Urban Structure in Modern Society

Urban Structure in Modern Society How Should a Modern, Globalized Society Adapt Its Urban Structure? A Comparison of Four Texts Globalization, much like the Industrial Revolution that propelled Europe and North America to the forefront of the global economic stage, has forced the redevelopment and organization of urban hubs. Some, like Moulaert and Waley, support government-led initiatives addressing the problem of the economic disparities among social classes caused by the redefinition of labor markets. Others, including Logan and Swanstrom, argue against centrally-planned economies and markets, positing that cities should not work outside the boundaries of their national context. Scholars like Haila, on the other hand, present a married political ideology combining the two, arguing that while differences in cities may exist, real estate and private investment is the common link binding all â€Å"global cities.† With globalization overtaking the norms of familiar market economies, contemporary urban hubs face â€Å"persistent high levels of unemployment, shortage of job opportunities, homelessness, deteriorating housing and living conditions, widening income gaps, [and] social violence†; these problems have become â€Å"an integral part of the new urban context, regardless of prevailing dynamics of economic growth or decline†[1]. Consequently, Moulaert and his contemporaries suggest government-mandated interventions are necessary, including the coerced transformation of labor markets. According to Moulaert, â€Å"the transformation of employment is, doubtless, the key axis of urban socio-economic restructuring and the primary factor shaping increasing inequality and social fragmentation in cities†[2]. Logan and Swanstrom concur, but question the extent to which the government ought to be able to intervene in the restructuring of society. They question â€Å"what form th ese interventions should take,† as reform in the East â€Å"is a synonym for raising prices, reducing some types of consumption, and accepting structural unemployment†; the Communist-type failure of urban restructuring (and central planning) is therefore representative of a â€Å"political and economic event,† avoidable through the careful, monitored endorsement of free market economies[3]. Waley, like Moulaert and his contemporaries, supports a degree of government intervention in urban restructuring and cites the Japanese post-war example. Waley suggests Japan’s success in urban restructuring can be attributed to â€Å"reorganizing urban space in pursuit of economic growth,† which entailed national â€Å"relaxation of zoning, disposal of public land, and measures advantageous to private landowners† vis-à  -vis the strategies outlined by Haila which will be examined later[4]. The government, Waley argues, is the greatest facilitator of econ omic growth through its power to enact policies; contrary to the Communist model, however, Waley’s proposition is one of incentive to the private sector. Logan and Swanstrom directly oppose governmental intervention supported by Moulaert and (to a degree) Waley, specifying that policy cures and the measure of urban restructuring in an ailing economy are better prescribed at the national level; the two stress that â€Å"cities cannot be abstracted from their national context†[5]. Logan and Swanstrom’s position endorse Waley’s admonitions to â€Å"avoid the dangers of a simplistic cultural-determinist response† to the necessity of urban restructuring[6]. On the other hand, Moulaert concedes the fallibility of his model, surmising that government intervention can be detrimental to a point as federal programs are a de facto means of increasing â€Å"the concentration of deprivation in particular urban areas and neighborhoods,† reproducing â€Å"the formation of â€Å"excluded communities, reproduced by the very initiatives that purportedly aim at eradicating them†[7]. Haila echoes the power of pu blic perception, claiming that the aforementioned factor drives the model of private real estate-powered economies. Pointing out the paradigm shift of Japanese investment in Los Angeles from the 1980s to the 1990s, Haila notes that urban development can be catalyzed or snuffed by a change in public perception; after all, â€Å"in the 1980s, Los Angeles was a city favored by Japanese investors,† but the 1992 race riots â€Å"changed this situation, as a property market where an asset can be demolished in one night is not a good market†[8]. While Haila does not prescribe uniformity in the application of economic and urban restructuring, she endorses the facet that all cities which aim to restructure themselves into â€Å"global cities† have real estate in common, echoing Waley’s sentiments regarding Japanese investment in Los Angeles. Private land ownership lends to the environment necessary for economic rehabilitation per globalization. Cities therein affe ct cities; the price falls and gains from one city inevitably affect another[9]. While Logan and Swanstrom support the contention that restructuring carries significant social and political institutions in its wake[10], their views are most applicable to the current global economy due to their calls for uniformity and consistence on a national level. Tied to Haila’s theory of inter-dependent cities, Logan and Swanstrom’s model prevents the cannibalization of intra-national markets. Moreover, Logan and Swanstrom advocate a laissez-faire attitude within the confines of a national agenda, therein tempering the so-called â€Å"free market.