William shaksphere Essay Example For Students

William shaksphere Essay William Shakespeare was a great English playwright, dramatistand poet who lived during the late sixteenth and early seventeenthcenturies. Shakespeare is considered to be the greatest playwright ofall time. No other writers plays have been produced so many times orread so widely in so many countries as his. Shakespeare was born to middle class parents. His father, John, was a Stratford businessman. He was a glove maker who owned aleather shop. John Shakespeare was a well known and respected manin the town. He held several important local governmental positions. William Shakespeares mother was Mary Arden. Though she was thedaughter of a local farmer, she was related to a family of considerable wealth and social standing. Mary Arden and John Shakespeare were married in 1557. We will write a custom essay on William shaksphere specifically for you for only $16.38 $13.9/page Order now William Shakespeare was born in Stratford in 1564. He was oneof eight children. The Shakespeares were well respected prominentpeople. When William Shakespeare was about seven years old, heprobably began attending the Stratford Grammar School with otherboys of his social class. Students went to school year round attending school for nine hours a day. The teachers were strict disciplinarians. Though Shakespeare spent long hours at school, his boyhood wasprobably fascinating. Stratford was a lively town and during holidays, it was known to put on pageants and many popular shows. It also held several large fairs during the year. Stratford was a exciting place to live. Stratford also had fields and woods surrounding it giving William the opportunity to hunt and trap small game. The River Avon which ran through the town allowed him to fish also. Shakespeares poems and plays show his love of nature and rural life which reflects his childhood. On November 28, 1582, Shakespeare married Anne Hathaway ofthe neighboring village of Shottery. She was twenty-six, and he wasonly eighteen at the time. They had three children. Susana was theirfirst and then they had twins, Hamnet and Judith. Hamnet,Shakespeares son, died in 1596. In 1607, his daughter Susana gotmarried. Shakespeares other daughter, Judith, got married in 1616. In London, Shakespeares career took off. It is believed that he may have become well known in London theatrical life by 1592. Bythat time, he had joined one of the citys repertory theater companies. These companies were made up of a permanent cast of actors who presented different plays week after week. The companies werecommercial organizations that depended on admission from theiraudience. Scholars know that Shakespeare belonged to one of the mostpopular acting companies in London called The Lord ChamberlainsMen. Shakespeare was a leading member of the group from 1594 forthe rest of his career. By 1594, at least six of Shakespeares plays had been produced. During Shakespeares life, there were two monarchs who ruledEngland. They were Henry the eighth and Elizabeth the first. Bothwere impressed with Shakespeare which made his name known. Thereis evidence that he was a member of a traveling theater group, and aschoolmaster. In 1594, he became an actor and playwright for LordChamberlains Men. In 1599, he became a part owner of the prosperous Globe Theater. He also was a part owner of the Blackfriars Theater as of 1609. Shakespeare retired to Stratford in 1613 where he wrote many of his excellent plays. There are many reasons as to why William Shakespeare is sofamous. He is generally considered to be both the greatest dramatistthe world has ever known as well as the finest poet who has written inthe English language. Many reasons can be given for Shakespearesenormous appeal. His fame basically is from his great understanding of human nature. He was able to find universal human qualities and put them in a dramatic situation creating characters that are timeless. Yet he had the ability to create characters that are highly individual human beings. Their struggles in life are universal. Sometimes they are successful and sometimes their lives are full of pain, suffering, and failure. .u2d64058934f04222034364a6941b79dc , .u2d64058934f04222034364a6941b79dc .postImageUrl , .u2d64058934f04222034364a6941b79dc .centered-text-area { min-height: 80px; position: relative; } .u2d64058934f04222034364a6941b79dc , .u2d64058934f04222034364a6941b79dc:hover , .u2d64058934f04222034364a6941b79dc:visited , .u2d64058934f04222034364a6941b79dc:active { border:0!important; } .u2d64058934f04222034364a6941b79dc .clearfix:after { content: ""; display: table; clear: both; } .u2d64058934f04222034364a6941b79dc { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2d64058934f04222034364a6941b79dc:active , .u2d64058934f04222034364a6941b79dc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2d64058934f04222034364a6941b79dc .centered-text-area { width: 100%; position: relative ; } .u2d64058934f04222034364a6941b79dc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2d64058934f04222034364a6941b79dc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2d64058934f04222034364a6941b79dc .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2d64058934f04222034364a6941b79dc:hover .ctaButton { background-color: #34495E!important; } .u2d64058934f04222034364a6941b79dc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2d64058934f04222034364a6941b79dc .u2d64058934f04222034364a6941b79dc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2d64058934f04222034364a6941b79dc:after { content: ""; display: block; clear: both; } READ: Nucleosynthesis EssayIn addition to his understanding and realistic view of humannature, Shakespeare had a vast knowledge of a variety of subjects. These subjects include music, law, Bible, stage, art, politics, history, hunting, and sports. Shakespeare had a tremendous influence on culture and literature throughout the world. He contributed greatly to the development of the English language. Many words and phrases from Shakespeares plays and poems have become part of our speech. Shakespeares plays and poems have become a required part ofeducation in the United States. Therefore, his ideas on subjects such as romantic love, heroism, comedy, and tragedy have helped shape th eattitudes of millions of people. His portrayal of historical figures and events have influenced our thinking more than what has been written in history books. The world has admired and respected many great writers, but only Shakespeare has generated such enormous continuing interest. My source states explanations rather than opinions on why Shakespeares contributions to literature are so vast. My source devoted thirty pages to William Shakespeare. Shakespeares plays are usually divided into three majorcategories. These are comedy, tragedy, and history. Three plays which are in the category of comedy are The Comedy of Errors, TheTaming of the Shrew, and The Two Gentlemen of Verone. Threeplays which are in the category of tragedy are Romeo and Juliet,Titus Andronicus, and Julius Caesar. In the category of history,three plays are Henry V, Richard II, and Richard III.

