Cambridge Blog

Jeremiah Miller asked:


Compiled by C. H. Spurgeon

Thomas Watson’s Body of Practical Divinity is one of the most precious of the peerless works of the Puritans; and those best acquainted with it prize it most. Watson was one of the most concise, racy, illustrative, and suggestive of those eminent divines who made the Puritan age the Augustan period of evangelical literature. There is a happy union of sound doctrine, heart-searching experience and practical wisdom throughout all his works, and his Body of Divinity is, beyond all the rest, useful to the student and the minister. Although Thomas Watson issued several most valuable books, comparatively little is known of him - even the dates of his birth and death are unknown. His writings are his best memorial; perhaps he needed no other, and therefore providence forbade the superfluity. We shall not attempt to discover his pedigree, and, after the manner of antiquarians, derive his family from a certain famous Wat, whose son distinguished himself in the Crusades, or in some other insane enterprise; whether blue blood was in his veins or no is of small consequence, since we know that he was the seed-royal of the redeemed of the Lord. Some men are their own ancestors, and, for ought we know, Thomas Watson’s genealogy reflected no fame upon him, but derived all its lustre from his achievements. He had the happiness to be educated at Emmanuel College, Cambridge, which in those days deserved to be called the School of Saints, the nursing mother of gigantic evangelical divines. In Kennet’s ‘Register and Chronicle,’ is a list of eighty-seven names of Puritan ministers, including many well-known and loved as preachers and commentators; such as Anth. Burgess, W. Jenkyn, Ralph Venning, Thomas Brooks, T. White, Samuel Slater, Thomas Watson, John Rowe, Dr. W. Bates, Stephen Charnock, Samuel Clarke, Nathaniel Vincent, Dr John Collings, William Bridge, Samuel Hildersam, Adoniram Bifield, followed by this remark, ‘These are most of them mentioned in the list of sufferers for Nonconformity, and appear upon the registers to have been all of Emmanuel College, beside great numbers, no doubt of the same society, who were forward preachers up of the unhappy changes of 1641,’ etc. In the margin of the book is the following observation on the foregoing: ‘It may not be improper to observe how much young students, in both Universities, fell in with the prejudices of their governors and tutors. This was the reason that this single College of Emmanuel, in Cambridge, bred more of the Puritans and Nonconformists than perhaps any seven of the other Colleges or Halls in either University.” Such a fact as this should attract the prayers of all believers to our seminaries for the sons of the prophets, since upon the manner in which these institutions are conducted will depend under God the future well-being of our churches. The Pastors, College, for the use of whose students this work is published, earnestly petitions for a place in the intercessions of the saints.

We are not at all surprised to learn that Thomas Watson enjoyed the repute, while at Cambridge, of being a most laborious student; the great Puritanic authors must have been most industrious workers at the university, or they never would have become such pre-eminent masters in Israel. The conscientious student is the most likely man to become a successful preacher. After completing his course with honour, Watson became rector of St Stephen’s, Walbrook, where in the very heart of London he executed for nearly sixteen years the office of a faithful pastor with great diligence and assiduity. Happy were the citizens who regularly attended so instructive and spiritual a ministry. The church was constantly filled, for the fame and popularity of the preacher were deservedly great. Going in and out among his flock, fired with holy zeal for their eternal welfare, his years rolled on pleasantly enough amid the growing respect of all who knew him. Calamy, in his Nonconformist Memorial, says of him: - ‘He was so well known in the city for his piety and usefulness, that though he was singled out by the Friendly Debate, he yet carried a general respect from all sober persons along with him to his grave. He was a man of considerable reaming, a popular, but judicious preacher (if one may judge from his writings), and eminent in the gift of prayer. Of this, the following anecdote is a sufficient proof. Once on a lecture day, before the Bartholomew Act took place, the learned Bishop Richardson came to hear him at St Stephen’s, who was much pleased with his sermon, but especially with his prayer after it, so that he followed him home to give him thanks, and earnestly desired a copy of his prayer. “Alas!” (said Mr Watson) “that is what I cannot give, for I do not use to pen my prayers; it was no studied thing, but uttered, pro re nata, as God enabled me, from the abundance of my heart and affections.” Upon which the good Bishop went away wondering that any man could pray in that manner extempore.

