Implications of Watching Foreign Movies Essay Example for Free

Implications of Watching Foreign Movies Essay ABSTRACT This study looked at the relationship between watching foreign film, dramas, or variety show habits and the students’ academic performances. To determine whether its exposure benefitted the students or not, a reliable research has to be conducted. Considering student’s differences factors and strategies while studying, the results might be differ from many aspects. The individual skills include how frequent they watch the movie, how long they spent their time and what types of entertainment that they favored the most. An argument about the uses of visual aids such movie shows and others can enhance the academic performances will be settled on after the results of this study had been processed. A pilot study was conducted first to check whether there was any problem regarding this issue. About 3 to 5 students were tested. Finally a survey was conducted at the boys’ and girls’ hostels in Kolej Profesional MARA Indera Mahkota where 40 students consist of 15 male students and 25 female students. This survey was conducted by distributing a set of questionnaires to all the respondents. In general, this study was a big success where majority of the students agreed that this method of learning can enhance their academic performances. Winding up, several suggestion, opinion and recommendations were recorded in the finishing part of the report. ACKNOWLEDGEMENTS I would like to express my special thanks to my advisor, Madam Jamilah Binti Abdul Manan, who provided me with detailed and insightful feedback for every draft, who spent an enormous amount of time reading and editing my investigation, and more importantly, who set an example for me to be a prudent presenter. I also want to thank her for her encouragement and assistance throughout the entire graduate program. I would also like to thank my family especially my auntie, Nooraini Binti Abdul Wahab for her assistance and suggestions in helping me to better understand the concept of visual study and etc. Also, I want to thank my parents for their great encouragement throughout the writing of this research. I want to offer a tremendous thank you to all my friends and anyone who has contributing  themselves in this study. I will remember your patience and assistance in helping me finish this program. I treasure your friendship and support. 1.0. Introduction 2.1. Background of the Study Watching movies and dramas has been a trend nowadays in students’ life especially in KPMIM. This habit does influence the student’s result in academic studies. By practicing this hobby, students manage to fill their free time. But the question is what the implications of this attitude are. Is it positive or negative impact towards the students themselves? A research has been done by Christine Canning Wilson from the Centre of Excellence for Research and Training, Higher Colleges of Technology, Abu Dhabi. In her research, it has been stated that audio-visual aids can enhance the language learning process. It said that note-taking studies are less successful nowadays. Instead of that, advanced visual organizers such as educational videos or any other related matters helped the learners  improve comprehension and aid in the retention of information. Students also like learning language through the use of videos. One of the result is learners prefer action/entertainment films in the classroom. In addition, this shows that visuals can be used to help enhance the meaning of the message to be conveyed by the speakers. By providing this kind of learning method, learners may be benefitted by seeing immediate meaning in terms of vocabulary recognition in the first language. Besides that, it is easier for them to clarify the message and clarify the gist of the stories. However, individuals process information in different ways. The strategies used by one learner are likely to differ from another. Thus, further investigation needs to be done in order to identify the real impact of watching movies/dramas and the relationship between these habits towards the students’ academic performances will be resolved after the research has been carried out. 2.2. Statement Of The Problem The problematic issue of this study is to identify the implications of watching foreign movies or films towards students. Besides that, the increase or any decrease in academic performance will be observed and to be concluded after this study has been completed. There is also an argument that questioning about either it is a kind of wasteful activity for KPMIM students. So a reliable research needs to be carried out regarding this issue. 2.3. Purpose Of The Study Since watching movies, dramas and variety shows have been a trend nowadays in students’ life especially in KPMIM; there may be some consequences for them particularly in academic performance. Apart from piling up their free time, a research needs to be done to investigate whether it is a beneficial or a wasteful activity for them. The purpose of the study portrayed in this research report was to assess the either lecturers and the students in teaching and learning process despite making them easier to understand and memorize all the input during language classes. Besides that, to make  learning process more interactive and enjoyable so that the students would think that education is not something that is too heavy and boring. 2.4. Objective Of The Study The objectives of this study are: 1. to find out whether it is beneficial activity during student’s leisure time or not 2. to investigate what is the relationship between this activity and students’ academic performance 3. to figure out what types of movies/dramas that have been the students’ favorites 4. To make suggestion that it could be one of the effective medium of learning or teaching. 2.5. Research Question The questionnaires will be given to some random students at Kolej Profesional MARA. 40 respondents will answer this questionnaire based on the research project. 