Definitions of HRM Essay Example for Free

Definitions of HRM Essay Introduction and Overview Definitions of HRM. The employment relationship. Commitment and control. Internal fit. Textbook: Noe, Hollenbeck, Gerhart and Wright (2012) Human Resource Management: Gaining a Competitive Advantage. Chapter 1, pp. 2-68. Examples of exam questions: How and why has the role of the HR department been changing in Western firms since the 1980s? How far and for what reasons would you agree that the debate over the differences between HRM and personnel management is all hot air? Lecture 2 Analysis and Design of Work Job analysis; Job design; employee involvement; quality circles; team working Textbook: Competitive Advantage. Chapter 4, pp. 154-190. Examples of exam questions: Who benefits from employee involvement? Compare quality circles and team working with regards to their impact on the economic outcomes of a company. Lecture 3 Personnel Selection Selection criteria, Big-5 personality dimensions, selection methods, predictive validity, reliability Textbook: Competitive Advantage. Chapter 6, pp. 230-267. Examples of past exam questions: Critically discuss the use of interviews as a primary basis for selection decisions. What criteria should be considered in selecting new employees to support firm performance? How do interviews fare in evaluating these criteria? Lecture 4 Performance appraisal Competitive Advantage. Chapter 8, 338-393. Examples of past exam questions: Critically evaluate performance appraisal at work. What are the purposes of conducting performance appraisals? How might appraisals differ depending on the purpose? Lecture 5 Pay Systems Content of pay systems; selecting pay systems; pay and firm performance; pay outcomes for employees. Textbook: Competitive Advantage. Chapter 1 1, pp. 0-519. Examples of exam questions: Which factors should HR managers take into account in designing a fair pay system? Evaluate options for the design of pay systems for different employee groups. Lecture 6 Human Resource Planning, Flexibility and Turnover Human resource planning; the model of the flexible firm; contingent employment; temporary work; employee turnover Textbook: Competitive Advantage. Chapt er 5, pp. 191-211 and Chapter 10, pp. 440-478. Examples ot exam questions: Temporary agency workers are hired to protect the employment security of the core workforce. Discuss critically. Contingent workers facilitate the use of high commitment management systems. Discuss. Lecture 7 Strategic Human Resource Management: Best Practices vs. Best Fit Strategic HRM; models of HRM; best practice and business strategy models Textbook: Competitive Advantage. Chapter 2, pp. 70-105. Examples of exam questions: Evaluate the relationship between the business and the human resource management strategy of a firm. Contrast and evaluate the concepts of horizontal and vertical fit in human resource management. Lecture 8 Strategic HRM: The Resource- ased View and Stakeholder Models Continuation of lecture 7: strategic HRM; resource-based view; institutional / stakeholder perspectives on HRM Textbook: To what extent do managers have a strategic choice with regards to human resource management? Critically discuss the implications of the resource-based view of the firm for designing HRM strategies. Lecture 9 Equal Employment Opportunities Competitive Advantage. Chapter 3, pp. 106-153. Examples of past exam questions: Do women have equal opportunities at work? What actions might employers take to address any inequalities? Evaluate human capital theoretical explanations of the gender earnings gap. Lecture 10 Industrial Relations Introduction to industrial relations; purposes of collective organization; effects of unions; recent trends in industrial relations Textbook: Competitive Advantage. Chapter 14, pp. 598-647. Examples of exam questions: What are the consequences of a lack of effective worker representation, be it through trade unions or some other form of worker representation at the workplace? Why do workers Join trade unions and what are the effects of union activity? How has this changed in liberal market economies in recent years?

Relationship Between Organization And Information System Information Technology Essay

Relationship Between Organization And Information System Information Technology Essay An information system provides procedures to record make available information, concerning part of the organization, to assist organization related activities. Information systems are more then the computers. Effective usage of information system requires a thorough understanding of the organization, its management and the information technology it implies. Information system is defined as the combination of hardware, software, infrastructure and trained personnel organized to facilitate planning, control, coordination, and decision making.(Web-2). Three activities; Input, Processing, and Output in the information system produce the information that are needed to make decision making, Analyzing the problems, controlling operation, and in launching new products. Input collects the raw data, which is manifested into meaning form by the Processor and Output transfers the processed data to the relevant person. Super market check-out is one of the most common examples of uses of information system used by the retail industry. It holds loads of valued information. It keeps millions of data, such as product cost and the details, product identification number and number of product sold out. On the basis of the information collected, companies analyze the total number of the items sold out, items left in the stock, items that sell most, the stuff that need to ordered, and the most analyze its sales. Information system is divided into operational, knowledge, management and strategic level and into five major functional areas; production and manufacturing, Finance, Accounting, sales marketing and Human resources. (Laudon and Laudon, 2003) A strategic level system helps senior management in tackling and addressing strategic issues in order to support the long range planning. Management level systems supports in monitoring, controlling, decision making, and administrative activities for middle managers. Knowledge and data workers are supported by the knowledge level system. Its importance is felt, when new ideas (knowledge) are to be injected into the organization. And basic activities and transactions of the organization (such as cash deposit, sales, receipts, payroll etc) are done by the operational managers, which is supported by the Operational level system. It is clear from the above classifications, that the information system is vital for every level of the organization. Sin ce, every level within the organization is interdependent. Any mistake, delays in information passage in any of the level, is enough for downfall of the organization. Similarly, in many ways, the information system supports the main business functions. For example, sales and marketing information system helps the firm to explore markets for its products or services, develop products and services that meet customers need and promote and sell those products and services. The manufacturing and production information system is responsible for planning, development and production of goods and services and control the production flow. Likewise, finance and accounting information system helps to set up long-term investment goals and provide long-range forecasts of financial performance of the firm. It also helps the managers to manage and control the firms financial resources. Moreover, human resources information system plays a vital role for managing the people effectively. It keeps and maintains employee records which makes easy to analyze and evaluate job performance, conduct recruitment and selection, training and development and retention as well. Managers and the Organization cannot ignore information system due to its critical nature. The influence and the importance of information system are evident in decision making, planning, and management of its employee and in management of the products. One of the most important roles of a manager is to make effective decisions which is very challenging job of the manager. The managers often depend on information system to make decisions because it helps to communicate and distribute information. Interdependence between the business strategy and the information system is becoming more and more complicated. Any change in any of the components has overall effect on the organization. Future prospect of any organization wholly depends on the information system it relies on. The following figure shows the relationship between organization and the Information system. When rules, procedures and strategy of the organization have to be changed, it is also important to change hardware, software, database and, telecommunication. One of the reasons behind the vast importance of the information system in any organization and its effect on so many people is because of the high power and falling cost of the computer technologies. Interdependence Organization Information System Business Strategy Rules procedure Software Telecomm-unication Database Hardware Figure1. Relationship between organization and information system A theory based on both economic and behavioral approaches has made us easier to know the affect of information system on organization. According to Economic Theory, Information technology helps firm contract in size, because it helps to reduce the transaction cost. According to (Williamson, 1985; Coase, 1937), using market place is expensive because of the problem of communicating with distant suppliers, buying insurance, obtaining product, and so on. According to Transaction cost theory, firms and organization try to lower the cost of transaction as much as they do on production costs. It also reduces Management costs. Similarly, according to Agency theory, firms are viewed as the nexus of contracts among self interested individuals who most be supervised and managed. (Laudon and Laudon, 2003, p80). Information system is a multidisciplinary field having different perspectives on information systems. In order to make the information system work properly, a lot of social, organizational and intellectual investments are required. It is divided into two different approaches, i.e, technical approach and behavioral approach. Technical approach includes computer science, management science and operations research where computer science purely deals with the computer system such as computation methods and efficient data storage and access method. The management science is responsible for developing models for decision-making and management practices. Similarly, operations research emphasizes mathematical techniques that help organization to optimize selected parameters such as transportation, cost of transaction and inventory control. So, technical approach is concerned with mathematically based models, physical technology and the capabilities of these systems. Behavioral approach focuses on the changes including management and organizational policy, attitudes and behavior. Although it does not normally focus on technical solutions, it does not ignore technology. The models used in this approach help to explore different issues which can not be explored through technical approach. Important concepts and methods are generated from other behavioral disciplines. For example, sociologists study information system in order to get knowledge about how development of system is shaped by groups and organizations. Similarly, the psychologists study information system so that they can know how human decision makers understand and use formal information. On the other hand, the economists study information system to know what impact has been created by system on cost structure of the firm and the markets as well. The ideas from the sociological, psychological and political point of view are useful in determining the behavior of individual firms, which i s stated by the behavioral approach. It is clear now that the introduction of information system in organization is to improve its effectiveness and efficiency. Automated activities helps in the reduction of the cost incurred, brings more accuracy then the human minds, and the most is the Speed. It saves time and reduces unnecessary costs. Organizations like British gas, British Petroleum, Banks and many more calculates lots of customer bills and other activities, which is only possible through the use of information system. It can be said with guarantee that many large companies would not survive more than 24 hrs without information system. On the contrary, its dark side on the cost at initial installment, the changes that comes along with it, and reluctance of the employee to go with it, and the cost of unproductive information would cause a severe problem to the organization.