But the hand which of old had oppressed the church was again stretched forth to vex certain of the saints. The most learned, holy, and zealous of the clergy of the Church of England found that the Act of Uniformity would not allow them to preserve a clean conscience and retain their livings, and therefore they submitted to the loss of all things for Christ’s sake. Thomas Watson did not hesitate as to the course he should pursue. He was not a factious hater of royalty, a red republican, or fifth monarchy-man; in fact, he had in Cromwell’s day been all too loyal to the house of Stuart; he had protested against the execution of the King, and had joined in Love’s plot for the bringing in of Charles II; yet all this availed nothing, he was a Puritan, and therefore must not be tolerated by the bitter spirits then dominant in the Establishment. What seeds of discord were sown on that black Bartholomew history has not had space to record; yet the ultimate results have been fraught with results scarcely then imaginable. Comprehension might have hindered truth; the crown rights of King Jesus might have lacked advocates had monarchs and priests been more tolerant; as it was good men were forced into a truer position than they would otherwise have occupied, and the beginning of a real reformation was inaugurated. From that commencement in suffering what progress has been made! Every day the cause of the ejected gathers force and pushes on its adversary towards the brink of the precipice, a down which all establishments must fall.

With many tears and lamentations the congregation of St Stephen’s saw their shepherd about to be removed from his flock, and with aching hearts they listened to his parting words. He himself speaking as one bereaved of his dearest delight, and yet suffering joyfully the loss of all things, bade them adieu, and went forth ‘not knowing whither he went.’

In the collection of Farewell Sermons there are three by Mr Watson, viz.: two delivered August 17th, and the third on the Tuesday following. The first, preached in the forenoon, is on John 13: 34. ‘A new commandment I give unto you, that ye love one another.’ It discovers much of the spirit of the gospel, particularly in recommending love to enemies and persecutors. The second, preached in the afternoon, is on 2 Corinthians 7: 1. ‘Having therefore these promises, dearly beloved, let us cleanse ourselves from all filthiness of the flesh and spirit, perfecting holiness in the fear of God.’ In the former part of it, he insists largely on ‘the ardent affections of a right gospel minister towards his people.’ This head he closes thus: ‘I have now exercised my ministry among you for almost sixteen years; and I rejoice and bless God that I cannot say, the more I love you, the less I am loved: I have received many signal demonstrations of love from you. Though other parishes have exceeded you in number of houses, yet, I think, none for strength of affection. I have with much comfort observed your reverent attention to the word preached; you rejoice in this light, not for a season, but to this day. I have observed your zeal against error in a critical time, your unity and amity. This is your honour. If there should be any interruption in my ministry among you, though I should not be permitted to preach to you again, yet I shall not cease to love you, and to pray for you. But why should there be any interruption made? Where is the crime? Some, indeed, say that we are disloyal and seditious. Beloved, what my actions and sufferings for his Majesty have been is known to not a few of you. However, we must go to heaven through good report and bad report; and it is well if we can get to glory, though we press through the pikes. I shall endeavour that I may still approve the sincerity of my love to you. I will not promise that I shall still preach among you, nor will I say that I shall not. I desire to be guided by the silver thread of God’s word and providence. My heart is towards you. There is, you know, an expression in the late Act, “that we shall now shortly be as if we were naturally dead;’’ and if I must die, let me leave some legacy with you. Then follow twenty admirable directions, well worthy the fervent perusal of every Christian. He closes them thus: ‘I beseech you treasure them up as so many jewels in the cabinet of your *******. Did you carry them about you, they would be an antidote to keep you from sin, and a means to preserve the zeal of piety flaming upon the altar of your hearts. I have many things yet to say to you, but I know not whether God will give another opportunity. My strength is now almost gone. I beseech you, let these things make deep impressions on all your souls. Consider what has been said, and the Lord give you understanding in all things.’

The last discourse, August 19th, is on Isaiah 3: 10, 11. ‘Say ye t0 the righteous, that it shall be well with him: for they shall eat the fruit of their doings. Woe unto the wicked! it shall be ill with him, for the reward of his hands shall be given him.’

After his ejectment, Watson preached occasionally whenever he could do so with safety. Fines and imprisonments were insufficient to close the mouths of the witnesses of Jesus. In barns, kitchens, outhouses, or dells and woods, the faithful few gathered to hear the message of eternal life. Those little secret assemblies were doubtless charming occasions for devout minds: the word of the Lord was precious in those days. Bread eaten in secret is proverbially sweet, and the word of God in persecution is peculiarly delightful. Little can we realise the joyful anticipation which preceded the appointed meetings, or the lingering memories which clung to them long after they were over. After the great fire in 1666, when the churches were burned, Mr Watson and several other Nonconformists fitted up large rooms for those who had an inclination to attend. Upon the Indulgence, in 1672, he licensed the great hall in Crosby House, on the east side of Bishopsgatestreet, then belonging to Sir John Langham (a Nonconformist). It was a happy circumstance that the worthy baronet favoured the cause of Nonconformity, and that so noble a chamber was at his disposal. Here Watson preached for several years. Rev Stephen Charnock, B.D.’ became joint pastor with him at Crosby Hall in 1675, and continued so till his death in 1680. What two shepherds for the flock! Men of such most extraordinary gifts and graces were seldom if ever united in one pastorate. They both attempted a Body of Divinity, and the goodly volume on the Divine Attributes was Charnock’s first stone of a colossal structure which he was not spared to complete. Our author was more modest in his attempt and the present volume shows how he succeeded.