15 of them were males and another 25 were the female students. The question will be focus on what are the impacts of the habit. * Is watching movies/ dramas a beneficial or waste type of hobby to students? * Does watching/movies really help the students in their academic studies? * What is the favorite categories/type of movies/dramas that most of the students like? * Should it be implemented as a medium for teaching and learning in education institutions? 2.6. Significance Of The Study This finding will help the lecturers and students to be aware of learning and teaching process can be easily done in a simple and effective way by using visual aids. Furthermore, students will be managed to fill their schedule with some beneficial activities instead of doing nothing. Apart from enhancing the students’ interest and enthusiasm in learning, students should be able to improve their vocabulary and other skills that are required in  language studies such listening skill and speaking skill. Authoritatively, this will help the college to introduce the concept of entertaining while studying so that students can have an enjoyable environment while in the class perhaps. Last but not least, to increase the academic performance in college by adapting a new way of study for the students. 2.7. Scope Of The Study The scope of this research is that the respondents are 40 people of KPMIM students. 15 people of male students and another 25 are the female students. The solution or any recommendations about this topic will be decided after the data has been collected. 2.0. Literature Review About few centuries ago language is hard to learn by mass of people. But a poet named Simonides has come out wit a great principle of learning which was ‘Words are the images of things’. His statement was almost similarly accurate as the famous great Aristotle perception, â€Å"Without image, thinking is impossible†. From here, we can clearly seen that both statement support the principle of visual aids towards one’s ascertain and edifying skills. Visual aids does enhance the language learning process. Video is one of the visual aids that usually used by a teacher, lecturer or a presenter to educate and instrcut pupils. Videos at best defined as the selection and sequence of messages in an audio-visual context. Research by Herron, Hanley and Cole (1995) indicates that the visual support in the form of descriptive pictures significantly improved comprehension scores with language videos for English speaking students. The results of the study indicate that extensive listening is facilitated by the richness of the context that visual organizers, such as educational videos, provide. Heron (1994) finds that advanced organizers based on videos helped learners improve comprehension and aid in the retention of information. A recent large-scale survey by Canning-Wilson (2000) suggests that the students like learning language through the use of videos. One of the results of her survey shows that learners prefer action/entertainment films to language films or  documentaries in the classroom. She states although these films may seem to hold student interest, she believes that it could be inferred that student comprehension of the video may be due to the visual clues instead of the auditory components. Heron, Hanley and Cole also hypothesize that the more meaningful an advanced organizer is the more impact it can have on comprehension and retention. Their results of using twelve different videos with foreign language learners indicates that scores improved when advanced organizers, such as a pictures and/or visual stimuli, are used with the video. Perhaps the findings from these studies can be attributed to the fact that video offers contextual support and/or helps learners to visualize words as well as meanings. Individuals process information in different ways. The strategies used by one learner are likely to differ from those used by a different learner. It has been proven that what benefits one group of learners may actually hinder the performance of a different group of learners (Bovy, 1981). Issues of the value of video as a teaching tool are often questioned. Omaggio (1979) suggests that the profession has virtually no empirical basis for promoting the use of visuals as aids to comprehension in the second language; we know practically nothing about how students benefit from visuals (1979, p.107). Recently, in a lecture on the use of visuals in research, Canning-Wilson (2000) claims that the use of illustrations, visuals, pictures, perceptions, mental images, figures, impressions, likenesses, cartoons, charts, graphs, colors, replicas, reproductions, or anything else used to help one see an immediate meaning in the language may benefit the learner by helping to clarify the message, provided the visual works in a positive way to enhance or supplement the language point. She reports that images contextualized in video or on its own can help to reinforce the language, provided the learner can see immediate meaning in terms of vocabulary recognition in the first language. Furthermore, her research suggests that visuals can be used to help enhance the meaning of the message trying to be conveyed by the speakers through the use of paralinguistic cues. Last but not least, additional factors must be considered when looking at video as an instructional medium to teach a foreign or second language. Balatova’s studies indicated that visual cues  found in videos were informative and enhanced comprehension in general, but did not necessarily stimulate the understanding of a text. It was also found that teaching with video had some affective advantages. If the results of their findings are true and the same results can be replicated, perhaps practitioners will no longer have to rely solely on anecdotal evidence. . 3.0. Research Methodology 4.8. Introduction This section discusses the methodology of the research. The main purpose of the research is to investigate the relationship between watching movies, dramas or variety shows and the academic performance among KPMIM students. Does it really affect the educational outcome or not? Besides that, to assess the students and lecturers in teaching or learning process apart from making them easier to absorb, distinguish and memorize the entire thing that they should. The data for the research were collected through questionnaires distribution. 