Intelligent Public Transport System Design

Intelligent Public Transport System Design An Intelligent Public Transport System for Smart City Gurnoor Walia, Kuljit Kaur Abstract Road safety has changed into a main subject for governments and automobile manufacturers in the last decade. The advancement vehicular technologies has privileged researchers, institutions and companies to target their efforts on improving road safety. new kinds of networks, such as for instance Vehicular Ad Hoc Networks (VANETs), have now been designed to assist communication between vehicles themselves and between vehicles and infrastructure. Smart cities embrace intelligent traffic management in which data from the Traffic Information Centre (TIC) infrastructures might be accessible at any point. In this paper we have listed the details of various features relating to intelligent transportation system. INTRODUCTION Cities are complex, networked and continuously changing social ecosystems, shaped and transformed through the interaction of different interests and ambitions. Cities represent a promise for future years: a vision of creativity, opportunity, freedom and prosperity. More than half of the global population has become urban and surveys estimate this percentage may even grow towards 70% in 2050 [2]. The services are increasingly enabled by broadband infrastructures, Internet-based networked applications, wireless sensor networks, open data and open platforms. Within the last decade digital technologies have begun to cover our cities, working together to make the backbone of a big, intelligent infrastructure. Wireless telecommunications grids and broadband fiber-optic are supporting smart phones, mobile phones and tablets which can be increasingly affordable. Add to this foundation a uncompromisingly growing network of sensors and digital control technologies such as smart meters, all tie d together by inexpensive, powerful computers and our cities are quickly fitting like computers in open air[3]. Smart City A smart city use digital technologies to boost the performance and wellbeing, to decrease costs and resource consumption, and also to engage more successfully and actively with its citizens. The core smart sectors comprise energy, health care, transport, water and waste. It should be able it to respond more rapidly to needs of a city and global challenges than one with a simple transactional association with its people. Interest in smart cities is motivated by major challenges, including economic restructuring, climate change, ageing populations, the move to online retail and entertainment, and pressures on public finances.[4] The terms ‘intelligent city’ and ‘digital city’ are also used. [5][6].According to IEEE A smart city brings together technology, government and society to enable the following characteristics: smart cities, a smart economy, smart mobility, a smart environment, smart people, smart living, and smart governance.[7]. 1.3 Intelligent Transportation System As India plans to take a leap forward with approval for smart cities, intelligent transportation is a must have technology. Intelligent transportation systems (ITS) are applications which, without embodying intelligence as such, intend to offer innovative services relating to traffic management and different modes of transport and enable users to be much better informed and make safer, more synchronized, and smarter use of transport networks. Intelligent transport systems differ in technologies used, from basic management systems such as traffic signal control systems; car navigation; container management systems; automatic number plate recognition; variable message signs or speed cameras to observe such applications, such as security CCTV systems; and to more complex applications that combine live data and feedback from numerous sources, such as weather information; parking guidance and information systems; bridge de-icing (US deicing) systems; etc. INTELLIGENT TRAFFIC SYSTEM USING VANETs The development of new vehicular technologies has shifted companies, researchers and institutions to focus their efforts on improving road safety. The evolution in wireless technologies has allowed researchers to style communication systems where vehicles directly take part in the network. Thus networks such as for instance VANETs are produced to facilitate communication between vehicles themselves and between vehicles and road side unit (infrastructure). Vehicular ad hoc network (VANET) is a technology which uses moving cars as nodes in a network to make a mobile network [10]. VANETs are becoming a useful consideration due to the various important applications related to traffic controlling road safety. Smart cities saturated in traffic want to minimize their transportation problems due to the increasing population that results in congested roads. VANET helps to fix this issue by improving vehicles mobility and also helps at having more secured and sophisticated cities. VANETs provide easier communication facility among vehicles and also with fixed infrastructure. This can not merely improve the trail safety, but also gives benefits commercially. Pollution reduction, accidents prevention, congestion reduction and safer roads are some of the benefits of VANETs. The development of an efficient system in VANETs has many important benefits, to the traffic police as well as to the drivers. Proper traffic alerts and updated information about traffic incidents will make safe driving, increase road safety and reduce the traffic jams in the city. It also helps to indentify where the traffic rules are violated. Furthermore, it also helps economically; real-time traffic alerting will reduce trip time and fuel consumption and therefore decrease pollution as well [11]. So it is definitely beneficial in many ways. TECHNIQUES FOR IMPELMENTING VARIOUS ASPECTS OF VANETS The smart city can utilize VANETs by having intelligent traffic lights (ITLs) set in the crossroads of a city. These ITLs gathering traffic information (e.g. traffic density) from the passing vehicles, updating traffic statistics (congestion) of the city and reporting those statistics to the vehicles to ensure that vehicle can select the very best path that is congestion free. Also, ITLs will send warning messages to vehicles in case accident occurs to prevent further collisions. As [14], the proposal manages traffic information to be able to avoid accidents, though the information here is gathered from the vehicles themselves so no more infrastructure is needed. Also the system could easily be utilized by the traffic information centre to style an adaptive traffic light system similar to [12] and [13]. The proposed system architecture [16] is as shown in figure 4. Figure 4. The proposed System architecture [16] with intelligent traffic lights It is assumed that vehicles have a global positioning system (GPS), aboard unit, full map information of the city including the exact position of the each ITL, to ensure that vehicles can very quickly select the nearest ITL. Warning message is of three types: yellow circle indicates that vehicle is independent and not communicating with every other vehicle, green circle indicates communication is made and messages transition is certainly going on red and signal indicates two vehicles come closer and there could be the chances of collision as shown in figure 4. Inter-vehicular communication is presented based on an adaptive traffic signal control system [12]. This system reduces the waiting time of the vehicles at the square also results in decrease in waiting time at the signal. To realize this system, the concept of clustering is used to collect the data of the vehicles coming towards the intersection. System that takes the control decisions based on the information coming from the vehicles is very well described by the authors [13]. Every vehicle is equipped with a short range communication device and controller nodes are placed in the intersection with traffic lights. This controller node at intersection acts as adaptive control signal system. In [12] and [13] two adaptive traffic light systems based on wireless communication between vehicles and fixed controller nodes deployed at squares are designed. Both systems improve traffic fluency, reduce the waiting time of vehicles at squares and help to avoid collisions. The work in [14] is a survey about multifunctional data driven intelligent transportation system, which collects a large amount of data from various resources: Vision-Driven ITS (input data collected from video sensors and used recognition including vehicle and pedestrian detection); Multisource-Driven ITS (e.g. inductive-loop detectors, laser radar and GPS); Learning-Driven ITS (effective prediction of the occurrence of accidents to enhance the safety of pedestrians by reducing the impact of vehicle collision);and Visualization-Driven ITS (to help decision makers quickly identify abnormal traffic patterns and accordingly take necessary measures). But, it requires large amount of memory to stores the videos. The e-NOTIFY [15] system was designed for automatic accident detection, which sends the message to the Emergencies Center and assistance of road accidents using the capabilities offered by vehicular communication technologies. The e-NOTIFY system combines both V2V and V2I communications to efficiently notify an accident situation to the Control Center. A technique of finding water-logging-prone areas is given in [8]. This recognition technique is principally based on the following steps. (i) Prediction of locations of low valleys in a sound prone 2D curve. (ii) Confidence score obtained from the calculation of valley area. The proposed solution could easily be integrated with participatory sensing for smart cities. If the smart-phone users voluntarily submit the GPS information received in their hand-held devices, the same can be used for water logging zone calculation. This can help the city authority to create a dynamic water logging prone map of the entire city. In [9] researchers propose a radically different road pricing scheme to avoid and decrease the traffic congestion in metropolises. Unlike designating a small congestion charge zone in an area, they propose to employ a road pricing system over the entire city. Thus, the road pricing system can control the traffic flow in the whole traffic network of the city. Furthermore, the road costs are adjusted dynamically on the basis of the instantaneous traffic densities of every road in the city in order torapidly and efficiently control the traffic flow and to prevent the traffic congestion. Geographical source routing is just a promising routing technique for VANETs, because adaptability for network dynamics and ability to take care of topology holes. In traditional geographical source routing algorithms a best-known neighbor, usually the neighbor nearest to another junction in a greedy fashion, is designated as the following hop. This method may cause two drawbacks: (1) the designated neighbor mightnt have the packet correctly and (2) non-neighbor nodes are never given opportunities to complete forwarding. In [1],two problems are solved by introducing the thought of opportunistic routing to geographical source routing. A new routing protocol, named Geographical Opportunistic Source Routing (GOSR), is developed. GOSR allows non-neighbor nodes as well as the best-known neighbor to become forwarder. The notification cost of opportunistic routing is minimized by enforcing a scope from which candidate forwarders are selected. Defer timers are adopted in order to avoid confl icts due to simultaneous transmissions by nodes in the designated scope. Simulation results also reveal that GOSR can substantially reduce hop count and also improve end-to-end delivery ratio remarkably. TOOLS USED FOR SIMULATING VANETS It is significant to estimate the performance of any network in order to highlight any issues that may exist; the most appropriate way to accomplish this task is therefore to deploy simulations that provide the closest results to real-world annotations. Various simulation tools have been used to evaluate and simulate the performance of routing protocols in VANET. 