† Moulaert’s supposition that global restructuring entails urban development projects, his advocacy for government intervention, finds fault along the lines of market restriction. The workings of bureaucracy prevent the intervention of the individuals Haila perceives as vital to the growth of an economy through land ownership. Though they can be tempered by applicant law and a statute, truncating the invo lvement of the private sector limits growth and future adaptations to a globalizing world economy where punctuality can mean the difference between prosperity and recession. Waley may concede restructured Tokyo’s disparity between the living conditions of the poor and the profit expansions of business corporations, but in his assertions he glosses over the state’s possible use of higher tax revenues to revive the lower classes, thus leaving the question of self-propagating poverty and economic stagnation unanswered[11]. Perhaps most important to note is the necessity of policy fluidity in the degree of laissez-faire economics and governmental intervention. While all four works prescribed a degree of flexibility, none presented the simple fact that globalization, as a new world market and concept, cannot be approached using a template or a macroeconomic stencil of some sort. Adaptation in the urban sector, like all forms of adaptation, cannot be expected to work within the stricture of obstinate thought. BIBLIOGRAPHY Haila, A. (1997) â€Å"The Neglected Builder of Global Cities.† In: Cities in Transformation Transformation in Cities: Social and Symbolic Change of Urban Space, pp. 51 64. London: Ashgate P. Logan, John R and Todd Swanstrom. (1990) â€Å"Urban Restructuring: A Critical View.† In: Beyond the City Limits: Urban Policy and Economic restructuring in Comparative Perspective, pp. 3-24. New York: Temple U P. Moulaert, Frank et al. (2003) â€Å"Urban Restructuring, Social-Political Polarization and New Urban Policies.† In: The Globalized City: Economic Restructuring and Social Polarization in European Cities, pp. 29-45. Oxford: Oxford U P. Waley, P. (2000) â€Å"Tokyo: Patterns of Familiarity and Partitions of Difference.† In: Globalizing Cities: A New Spatial Order?, pp. 127-157. New York: Blackwell Publishers. Footnotes [1] Moulaert et al 2003, p. 30 [2] Moulaert et al 2003, p. 31 [3] Logan and Swanstrom 1990, p. 4 [4] Waley 2000, p.139 [5] Logan and Swanstrom 1990, p. 6 [6] Waley 2000, p. 128 [7] Moulaert et al 2003, p. 32 [8] Haila 1997, p. 56 [9] Haila 1997, p. 52 [10] Logan and Swanstrom 1990, p. 12 [11] Waley 200, p. 141

Agenda Setting Theory – Introduction

Introduction Agenda Setting Theory is first developed by Professor Maxwell McCombs  and  Professor Donald Shaw  in their  Chapel Hill study  in 1968. The agenda setting theory is separate into three parts which is media agenda, public agenda and policy agenda. Agenda setting theory is defined as the power of news media whereby mass media set an agenda which will influences the public which is called as public agenda by highlighting the issue frequently in media. Therefore the main effect of media in agenda setting is telling people not what to think, but what to think of.The policy agenda is the issues that policy makers consider important after the public start to make campaign or petition to show protest against the organizations. Mass Communication plays an important role in our society its purpose is to inform the public about current and past events. Mass communication is defined in â€Å"Mass Media, Mass Culture† as the process whereby professional communicator s use technological devices to share messages over great distances to influence large audiences.Within this process the media, which can be a newspaper, a book and television, takes control of the information we see or hear. The media then uses gate keeping  and agenda setting to â€Å"control our access to news, information, and  entertainment† (Wilson 14). Gate keeping is a series of checkpoints  that the news has to go through before it gets to the public. Through this process many people have to  decide whether  or not the news  is to be seen or heard. Some gatekeepers might include reporters, writers, and  editors. After gate keeping comes  agenda setting. Elaboration of the TheoryThe Agenda-Setting Theory says the media (mainly the news media) aren’t always successful at telling us what to think, but they are quite successful at telling us what to think about. The power of news media is to set a nation’s agenda, to focus public attention on a few key public issues, is an immense and well-documented influence. For example, newspapers provide a host of cues about the salience of the topics in daily news. They will lead story on first page, large headlines and etc. Besides that, television also consider as a mass communication tool.Television offers numerous cues about salience too. Their opening story is on newscast, length of time devoted to the