Mr Watson at length returned to Essex, where he died suddenly, in his closet at prayer, as is supposed, about 1689 or 1690. The time either of his birth or death is nowhere mentioned.

In the life of Colonel James Gardiner, there is this remarkable account: ‘In July, 1719, he had spent the evening, which was the Sabbath, in some *** company, and had an unhappy assignation with a married lady, whom he was to attend exactly at twelve. The company broke up about eleven, and he went into his chamber to kill the tedious hour. It happened that he took up a religious book, which his good mother or aunt had, without his knowledge, slipped into his portmanteau, called, “The Christian Soldier,” written by Mr Watson. Guessing by the title that he should find some phrases of his own profession spiritualised in a manner which might afford him some diversion, he resolved to dip into it: while this book was in his hand, an impression was made upon his mind, which drew after it a train of the most important consequences. Suddenly he thought he saw an unusual blaze of light fall on the book while he was reading, and lifting up his eyes, he apprehended, to his extreme amazement, that there was before him, as it were suspended in the air, a visible representation of the Lord Jesus Christ upon the cross, surrounded with a glory, and was impressed as if a voice had come to him, to this effect: “O sinner, did I suffer this for thee, and are these thy returns?” He sunk down in his chair, and continued for some time insensible. He then arose in a tumult of passions, and walked to and fro in his chamber, till he was ready to drop, in unutterable astonishment and agony of heart, which continued until the October following, when his terrors were turned into unutterable joy.’

Mr Watson published a variety of books upon practical subjects, and of a useful nature, for the titles of which, see foot-note.* But his principal work was a body of divinity, in one hundred and seventy-six sermons, upon the Assembly’s Catechism, which did not appear till after his death. It was published in one volume folio, in 1692, and accompanied with a portrait of the author, by Sturt; together with a recommendatory preface by the Rev William Lorimer, and the attestation of twenty-five other ministers of principal note in that day. For many a year this volume continued to train the common people in theology, and it may still tee found very commonly in the cottages of the Scottish peasantry. Rev George Rogers, Principal of the Pastors, College, has carefully superintended the issue of this present edition, and in a note to us he writes: ‘I know of no work with so much sermon matter within the same compass. In Howe, and Charnock, and Owen, we must often read much before we are tempted to close the book and think out a whole sermon, but Watson teaches us to make short work of it. The whole may be utilised. On this account it would be, I think, of great value to all our students who have pastorates. It is for their benefit, I suppose, you wished the reprint. As several select sermons, which are usually bound up with this work, will appear with his whole works, after a time, in Nichol’s series, they are not included here. This is a distinct work by itself and complete. All editions extant which we have seen, abound in errors and imperfections. These have been rectified, not entirely we fear, but in a degree as nearly approaching to accuracy as in revision of another’s composition could be expected. No alteration of sentiment has been made, but every shade of the author’s meaning has been scrupulously retained. The style has been modernised, so far as could be done without detracting from its own peculiar characteristics. Long sentences have been divided into two or three, where it could be done without injury to the clearness or force of the signification. Modern words have been substituted for such as had become obsolete; Latin quotations restored to their correct form, as far as their sources could be ascertained; and divisions of subjects more perspicuously arranged. The whole, in fact, has been rendered more readable, and consequently more attractive and intelligible, which in our estimation far outweighs all the supposed advantages that could arise from perpetuating the crudities and vulgarities, as they now appear to us, of former times. By popularising ancient works, their readers are multiplied and their meaning may often be more readily apprehended’.

For more information about books by Thomas Watson please visit:

http://www.gracecovenantchurchofholland.com/bookstore.htm



TWOGOOD

erick asked:


I only know 2 places and thats the one near the galleria mall and foss park does anyone know anywhere else?

