadacde79a8729f17c395ee8 , .u169dd389fadacde79a8729f17c395ee8:hover , .u169dd389fadacde79a8729f17c395ee8:visited , .u169dd389fadacde79a8729f17c395ee8:active { border:0!important; } .u169dd389fadacde79a8729f17c395ee8 .clearfix:after { content: ""; display: table; clear: both; } .u169dd389fadacde79a8729f17c395ee8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u169dd389fadacde79a8729f17c395ee8:active , .u169dd389fadacde79a8729f17c395ee8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u169dd389fadacde79a8729f17c395ee8 .centered-text-area { width: 100%; position: relative ; } .u169dd389fadacde79a8729f17c395ee8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u169dd389fadacde79a8729f17c395ee8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u169dd389fadacde79a8729f17c395ee8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u169dd389fadacde79a8729f17c395ee8:hover .ctaButton { background-color: #34495E!important; } .u169dd389fadacde79a8729f17c395ee8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u169dd389fadacde79a8729f17c395ee8 .u169dd389fadacde79a8729f17c395ee8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u169dd389fadacde79a8729f17c395ee8:after { content: ""; display: block; clear: both; } READ: Artificial Intelligence EssayThe learned system or learning is the product of formal instruction and it comprises a conscious process which results in conscious knowledge about the language, for example knowledge of grammar rules. According to Krashen learning is less important than acquisition. SchÃÆ'ƒÂ ¼tz The concept of second language acquisition can be supported by other linguists such as Chomsky, who suggested that children had an innate Language Acquisition Device LAD Lyon 14. Krashen once said: Acquisition requires meaningful interaction in the target language natural communication in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. qtd. In SchÃÆ'ƒÂ ¼tz Holzman in his The Language of Children raises a notion of whole language for second-language acquisition. He noted that it is called whole language because listening, talking, reading, and writing are undertaken as they are naturally needed to address the students goals. All aspects of language are viewed as acquired rather than as separate skills Holzman 224. Second language acquisition is possible only under the circumstances when L2 is instructed naturally like the way we acquire L1. When we acquire L1, we do not use another language as the medium. By the same token, to create a natural environment of L2 learning, we do not necessarily need L1 to be the medium. One possible perspective to approach the problem of whether to use L1 or L2 is to look at the ultimate goal of learning and teaching a second language. Are students learning a second language to pass exams, to get good grades, or to be able to communicate with people who speak the language they are learning? Are teachers teaching a second language to accumulate fortune, to complete the work they are assigned, or to introduce a concept of communication to the students? Even though it is a fact that most of the junior high and senior high school students in Taiwan are under a great deal of pressure to earn good grades, it is still crucial for the teachers to stress a healthier attitude towards language learning. A language is not only a subject like mathematics or science, it is a form of art with which people with different tongues convey their thoughts, feelings, cultures, and their life styles. As some scholars in the field of cultural studies might say that word is the death of real, sometimes a language does not seem to be so dependable as it appears. That is, the language that we receive or produce does not always promise the function we wish. This explains why people encounter misunderstandings through languages and why there are so many unexplainable aspects in each language. However, it is yet the magic that we use to break down the barriers between people of different life styles and cultures. With this purpose, the learning of languages does stand out to be distinct from all other studying we do at school. While teachers might have to run through a certain amount of teaching materials within a short period of time, using L1 helps complete the activities at a rapid rate. Nevertheless, it does not cater to the ultimate goal of language learning; the most significant part of language learning, which is the concept of communicative competence is thus erased. Keeping the notion in mind, the teachers should be asking themselves a question: What am I going to accomplish in the language classroom? To be done with the teaching materials within a period of time appointed? Or to help students achieve the goal of language learning? Being said that it is worth trying to use L2 in a L2 classroom, however, L1 does hold its value under the following circumstances. Just like a doctor treats his or her patients, or like most of the other vocations, a teaching job requires not only technical skills and professional knowledge, it also requires that teachers be aware of the students emotional needs. As we go through a process of therapy conducted by an experienced doctor, he or she should be taking our feelings into consideration along with our physical condition to facilitate the treatment. A doctor who knows only how to treat disease, to prescribe medicine is but an artisan. A doctor who knows also how to console patients with soft words counts a real doctor. This concept also applies to a teacher. As we learn something, we inevitably have to encounter some degree of emotional frustration. For example, a student might be coming to the class with a stomachache and the pain irritates him so much that he is not able to concentrate in class. Another student might be coming to the class with a depressed mood because of some kind of family problem happened the night before. Still another student might be coming to the class with a special personality that makes him too shy to try anything in class. A language teacher will need to take heed of the feelings of his or her students throughout the learning process. In this kind of case, L1 might be needed to comfort the students since everyone seems to be more comfortable to describe their sickness or frustrations in their mother tongue. Piaget explored the development of childrens language learning and he said: language was a reflection of thought and not a shaper of thoughts. Piaget He believed that language is a series of assimilations which accelerates the proofs of cognitive development. It would be unreasonable for us to treat language learning as learning of any other subjects. We are not producing translation machines of a second language. The ultimate goal for us to achieve is to use the language as a real language, to use it to exchange thoughts, feelings with others. Taking reality and ideal both into consideration, no one should go to extremes in the debate of the use of L1 or L2. However, if we clarify the goal we want to reach in the L2 classroom, the decision should not be too hard to make. Since school-aged students usually cannot choose what to learn or how they would like to be taught at school, no matter how tough a reality they need to deal with, the teachers should always keep the ultimate goal of teaching and learning in mind so that the students will not be deprived of the opportunity to true learning. They should always know by hearts that when they are with the students in the classroom, they are introducing a concept of communication to the students; they are focusing on the communicative competence of the students. Moreover, they also bear the responsibility to acquaint their students with a healthier learning attitude towards language learning, which is to be able to communicate with people who speak the language they are learning. If all of these notions come first in language teaching and learning, the teachers will realize that it is worth trying to use L2 in their L2 classrooms to fulfill the goal.