Thomas Aquinas Essays - Divine Command Theory, Religious Law

Thomas Aquinas Essays - Divine Command Theory, Religious Law Thomas Aquinas Saint Thomas Aquinas, as a philosopher, wrote several works that justified Christianity in a philosophical context, taking cue on Aristotle's old writings. Naturally, Aquinas took up on the Church's ultra-conservative views on sexuality and worked to rationalize them through his own theory of natural law. Aquinas argues against any form of sex where the intention to produce children is not involved. He explains this through his theory of natural law, where sex is purely for the purpose of reproduction to ensure the continuance of the human race, only in the context of a monogamous relationship, and not for simple physical pleasure. There are many laws that Saint Thomas Aquinas speaks of, such as eternal law, human law, divine law, and natural law. All humans are part of God's plan and therefore subject to eternal law, where we are guided to God's supernatural end in a higher way (47). According to Aquinas, humans in particular follow God's eternal law through a natural law, and inborn instinct to do good. Something is said to be part of natural law if there is a natural inclination to it and if nature does not produce the contrary, (51-52). Natural law includes such ideas as self-preservation, union of the male and the female, and education of the young, which is easily found in nature. Humans also have a unique knowledge of God and were meant to live in a society. Aquinas explains that even though concepts such as slavery and personal possessions are not found alone in nature, they were created by human reason, and in such cases the law of nature was not changed but added to (52). Because we can do such things , we are separated from the rest of God's creatures. After explaining his theory of natural law, Aquinas goes on to explain sexuality in the context of it. According to him, promiscuity is contrary to the nature of man because to bring up a child requires both the care of the mother who nourishes him and even more the care of the father to train and defend him and to develop him in internal and external endowments (78). Therefore, he finds fornification to be a mortal sin because it is contrary to the good of the upbringing of the offspring (79). Curiously, though, he does not bring up the more likely scenario where fornification does not result in the impregnation of the woman. His reasoning makes much better sense in the case of adultery. Not only does it upset one's obligations to his family, but also because the Ten Commandments specifically condemn adultery as a great sin. The Ten Commandments are God's laws and are not relative, so there is no disputing their validity. However, Aquinas' argument that monogamy is natural for human s is not easily justified. If we look carefully at nature, most mammals have to be raised by their parents just as humans are, but only for a few years. Also, in many cases, the mother may raise her young with a different male, or on her own altogether. Therefore, this makes it harder for Aquinas to appeal to natural law to prove his case for monogamy and life-long relationships. Also, Aquinas does not agree that a male should have the option of leaving a female who has had a child even if it is properly provided for, making an indirect case against divorce (79). Curiously, in Islam, the Koran allows divorce and remarriage, and it is based for the most part on the very same Bible that Aquinas defended. Aquinas makes clear that sex is right only when it is for the purpose of reproduction and it should only be between a male and female in a monogamous relationship; all other forms are sinful. However, he brings up a very striking exception. The acts of fornification or adultery are not considered sins at all if they are performed under the command of God (52). This is simply a case of common sense, but it explains clearly any such indiscrepancies to natural law in the Bible. Aquinas goes on to define more serious mortal sins which he refers to as indecent sex. This includes homosexuality and bestiality. He quotes bestiality from the