4.9. Research Instruments This research utilized both the quantitative and qualitative research methodology. The instrument used to collect data was questionnaires. A set of questionnaires containing 13 questions divided into 2 parts. Different types of questions such as ranking, yes – no questions, listing and were used in the questionnaires. The questionnaires were piloted to five students to assess its validity before it was distributed. The qualitative data for the research come at open-ended questions. 4.10. Respondents of the Study The respondents of the study were several students at Kolej Profesional Mara Indera Mahkota, KPMIM. In March 2012, a total of 40 questionnaires were distributed to students randomly. 4.11. Research Procedure Before the actual data collection phase, a pilot study was conducted to assess the validity of the research instruments. A total of five students were involved in the pilot study chosen at randomly at Kolej professional Mara Indera Mahkota. During the actual study, the questionnaires were distributed at various locations on campus such as library, cafà ©, classes and dormitories. 4.12. Data Analysis To analyze the data, a several variables were taken into consideration namely the duration, effectiveness, oftenness of the students watching their favored movie, dramas or variety shows, and from which countries.besides that, major immpacts of this study were also been questioned. For examples, does it improve student’s vocab and lexis in writings, develop creative thinking, reasoning skill and crtical review and assist students to focus in class. The data were saved into the computer using Microsoft Excel software. Results were presented through frequency counts and other descriptive statistics. The data were transcribed accordingly. 4.0. Findings and Discussion This section will discuss the results of the research that had been done to determine whether it is an effective way as a method of learning and teaching towards KPMIM students. These findings received responses from 40 students which were 25 females and 15 males. FIGURE ANumber of Respondent (Students) Figure A shows the proportion of male and female students who were involved in this research. 15 of them were males and another 25 of them were the  females. The sum of them were 40 and the percentage that has been calculated as shown in the figure above. FIGURE BPercentage of students who watch movies/ dramas/ variety shows during free time. Figure B shows how many of students watch their favored shows during their leisure time. Majority of them watch movies and etc. during free time. 100 percent of male students did watch the movies while 92 percent of the female students who did the same thing. Only few of the female students did not watch the movies, dramas or variety shows. Maybe because of unnecessarily circumstances. Figure C Types of entertainment that mostly watched by the students The figure above shows the type of entertainments that mostly watched by KPMIM students. To sum up, majority of the respondents preffered variety shows as their most favored types of entertainment. It is because it has been a phenomenon nowadays. Not only in KPMIM but all over Malaysia educational institutes. Maybe because the show is really funny and make them laugh every time they watch it. Nevertheless, it educates while entertaining. That is the most important. Otherwise, the data for other type of entertainments that prefferably watch by the students are shown in the figure above. Films at the 2nd rank followed by animation series as the 3rd and dramas was the least. Figure DForeign Entertainments that most Influential Based on the figure above, the well-influenced foreign entertainment among male students in KPMIM is the Bollywood followed by English, Korean and Japanese as the least. The reason why they chose Bollywood as their favoured foreign entertainment, it is because the eye-catching lyrics from pleasant songs and it teaches a lot of moral and values. For the female respondents, majority of them pick English as their favored entertainment followed by Korean, Bollywood and Japanese. FIGURE EFrequencies of Sudents watch their Favored Shows As shown in the figure above, the female students often watch their favored shows for only 3 times a week whereas the male students watch their preffered entertainments 7 times a week which is everyday. FIGURE FTime outlay for each sessions From the figure above, it is shown that majority of the male students spend their time about 4 to 5 hours for each session. For the female students, they only spent about 3 to 4 hours for their leisure movie times. This shows the females were good in managing their times compared tom the males. Notwithstanding, as long as the shows that they watched bring some benefits to them, it is alright. FIGURE GHelp them in improving the Vocabs and Lexis in Wrtings Greater part of the respondents agree with the hypothesis, ‘by watching movies, dramas or variety shows, they can improve their vocabularies and lexis in their writings’. When they watched foreign shows or movies, they learned by reading the subtitles and find the meaning of words that they do not understand. By doing that, although it looks like a slow way of improving their vocabs, it really helps them in their examination. Especially in writing and speaking skills. FIGURE HDevelop Creative thinking, Reasoning skills and Critical Review For this section, 98 percent of the respondents agreed with the hypothesis by practising this habbit, they can develop their creative thinking, reasoning skills and critical review. Only 2 percent of them did not agree with the statement. The figure indicates that, majority of them could develop some of the useful skills especially in language classes. This means that watching movies, dramas and variety shows is not wasteful activity during leisure time. FIGURE IAssists to Focus and Improve Academic Performance Based on the figure above, 88 percent of the students do agree with the hypothesis of by applying this type of inclination, they tend to focus during classes. Only minority of them, 15 percent did not agree. Besides that, for sure, it will also aiding their academic performance. From this situation, we can conclude that this kind of practice lead to success for the students whom put run through it. Open ended question:- â€Å"Visual Aids (Movies/dramas/etc.) should be one of the effective mediums of learning or teaching because it brings a ton of advantages rather than disfavors†.  