5.1 Network simulator (NS2 and NS3 ) The NS-2 provides significant support for the simulation of TCP, routing and multicast protocols over wired and wireless networks. The NS-2 simulator is written in C++ with an OTcl (Object Tool Command Language) interpreter as a command and configuration interface. C++ is fast to run but slower to change, making it appropriate for use in comprehensive protocol implementation. NS3 is exclusively written in C++ and it is available for different platform such as Windows, Linux, Unix and OSX, with the coding limited to only a few hundred lines as opposed to 300,000 lines for NS-2. For the sake of huge network simulation,NS3 has come to support distributed and federated simulation tasks. NS-3 is free software available for researchers and developers in order to simulate internet protocols and huge systems in a controlled environment. 5.2 GlomoSim GlomoSim was developed to simulate wireless network simulation. It was coded in Parsec, in which all new protocols need to be described. GlomoSim has the ability to run on SMP (shared-memory symmetric processor: memory simultaneously accessible by all programs) and to assist in dividing the network into separate modules, each running as a distinct process. This decreases the load on the CPU by dividing its workload. GlomoSim supports multiple wireless technologies. GlomoSim was developed to support million of nodes as a single simulation. 5.3 MOVE The mobility model generator for vehicular networks is based on the Java programming language and is built on SUMO (Simulation of urban mobility). MOVE has greater consideration of traffic levels supported by GUI facilities. Mobility trace files can be generated from the Google Earth or TIGER databases. Custom (random and user) graphs a real so supported, although the node movement is constrained to a grid in a random graph. 5.4 TraNs TraNs (traffic and network simulator environment) is based on Java with a visualization tool to integrate SUMO and NS-2 and is specially designed for VANET (Traffic and network simulation environment) in a single module to support vehicular simulation. This can be accomplished by converting traffic files in to a dump file by SUMO. This file can then be read by NS-2. 5.5 VANET MobiSim VANET MobiSim was developed to overcome the limitations of CanuMobiSim. It supports car-to-car and car-to- infrastructure communications, which support stop signs, traffic lights and activities based macro-mobility with the support of human mobility dynamics. TIGER, GDF and random and custom topology are used to obtain road and traffic topology. Vanet MobiSim uses a parser to obtain the topology from GDF or TIGER. 5.6 NCTUns NCTUns (National Chiao Tung University Network Simulator) (WangandLin,2008) is built using C++ programming language with a high level of GUI support. The user has less need to be concerned about code complexity. NCTUns combines the traffic and network simulators in a single module, making a distinct vehicular network environment available. NCTUns supports the ITS (intelligent transport system) environment by using automatic road assignment supported by the SHARPE-format map file. Vehicle movement can be controlled automatically. FUTURE WORK and CONCLUSION In previous work researchers have designed a smart city framework for VANETs including intelligent traffic lights (ITLs) that transmit warning messages and traffic statistics. Simulation results reveal that the usage of ITLs in smart cities can not merely improve road safety but also the drivers quality of life. They have explained the way the ITLs gather traffic and weather conditions of the roads and how they update those statistics. The goal is that the drivers assistant device usually takes proper trip decisions, for instance in order to avoid congested roads, and therefore reducing the trip time and pollution as well. As a near future work, ITLs could communicate to passing vehicles indicating where would be the free parking spots in the city. With this specific information, the driver assistant device could indicate the driver where free spots are located. This technique could use a WSN to obtain the data about free parking spots and communicate it to the nearest ITLs. The ITLs could share that information although sub-network they form. This might save trip time, petrol and CO2 as a consequence, which helps to own sustainable smart cities. Also, statistics collected by the ITLs can improve data routing protocols selecting the road that offers an increased chance to forward a supply to the destination successfully. A VANET routing protocol that considers those statistics in its operation can also be designed. REFERENCES [1] Zhongyi, L., Tong, Z., Wei, Y., and Xiaoming, L., â€Å"Poster Abstract: GOSR: Geographical Opportunistic Source Routing for VANETs,† Mobile Computing and Communications Review, Vol. 13, No. 1, January 2009 [2] United Nations, â€Å"World Urbanization Prospects, The 2007 Revision Highlights,† United Nations, New York, 2008. [3] Schaffers, H., Ratti, C., and Komninos, N., â€Å"Special Issue on Smart Applications for Smart Cities – New Approaches to Innovation,† Journal of Theoretical and Applied Electronic Commerce Research, Universidad de Talca – Chile, Dec 2012 [4] Dept Business, Challenges Faced by Cities and the Need for Smarter Approaches, pg-5, 2013 [5] Moir, Challenges Faced by Cities and the Need for Smarter Approaches, pg-18, 2014 [6] Smart City, http://en.wikipedia.org/wiki/Smart_city [7] IEEE Smart Cities ,http://smartcities.ieee.org/about.html [8] Choudhury, A.D., Agrawal, A., Sinha, P., Bhaumik, C., Ghose, A., and Bilal, S., â€Å"A Methodology for GPS-based Water logging Prediction and Smart Route Generation,† 12th International Conference on Intelligent Systems Design and Applications (ISDA), Kochi , 2012. [9] Soylemezgiller, F., Kuscu, M., and Kilinc, D., â€Å"A Traffic Congestion Avoidance Algorithm with Dynamic Road Pricing for Smart Cities,† presented at IEEE 24th International Symposium on Personal, Indoor and Mobile Radio Communications: Mobile and Wireless Networks, London, 2013 [10] Emmelmann, M., Bochow, B., and Kellum, C.C., â€Å"Vehicular networking: Automotive applications and beyond,† John Wiley and Sons, 2010. [11] Ferrari, G., Busanelli, S., Lotti, N., and Kaplan, Y., â€Å"Cross- Network Information Dissemination in VANETs,† 11th International Conference on ITS Telecommunications, pp. 351-356, 2011. [12] Maslekar, N., Boussedjra, M., Mouzna, J., and Labiod, H., â€Å"VANET based Adaptive Traffic Signal Control,† IEEE 73rd Vehicular Technology Conference (VTC Spring), pp. 1-5, 2011. [13] Gradinescu, V., Gorgorin, C., Diaconescu, R., Cristea, V., and Iftode, L., â€Å"Adaptive Traffic Light Using Car-to-Car communications,† IEEE 65th Vehicular Technology Conference (VTC Spring), pp. 21-25, 2007. [14] Junping, Z., Fei-Yue, W., Kunfeng, W., Wei-Hua, L., Xin, X., and Cheng, C., â€Å"Data-Driven Intelligent Transportation Systems: Survey,† IEEE Transactions on Intelligent Transportation Systems, Vol. 12, Issue 4, pp. 1624-1639, 2011. [15] Fogue, M., Garrido, P., Martinez, F. J., Cano, J. C., Calafate, C. T., Manzoni, P., and Sanchez, M., â€Å"Prototyping an Automatic Notification Scheme for Traffic Accidents in Vehicular Networks,† Wireless Days (WD) IFIP, pp. 1-5, 2011. [16] Khekare, G.S., Sakhare, A.K., â€Å"Intelligent Traffic System for VANET: A Survey,† International Journal of Advanced Computer Research (2277–7970) Volume-2 Number-4 Issue 6, December 2012.

The Beer Industry :: GCSE Business Marketing Coursework

The Beer Industry Industry & Competitive Analysis CHIEF ECONOMIC TRAITS OF THE BEER INDUSTRY The market size of the beer industry is incredible. The wholesale volume in the beer industry is approxiametly $13.7 billion. The industry employes almost 40,000 people. The average worker is paid about $18.27 an hour. As you can see, this is a very large industry which provides many jobs to the american workforce. The market consists of many competitors, some being very large and some operating on a very small scale. The competitive rivalry is broken up into three segments, Natiional, Regional , and Microbrewers. National competitors have a wide market coverage and generally a large company. Regional competitors are smaller than National in the fact that they only distribute in certain regions. Microbrewers are the smallest of the three because their size and capacity limit them to only distribute to small geographic areas. The market growth rate of the beer industry is perplexing. In domestic brands, from 1983 to 1984 there has been a decline in consumption of -1.2%. In the imported section there has been an increase of 14.3%. The total industry as a whole declined .7% from 1983 to 1984. As a result of the decline in consumption of beer a similar result in production occurred with a decline of 1.2% The estimated forecast for 1985 will continue along the same trend as did 1984. The long term outlook for the industry is that sales will remain flat for the next 10 to 20 years. There are many companies in the industry. Through the years the industry has slimmed down quite a bit. The National market consists of ten major competitors. The Competitors in this market are Anheuser-Busch, Miller, Stroh, G. Heileman, Adolphs Coors, Pabst, Genesee, C. Schmidt, Falstaff, and Pittsburgh. The National companies have 51 plant locations across the United States. Market share in the Domestic market ranges from a low of .5% to a high of 34%. The Import market consists mainly of ten major brands also. They are Heineken(Netherlands), Molson(Canada), Beck's(Germany), Moosehead(Canada), Labatt(Canada), St. Pauli Girl(Germany), Dos Equis(Mexico), Foster's Lager(Australia), Amstel Light(Netherlands), and Corona(Mexico). These ten brands hold about 87% of the imported market share. The individual companies range in market share from 34% on down.

Import Cars vs. Domestic Cars :: Compare Contrast Cars Car Essays

Muscle cars have always been a big in the United States such as the Ford Mustang, Chevrolet Camaro, and Chevrolet Corvette. These cars have been some of the most popular cars for the past 35 or more years, but over the past 20 years, Japanese cars are becoming more and more popular. Many people who are into muscle cars despise these 'imports' and people who are into these imports have the same feelings toward muscle cars. These two types of car lovers have a strong dislike for each other and these cars. Many people see both muscle and import cars as just a car and don't perceive any difference between the two cars. One of the major differences between the two is the type of engines they have. Most muscle cars have a V-8 or even a V-10 with a large displacement. These engines produce a large amount of horse power and create a lot of torque at the higher RPM (Revolutions Per Minute) range, but to fit these large engines, they need large cars to put them in. On the other hand, imports have a much smaller, inline 4 engine, and because it has a smaller engine, it can fit into a smaller car. To make comparing easier, a 2004 Ford SVT (Special Vehicle Teams) Mustang Cobra and a 2000 Acura Integra Type R will be used as the comparison. The engine in the Mustang is a 4.601 liter, 280.8 cubic inch V-8 engine with 32 valves DOHC (Dual Over Head Cams), sequential electronic fuel injection, and an Eaton Generation IV roots-type supercharger, with a TTC T-56 6 speed Manual creating 390 break horse power at 6000 RPM and 389 foot pounds of torque at 3500 RPM. It has a 0-60 mph time of 4.5 seconds, a quarter mile time of 12.6 seconds at 112 mph, and has a limited top speed of 155 mph. The Integra has a B18C5, 1.797 liter, 110 cubic inch, 4 cylinders, 16 valves DOHC VTEC engine. It creates 195 horse power at 8000 RPM and 130 foot pounds of torque at 7000 RPM. It has a 0-60 mph time of 6.5 seconds, a quarter mile time of 14.7 seconds, and has a limited top speed of 135 mph. Even though the Integra is slower than the Mustang, the Integra engine has something the Mustang engine does not have, and that is a VTEC.