WRITING PLAN FOR THE SOCIAL EFFECTS OF HURRICANCE KATRINA IN THE GULF Essay

WRITING PLAN FOR THE SOCIAL EFFECTS OF HURRICANCE KATRINA IN THE GULF REGION - Essay Example Hurricane Katrina sped up the rate of wetland destruction in the Gulf region and along the coast of Louisiana. In various areas of the Mississippi River Delta Basin, there were losses of about half of the regional land mass due to the powerful storm surge witnessed in the advent of Hurricane Katrina. Hurricane Katrina affected people in many ways, socially and otherwise. A lot of lives were lost initially, and numerous people also had their lives and daily activities disrupted. Not only did Hurricane Katrina cause damage to the coastline, the hurricane also affected plants and wildlife and in the region, and damaged a lot of buildings, businesses, homes, power lines, schools , roads and bridges. The Hurricane left hundreds of thousands of people without any way to get their homes or go to work, and it separated many from their loved ones and relatives, as well as inflicting mental and physical distress on the people who witnessed this storm and the after-effects of the hurricane. One major cause of death as a result of Hurricane Katrina was drowning. Elderly people of 75 years of age and above were the ones mostly affected by the disaster. It is notable that disaster preparedness efforts for the future should place emphasis on the evacuation and care provision for the more vulnerable populations, including people who may be in hospitals or in long-term care facilities. â€Å"Improving mortality reporting timeliness will enable response teams to provide appropriate interventions to these populations and to prepare and implement preventive measures before subsequent disasters.† (Reed, J. & Theiss, M. 2005) During the days and weeks following Hurricane Katrina, there was rapid deterioration in conditions in the gulf region. For example, New Orleans hospitals and extreme difficulties in the evacuation of their existing patients, hospitals in the downtown New Orleans area were also reportedly not admitting new patients in the days following Hurricane Katrina. † (Nossiter, Adam. 2005) In the aftermath of Hurricane Katrina, disaster response may have limited precision of documenting all the victims, although this is not likely to be a large difference. â€Å"It is possible that some people who died during the storm were never found or documented. Second, classifying people who were evacuated and later died from Katrina-related causes is inherently difficult, especially as regards older people who had serious preexisting medical conditions.† (Brinkley, D. 2007). After hurricane Katrina, numerous evacuees from the gulf region, were faced with staying for extended periods of time with no income, and destroyed or severely damaged homes. This group also had little or no hope of recovering their possessions, and some started to express the desires to be resettled elsewhere permanently. In the aftermath of Hurricane Katrina, â€Å"approximately 8,000 animals were rescued and brought to temporary shelters set up at the Lamar-Dixon Ex position Center in Gonzales, Louisiana, or the Parker Coliseum at Louisiana State University. (Press Release. "Reviewing Louisiana Animal Evacuation And Rescue." Federal Emergency Management Agency. 2005.) Hurricane Katrina also significantly affected the popularity of Katrina as a name for babies. According to the Social Security Administration, â€Å"Katrina, which had ranked as the 281st female baby name in 2004, dropped down to 382nd most popular name in 2006, 600th most popular name in 2007, and 815th most popular name in 2009.† (Social Security Administration) This was a surprising turn of events, because in the past, major hurricanes like Hurricane Camille which happened in 1969, usually made the names of such