CLEVER

Vikram Kumar asked:


When you are working with a small team and manually dialing for leads, you will find more success with aged mortgage data. Most of these mortgage data are from seven to ninety days old. If you are utilizing direct mail, auto dialer, or e-mail to acquire leads, older mortgage leads are perfect for you. These mortgage leads are very cost-efficient. In order for you to obtain the most effective leads, you need to use effective management systems. Among the systems that you can utilize are Leads360 and Kaleidoco. These systems allow you to manage lead debt and mortgage data.

 

Through the Internet, you will be able to find plenty of refinancing lead marketplaces. You can get your hands on aged mortgage data that is a day old, a week old, months old, and even one to four years old. One online lead marketplace that you can find on the Internet is Cambridge Marketing. With Cambridge Marketing, lending firms and mortgage brokers can invest on different types of mortgage data to comply with the home refinancing loan requests from their clients. With the help of the management system for leads of Cambridge Marketing, you will be provided with aged and exclusive leads in an instant for twenty-four hours daily. You can register online at Cambridge Marketing’s website for free. The moment you become a member of the site, you will be able to take advantage of its amazing benefits.

 

There are two kinds of mortgage data that you can find on the Internet. The first one is a real time lead, which is also known as a fresh lead. Fresh leads are just a few minutes old and they are provided to you right away, especially if you have a system that alerts you each time a lead is detected. With fresh mortgage leads, you will be able to deal with your prospect right away. While it is cost-efficient to use aged mortgage data, it is also effective to use fresh data while the level of interest of your customer is still high. If you get minutes-old leads from Cambridge Marketing, it will be provided to you anytime of the day. The leads that you obtain from the site are sorted out depending on your selected criteria.

 

The second type of mortgage data is known as aged leads. You can buy one-day old or few-weeks-old leads in high volumes. As a matter of fact, you can even invest on leads that are one year to fours years old. The best thing about this type of mortgage lead is that you can get it at very competitive prices. The cost of an aged mortgage data depends on how old it is. What is more is that aged leads are highly targeted. This is because they have been separated from bad leads that do not assure you of possible returns. If you want to pay less and earn more from aged leads, you can acquire these in bulk for a really low price.

 

If you want to make sure that you are able to cater to the requests of your prospects immediately with the assurance of profits, buying aged mortgage data would be your best option. Through the management system and leads of Cambridge Marketing, you will earn high possible returns.



GIFFIN

Ella S asked:


i have already choosen to do latin english lit and geography and critical thinking, however i have a final choice which i am stuck between history and chemistry.
i dont have a real goal of what i want to do. what would be the best choice?

MOREHEAD

M. Enamul Hoque asked:


During the last few decades a continuing but significant move has taken place, resulting in less emphasis on teachers and teaching and greater stress on learners and learning.

This article provides an overview of key issues concerning the use of language learning strategies (LLS) in second and foreign language (L2/FL) learning and teaching

Weinstein and Mayer (1986) defined learning strategies (LS) broadly as “behaviours and thoughts that a learner engages in during learning” which are “intended to influence the learner’s encoding process”. Later Mayer (1988) more specifically defined LS as “behaviours of a learner that are intended to influence how the learner processes information”.

A good number of definitions and meanings have been used for Language learning strategies (LLS) by key figures in the field. Tarone (1983) defined a Learning strategy as “an attempt to develop linguistic and sociolinguistic competence in the target language — to incorporate these into one’s interlanguage competence”. Rubin (1987) suggests that Learning strategies “are strategies which contribute to the development of the language system which the learner constructs and affect learning directly”. O’Malley and Chamot (1990) defined Learning Strategies as “the special thoughts or behaviours that individuals use to help them comprehend, learn, or retain new information”. Oxford (1990) views that language learning strategies are the specific actions, behaviours, steps, or techniques that students (often intentionally) use to improve their progress in developing language skills. These strategies can facilitate the internalization, storage, retrieval, or use of the new language. Strategies are tools for the self-directed involvement necessary for developing communicative ability. At the same time, we should note that LLS are distinct from learning styles, which refer more broadly to a learner’s “natural, habitual, and preferred way(s) of absorbing, processing, and retaining new information and skills” Reid (1995), though there appears to be an obvious relationship between one’s language learning style and his or her usual or preferred language learning strategies.

There are a number of basic characteristics in the generally accepted view of LLS.

• First, LLS are learner generated; they are steps taken by language learners.

• Second, LLS enhance language learning and help develop language competence, as reflected in the learner’s skills in listening, speaking, reading, or writing the L2 or FL.

• Third, LLS may be visible (behaviours, steps, techniques, etc.) or unseen (thoughts, mental processes).