Give your opinion/ comments regarding this issue. Please state the reasons why did you support or oppose this statement. Based on all the anwers, most of them are all the positive comments. This shown that, Visual Aids such Movies, dramas, and etc. are really should be implemented as one of the effective mediums of learning and teaching in any KPMIM since it bequeath loads of benefit rather than disfavors. 5.0. Conclusion This research investigated the relationship between the methods of using visual aids as learning process and the academic performance towards KPMIM students. Primary data were collected by randomly with distributing a set of questionnaires to 40 students. As has been mentioned earlier in the introduction, the purpose of this study was to investigate the effectiveness of using visual aids in teaching and learning towards the academic performance of students The following conlusions can be drawn based on the findings of the study: 1. This study shows that watching movies/ dramas/ variety shows, students managed to perform well in their academic performance. 2. By practicing this habit, educatees can improve their vocabularies and lexis in writings instead of developing their creative thinking, critical reviews and reasoning skills. 3. Last of all, this method of learning and teaching is ought to be implemented in every educational institutions. The results of this study indicate that teaching and learning by using visual aids as a method compulsarily implemented in KPMIM especially in English subject. This is because after a thorough study has been investigated, it bring a a lot more benefits rather than detriment to students or even lecturers. However, this findings are only true for KPMIM students. The same study needs to be done with students from other educational institutes to see if there are any similarities with the impact of watching foreign movies, dramas and variety shows habit towards the academic performances. 6.0RECOMMENDATIONS 6.1Recommendations based on Findings Based on the findings and conclusions of the study, here are several recommendations to be considered: 1. Visual Aids such (Movie Reviews / Documentaries /etc.) should be one of the effective mediums of learning because it brings a ton of advantages rather than disfavors. 2. Educators are also counseled to use this method of teaching as it makes edifying process more simpler, cooler, interactive and valuable. 6.2Recommendations for Future Research Since this study only focussed on KPMIM students, it is highly recommended that further reseach be carried out for other students from another colleges or universities to explore whether there might some differences in the study or similarities in the findings. Besides that, the implementation of this method of learning and teaching could be the worldwide most effective way in teaching English because it is essential for all walks of life. Lastly, M.O.E or any other parties could impart some expenses and provide new high-tech facilities to all education institution. BIBLIOGRAPHY * Richard Cameron Dolati Roman. (2010). Harnessing the Use of Visual Learning Aids in the English Language Classroom. Retrieved December 15th, 2010 from the Arab World English Journal. * Koren, S. (1996). Vocabulary instruction through hypertext: Are there advantages over conventional methods of teaching?.TESL-EJ, 4(1), 1- 14. * Mayer, R. Simes, V. (1994). For whom is a picture worth a thousand words? Extensions of a dual–coding theory of multimedia learning. Journal of Educational Technology, 86, 389-401. * The Internet TESL Journal, Vol. VI, No. 11, November 2000 http://iteslj.org/

Story OF A Lion :: essays research papers

Night of the Lion One dark night Jim, Jake, and their little brother Adam decided to stay home to watch the Haley’s Comet fly over. The news stations had been airing story, after story about the rarity of the comet’s pass over the sky’s and it seemed to them that to not watch it would be completely stupid. Little did they know that this night was not going to be a fun filled night instead the worst night of their lives. Jim and Jake are 18 year-old fraternal twins that were inseparable and loved life. Adam who was 11 years old and little shy, was their little brother who was always picked on. Adam loved astronomy and he was really sad when he heard that he had to spend this momentous night with his mean brothers. Their mother made Jim and Jake spend time with their brother instead of going to a huge party with their other friends. They all lived in a small eastern town called Rockport but it was known for the famous Rockport Zoo. â€Å"Adam, get that telescope out of the garage so you can be entertained and shut up†, yelled Jim. â€Å"Okay†¦Ã¢â‚¬  replied Adam. Adam went to the garage to find the telescope. He dug and dug through the endless junk and it appeared. He took out to the porch and set it up like his brother told him to do. â€Å"Hey Adam when is your bed time†, asked Jake. â€Å"I don’t have one!† barked Adam. â€Å"And your not leaving me here alone or I’ll tell Mom.† He laid on the couch and sneered at his brothers. He turned on the TV and started to watch the news for news on the comet. They newscaster said that the comet would pass over at 12:00am that night and would stay in the sky until almost 1:00am. â€Å"Well, Adam it’s ten now, are you sure you can stay up that late?† asked Jim laughing. â€Å"Shut up!† yelled Adam. He looked back at to see a breaking news story. â€Å" We interrupt this program to bring you breaking news live at the Rockport Zoo. We have obtained news that a very dangerous lion has escaped his compound and is lurking the area. The lion on the loose has a rabid like disease that makes him extremely aggressive. There are many Zoo officials and police officers working on finding the lion but so far there is no trace of him.