Home Depot case study for Strategic management for mba class

Home Depot for Strategic management for mba class - Case Study Example Switching costs were low in this industry and this situation assisted consumers to change their retailers easily. In addition, the industry faced threat of substitutes because many products had close substitutes available. In 2006, buyers’ bargaining power was high as they had different market options and good understanding of various brand choices. In contrast, supplier power was low as majority of the retail players received suppliers from a large number of distinct vendors. Need of high initial capital investment eliminated the threat of new entrants to some extent at that time. The home improvement industry underwent tremendous changes over the next six years. Degree of rivalry got intensified because the price factor became paramount. As compared to 2006, threat of substitutes became higher in 2011 mainly because of the innovation and development of improved substitute products. By 2011, the industry adapted to a competitive pricing strategy and this situation added furth er value to buyer bargaining power. Naturally, suppliers were also forced to provide material to retailers at minimum cost; hence, supplier power further declined in 2011. Similarly, threat of new entrants also reduced to a considerable extent because new entrants found it difficult to confront with huge players like Wal-Mart. 2. While analyzing the market environment of the Home Depot for the year 2006, brand awareness seems to be the most competitive strength of the company. The Home Depot was the world’s largest home improvement retailer during that time, and this dominance boosted its brand awareness. Increased utilization of rapid deployment centers also added to the strength of the company as this strategy contributed to the efficient supply chain operations. In addition, the organization’s simple and distinct business model has entirely changed the way consumers shop home improvement

There is still considerable merit in adopting essentially a boosterism Essay

There is still considerable merit in adopting essentially a boosterism approach to tourism planning. Discuss - Essay Example In most cases, boosterism is often considered a negative aspect of tourism promotion because not all information that is given concerning various destinations may necessarily turn out to be true. Despite this being the case, it is necessary to use it to attract potential tourists because the latter often want to see life or places, which are different from their own. Therefore, while boosterism is sometimes seen in a negative light, it is an essential part of tourism planning because it brings previously obscure areas into the limelight. One of the biggest concerns of tourists before they visit any country is often political stability and this is because of their need to guarantee their personal safety. In the modern world, with the likelihood in the incidents of terrorist activities, many potential tourists have become discouraged from visiting certain parts of the world. It is for this reason that some countries, especially those likely to be affected, have come to adopt boosterism to make sure that they remain attractive destinations for tourists. Furthermore, this type of promotion makes possible the development of effective planning to ensure that the security of tourists is guaranteed under all circumstances (Dredge and Jenkins, 2006, 29). Therefore, using boosterism, countries are able to create an image of themselves where their political situation is perceived as being among the most stable in the world and it is for this reason that they come to be considered as interesting places for tourists to visit. Fu rthermore, there has been a recognition that many individuals tend to avoid those countries whose democratic credentials are questionable because they believe that to visit those countries would be to indirectly support their autocratic governments (Burns, 1999). Because of such perceptions, most governments, especially