Cohen (1990) insists that only conscious strategies are LLS, and that there must be a choice involved on the part of the learner. Transfer of a strategy from one language or language skill to another is a related goal of LLS, as Pearson (1988) and Skehan (1989) have discussed. In her teacher-oriented text, Oxford summarises her view of LLS by listing twelve key features. In addition to the characteristics noted above, Skehan states that LLS:

• allow learners to become more self-directed

• expand the role of language teachers

• are problem-oriented

• involve many aspects, not just the cognitive

• can be taught

• are flexible

• are influenced by a variety of factors

Within ‘communicative’ approaches to language teaching a key goal is for the learner to develop communicative competence in the target L2/FL, and LLS can help students in doing so. Communication strategies are used by speakers intentionally and consciously in order to cope with difficulties in communicating in a L2/FL.

In addition to developing students’ communicative competence, LLS are important because research suggests that training students to use LLS can help them become better language learners. Early research on ‘good language learners’ by Naiman, Frohlich, Stern, and Todesco (1978, 1996), Rubin (1975), and Stern (1975) suggested a number of positive strategies that such students employ, ranging from using an active task approach in and monitoring one’s L2/FL performance to listening to the radio in the L2/FL and speaking with native speakers.

A study by O’Malley and Chamot (1990) also suggests that effective L2/FL learners are aware of the LLS they use and why they use them. Graham’s (1997) work in French further indicates that L2/FL teachers can help students understand good LLS and should train them to develop and use them.

With the above background on Learning Strategies and some of the related literature, this section provides an overview of how LLS and LLS training have been or may be used in the classroom, and briefly describes a three step approach to implementing LLS training in the L2/FL classroom.

LLS and LLS training may be integrated into a variety of classes for L2/FL students. One type of course that appears to be becoming more popular, especially in intensive English programmes, is one focusing on the language learning process itself.

It is crucial for teachers to study their teaching context, paying special attention to their students, their materials, and their own teaching. If they are going to train their students in using LLS, it is crucial to know something about these individuals, their interests, motivations, learning styles, etc. By observing their behaviour in class, for example, one will be able to see what LLS they already appear to be using. Do they often ask for clarification, verification, or correction, as discussed briefly above? Do they co-operate with their peers or seem to have much contact outside of class with proficient L2/FL users? Beyond observation, however, one can prepare a short questionnaire that students can fill in at the beginning of a course, describing themselves and their language learning.

Talking to students informally before or after class, or more formally interviewing select students about these topics can also provide a lot of information about one’s students, their goals, motivations, and LLS, and their understanding of the particular course being taught.

Beyond the students, however, one’s teaching materials are also important in considering LLS and LLS training. Textbooks, for example, should be analyzed to see whether they already include LLS or LLS training. Working with other language, learner improves their listening and speaking skills. Audiotapes, videotapes, hand-outs, and other materials for the course at hand should also be examined for LLS or for specific ways that LLS training might be implemented in using them. Perhaps teachers will be surprised to find many LLS incorporated into their materials, with more possibilities than they had imagined. If not, they might look for new texts or other teaching materials that do provide such opportunities.

After teachers have studied their teaching context, begin to focus on specific LLS in their regular teaching that are relevant to learners, materials, and teaching style. If teachers have found 10 different LLS for writing explicitly used in your text, for example, they could highlight these as they go through the course, giving students clear examples.

Graham (1997) declares, LLS training “needs to be integrated into students’ regular classes if they are going to appreciate their relevance for language learning tasks; students need to constantly monitor and evaluate the strategies they develop and use; and they need to be aware of the nature, function and importance of such strategies” . Whether it is a specific conversation, reading, writing, or other class, an organized and informed focus on LLS and LLS training will help students learn and provide more opportunities for them to take responsibility for their learning.

As Graham suggests, “those teachers who have thought carefully about how they learned a language, about which strategies are most appropriate for which tasks, are more likely to be successful in developing ’strategic competence’ in their students” (p. 170). Beyond contemplating one’s own language learning, it is also crucial to reflect on one’s LLS training and teaching in the classroom. After each class, for example, one might ponder the effectiveness of the lesson and the role of LLS and LLS training within it. An informal log of such reflections and one’s personal assessment of the class, either in a notebook or on the actual lesson plans, might be used later to reflect on LLS training in the course as a whole after its completion.

In addition to the teacher’s own reflections, it is essential to encourage learner reflection, both during and after the LLS training in the class or course.