Role of Language in the Internet and the effect of the Internet on Language

The Internet is one of the most remarkable things human beings have ever made. With the past few decades, internet has become so popular and it is an integral part of our daily lives. Email, instant messaging and chat are rapidly replacing the conventional forms of correspondence, and the Web has become the first port of call for both information enquiry and leisure activity. How is this affecting language? There is a widespread view that as ‘technospeak’ comes to rule, standards will be lost. This project is an attempt to explore this linguistic problem.A qualitative and also quantitative study is conducted here to see how internet’s global scale and intensity is having an effect on language in general, and on individual languages in particular. Covering a range of Internet genres, including e-mail, chat and the Web, this is a revealing account of how the Internet is radically changing the way we use language. The thesis work will first discuss the role of langua ge in the internet and thereafter, the effect of the internet on language with central focus on the latter.David Crystal, in his book Language and the Internet says that language is at the heart of internet. Internet comes increasingly to be viewed from a social perspective, so the role of language becomes central. Thus internet is a medium of communication which is inevitable aided by language. Whether it is browsing, blogging, chatting or e-mails, language has a great role to play because if we do not know the language, then we cannot use the internet at all. The influence of internet over the language has to be viewed in much broader aspect.There is of course nothing new about the fears accompanying the emergence of a new communications technology. In the fifteenth century, the arrival of printing was widely perceived by the Church as an invention of Satan, the hierarchy fearing that the dissemination of uncensored ideas would lead to a breakdown of social order and put innumerab le souls at deadly risks. Around 400 years later, similar concerns about censorship and control were widespread with the arrival of telegraph. When telephone arrived, people said it would undermine the society.And when broadcasting enabled selected voices to be heard by millions, there was an immediate debate over which norms to use as correct pronunciation, how to achieve clarity, etc. Internet is an amalgamation of television, telephone, and conventional publishing, and the term cyberspace has been coined to capture the notion of a world of information present or possible in digital form. The electronic medium presents us with a channel that facilitates and constrains our ability to communicate in ways that are fundamentally different from those found in other semiotic situations.Many of the expectations and practices which we associate with spoken and written language does not hold valid in the way we communicate using internet. Therefore the first attempt of this research is to investigate the linguistic properties of the so –called ‘electronic revolution’, and to take a view on whether the way in which we use language on the Internet is becoming so different from our previous linguistic behaviours that it might genuinely be described as revolutionary. The wide use of internet has led to a new branch in linguistics called netlinguistics that deals with the study of internet language.It has brought tremendous effect in the daily language of people, and mainly in the English language. Computer Mediated Communication (CMC) is the communicative transaction that occurs through the use of two or more networked computers. While the term traditionally referred to those communications that occur via computer mediated formats, for example; instant messaging, chat rooms, email and so on, it has also been applied to other forms of text-based interaction such as text messaging. Popular forms of CMC include email, video, audio or text chat, bulletin boards, blogs etc.The Internet slang came into use primarily in order to ease communication. Such short-cuts save time for the writer but it may be difficult for the reader to comprehend. Slang is also a way to indicate a group membership in Internet. Internet slang does not constitute a homogeneous language variety. It differs according to the user and the type of Internet situation. Some examples of Internet slang are: letter homophones, abbreviations, acronyms etc. An abbreviation for abbreviations is â€Å"CU† for â€Å"See you†.An acronym, on the other hand, is a subset of abbreviations and is formed from the initial components of a word. Examples of common acronyms include â€Å"LOL† for â€Å"laugh out loud† or â€Å"lots of love† and â€Å"BTW† for â€Å"by the way†. There are also combinations of both, like â€Å"CUL8R† for â€Å"see you later†. Punctuation, Capitalization and other symbols, such features are co mmonly used for emphasis or stress. Periods or exclamation marks may be used repeatedly for emphasis, such as â€Å"†¦Ã¢â‚¬ ¦.. † or â€Å"!!!!!!!!!! â€Å". Grammatical punctuation rules are also relaxed on the Internet.