Language Teacher Response

Language Teacher Response Teachers questioning Strategies in EFL classrooms 1) What type of questions does the teacher use? 2 Is there a predominance of any particular type(s)? 3) What modification techniques does s/he employ when questions are not understood? 4) How much L2 production do questions generate from the learners? Questioning is considered by researchers as one of the commonly used strategies in language classrooms. Questions are a very important aspect of classroom talk and teachers talk is largely made up of questioning (Tsui 1995). Educational studies on language classrooms have focused on the effect of teacher questions on learners production of the target language and on the types of learner response (Tsui 1995). Teachers questions are a means of engaging learners attention, encouraging verbal responses, and assessing learners progress (Chaudron 1988). Tsui (1995) has elaborated the functions of questions as a source of checking students understanding, to confirm if they have gained the knowledge imparted, to focus their attention, make them involved in the lesson, to take the lesson forward and some teachers ask questions to maintain discipline in the classroom and especially in language classroom questions serve the purpose of making students practice a certain language item and to use the target language for communication. Questioning can either assist target language production or result in meaningful content-related responses by learners (Chaudron 1988). Ellis (1994) gives more emphasis on questioning as a way of keeping control over the classroom discourse. Long (1981) argues that questioning probably facilitates interaction by establishing the topic and who is likely to speak next (Chaudron 1988). Questions provide learners with the opportunity to speak the language and generate a series of follow up conversation among learners as well as helping teacher to check comprehension (Brown 1994).But on the other hand Chaudron (1988) is of the opinion that the nature of questions may strictly limit the possibilities for the students to respond at length. According to Tsui (1995) in majority of the ESL classrooms main part of classroom interaction is created by the teacher posing questions and these can be nearly 70 percent of the classroom talk. But Chaudron (1988) attributes only 20 t0 40 percent classroom talk to questioning. Johnston (1990) observed a total of 522 questions of different types in three hours of language class. Similarly, Long and Sato (1983) observed a total of 938 questions in six ESL lessons (Ellis 1994). Types of Questions The type of questions that the teacher asks affects the kind of response that the students produce (Tsui 1995) Much of the work on questions has centered on developing taxonomies to describe the different types (Ellis, 1994:587). There are so many different types of questions that it is difficult to decide on different categories (Richards and Lockhart 1996, Ellis 1994). However, Tsui (1995) argues that various types of questions are based on the factors such as their cognitive demand and their effect on students. Closed and Open Question Closed and Open-ended questions are distinguished by an early study on L1 classrooms (Barnes 1969 cited in Chaudron 1988). In the earliest classification Barnes (1969; 1976) Closed questions have a short and fixed answer (Barnes 1969). The questions that begin with where, who, when and what are considered factual questions (Barnes 1969 cited in Tsui 1995) having closed and usually brief set of responses (Chaudron 1988). For example Where were you born? (Chaudron 1988) Open questions begin with why and how and are classified having longer response therefore the length and nature of the expected response is left open (Chaudron 1988). They can be referred as general information questions (cf. Naiman et al. 1978; Bialystok et al. 1978 cited in Chaudron 1988). For example What did you do on trip? (Chaudron 1988) Questions that seek for reason (how? and why?) can be both open and close, much of the distinction is made by Barens (1969) between these two types of reasoning questioning (Ellis 1994). Closed reasoning-type questions are the ones that allow one acceptable answer where as open are framed to allow a number of different acceptable responses. However, Barens also points out that many questions have the appearance of being open, but, in fact, when the teachers response to a students answer is examined, turn out to be closed; he calls these pseudo-questions'( Ellis 1994). Long and Satos Taxonomy (1983) The taxonomy which will be used in this research paper is given by Long and Sato (1983) which is based on Kearsleys (1976) framework of question types (Ellis 1994). Long and Sato (1983) made necessary changes in Kearsleys (1976) taxonomy of question types according to their study of ESL teachers questions (Ellis 1994). This taxonomy cited by Ellis (1994) is as follows: Echoic Comprehension checks e.g., All right?; OK?; Does everyone understand polite? Clarification requests e.g., What do you mean?; I dont understand; What? Confirmation checks e.g., S: Carefully. T: Carefully?; Did you say he? Epistemic Referential e.g. Why didnt you do your homework? Display e.g. Whats the opposite of up in English? Expressive e.g. Its interesting the different pronunciations we have now, but isnt it? Rhetorical: e.g. Why did I do that? Because I This framework of questions is based on two main question types, echoic questions and epistemic questions with seven sub-categories. Echoic questions seek for repetition of an utterance or confirm that it has been understood by the listener whereas epistemic questions obtain information from the learners (Ellis 1994). The sub-categories include comprehension checks, clarification requests and confirmation checks under echoic questions and referential, display, expressive, and rhetorical are the sub-categories of epistemic questions (Ellis 1994). Display and Referential Questions Taxonomies by Koivukari (1987) and Hakansson and Lindberg (1988) Questioning Behavior Questions and learner production Modification of questions According to Richards and Lockhart (1996) questioning can be used to allow the learners to keep participating in the discourse and even modify it so that the language used becomes more comprehensible and personally relevant. Wait Time Socio-Cultural Contest