In an interesting action research study involving “guided reflection” As Graham (170) declares, “For learners, a vital component of self-directed learning lies in the on-going evaluation of the methods, they have employed on tasks and of their achievements within the…programme” Whatever the context or method, it is important for L2/FL learners to have the chance to reflect on their language learning and LLS use.

The first, and most important, concerns the professionalism of teachers who use LLS and LLS training in their work. As Davis (1997) has aptly noted, “our actions speak louder than words”, and it is therefore important for professionals who use LLS training to also model such strategies both within their classroom teaching and, especially in EFL contexts, in their own FL learning. Furthermore, LLS obviously involve individuals’ unique cognitive, social, and affective learning styles and strategies. As an educator I am interested in helping my students learn and reflect on their learning, but I also question the tone and motivation reflected in some of the LLS literature. Oxford (1990a), for example, seems to describe many of my Japanese EFL students when she writes:

Motivation is a key concern both for teachers and students. Yet while teachers hope to motivate our students and enhance their learning, professionally we must be very clear not to manipulate them in the process, recognising that ultimately learning is the student’s responsibility. If our teaching is appropriate and learner-centred, we will not manipulate our students as we encourage them to develop and use their own LLS. Instead we will take learners’ motivations and learning styles into account as we teach in order for them to improve their L2/FL skills and LLS.

The second reflection pertains to the integration of LLS into both language learning/teaching theory and curriculum. The focus of this article is largely practical, noting why LLS are useful and how they can or might be included in regular L2/FL classes.

The related challenge, is how to integrate LLS into our L2/FL curriculum, especially in places like Bangladesh where “learner-centred” approaches or materials may not be implemented very easily. Using texts which incorporate LLS training, such as those in the Tapestry series, remains difficult in FL contexts when they are mainly oriented to L2 ones. Many FL teachers include LLS and LLS training in the FL curriculum of their regular, everyday language (as opposed to content) classes. This final point brings us to this and other questions for future LLS research.

The article has provided a brief overview of Language Learning Strategies (LLS) by examining their background and summarizing the relevant literature. It has also sketched out some ways that LLS training has been used and offered a three step approach for teachers to consider in implementing it within their own L2/FL classes. It has also upheld two important issues, posed questions for further LLS study, and noted a number of contacts that readers may use in networking on LLS in L2/FL education.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.

Cohen, A. (1990). Language Learning: Insights for Learners, Teachers, and Researchers. New York: Newbury House.

Ellis, G., & Sinclair, B. (1989). Learning to Learn English: A Course in Learner Training. Cambridge: Cambridge University Press.

Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.

Freeman, D., & Richards, J. (Eds.). (1996). Teacher Learning in Language Teaching. Cambridge: Cambridge University Press.

Gardner, D., & Miller, L. (Eds.). (1996). Tasks for Independent Language Learning. Alexandria, VA: TESOL.

Graham, S. (1997). Effective Language Learning. Clevedon, Avon: Multilingual

Nunan, D. (1995). Closing the gap between learning and instruction. TESOL Quarterly, 29(1), 133-158.

Nunan, D. (1996). Learner strategy training in the classroom: An action research study. TESOL Journal, 6(1), 35-41.

Offner, M. (1997). Teaching English conversation in Japan: Teaching how to learn. The Internet TESL Journal [on-line serial], 3(3) [March 1997].

O’Malley, J.M., & Chamot, A. (1990). Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.

Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House.

Skehan, P. (1989). Language learning strategies (Chapter 5). Individual Differences in Second-Language Learning (pp. 73- 99). London: Edward Arnold.

Tarone, E. (1983). Some thoughts on the notion of ‘communication stategy’. In C. Faerch & G. Kasper (Eds.), Strategies in Interlanguage Communication (pp. 61-74). London: Longman.



GRASSIA

fatvisionary asked:


Doesn’t have to be a sports bar, of course — just any establishment with TVs. Cambridge would be preferable but Boston is OK, too. Thanks!

MEDEL

pratibha asked:


If you live in and around Cambridge, you might have heard the name of Cambridge skating club. Each and every individual who have passion for the game of ice skating is well aware about the Cambridge skating rink or Cambridge skating club. You will find a few very good ice skating rinks in Cambridge and these rinks provides you best learning opportunities in ice skating so that you can become a professional sportsperson.

People from all over the world love the game of ice skating and if you have earlier participated in the game or planning to participate in future competitions, the coming winter offers you one of the best opportunity to learn and enjoy the game of ice skating at Cambridge. Cambridge skating rink or club can offer you an unforgettable experience in the game of ice skating and the advantage of learning or taking experience at one of the world class ice skating rink is that you can book your session online.