Canterville Ghost Summary Essay

The next morning, when the Otis family met at breakfast, they discussed the ghost at some length. The United States Minister was naturally a little annoyed to find that his present had not been accepted. â€Å"I have no wish,† he said, â€Å"to do the ghost any personal injury, and I must say that, considering the length of time he has been in the house, I don’t think it is at all polite to throw pillows at him,†Ã¢â‚¬â€œa very just remark, at which, I am sorry to say, the twins burst into shouts of laughter. â€Å"Upon the other hand,† he continued, â€Å"if he really declines to use the Rising Sun Lubricator, we shall have to take his chains from him. It would be quite impossible to sleep, with such a noise going on outside the bedrooms.† For the rest of the week, however, they were undisturbed, the only thing that excited any attention being the continual renewal of the blood-stain on the library floor. This certainly was very strange, as the door was always locked at night by Mr. Otis, and the windows kept closely barred. The chameleon-like colour, also, of the stain excited a good deal of comment. Some mornings it was a dull (almost Indian) red, then it would be vermilion, then a rich purple, and once when they came down for family prayers, according to the simple rites of the Free American Reformed Episcopalian Church, they found it a bright emerald-green. These kaleidoscopic changes naturally amused the party very much, and bets on the subject were freely made every evening. The only person who did not enter into the joke was little Virginia, who, for some unexplained reason, was always a good deal distressed at the sight of the blood-stain, and very nearly cried the morning it was emerald-green. The second appearance of the ghost was on Sunday night. Shortly after they had gone to bed they were suddenly alarmed by a fearful crash in the hall. Rushing down-stairs, they found that a large suit of old armour had become detached from its stand, and had fallen on the stone floor, while seated in a high-backed chair was the Canterville ghost, rubbing his knees with an expression of acute agony on his face. The twins, having brought their pea-shooters with them, at once discharged two pellets on him, with that accuracy of aim which can only be attained by long and careful practice on a writing-master, while the United States Minister covered him with his revolver, and called upon him, in accordance with Californian etiquette, to hold up his hands! The ghost started up with a wild shriek of rage, and swept through them like a mist, extinguishing Washington Otis’s candle as he passed, and so leaving them all in total darkness. On reaching the top of the staircase he recovered himself, and determined to give his celebrated peal of demoniac laughter. This he had on more than one occasion found extremely useful. It was said to have turned Lord Raker’s wig grey in a single night, and had certainly made three of Lady Canterville’s French governesses give warning before their month was up. He accordingly laughed his most horrible laugh, till the old vaulted roof rang and rang again, but hardly had the fearful echo died away when a door opened, and Mrs. Otis came out in a light blue dressing-gown. â€Å"I am afraid you are far from well,† she said, â€Å"and have brought you a bottle of Doctor Dobell’s tincture. If it is indigestion, you will find it a most excellent remedy.† The ghost glared at her in fury, and began at once to make preparations for turning himself into a large black dog, an accomplishment for which he was justly renowned, and to which the family doctor always attributed the permanent idiocy of Lord Canterville’s uncle, the Hon. Thomas Horton. The sound of approaching footsteps, however, made him hesitate in his fell purpose, so he contented himself with becoming faintly phosphorescent, and vanished with a deep churchyard groan, just as the twins had come up to him. On reaching his room he entirely broke down, and became a prey to the most violent agitation. The vulgarity of the twins, and the gross materialism of Mrs. Otis, were naturally extremely annoying, but what really distressed him most was that he had been unable to wear the suit of mail. He had hoped that even modern Americans would be thrilled by the sight of a Spectre in armour, if for no more sensible reason, at least out of respect for their natural poet Longfellow, over whose graceful and attractive poetry he himself had whiled away many a weary hour when the Cantervilles were up in town. Besides it was his own suit. He had worn it with great success at the Kenilworth tournament, and had been highly complimented on it by no less a person than the Virgin Queen herself. Yet when he had put it on, he had been completely overpowered by the weight of the huge breastplate and steel casque, and had fallen heavily on the stone pavement, barking both his knees severely, and bruising the kn uckles of his right hand. For some days after this he was extremely ill, and hardly stirred out of his room at all, except to keep the blood-stain in proper repair. However, by taking great care of himself, he recovered, and resolved to make a third attempt to frighten the United States Minister and his family. He selected Friday, August 17th, for his appearance, and spent most of that day in looking over his wardrobe, ultimately deciding in favour of a large slouched hat with a red feather, a winding-sheet frilled at the wrists and neck, and a rusty dagger. Towards evening a violent storm of rain came on, and the wind was so high that all the windows and doors in the old house shook and rattled. In fact, it was just such weather as he loved. His plan of action was this. He was to make his way quietly to Washington Otis’s room, gibber at him from the foot of the bed, and stab himself three times in the throat to the sound of low music. He bore Washington a special grudge, being quite aware that it was he who was in the habit of removing the famous Canterville blood-stain by means of Pinkerton’s Paragon Detergent. Having reduced the reckless and foolhardy youth to a condition of abject terror, he was then to proceed to the room occupied by the United States Minister and his wife, and there to place a clammy hand on Mrs. Otis’s forehead, while he hissed into her trembling husband’s ear the awful secrets of the charnel-house. With regard to little Virginia, he had not quite made up his mind. She had never insulted him in any way, and was pretty and gentle. A few hollow groans from the wardrobe, he thought, would be more than sufficient, or, if that failed to wake her, he might grabble at the counterpane with palsy-twitching fingers. As for the twins, he was quite determined to teach them a lesson. The first thing to be done was, of course, to sit upon their chests, so as to produce the stifling sensation of nightmare. Then, as their beds were quite close to each other, to stand between them in the form of a green, icy-cold corpse, till they became paralyzed with fear, and finally, to throw off the winding-sheet, and crawl round the room, with white, bleached bones and one rolling eyeball, in the character of â€Å"Dumb Daniel, or the Suicide’s Skeleton,† a _rà ´le_ in which he had on more than one occasion produced a great effect, and which he considered quite equal to his famous part of â€Å"Martin the Maniac, or the Masked Mystery.† At half-past ten he heard the family going to bed. For some time he was disturbed by wild shrieks of laughter from the twins, who, with the light-hearted gaiety of schoolboys, were evidently amusing themselves before they retired to rest, but at a quarter-past eleven all was still, and, as midnight sounded, he sallied forth. The owl beat against the window-panes, the raven croaked from the old yew-tree, and the wind wandered moaning round the house like a lost soul; but the Otis family slept unconscious of their doom, and high above the rain and storm he could hear the steady snoring of the Minister for the United States. He stepped stealthily out of the wainscoting, with an evil smile on his cruel, wrinkled mouth, and the moon hid her face in a cloud as he stole past the great oriel window, where his own arms and those of his murdered wife were blazoned in azure and gold. On and on he glided, like an evil shadow, the very darkness seeming to loathe him as he passed. Once he thought he heard something call, and stopped; but it was only the baying of a dog from the Red Farm, and he went on, muttering strange sixteenth-century curses, and ever and anon brandishing the rusty dagger in the midnight air. Finally he reached the corner of the passage that led to luckless Washington’s room. For a moment he paused there, the wind blowing his long grey locks about his head, and twisting into grotesque and fantastic folds the nameless horror of the dead man’s shroud. Then the clock struck the quarter, and he felt the time was come. He chuckled to himself, and turned the corner; but no sooner had he done so than, with a piteous wail of terror, he fell back, and hid his blanched face in his long, bony hands. Right in front of him was standing a horrible spectre, motionless as a carven image, and monstrous as a madman’s dream! Its head was bald and burnished; its face round, and fat, and white; and hideous laughter seemed to have writhed i ts features into an eternal grin. From the eyes streamed rays of scarlet light, the mouth was a wide well of fire, and a hideous garment, like to his own, swathed with its silent snows the Titan form. On its breast was a placard with strange writing in antique characters, some scroll of shame it seemed, some record of wild sins, some awful calendar of crime, and, with its right hand, it bore aloft a falchion of gleaming steel. Never having seen a ghost before, he naturally was terribly frightened, and, after a second hasty glance at the awful phantom, he fled back to his room, tripping up in his long winding-sheet as he sped down the corridor, and finally dropping the rusty dagger into the Minister’s jack-boots, where it was found in the morning by the butler. Once in the privacy of his own apartment, he flung himself down on a small pallet-bed, and hid his face under the clothes. After a time, however, the brave old Canterville spirit asserted itself, and he determined to go and speak to the other ghost as so on as it was daylight. Accordingly, just as the dawn was touching the hills with silver, he returned towards the spot where he had first laid eyes on the grisly phantom, feeling that, after all, two ghosts were better than one, and that, by the aid of his new friend, he might safely grapple with the twins. On reaching the spot, however, a terrible sight met his gaze. Something had evidently happened to the spectre, for the light had entirely faded from its hollow eyes, the gleaming falchion had fallen from its hand, and it was leaning up against the wall in a strained and uncomfortable attitude. He rushed forward and seized it in his arms, when, to his horror, the head slipped off and rolled on the floor, the body assumed a recumbent posture, and he found himself clasping a white dimity bed-curtain, with a sweeping-brush, a kitchen cleaver, and a hollow turnip lying at his feet! Unable to understand this curious The whole thing flashed across him. He had been tricked, foiled, and out-witted! The old Canterville look came into his eyes; he ground his toothless gums together; and, raising his withered hands high above his head, swore according to the picturesque phraseology of the antique school, that, when Chanticleer had sounded twice his merry horn, deeds of blood would be wrought, and murder walk abroad with silent feet. Hardly had he finished this awful oath when, from the red-tiled roof of a distant homestead, a cock crew. He laughed a long, low, bitter laugh, and waited. Hour after hour he waited, but the cock, for some strange reason, did not crow again. Finally, at half-past seven, the arrival of the housemaids made him give up his fearful vigil, and he stalked back to his room, thinking of his vain oath and baffled purpose. There he consulted several books of ancient chivalry, of which he was exceedingly fond, and found that, on every occasion on which this oath had been used, Chanticleer had always crowed a second time. â€Å"Perdition seize the naughty fowl,† he muttered, â€Å"I have seen the day when, with my stout spear, I would have run him through the gorge, and made him crow for me an ’twere in death!† He then retired to a comfortable lead coffin, and stayed there till evening.