â€Å"E-mail† may simply be expressed as â€Å"email†, and apostrophes can be dropped so that â€Å"John's book† becomes â€Å"johns book†. Examples of capitalization include â€Å"STOP IT†, which can convey a stronger emotion of annoyance as opposed to â€Å"stop it†. Bold, underline and italics are also used to indicate stress. Onomatopoeic or stylized spellings have also become popularized on the Internet. One well-known example is â€Å"hahaha† to indicate â€Å"laughter†. Onomatopoeic spellings are very language specific. For instance, in Spanish, laughter will be spelt as â€Å"jajaja† instead.Deliberate misspellings, such as â€Å"sauce† for â€Å"source†, are also used . Keyboard generated emoticons and smileys; Emoticons are generally found in web forums, instant messengers and online games. They are culture-specific and certain emoticons are only found in some languages but not in others. For example, the Japanese equivalent of emoticons, kaomoji literally meaning â€Å"face marks†, focus on the eyes instead of the mouth as in Western emoticons. They are also meant to be read right-side up, for example, ^_^ as opposed to sideways, =). More recently than face emoticons, other emoticon symbols such as Role of Language in the Internet and the effect of the Internet on Language The Internet is one of the most remarkable things human beings have ever made. With the past few decades, internet has become so popular and it is an integral part of our daily lives. Email, instant messaging and chat are rapidly replacing the conventional forms of correspondence, and the Web has become the first port of call for both information enquiry and leisure activity. How is this affecting language? There is a widespread view that as ‘technospeak’ comes to rule, standards will be lost. This project is an attempt to explore this linguistic problem.A qualitative and also quantitative study is conducted here to see how internet’s global scale and intensity is having an effect on language in general, and on individual languages in particular. Covering a range of Internet genres, including e-mail, chat and the Web, this is a revealing account of how the Internet is radically changing the way we use language. The thesis work will first discuss the role of langua ge in the internet and thereafter, the effect of the internet on language with central focus on the latter.David Crystal, in his book Language and the Internet says that language is at the heart of internet. Internet comes increasingly to be viewed from a social perspective, so the role of language becomes central. Thus internet is a medium of communication which is inevitable aided by language. Whether it is browsing, blogging, chatting or e-mails, language has a great role to play because if we do not know the language, then we cannot use the internet at all. The influence of internet over the language has to be viewed in much broader aspect.There is of course nothing new about the fears accompanying the emergence of a new communications technology. In the fifteenth century, the arrival of printing was widely perceived by the Church as an invention of Satan, the hierarchy fearing that the dissemination of uncensored ideas would lead to a breakdown of social order and put innumerab le souls at deadly risks. Around 400 years later, similar concerns about censorship and control were widespread with the arrival of telegraph. When telephone arrived, people said it would undermine the society.And when broadcasting enabled selected voices to be heard by millions, there was an immediate debate over which norms to use as correct pronunciation, how to achieve clarity, etc. Internet is an amalgamation of television, telephone, and conventional publishing, and the term cyberspace has been coined to capture the notion of a world of information present or possible in digital form. The electronic medium presents us with a channel that facilitates and constrains our ability to communicate in ways that are fundamentally different from those found in other semiotic situations.Many of the expectations and practices which we associate with spoken and written language does not hold valid in the way we communicate using internet. Therefore the first attempt of this research is to investigate the linguistic properties of the so –called ‘electronic revolution’, and to take a view on whether the way in which we use language on the Internet is becoming so different from our previous linguistic behaviours that it might genuinely be described as revolutionary. The wide use of internet has led to a new branch in linguistics called netlinguistics that deals with the study of internet language.It has brought tremendous effect in the daily language of people, and mainly in the English language. Computer Mediated Communication (CMC) is the communicative transaction