Work for Migrant Workers Essay -- Immigration Labor Essays Papers

Work for Migrant Workers Works Cited Not Included In the early 1970’s, by examining profit rates globally, it was determined that a falling rate of profit existed. The chief method to counter this problem was to seek out cheaper labor. Global factories were then created as the solution to this problem of falling profit rates. With the birth of these global factories, came not only transnational corporations but also transnational migrant workers. Therefore, why is there so much debate concerning migration when it was basically conceived and in many cases continues to be, a solution to a problem? Through global economic integration and the birth of global factories, many â€Å"underdeveloped† countries believed that these corporations would resurrect their dying economies by providing jobs to their many unemployed workers. However, these corporations did not hire the unemployed male but women usually between the ages of sixteen and twenty-one who worked approximately ten hours per day in extremely poor working conditions for very low wages. As a result, this left mostly the unemployed male (and/or the unemployed female over twenty-one) in a position to either migrate for work or become a caretaker for their families’ children. As documented by several of the films we’ve watched during class, many of these unemployed workers chose to migrate – sometimes both mother and father leaving behind children to be cared for by extended family members. One such child when asked if he missed his mother and father replied â€Å"No, because I don’t even know them† which truly epitomizes the migrant workers’ sacrifices for their families!! One might ask why do these migrant and/or global factory workers do the things they do? ... ...storical context of differential power and inequality.† (Schiller, Basch & Blanc-Szanton 8). Again, migrant workers exist because of economic circumstances and the innate sense of survival. Therefore, why are there so many beliefs and debates concerning migration? Because some people just don’t get it! What some seem to be missing in these debates is that with global economic integration obviously come transmigrant workers (and in some cases their families too), so why debate whether they should be allowed to cross borders as they are simply the product of globalization. Further, one should not forget that in many instances, these workers were â€Å"solutions† to economic or wartime problems!! Therefore, I strongly feel that migrant workers must be given the right to work regardless of what country they are from or what country they must work in!