Communicative Language Teaching Essay

Communicative Language Teaching The aim of this unit †¢ To make you think about communicative approach to teaching languages †¢ To analyse the concept of communicative competence †¢ To reflect upon the communicative teaching techniques What do you have to do in this unit? †¢ Warming up discussions †¢ Input reading †¢ Self-assessment questions (SAQS) †¢ Exploratory tasks †¢ Integrated task Warming up discussion 0 Warm up the concept of a â€Å"communicative situation† (situation, in which it is necessary to communicate orally and/or through writing in order to achieve a certain goal). Produce a â€Å"mind map† of the concept listing most typical communicative situations in your own real world Communicative situations Input reading 1 The way towards communicative teaching Warming-up discussion 1.1 Rate in order of importance the items that the students need in order to master the language communicatively (more than one item can get one rank) |Items |Rating | |Vocabulary | | |Grammar | | |Pronunciation | | |Knowledge of typical situations | | |Target culture | | |Skills in speaking | | |Skills in writing | | |Skills in reading | | |Skills in listening | | |Non-verbal means of communication (gestures etc) | | |Knowledge of how to deal with people | | |Experience of making decisions in communicative situations | | |Experience in playing a role | | |Experience in problem-solving | | |Experience in playing communicative games | | Pre-communication methods The way towards communicative teaching has been a long and controversial one with advances and set backs. The focus of attention was gradually shifting from the language as a systematic code to the language as a means of communication with the search for an effective method of instruction and consideration of the learner’s personality. (The digest of teaching methods in this module is based on Richards, J., and Th. Rogers.1995. Approaches and Methods in language Teaching. CUP). Grammar translation (H.Olendorf) or Prussian method included detailed analysis of grammar rules, translating sentences and texts into and out of the target language, memorizing rules and manipulating morphology and syntax, reading and writing. Direct method (M.Berlitz) encouraged the use of foreign language in the classroom. Classroom teaching was conducted in the target language only. Learning process was mostly based on imitation and memorization. Oral approach or situational language teaching (Palmer, H. 1940. The Teaching of Oral English. Longman) was based on selection and organization of the â€Å"situations†. â€Å"Situations† were organized with the use of concrete things and pictures. They were used to introduce the new grammar structures. Audio-lingual method (Fries, Ch. 1945. Teaching and Learning English as a Foreign Language. University of Michigan Press) applied the principles of structural linguistics to language teaching. Pattern practice became a basic classroom technique. Audio-lingual method was the combination of structural linguistic theory and fundamentals of behaviorism (stimulus, response, reinforcement). The Natural Approach (Krashen, S.1981. Second language Acquisition and Second Language Learning. OUP) put emphasis on the exposure to language (comprehensible input) rather than formal exercises. The following hypotheses were put into the foundation of the Natural Approach: the acquisition/learning hypothesis (only natural-like acquisition can result in mastering the language while â€Å"learning† helps getting the knowledge about the language), the monitor hypothesis (explicit knowledge has only one function, that of monitoring correctness of the utterance), the natural order hypothesis (the acquisition of grammar structures proceeds in a predictable order), the input hypothesis (the relationship between the input and language acquisition shows that learners need comprehensible input), the affective filter hypothesis (learners with high motivation, self-confidence, low anxiety generally do better in language acquisition). SAQ 1.1 Match the following â€Å"methods† of instruction with their essential â€Å"features† |Method |Features | |Grammar-translation method |Imitation | |Direct method |Memorizing rules | |Oral approach |Motivating learners | |Audio-lingual method |Use of situations | |Natural approach |Memorizing patterns | Humanistic approach Warming-up discussion 1.1 Comment on the following revelation of a teacher: |†¦if a student really works hard, and yet there is a danger of this student failing a test, although he or she has studied | |intensively for it, then I cheat. I take a pen that has the same color ink as the student used to write the test and I correct| |some of the mistakes so that the student does not notice and I can give a positive mark. And then I follow this up with a lot | |of appraisal and support †¦ | (Puchta, H. 1999. Learners: belief, identity and success. IATEFL 1999. Edinburgh Conference Selections. P. 71-72) Humanistic approach emerged as a reaction to the behaviorist approach to teaching with the rigid teacher’s control over the learners behavior. The concern of humanistic tendencies was to enhance people’s self-actualization and their role in directing their own lives (Kelly, Maslow, Rogers cited in Roth. I. 1994. Introduction to Psychology. Volume 1. The Open University. P. 419). Humanistic approach to language teaching emphasized the value of developing whole learner’s personality, socialization of an individual in a group, creative activities with music, arts etc. It was further developed in community language teaching. The method was based on counseling techniques (Curran, C. 1976. Counseling-Learning: A Whole Person Model for Education. N.Y.) In lay terms, counseling is giving support to another person. This method was described as humanistic with self-actualization and secured self-esteem of the learners. The priorities of the method were to develop learners’ relationships in the group, to guarantee in learners the feeling of security and belonging to the group as well as asserting one’s personal identity. â€Å"Learner autonomy† became a new and much discussed concept. Affective learning and learner anxiety were taken seriously as an important factor of effectiveness. Instead of the formulaic knowledge (the product of behaviorism) teachers tried to develop in learners heuristic knowledge (After Fox, J. 1992. New Perspectives in Modern Language Learning. University of East Anglia. P. 87). Special attention was given to the issue of â€Å"debilitating anxiety†, which unlike â€Å"facilitating anxiety† could hinder and even block the process of language acquisition. As a result of the debilitating anxiety in the lesson the learners usually develop a â€Å"defense mechanism† against it. Some of them withdraw from the work of the class, make a game of a task, fidget and let their attention wander or plunge into the world of fantasy. They can challenge the teacher with the unacceptable behavior or passive aggression in the form of â€Å"silent protest†. Some learners accuse others of their own learning problems. As expression of protest the learners join subgroups of other failure-learners (See: Madeline, E. 1996. Understanding Second Language Learning Difficulties. Sage Publications). An important issue, which is tackled by the humanistic approach to teaching is the rejection of the learners by their teachers. The rejection of this type can be hidden and show itself indirectly. These teachers prefer not to look at the learners, which they dislike (gaze of avoidance). The whole teacher’s body movement is in the direction opposite to the learners they dislike. The teachers keep a longer physical distance with these learners and give them less verbal contacts and addresses. These learners are denied teacher’s supportive intervention and detailed feed-back that other learners normally enjoy. They are given a reduced teacher’s waiting time. Humanistic approach advocated â€Å"non-conflict†, â€Å"non-judgement† and â€Å"empathy† in the relations of the teacher and learners. The importance of the humanistic approach lies not just in the effectiveness of language learning but also in the development of the personality. Humanistic approach facilitates self-actualization of learners. Self-actualized people have a healthier psyche and are more capable of a creative non-stereotyped behavior. This helps them to identify easily with the group. They demonstrate a more accurate perception of the reality and accept it without unnecessary conflicts. They focus more on the cognitive problems and less on themselves. These learners possess the capacity for peak experiences (through love, music, art, nature etc.) and a greater aptitude for empathy with other people. They are able to see things other than in black and white. Exploratory task 1.1 Study the following descriptions of the learners and reflect on the possible reasons that explain their learning difficulties. Suggest recommendations to improve the teaching situation. What individual features of the learners have to be respected by the teacher? |Descriptions |Reflections |Recommended | |Frank is shy, withdrawn and obtuse. When called upon for| | | |an answer in class, he hesitates a lot and sometimes | | | |does not respond at all. When pushed, his answers are | | | |usually incorrect. However he does well with written | | | |homework. | | | |Mark is a delightful student. Very active and | | | |enthusiastic in class. He never has enough time to | | | |complete the task in class and rarely finishes the test | | | |on time | | | |Mary is inattentive and never follows explanations in | | | |class. She does not seem to understand the grammar | | | |rules. However, the next day she knows the rule | | | |perfectly. | | | |Clara is very motivated to study English but finds it | | | |meaningless to take part in communicative activities. | | | |After communicative lessons she feels frustrated. | | | |Vera is clever and likes to take part in discussions. | | | |However while talking she often makes slips such as | | | |forgetting, blurring or mixing up word endings. | | | (Some examples are adapted from Leaver, B. 1993. Teaching the Whole Class. The AGSI Press. P. 4-8) Intensification tendency Total Physical Response (TPR) is the combination in the teaching method of speech and action (Asher, J. 1969. The total physical response approach to second language learning. Modern Language Journal. 