that occurs through the use of two or more networked computers. While the term traditionally referred to those communications that occur via computer mediated formats, for example; instant messaging, chat rooms, email and so on, it has also been applied to other forms of text-based interaction such as text messaging. Popular forms of CMC include email, video, audio or text chat, bulletin boards, blogs etc.The Internet slang came into use primarily in order to ease communication. Such short-cuts save time for the writer but it may be difficult for the reader to comprehend. Slang is also a way to indicate a group membership in Internet. Internet slang does not constitute a homogeneous language variety. It differs according to the user and the type of Internet situation. Some examples of Internet slang are: letter homophones, abbreviations, acronyms etc. An abbreviation for abbreviations is â€Å"CU† for â€Å"See you†.An acronym, on the other hand, is a subset of abbreviations and is formed from the initial components of a word. Examples of common acronyms include â€Å"LOL† for â€Å"laugh out loud† or â€Å"lots of love† and â€Å"BTW† for â€Å"by the way†. There are also combinations of both, like â€Å"CUL8R† for â€Å"see you later†. Punctuation, Capitalization and other symbols, such features are co mmonly used for emphasis or stress. Periods or exclamation marks may be used repeatedly for emphasis, such as â€Å"†¦Ã¢â‚¬ ¦.. † or â€Å"!!!!!!!!!! â€Å". Grammatical punctuation rules are also relaxed on the Internet.â€Å"E-mail† may simply be expressed as â€Å"email†, and apostrophes can be dropped so that â€Å"John's book† becomes â€Å"johns book†. Examples of capitalization include â€Å"STOP IT†, which can convey a stronger emotion of annoyance as opposed to â€Å"stop it†. Bold, underline and italics are also used to indicate stress. Onomatopoeic or stylized spellings have also become popularized on the Internet. One well-known example is â€Å"hahaha† to indicate â€Å"laughter†. Onomatopoeic spellings are very language specific. For instance, in Spanish, laughter will be spelt as â€Å"jajaja† instead.Deliberate misspellings, such as â€Å"sauce† for â€Å"source†, are also used . Keyboard generated emoticons and smileys; Emoticons are generally found in web forums, instant messengers and online games. They are culture-specific and certain emoticons are only found in some languages but not in others. For example, the Japanese equivalent of emoticons, kaomoji literally meaning â€Å"face marks†, focus on the eyes instead of the mouth as in Western emoticons. They are also meant to be read right-side up, for example, ^_^ as opposed to sideways, =). More recently than face emoticons, other emoticon symbols such as

Christopher Columbus And His Four Voyages - 1716 Words

Christopher Columbus and his Four Voyages The Four Voyages, is an instantaneous account each single voyage taken by Christopher Columbus, what he and his men stumbled upon in the New World, and the long-standing effects these European conquistadors did face throughout it. Throughout Columbus s life as an explorer he went on four great voyages and made many great discoveries. Christopher Columbus’s four voyages were both that of exploration and imperialism. The lands which he discovered, he claimed not only for himself, but also for the Spanish Crown, although he had very minimal idea as to where their exact location were. All through the end of his existence Columbus continued to believe that Cuba, Hispaniola (which now consists of the Dominican Republic and Haiti), and the â€Å"Indies† which compromised of many other islands located someplace off of Chinas coast, and possible stops to the kingdom of the Great Khan who over 200 hundred years prior, Marco Polo had written about. Columbus sailed from Palos, Spain, on August 3rd 1492 on three small vessels, the Santa Marà ­a, directed by Christopher Columbus himself, the Pinta which was commanded under Martà ­n Pinzà ³n, and the Nià ±a which was under Vicente Yà ¡Ãƒ ±ez Pinzà ³n comand. The three ships halted at the Canary Islands, the Columbus sailed west from September 6th 1492 until October 7th 1492, he altered his route and headed southwest. Soon after switching direction Columbus and his men landed on a minute island in the Bahamas.Show MoreRelatedThe Truth about Christopher Columbus983 Words   |  4 Pagesknows the saying Columbus sailed the ocean blue in 1492. However, there is a lot more to Christopher Columbus than what everyone was taught in elementary school through high school. Columbus is thought to be a hero, but just being classified as a hero is a fallacy. Several works including Christopher Columbus and the Enterprise of the Indies and The Lies my Teacher Told Me have been published about the real Christopher Columbus and his legacy. The story of Christopher Columbus begins in the cityRead MoreGlobal Exploration and Global Empires 1500-1700 Essay1545 Words   |  7 Pagesearly voyages by the Portuguese and Spanish