Cambridge skating club or rink provide you a heart throbbing experience and at the same time you learn safe playing at the center. The ice skating rink is situated at the heart of the city and Cambridge skating club provides you the world-class facilities at cheap cost. You not only enjoy here ice skating but the ice cafe of the Cambridge skating club or rink provides you the hot and cold drinks, the snacks and beer. So, you can enjoy ice skating and eating simultaneously at the same center and therefore it is a perfect outing destination for you especially in the coming winter.



FRIEL

Liam Astley asked:


Have any of you studied maths at the above universities? If so, what grades did u get in your GCSEs and A levels?

Also, are there any other universities with a good reputation for maths?

Thanks

JOURDAN

M. Enamul Hoque asked:


It is indeed bitter to notice that even though serious efforts have been made by the government and educationists for improving the state of affairs of English language teaching for the past few decades in Bangladesh, a bad situation is still found to exist in the achievement of English among the students at all levels, especially among the Secondary students. Therefore, it is really imperative to unearth the real reasons behind the poor achievement of the students in English. Before that, it is important to identify the level of achievement by the students in English language skills and the problems they encounter in the process of learning English. Realizing the importance of English, it has been taught compulsorily in the schools, colleges and madrashas as a foreign language in Bangladesh. For long time English has been included as one of the major subjects in madrashas curriculum considering it dominant tool of instruction in higher studies and its role in international communication.

The teaching of English as a foreign language in Alim class aims at;

1) developing abilities of young learner in terms of right expression and apt communication in English,

2)developing appropriateness and fluency in both oral and written expressions,

3)enhancing reading and listening comprehension ability

The researcher studies a good number of works and investigations carried out in the similar fields with a view to supporting and justifying the findings found in the present study.

Chidabaram (2006) carries out a study among the Higher Secondary students in India and identifies some weaknesses of learners in English language skills. His study reveals that 75% students dislike the practice of speaking skill; whereas 77% learners prefer writing practice in the class. Among the students 66% students disclose the fact that they do not practice listening.

Uzpaline’s (2004) study reveals that more than 80% under graduate students are either weak or very weak in listening and speaking in Kamal Ataturk University in Turkey.

Anjali Pande (2005) carries out study among the teachers teaching English with the higher secondary students in the Tamil Nadu state and finds that 72% teachers teach English language through the medium of Tamil. 76 % teachers disclose that they emphasize on the writing practice only.The study support the investigation of Katayoon and Tahririan (2006) of Sheikhbahaee University who carried out a research on the students studying at Sheikhbahaee University in Iran who had enrolled in 1st year social studies course and found that 59% students blame the teachers for not encouraging them in speaking English in the class or out side of the class.

The aim of the present study is to identify the level of performance of Alim students in the four skills of English language. It presents an approximate picture of the knowledge and the performance level in English; and finds out some of the learning problems that are usually encountered while learning English.

For the present study, 250 Secondary students have been randomly selected from 20 High Schools. The subjects have already received English instruction for 10 years. 25 English teachers teaching English with the same students are also interviewed through questionnaire.

The data for the study is collected through 2 item questionnaires. The questionnaires are constructed following the model of kenning (2001). The model of Gardner (1985) and Brindely (1984), Nunan and Lamb (1996) and Tang (2002), are also studied for justification, validity and reliability of the questionnaire. The questionnaire comprises two parts; part one is for students and part two for the teachers.

Data Analysis and Interpretation

For Data analysis, the contextual method is followed for the analysis of the data because it is time saving and easily understandable. The questionnaires are intended to get information from the students and the teachers on teaching and learning of the language skills. The respondents are requested to express their views without any hesitation.

The detailed analysis of the findings and necessary interpretations are presented in the succeeding pages.

Item- 1

Student: Do you practice the 4 skills of English language in the class?

The investigation displays that 80% students answer negatively with regard to listening practice in the class; while 20% students reply in the affirmative.

As found in the study 69% students reply that they do not practice speaking; whereas 31% students tick ‘yes’. From the above statistics, it is noticed 55% students disclose that reading practice is neglected in the class, though 45% students disagreed with them.

It is found in that 71% students come up with the positive reply with regard to writing practice; on the other hand 29 % students comment that practice of writing skill is avoided in the class.

Item -1

Teacher: Do you arrange the practice of the following skills in the class?

The findings indicate, 64% teachers admit that they do not practice listening in the class; while 36% teachers claim of practicing listening while teaching.

This study finds that 54% teachers reply in the negative regarding speaking practices; whereas 46% teachers confirm of practicing speaking exercises in the class.