53:3-17). The method combined verbal rehearsal with motor activities. The Silent Way (Gategno, C. 1972. Teaching Foreign Languages in Schools: The Silent Way. N.Y.) was based on the premise that the teacher should be silent as much as possible in the classroom, while the learners will produce more language. A typical feature of the Silent Way is the use of color charts and rods as memorable images and signals to help in verbal responses. The proposition underlying this method of instruction was that learning is facilitated if the learners discover or create even with the minimal language rather than rehearse and remember. Suggestopedy (Lozanov, G. 1978. Suggestology and Outlines of Suggestopedy. N.Y.) aimed at optimizing learning by music and rhythm, authoritative teacher’s behavior and â€Å"infantalisations† of learners, physical and psychological relaxation. The focus was on the memorization processes, which as claimed by the authors accelerated 25 times over conventional learning. Another example of exploiting resources of human psyche in teaching languages is neuro-linguistic programming (NLP). NLP is shaping one’s inner world through re-evaluating one’s experience and using the power of the word. It aims at opening up one’s inner resources as a way towards accelerated learning (Beaver. D. Lazy Language Learning). Exploratory task 1.2 Try to memorize the following groups of words using different techniques. Recall the words a minute after all the tasks have been done. Write the number of memorized words in the space provided and share the results in the group. Reflect on the reasons for diversity in the results (the meaning of the words should be made clear first) |Task 1 |Task 2 |Task 3 |Task 4 | |Memorize the words by marking |Memorize the words by |Memorizing the words in |Memorize the words by imagining| |rhythm with your hand |associating them with physical |complete relaxation |clearly and visualizing what | | |objects that you hold in your | |these words mean | | |hand | | | |Wary tortuous, dupe, hype, |Balk, upshot, slobber, freak, |Floss, tryst, mediocre, tassel,|Zap, trammel, largess, thud, | |lumber |virile |tacky |gullible | |Number of recalled words | | | | | | Communicative language teaching is based on a number of typical features of the communication process (Littlewood, W. 1981. Communicative language Teaching. CUP. Savignon,S. 1983. Communicative Competence: Theory and Classroom Practice. Mass. Widdowson, H. 1979. Teaching language as Communication. OUP). Language learning is understood as learning to communicate through communication. The emphasis is put on the meaningful and motivated use of language by the people who communicate in order to achieve a certain goal. Language for learning is derived from communicative experience in a variety of real world situations. Fluency is put over accuracy. Interactive learning is encouraged as the way towards acquiring communication skills. The learners are taught â€Å"negotiating the meaning† (working towards better understanding each other), and â€Å"using communication strategies† (e.g. circumlocution). Exploratory task 1.3 What features of communicative teaching can you detect in the following activities? |Activities |Features | |Find the differences between the pictures that you and your | | |partner has without looking at these pictures and only by asking | | |questions | | |Role play a job interview, in which you want the job as soon as | | |possible while the manager is taking time and is hoping to find a | | |better candidate | | |Agree or disagree with the given statements by marking them as | | |â€Å"true†, â€Å"false† or â€Å"debatable† and give reasons for every answer | | |Each of you have heard only a little bit of the announcement at | | |the airport. Put your bits of knowledge together to know what you | | |need. | | |Hold an opinion poll in the group by asking everybody questions | | |and report the results (every learner has a set of their own | | |questions) | | Communicative teaching is a way of teaching a language through communication. The way towards communicative teaching method can be traced in the chart below: |Method |Grammar-translation |Audio-lingual method |Natural approach |Communicative activities| |Subject |Language forms |Language patterns |Whole language |Human discourse | |Learning |Language analysis |Memorization |Exposure to the input |Communication experience| SAQ 1.2 Match the following tasks the methods |Tasks |Methods | |Listen to the tape and react to questions in the pauses |Grammar translation | |provided | | |Find the ways to translate the sentences in your native |Audio-lingual | |language | | |Prepare a group presentation and show it to the class |Natural | |Listen to the conversation and dramatize it |Communicative | Any method can be described as â€Å"result-oriented† or â€Å"process-oriented† with some teaching methods occupying an intermediate position. A result-oriented method advocates the idea of a final goal with the emphasis on its speediest achievement and the obligatory equal results achieved by all the learners. A process-oriented method focuses on the teaching/learning procedure with the individual pace of learning and the final results varying according to individual learner differences. Form-focused methods concentrate teachers’ and learners’ attention on the grammar forms of the target language. Form-defocused methods focus on speech patterns rather than on grammar structures. Exploratory task 1.4 Find the adequate place on the axes for the following method: grammar translation, oral approach, audio lingual and communicative (grammar-translation method has been done for you) Form-focused Y Grammar-translation method Result-oriented. x X Process-oriented y Form-defocused Communicative approach is used differently in different teaching cultures. â€Å"Teaching culture† is the collective teaching experience, beliefs and practices, which are typical of a certain community or society. Communicative approach is not universally relevant for different teaching cultures. The learners can question the effectiveness of the lesson during which they practice communication but do not learn anything concrete. â€Å"What have we learned during this lesson of incessant talk?†, is a typical question asked by the learners in Asian communities. In Japan languages are taught in the typically teacher-fronted and teacher-centered classrooms. A typical lesson consists of the teacher’s checking the learner’s sentence by sentence translations of a text. Chinese students can be unwilling to ask questions during a communicative lesson because students they do not want to interrupt other students or the teacher, it is better to ask after the lesson etc. (Coleman H. 1996.Society and the Language Classroom. CUP). A lesson of English in Russia often includes homework check up, presentation of the new material and reinforcement of the new material. The teacher, who signals when a particular learner is invited to speak, will regulate learners’ participation in the lesson (Millrood, R. 1999. How Native English Speakers Can be Better English Teachers in Russia. The Internet TESL Journal. Vol..5 No 1 1999. Ellis, G. 1996. How culturally appropriate is the communicative approach? ELTJ. Volume 50/3. P. 213-218) Exploratory task 1.5 Given below are the features of the BANA (British, Australian and North-American) teaching culture. What is to be found in your local teaching culture? |BANA teaching culture |Local teaching culture | |Learner-centered | | |Learner-autonomy | | |Focus on the â€Å"whole language† | | |Critical thinking | | |Inductive teaching | | Input reading 2 Communicative competence Warming up discussion 2.1 Brain-storm the concept of â€Å"communicative competence† i.e. the knowledge and skills a learner needs for successful communication and draw a â€Å"tree diagram† of this concept Communicative competence The idea of communicative competence started to develop with the construct of â€Å"linguistic competence†. Linguistic competence is understood as innate knowledge of language (Chomsky, N. 1986. Knowledge of Language: It’s Nature, Origin and Use. N.Y. P. 24. Aitchison, J. 1999. The Articulate Mammal. An Introduction to Psycholinguistics. L.,N.Y.P.180-182. Harley,T. 1997. The Psychology of Language. Psychology Press. P.141). Linguistic competence is only part of what is needed for communication. Communicative competence encompasses the knowledge of how to use the language in the real world, without which the rules of grammar would be useless. (Hymes, D. 1971. On communicative Competence. University of Pennsylvania Press. Bachman, L. 1990. Fundamental Considerations in Language Testing. OUP. P.87). Communicative competence can be described as including grammar competence (knowledge of grammar rules, lexis and phonetics), pragmatic competence (knowledge of how to express a message), strategic competence (knowledge of how to express a message in a variety of circumstances), social-cultural competence (knowledge of social etiquette, national mind-set and values etc.) (another description of communicative competence can be found in Canale, M., and M. Swain. 1980. â€Å"Theoretical bases of communicative approaches to second language teaching and testing†. Applied Linguistics 1: 1-47). Communicative competence breaks down into the two major components of the knowledge: knowledge of the language and knowledge of how to achieve the goal of communication |Communicative competence | | | |Knowledge of the language |Knowledge of how to use the language | Competence is not the same as ability. In order to be able to communicate, people need psycho-physiological mechanisms, i.e. communicative skills (After Bachman, L. 1990. Fundamental Considerations in Language Testing. OUP. P. 84-85). Communication is the process of interpersonal interaction and requires the knowledge of social conventions i.e. the knowledge of rules about proper ways to communicate with people. In accordance with the social conventions, participants in communication perform communicative functions (to socialize, to inform, to persuade, to elicit information, to manipulate behavior and opinions, to perform rituals etc), communicative roles (leader, informer, witness, participant, catalyst, entertainer etc) (Ellis, R. 1994. The Study of Second Language Acquisition. OUP. P. 160). In order to perform these functions a speaker needs more than just the knowledge of the language. Exploratory task 2.1 Give examples of the knowledge you need for successful communication in a number of recent situations: |Knowledge for communication | |Rules of etiquette |Spoken language |Grammar and vocabulary | | | | | | | | | | | | | | | | | The process of communication is characterized with communicative strategies of achieving a goal through communication (Pollak A. Communicative strategies at work. NJ 1995). Success of communication depends very much on the knowledge of successful strategies chosen by the speakers. E.g. the Prince (in â€Å"The Prince and the Pauper† by M.Twain) was unable â€Å"to ask† because he was only competent in how to â€Å"give orders†. Successful strategies are known as the â€Å"four maxims† of good communication (Grice, H., 1975. Logic and conversation. Speech Acts. N.Y. Academic Press.) These maxims include quality (say only what is supported by evidence), quantity (say no more and no less than you think is needed), relevance (say what is relevant to the point of communication) and manner (present your ideas clearly an unambiguously) The four maxims of successful communication can be used in teaching how to communicate effectively (Brown, G. and G.Yule. 1983. Teaching the Spoken Language. CUP. P. 71) Exploratory task 2.2 Imagine that you want to borrow some money from the bank and have to explain to a bank clerk the reasons for taking the loan. Role-play your talk and let your group mates comment on what you say using the â€Å"four maxims†: |Maxims of communication |Comment | |Quality | | | | | |Quantity | | | | | |Relevance | | | | | |Manner | | | | | Communication strategies can be goal-oriented (having a particular goal in mind), partner-oriented (with the partner and his comprehension in mind, using negotiation of meaning, persuasion, self-correction, repetition, circumlocution etc) and circumstances-oriented (behaving according to the situation) (Wood B. Children and communication. NJ. 1981). In choosing a strategy the participants in communication can prefer either an achievement strategy (guessing, paraphrasing but achieving the goal) or a reduction strategy (co-operation, avoidance and sometimes giving up one’s goal partially or completely) (Bygate, M. 1987. Speaking. OUP). Exploratory task 2.3 Describe communicative strategies in the following conversation. One has been done for you |Conversation |Strategies | |Hello |Goal-oriented | |Can I have a return to London? |Partner-oriented | |Yeah. Are you coming back today? |Circumstances-oriented | |Erm †¦ I an not sure †¦ | | |A day’s return is 6.50. Otherwise it’s 8.80 | | |I’d better take a normal return | | |OK. That’s 8.80 then | | |Fine | | |Thanks. 