were motivated by gold, trade and the spread of the  Catholic  faith through  religious conversion. The voyages of a few adventurers show that the Spanish and Portuguese goals were to spread Catholicism, expand trade, and expand the kingdom of the Spanish and the Portuguese to the new lands they’ve discovered. These adventures were Christopher Columbus who attempted to find a new route to Asia to extend Spain’s trade and to colonize, Bartholomew Columbus andRead More Christopher Columbus: The Villain Essay641 Words   |  3 PagesAfter gaining more knowledge about Christopher Columbus and his voyage to the â€Å"New World,† I believe that Christopher Columbus is a villain. Although Christopher Columbus used his courage and great navigation skills to voyage to a place unkno wn to the western part of the world many native people suffered from his voyages to the west. In 1492 Columbus set out to find a shorter route to Asia by sailing west to get east. In his voyage he came upon the Caribbean Islands, and a Native AmericanRead MoreEssay on The Voyage Of Christopher Columbus1497 Words   |  6 PagesAmerican History I Christopher Columbus Voyage to North America Spanish exploration first began with a series of revolutions. First, the Commercial Revolution generated economic stability. Second, the Intellectual Revolution generated interest in the Earths composition and the pursuit of exploration. Europe then called for a political revolution to end the disorganized and disorderly rule of its government. This revolution returned order and stability to the government and renewed interestRead MoreColumbus vs. de Vaca Essay examples698 Words   |  3 PagesChristopher Columbus and Alvez Nunez Cabeza de Vaca were both explorers for Spain, but under different rulers and different times. The more famous, Christopher Columbus, came before de Vacas time. Columbus sailed a series of four voyages between 1492 and 1504 in search for a route to Asia which led accidentally to his discovery of new land inhabited with Indians. Christopher sailed under the Spanish monarchs, Ferdinand and Isabella for his journey to the Indies, whom he was loyal to by clai mingRead MoreEssay on The Mental World of Christopher Columbus911 Words   |  4 PagesWorld Of Christopher Columbus Supported by Spain, seeking a water route to the spice islands in 1492 Christopher Columbus left Spain on his first voyage. After more then a month had passed, the crew started to loose all hope and the voyage seemed like a failure. Until on October 12, 1492 land was sighted. The land that was sighted was not what Columbus had originally intended to find. Columbus landed in the Caribbean Sea in the Bahamas, which was thousands of miles away from his originalRead MoreThe Discovery Of The New World1178 Words   |  5 Pagesthe luxuries of today? To answer that question, Christopher Columbus is credited with the discovery of â€Å"The New World† as we know today as America. He is referred to as one of the greatest discovers’ during the Age of Discovery. Christopher Columbus is an Italian explorer, navigator, and colonizer. He was born in 1451 in the Republic of Genoa, Italy. He was the son of a wool merchant. When he was barely in his adolescent years, he worked with his father but later went to sea at the age of fourteenRead MoreThe Voyage of Christopher Columbus1541 Words   |  7 PagesAmerican History I 07/08/05 Christopher Columbus Voyage to North America Spanish exploration first began with a series of revolutions. First, the Commercial Revolution generated economic stability. Second, the Intellectual Revolution generated interest in the Earths composition and the pursuit of exploration. Europe then called for a political revolution to end the disorganized and disorderly rule of its government. This revolution returned order and stability to the government and renewed interestRead MoreChristopher Columbus And The Columbus1365 Words   |  6 PagesChristopher Columbus Most people think of Christopher Columbus as the person who discovered the Americas. However, Leif Ericson, a Viking, was the first European to see the Americas. â€Å"Christopher Columbus - born Cristoforo Colombo but was called in Spain Cristobal Colon†(Heat-Moon 4) was born to Domenico Colombo and Susanna Fontanarossa sometime between August 25 and October 31, 1451 in Italy near Genoa (Heat-Moon 4). â€Å"Christopher Columbus had four other siblings; Bartholomew Columbus, BianchinettaRead MoreWhy Did Christopher Columbus Not Discover America?874 Words   |  4 PagesWhy did Christopher Columbus not discover America? â€Å"In fourteen hundred ninety-two Columbus sailed the ocean blue.† One of the first things we learned in primary school was that Christopher Columbus discovered America. But they also made us read Christopher s Journals (1493) such as â€Å" They ... brought us parrots and balls of cotton and spears and many other things, which they exchanged for the glass beads and hawks bells. They willingly traded everything