Corrective Feedback Methods Used

Corrective Feedback Use of a Native English Speaker Teacher and a Non-Native Teacher INTRODUCTION The importance and benefits of corrective feedback have been debated in many aspects in SLA field. Most of the teachers take correcting errors as their responsibility. There is no doubt that the first aim of corrective feedback is to make students aware of their mistakes so that they can correct.The way teachers carry out this progress may differ from eachother hence I dedicated this paper to find out differences or similarities in correcting feedback patterns of a native English teacher and a non-native English teacher lecturing at University of Kocaeli ELT Department. After observation , I asked them their opinions about students’ mistakes and corrective feedback so as to understand dynamics that effect the type and rate of Corrective feedback they give. LITERATURE REVIEW Corrective feedback is called any reaction from teachers to students’ â€Å"non-nativelike use of th e target language† indications. Kim, 2004)The approaches towards corrective feedback differ. Rezaei, Mozaffari&Hatef, 2011 summarize these approaches; some schools of thought like Behaviorism considered errors as taboos in their discourse and believed that theyshould be immediately corrected by the  teacher (Brown, 2007; Larsen-Freeman, 2000; Richards &Rodgers, 2001)while others claimed that error correction was not only unnecessary, but also harmful to language learning(Krashen, 1981a;1981b). With the emergence of communicative approaches, error correction underwent aradical shift (Nicholas, Lightbown, &Spada, 2001; Russell, 2009).CLT advocates created a balance betweenwhat Audiolinguists and Cognitistvists do and suggested that an error must be viewed as evidence of learners'linguistic development, not as a sin to be avoided. CLT advocates recognized the need for fluency and thisallows teachers to leave  some errors uncorrected. Nevertheless, currently SLA researchers st rongly believe in error correction and corrective feedback (Ellis,2006). While carrying out corrective feedback, different methods are implemented during the classroom period. Researchers have begun to focus on these different methods so as to find out which ones are more or less ffective. When it comes to practice in the class the methods may differ according to the students’ language level and type of error, teachers’ attitudes towards errors and also time for feedback. Types of Corrective Feedback:(Lyster, 1997; Lyster;Ranta, 1997). 1. Explicit correction: Clearly indicating that the student's utterance was incorrect, theteacher provides the correct form. â€Å"S:   Some diamonds  used to  decoration. T:Please say, ‘Diamonds  are used for  decoration’. ‘Don’t say,used to’. You must use a passive form of the present simple tense here. â€Å" 2.Recast: Without directly indicating that the student's utterance was incorrect, the teacher implicitly reformulates the student's error, or provides the correction. â€Å"S:   Some diamonds  used to  decoration. T: Some diamonds are used for decoration† 3. Clarification request: By using phrases like â€Å"Excuse me? † or â€Å"I don't understand,†the teacher indicates that the message has not been understood or that thestudent's utterance contained some kind of mistake and that a repetition or a reformulation is required. â€Å"S:   Some diamonds  used to  decoration. T: Excuse me? â€Å" 4. Metalinguistic clues.Withoutproviding the correct form, the teacher poses questions or provides comments or information related to the formation of the student's utterance . â€Å"S:   Some diamonds  used to  decoration. T: Do diamonds use something to decorate ? 5. Elicitation:The teacher directly elicits the correct form from the student by asking questions (1), by pausing to allow the student to complete the teacher's utterance (2) or by asking students to reformulate the utterance(3). Elicitation questions differ from questions that are defined as metalinguistic clues in that they require more than a yes/no response. â€Å"S:   Some diamonds  used to  decoration. – T: People used some diamonds, so †¦? 2- T: Some diamonds†¦? 3- T: Say that again. â€Å" 6. Repetition. The teacher repeats the student's error and adjusts intonation to draw student's attention to it. â€Å"S:   Some diamonds  used to  decoration. T: Some diamonds used to decoration â€Å" METHODOLOGY This research is conducted in Kocaeli University, English Language Department. I observed and voice recorded preparation class Listening course in which native English speaker teacher Ms. Costa lecturing and 1st year class Listening & Pronunciation course in which non-native teacher Mr. Kurtaran lecturing .I removed material listening parts of recordings from both and student to student discussions from Ms. Costaà ¢â‚¬â„¢s class. In that way I had 25minutes lasting data of student-teacher interactions. After transcribing and clarifying their corrective feedbacks, I interviewed with these teachers so as to understand the dynamics lying under the way and frequency they give corrective feedback. FINDINGS Corrective Feedback use by teachers are in the tables below: CORRECTIVE FEEDBACK TABLE OF NATIVE ENGLISH SPEAKER TEACHER| Recast| T: What did you do yesterday? S: I watched TV and I sleep, sleep, sleep. T: I slept, I slept, I slept. Okey. |Explicit Correction| T: What are the three things that you ate yesterday? S: I ate rice, meatballs and coke. T: Lets repeat, I ate rice, meatballs and coke. (Class repeats after the teacher for studying intonation) S: I guess you didn’t eat the coke, probably drink. Don’t eat your coke. | Recast with stress| T: What would you buy if you were rich? S: I want to