1.20 change please | | |Thanks | | An integral part of communicative competence (the knowledge of how to communicate with people) is the non-verbal communication. It includes proxemics (physical distance and life space in the process of communication), kinesics (body language, gestures and postures), facial expression (smiles, eye-contact), haptics (the use of touch in communication), clothing and physical appearance in the process of communication (the concept of decency in clothing and physical appearance), oleactics (communication via smell), paralanguage (â€Å"um-m†, â€Å"uh-huh† etc). Many non-verbal expressions vary from culture to culture, and it is often the cause of cultural misinterpretation. E.g. a physical distance can be too close or somebody’s private space can be trespassed. Gestures and postures can be inappropriate, there can be a lack of smile and eye-contact. Touching somebody’s body during conversation can be taken as offensive. The dressing habit can be alien. Some smells (e.g. sweat or breath) can be found intolerable. Vocal confirmation of following the conversations (Aha! Etc.) can also be inappropriate. In some cultures humble bows are part of etiquette while others support a proud upright posture. Exploratory task 2.4 Describe non-verbal communication in your native culture |Features |Description | |Physical distance | | |Gestures | | |Use of touches | | |Decent clothing | | |Appropriate smell | | |Smiles | | |Eye contact | | Exploratory task 2.5 How would you say the following sentences without words, using the gestures only? |Communicative goal |Description of the gestures | |†It’s too hot.† | | |†I’m too cold!† | | |SSHHH! Be quiet.† | | |†Come here.† | | |†Come here quickly!† | | |†Stay back! It’s dangerous!† | | |†I’m impatient† | | |†I’m tired† | | |†What did you say?† | | Exploratory task 2.6 Mark as appropriate or inappropriate |Statements | Appropriate or not | |A/ A man not opening the door to the woman | | |B/ Man and woman walking together, woman carrying a heavy bag | | |C/ A man not helping a woman out of the bus | | |D/ A man not giving up the seat in the bus for a woman | | |E/ A person telling the police the truth about his friend’s involvement in the crime | | |F/ A married man living with his parents | | |G/ A young married couple paying more attention to themselves than to their newly born | | |child | | Exploratory task 2.7 Read the following description of the American character and draw comparisons with your home culture: |American culture |Learners’ home culture | |Physical appearance is a key to U.S. culture. Americans are obsessed with body hygiene. They | | |take many showers, wash their hair often and usually wear clothes only once. People who have body | | |odor, bad breath, oily hair, and do not wear fresh clothes every day may be rejected because of | | |their odor. Americans are likely to be extremely cautious when they meet a new person who seems to| | |want to get closely involved with them. â€Å"What does this person want?† they seem to be asking. | | |†How much of my time will it take? Will I be able to withdraw from the relationship if it gets too| | |demanding?† Americans are explicitly taught not to discuss religion or politics. Politics and | | |religion are thought to be â€Å"controversial†, and discussing a controversial topic can lead to an | | |argument. Americans are taught to avoid arguments, unlike other people who consider politics to | | |be an excellent topic for discussion and debate. | | Input reading 3 Communicative teaching Communicative teaching can be successful if the teaching techniques help to replicate authentic communication in the classroom Exploratory task 3.1 What makes real-world and classroom communication â€Å"authentic†, i.e. genuine and natural? List the features in the spaces below: |Authenticity of real-world communication |Authenticity of classroom communication | | | | | | | | | | Exploratory task 3.2 Do these activities help replicate authentic communication in the classroom? If, â€Å"yes, what makes the classroom communication â€Å"authentic† in each case? |Activity |Comment | |A bottle has been found in the sea with a letter in it. The text has been damaged | | |by water and is therefore blurred. In groups decide what the message says | | |You are to entertain guests before lunch. Role-play the conversation | | |You have always worn glasses but have now decided on switching to contact lenses. | | |Prove your decision | | |Each participant has a picture, which is part of the whole story. Without showing | | |your pictures talk to each other and make up the whole story | | |Write a letter of complaint to the hotel about their service and demand a | | |compensation for the spoiled holiday | | Communicative techniques A technique is a way for a teacher to organize a learner activity. The purpose of communicative techniques is to teach communication (After Littlewood, W. 1981. Communicative Language Teaching. CUP). Communicative techniques can develop in learners productive, receptive and interactive skills that are necessary for effective communication. Activities with listening and reading aim at developing in learners skills of receiving information. Activities with speaking and writing develop in learners skills of producing information. Both can be learner interactive and thus promote communication. Communicative techniques fall down into a number of groups: A. Language arts are oriented towards a communicative task but are not â€Å"communicative† in themselves. B. Language for a purpose is what the learners might need to learn how to request information, how to change somebody’s behavior or train of thought, how to co-ordinate efforts in a team, how to express one’s emotions etc. C. Communicative games can be alternative communicative techniques with a challenge, rules, procedure and winners. D. Personal language use develops in learners the skill of expressing one’s own attitudes and values. E. Theatre art develops communicative skills in simulations such as role-plays. F. Debating society teaches problem-solving skills. G. Beyond the classroom activities imply contacts with the native speakers and using the mass media available to the learners and relevant to their level of language studies (Adapted from Savignon, S. cited in Berns, M. 1990. Contexts of Competence. Social and Cultural Considerations in Communicative Language Teaching. N.Y. P. 88-89) SAQ 3.1 Match the following techniques and their features |Techniques |Features | |Language arts |Exposure to the whole language | |Language for a purpose |Cause-and-consequence reasoning | |Communicative games |Attaining a communicative goal | |Personal language |Winning in a competing activity | |Theatre art |Presenting one’s case | |Debating society |Vocabulary and grammar build-up | |Beyond the classroom |Taking up a communicative role | Some activities are more associated with reading and listening (receptive skills), while others are more often used with speaking and writing (productive skills). Information gap is organized to promote speaking activities. Information gap is a situation when a participant or a group possess the information, which others do not have, while others command the information that the other party is missing. E.g. a student in a pair with the other student might have the train timetable for odd numbers, while her partner might have the train timetable for even numbers. Their task is to use communication for finding out complete information on how the train runs. Information gap can take the format of an opinion gap when the participants differ in their opinions. The gap is filled in the course of active communication. Any activity with an information gap can be turned into a communicative game if there are rules to name the winner. Information gap is a frequent technique used in order to organize a communicative game. E.g. you have new neighbors. They can tell you about themselves only what is given on their role cards. Try to guess their professions. Ask any questions. Direct questions about professions are excluded. A popular speaking activity is reading from cues. It is organized when the participants write information about themselves on sticky labels in the form of separate words, dates, names etc. Other students ask questions trying to find as much as possible about the person, To achieve this goal they have to think first what a date on the sticky label might mean and ask a question like â€Å"Were you married in 1991?†, â€Å"May be you got your first job in 1991?† etc. Reading and speaking processes can be boosted by a â€Å"matching† activity, in which the participants are to match pictures and texts, pictures and pictures, texts and texts (both oral and written) by using questions. Jig-saw reading activity is organized most often with the texts that are meant for reading or listening (â€Å"jig-saw† reading and â€Å"jig-saw† listening). A text is divided into several parts. Every participant has access to only one part of the oral or written text. They ask each other questions and provide information to pool the parts of the text together and to know the contents of the whole text. Another variant is a jig-saw listening when each participant or a small group listens to only some information as part of the whole. These pieces can be brought together only in the course of active communication efforts. Another activity for reading is sequencing (re-ordering). The task consists in asking the learners to restore the logical order between parts of the text. This can produce an â€Å"opinion gap† and boost communication. Productive skills of speaking and writing are developed in simulations. A simulation means that an episode of the real world is reproduced in the classroom environment in the form of the role-play, discussion (problem solving), piece of writing or a project work. SAQ 3.2 Give examples of communicative simulations that can be used to develop productive communicative skills in learners |Simulation of productive skills |Examples of activities | |Simulation of speaking | | | | | |Simulation of writing | | | | | An important aspect of communicative teaching is classroom interaction. This form of communication develops between the learners and the teacher. Learners’ interaction is organized in pairs, small groups, moving circles, parallel lines of pairs etc. Classroom interaction is a factor in creating