As shown in the table 65% teachers answer that reading exercises are done; and also 90% teachers affirm of doing practice of writing in the class.

A large number of teachers (64%) and students (80%) comment that listening practice is neglected in the class. The statistics also confirm that the maximum teachers (54%) and students (69%) disclose that speaking practice is avoided in the class.

The study further displays that priority is given on the reading and writing in the classroom. The teachers agree to the opinion of the students to a large extent with regard to reading and writing practice.

Item- 2

Student: Evaluate your different skills in English.

The results of the study discloses learners’ lacks in language performance is reflected on a five grade scale. A grim reality of learning a foreign language is revealed by the students themselves.

Surprisingly, 44% learners evaluate themselves as weak; while 32% consider them very weak in listening. On the other hand, the highest, 41% students assess themselves as weak and 23% term them very weak in speaking. Regarding reading skill, 41% learners, the highest number claim that their reading skill is medium. With regard to writing capability, 37% and 24% students evaluate themselves as medium and good respectively.

Item-2

Teacher: Evaluate your students’ different skills in English?

It displays the learners’ strength and weakness in the five grade scale. The highest percentage, 40 % teachers suggest that their students are weak in listening, while, 30% teachers, the second highest number, consider their students very weak.

On speaking skill, 50% teachers, which is the highest percentage, reveal that students are very weak in speaking English, whereas 42% teachers evaluate the students as weak in speaking.

With regard to reading skill, 30% teachers reveal that students are medium in reading performances; while, 24% teachers which is the second highest percentage feel that their students are good in reading English.

To evaluate students writing skill the maximum 28% teachers find their students medium, while 24% teachers evaluate them as good.

It is important to comment on the listening and speaking skills in both tables, which show that more than 70% students are either weak or very weak in listening and speaking.

Both tables show that students are comparatively good in reading and writing. It is also observed that there is high correlation between the responses of teachers and those of students.

This correlation also strongly agrees to the investigation of Kennings (2001) which reveals that 42% students are good in reading, while 38% students are medium in writing skill.

The finings sketch picture of English language teaching and learning at the Alim level in the madrashas in Bangladesh.

On the basis of the findings the following remedies are recommended which can eradicate or at least minimize the problems encountered by the learners in the process of learning English as a foreign language.

1) Listening and speaking practice should be emphasised on writing practice only.

2) Students should be given sufficient task to practice in communicative way of teaching.

3) Different types of conversational discourse may be taught, and the students should be given enough time for the development of conversational discourse in the school hours.

4) To avoid errors in writings, students may be practiced of writing stories, and the errors in the written items may be indicated to the students.

5) Easy and simple vocabulary items should be used in reading materials. Further, the hard and unknown vocabulary should be introduced in familiar contexts of the students. If it is unfamiliar context, both the context and unknown vocabulary may push them in trouble. So, use of unknown and hard words in familiar context to the students will increase the understanding ability of the students.

6) Teaching of reading comprehension has to be introduced, that is, how to read, how to understand a text and how to understand contextual as well as literal meaning of words

7)Teaching listening comprehension should not be ignored. It may be taught in the following manner: How to understand a context, how to deduce meaning of unknown vocabulary in a context, and how to understand the contextual / situational meanings of words.

8)The tape recorded dialogues may be played before the students so that they can practice listening as well as can give answers to the questions on the basis of listening. This type of practice will help the students’ understanding capacity as well as the communicative competence.

9) Watching TV programs and films and listening to radio programs will certainly help the

students understand how the native and non-native speakers use English language.

• Dickinson, L. Self-Instruction in Language Learning. Cambridge: Cambridge University Press, 1991

• Januleviciene, V and Kavaliauskiene, G. Promoting the Fifth Skill in Teaching ESP. English for Specific Purposes World, Web-Based Journal, Vol. 1, Issue 2, July 2002

• Kenning, M. M. Language Learning Interests at University. Language Learning Journal, Volume 23.2001.

• Dudley-Evans, T. & Jo St John. Developments in English for Specific Purposes. Cambridge: Cambridge University Press, 1998.

• Floyd, P. & P.L. Carroll. Effects on ESL Reading of Teaching Cultural Content Schemata. London: London University Press, 1987.

• Galina, K. Ongoing Needs Analysis as a Factor to Successful Language Learning. Vilnius: Law University of Lithuania, 2005.

• Hutchinson, T. & Waters, A. English for Specific Purposes. Cambridge University Press, 1996.

• Kramsch, C. Context and Culture in Language Teaching. Oxford: Oxford University Press, 1993.



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