buy.. T: I would buy S: I would buy a car and†¦. | Explicit Correction| T: Enver, where yould you go? S: I would go Dubai, Hon Khong, Paris. T: Okey, Dubai, Honkong and Paris. Umm, guys make sure you are using â€Å"to† go to, go to, everybody go to†¦( Class repeats after the teacher)|Recast & Explicit Correction| T: What would you buy if you were rich? S: Build a tall and big house T: You’d build a big and tall house, word order is like that. | Recast & Clarification Request| T: If you were rich, would you work? S: I think being rich and having a job is different things. Having a job you asked to a statu /statu/ in our life, it is important. T: Status /st? t? s/, is that what you mean? S: Yes, it is important. | CORRECTIVE FEEDBACK TABLE of NON-NATIVE TEACHER| Recast with stress| S: Is one road /r d/ to success / ’sakses/ better than another? T: Is one road / r d/ to success / s? k? es/ better than another ? | Recast| T: Of course here, the word â€Å"road† is used symbolicly, road is a methaphore, what does it actually suggest? S: Method, way.. T: Methodology, way, okey. | (1)Clarification Request & (2)Metalinguistic Clue| S: To be successful means that you can do whatever your aims are. T: What does it mean ‘to do an aim’? (1)Do we do an aim? Do we do an aim? Are the aims things to be done? What do we do the aims? (2) Ss: We achieve. | Repetation| T:What is your interpertation of success? S:Being able to reach the necessary knowledge. T: Reaching necessary knowledge? S: Requiring the necessary knowledge. (1)Repetation (2)Clarification request (3)Explicit Correction| S: My friend shatters†¦ brochures. T: Shatters? (1) What do you mean with shutters? (2) She shatters? You mean hands out, distrubutes? Shatter oyle dag? tmak degil. Darmadag? n etmek, an earthquacke shutters an area. (3)| Recast with stress| T: What is one skill or talent you wish you had? S: The leadership T: So you don’t think you have leadership skills. S: Uhmm, I have but not enough T: You wish you had more or bet ter leadership skills, okey. | Explicit Correction| T: I mean how do you think you could improve your communication skills?S: Going.. En.. T: Could ! Could! (clicks his fingers) I could do this, I could do that.. S: I could go to England†¦. | (1)Repetation (2)Metalinguistic Clue| T: Other suggestions please. S: Creator, idea creator in an commercial company. T: Idea creator,(1) that is not what they call it. Yarat? c?.. What do we call it in Turkish? (2) Ss: No idea. T: Advertising, lets call it advertising. | Explicit Correction| T: In what ways has the typical career part changed in the last few decades? S: In the past they climb the ladder but now they†¦ T: Nobody climbs no ladders. Is that what you are suggesting?S: No, they go to better job easily. One step to third step†¦Something like that. T: Something like that is not a sort. You mean; in the past, there was only one ladder to climb, the ladder you would climb, staying with one company but now, there are many opportinuties; many different jobs, companies, okey? That is it. | Corrective Feedback types and percentages given by two teachers’ are shown on the graphics below : It is seen that NT gives less CF during student talking time which is 2,24 times more than in NNT’s class. As it is seen in the graphic, NT uses Recast as a half of CF she gives.NNT teacher uses Recast, Explicit Correction and Repetation at the same level which are the mostly used first thee. Out of 8 CF; 4 Recast, 3 Explicit correction and 1 Clarification Request is used by NT. NNT uses more different types of CF. Out of 13 CF NNT uses; 3 of Recast, Explicit Correction and Repetation in addition to 2 of Metalinguistic clue and Clarification Request. Both teachers give more than one CF at a time. Native Teacher considers the students as language learners, Non-Native Teacher considers them as future teachers. Regarded to their consideration, their approaches to student’s mistakes differ.NNT thinks m aking mistakes is a part of progress but some mistakes of ELT students at that level are not acceptable. NT gives more importance to fluency and complexity hence she does not want to stop students speech so as not to make them feel uncomfortable. She thinks that she gives CF at a low rate than she should do as she focuses on meaning. NNT gives more importance to accuracy and thinks that they don’t have much time left as the students are about to become teachers, he tries any kind of Corrective Feedback so as to make sure that the students realise their mistakes and correct them.He thinks that he gives CF at a high rate than he should do as these classes are the last chances of the students to learn from their mistakes before they start teaching. According to the interview it could be concluded that being Native or Non-Native effect theachers’ expectations from students and these expectations effect the frequency and type of CF they give. References Kim, J. (2004). Issu es of corrective feedback in second language acquisition,Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics  4(2), 1. â€Å"Gass, S. (1997). Input, interaction, and the second language learner.Mahwah, NJ: Erlbaum. Schachter, J. (1991). Corrective feedback in historical perspective. Second Language Research, 7† Lyster, R. &Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition,19, 37-66. Rezaei, S. , Mozaffari, F. , &Hatef, A. (2011). Corrective feedback in sla: Classroom practice and future directions,International Journal of English Linguistics,1(1), 1. Corrective Feedback Use of a Native English Speaker Teacher and a Non-Native Teacher Betul Okcan Kocaeli University Reseach Skills A. P. Dogan Yuksel 2012

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