a communicative classroom atmosphere and successful communicative teaching Exploratory task 3.2 Recall your own experience of classroom interaction and complete the evaluation form. What can be done to improve interaction in the classroom? |Classroom communication |Usually |Sometimes |Never | |1. The teacher asks the class questions. | | | | |2. Students volunteer to raise problems for discussion | | | | |3. Students say their opinions freely in class. | | | | |4. Teachers ask students to express their opinions. | | | | |5. Students speak only when the teacher calls on them. | | | | |6. Students tell the teacher in class when they don’t understand. | | | | |7. Students listen passively when the teacher talks. | | | | |8. Students listen passively when classmates talk. | | | | |9. Students speak loud enough for the whole class to hear and address| | | | |the classmates. | | | | |10. Students consult with classmates before answering teacher. | | | | |11. Students are afraid to make mistakes. | | | | |12. Teachers encourage students to risk making mistakes and to speak | | | | |freely | | | | |13. Students ask for the teacher’s opinions on the problem in class. | | | | |14. Teachers organize students’ interaction in pairs, small groups, | | | | |moving circles, parallel lines. | | | | |15. Students copy answers from others during tests. | | | | |16. Students coach each other for a test | | | | |17. Teachers are open to informal communication | | | | Communicative teaching is often organized in the three-phase framework. Three-phase framework means subdivision of the teaching process into three phases: pre-activity, while-activity and post activity. Pre-activity is organized to arouse interest in the learners towards the main task, to motivate performance, to activate in learners their prior knowledge and to prepare them for the language that can be necessary to perform the main task. While-activity is organized as oral or written communication and is based on engaging the learners in the communicative tasks. Post-activity is reflection on the ideas and language that was produced during the main activity. This phase also includes additional language drill and integration with other skills. The three phases of teaching are shown in the table: |Phases |Procedures | | |Teacher |Learners | |Pre-activity |Increasing motivation for the activity. Activation of prior knowledge in learners. Language | | |preparation. | | | | |While-activi ty |Oral or written communication. Information gap techniques. Simulation techniques. | | | | | |Reflection on the language and ideas produced during the â€Å"while-activity† phase. Focusing on | |3. Post-activity |the language. Integration with other skills. | (Sheils, J. 1988. Communication in the Modern Language Classroom. Strasbourg) Exploratory task 3.3 Match the following communicative tasks with the pre- while- or post-activity phases |Tasks |Phases | |Write down all the reasons you can think of for getting married|Pre-activity | |A husband wants his wife to stay at home because he is earning |While-activity | |more than enough. The wife wants to be self-reliant. What |Post-activity | |should they do? | | |Agree or disagree with the following statements †¦ | | |Interview a working woman and a housewife (a pensioner). Report| | |on the findings | | |Look at these pictures of the families. Which family seems | | |happiest and why? | | |Write an essay, †Coral gardens of family life† | | |Think of positive and negative words when you think of family | | |life | | Integrated task †¢ Give a rationale for communicative language teaching †¢ Illustrate the tasks for teaching pronunciation, grammar and lexis (indicate the source) †¢ Describe the tasks for teaching speaking and writing, listening and reading †¢ Work out a three-phase framework for any one of the tasks †¢ Ask your peers to evaluate your â€Å"three-phase framework task† according to the evaluation form and attach it |Points of analysis |Comment | |The explanations to tasks are quite clear | | |The task motivates communication | | |The task provides information gap for the learners | | |The task simulates the real world | | |The task develops language knowledge in learners | | |The task develops world knowledge in learners | | |The task creates a reasonable challenge for the learners | | |The three phases of the task are quite logical | | |The tasks provide for a good communicative practice | | Answer keys SAQ 1.1 1B 2A 3D 4E 5C SAQ 1.2 1B 2A 3D 4C SAQ 3.1 1F 2C 3D 4E 5G 6B 7A SAQ 3.2 |Information gap |Simulation | |Matching, jig-saw, interviews, reading the cues, communicative |Role-play, problem-solving, socialization, project work etc. | |games etc | | Exploratory task 1.1 1 Frank is a learner who needs more time to think the task over. 2 Mark can’t stand the time limits because he is usually overactive. 3 Mary prefers working with examples and deriving a rule from them. 4 Clara is a â€Å"deductive learner† and prefers working with grammar rules. 5. Vera has problems with her phonological development and needs special attendance to her needs Exploratory task 1.4 Oral approach YX; audio-lingual xy; communicative yX Exploratory task 1.5 1 Teacher-centered, 2 learner-dependence, 3 focus on form and text, 4 memorization, 5 deductive teaching from rule to examples Exploratory task 2.3 A 2 3 5 7 9; B 1 8 10; C 3 4 6; Exploratory task 2.8 1 test-tube babies, 2 AIDS, 3 Nuclear power Exploratory task 3.3 1A 2B 3A 4C 5A 6C 7A Glossary Audio-lingual method is the way to teach a foreign language through intense repetitions of language patterns Communicative approach is a theory of teaching and learning foreign languages that recognizes the primacy of communication as the goal and the media of instruction Communicative competence is the knowledge that is necessary for successful communication Communicative method is a way to teach a foreign language through communication for the purpose of communication Communicative principles are guiding rules of instruction in the framework of communicative approach Communicative situation is a set of circumstances, in which it is necessary to use the language for communication in order to achieve the desired goal Communicative strategies are the means and maneuvers of communication to deal with the goal, partner and circumstances Communicative techniques are the devices to organize teaching in compliance with communicative principles Community language teaching is a teaching approach that emphasizes the importance of students’ co-operation, support and interaction Direct method is the way to teach a foreign language by switching over exclusively to the target language in the classroom and intense grammar structure practicing Grammar-translation method is a way to teach a foreign language with the help of contrastive native and target grammar analysis Humanistic approach is an education theory that recognizes the necessity to facilitate free and creative development of the personality Information gap is a technique to give the students complementary information, which they have to pool together in the process of communication in order to fulfil the task Interactive learning is instruction with the tasks that can’t be fulfilled by the isolated students but require co-operation Natural approach is a way to teach a foreign language through massive exposure to the comprehensible language input in the classroom Neuro-linguistic programming is a teaching way that combines mental imagery with the language Non-verbal communication uses physical distance between the participants, facial expressions, eye contact, gestures, appearance and clothes, smell and perfume etc. Oral approach is a way to teach a foreign language through oral introduction and practice of the language structures with the help of objects and pictures to create â€Å"situations† Process-oriented teaching focuses on the motivation and involvement in the activities with the expectation of different results in learners according to their aptitude Result-oriented teaching is the shortest way for all the learners in the classroom to achieve the same result Silent way is a method a teaching that attempts to combine creative thinking with the minimum of language resour ces available to the learners (using colored rods etc) Simulation is a technique to replicate in the classroom real world situations for the purposes of communicative language teaching Suggestopedy is a teaching way attempting to utilize the hidden cognitive resources in students through relaxation, music and elements of suggestive therapy Total physical response is a way of teaching that combines language rehearsals with physical activities References and further reading Aitchison, J. 1999. The Articulate Mammal. An Introduction to Psycholinguistics. L.,N.Y. Asher, J. 1969. The total physical response approach to second language learning. Modern Language Journal. 53:3-17 Bachman, L. 1990. Fundamental Considerations in Language Testing. OUP Beaver. D. Lazy Language Learning Berns, M. 1990. Contexts of Competence. Social and Cultural Considerations in Communicative Language Teaching. N.Y. Brown, G. and G. Yule. 1983. Discourse Analysis. CUP Bygate, M. 1987. Speaking. OUP Canale, M., and M. Swain. 1980. â€Å"Theoretical bases of communicative approaches to second language teaching and testing†. Applied Linguistics 1: 1-47 Chomsky, N. 1986. Knowledge of Language: It’s Nature, Origin and Use. N.Y. Coleman H. 1996.Society and the Language Classroom. CUP Cook, G. 1989. Discourse. OUP. Crystal, D. 1992. Introducing Linguistics. L. Penguin. Curran, C. 1976. Counseling-Learning: A Whole Person Model for Education. N.Y. Ellis, G. 1996. How culturally appropriate is the communicative approach? ELTJ. Volume 50/3 Ellis, R. 1994. The Study of Second Language Acquisition. CUP Fox, J. 1992. New Perspectives in Modern Language Learning. University of East Anglia Fries, Ch. 1945. Teaching and Learning English as a Foreign Language. University of Michigan Press Gategno, C. 1972. Teaching Foreign Languages in Schools: The Silent Way. N.Y. Haines, S. 1995. Projects for the EFL Classrooms. Longman Harley,T. 1997. The Psychology of Language. Psychology Press Hymes, D. 1971. On communicative Competence. University of Pennsylvania Press Krashen, S. 1981. Second language Acquisition and Second Language Learning. OUP Leaver, B. 1993. Teaching the Whole Class. The AGSI Press Littlewood, W. 1981. Communicative language Teaching. CUP Lozanov, G. 1978. Suggestology and Outlines of Suggestopedy. N.Y. Madeline, E. 1996. Understanding Second Language Learning Difficulties. Sage Publications Millrood, R. 1999. How Native English Speakers Can be Better English Teachers in Russia. The Internet TESL Journal. Vol..5 No 1 1999. Nunan, D. 1993. Discourse Analysis. Penguin Books. Palmer, H. 1940. The Teaching of Oral English. Longman Pollak A. Communicative strategies at work. NJ 1995 Richards, J., and Th. Rogers.1995. Approaches and Methods in language Teaching. CUP Roth. I. 1994. Introduction to Psychology. Volume 1. The Open University Savignon, S. 1983. Communicative Competence: Theory and Classroom Practice. Mass. Sheils, J. 1988. Communication in the Modern Language Classroom. Strasbourg Widdowson, H. 1979. Teaching Language as Communication. OUP Wood B. 1981. Children and communication. NJ.