story and etc. As said by Walter Lippmann, Agenda-Setting Theory is â€Å"the world outside & the pictures in our heads†. The news media are a primary source of those pictures in our heads about the larger world of public affairs, a world that for most citizens is â€Å"out of reach, out of sight, out of mind. † Agenda setting is divided into two levels where the first level stress on common subject that media thinks the subject is important.The second level decides which part of the subject is important. Both level leads to the concept of agenda setting where the concept is divided into three parts. The first part of the process is the importance of the issues that are going to be discussed in the media. Second, the issues discussed in the media have an impact over the way the public thinks, this is referred as public agenda. Ultimately the public agenda influences the policy agenda. Furthermore, the media agenda affects the public agenda, and the public agenda affects the policy agenda.People would attend only to news and views that didn’t threaten their established beliefs. Agenda-setting will reconfirms the power of the press while still maintaining that individuals were free to choose. The agenda-setting function is a 3 part-process. Firstly, media agenda is the issues discussed in the media. Secondly, public agenda means issues discussed and personally relevant to public. Lastly, policy agenda is the issues that policy makers consider important. Media agenda and public agenda are close to each other. Media agenda is the set of i ssue addressed by media sources.It is a composite index of media prominence reveled the importance of foreign policy, law and order, fiscal policy, public welfare and civil rights. While public agenda are issues the public consider important. It is the rank of the five issues was identical to the media agenda. The key concept and terms are agenda setting, salience transfer, gatekeeping, framing, priming and determinants of agenda-setting effects. Agenda setting is giving priorities to alternative policy issues but in the early communications studies, shown a mixture about the ability to influence public opinion on the given issue.Salience transfer refers to the capacity of the media to influence the relative importance individuals attached to the policy. Next is gate keeping is a process that control the media content. Framing is the importance and interpretation of people attach to potential items on the public agenda are strongly influenced by how the media present news stories. P riming happen when framing centers on political loading of the presentation of news, it can be conscious and not conscious. Priming basically mean draw attention to certain issue even in a neutral manner. Last but not least is the determinant of agenda-setting effects.Media credibility or also known as media reliance are found that the determinant is weaker than the media exposure and media exposure are more important than media credibility in relation to presidential state of the union addresses. Application of the Theory In Malaysia, one of the case studies was to examine the Malay language newspaper’s media agenda during the general election. (Ahmad Zahid Hamidi, UPM) The study was conducted to examine the use of the Barisan Nasional (BN) manifesto as the media agenda during the general election for the year 1982, 1986, 1990, 1995 and 1999.A model for the study was constructed based on the Agenda Setting Theory. A content analysis was conducted on 50 issues of Utusan Malay sia (UM) and Berita Harian (BH). Throughout the studies, it was found that there were 11 major themes frequently used in the BN manifesto namely: politics, foreign policy, development, economy, social education, security, religion, workers welfare, agriculture and the quality of life. Above were the main themes in the news during the general election for the year of study.The content analysis also found that there were 4461 news with the BN manifesto shown in 11 major news themes with â€Å"politics† in the lead and the â€Å"quality of life† ending the list. It also showed that the BN manifesto was mainly covered in various sections such as the Local News, Foreign News, Special Column, Main Column, Editorial, Advertisement, Economy, Asean, Forum, Articles and others. While the coverage on News, Articles, Photographs, Editorial, Letter to the Editor, Cartoon, Columnist and Comments also showed the present of BN manifesto.There was also a small difference between the tw o newspapers in terms of its news coverage on the BN manifesto during the general election. The study clearly showed that the media agenda of the two mainstream newspapers in the country was framed by the content of the BN manifesto during the duration of the general election for the year 1982, 1986, 1990, 1995 and 1999 and thus, strengthening the Agenda Setting Theory. The media institution and politic institution are closely linked to each other and are hardly being separated. Both the institutions are interdependent on each other.In Malaysia, we are practicing the democracy system, thus, media are an important instrument to achieve the democracy level; Media play a role in influencing the public in deciding their votes during a general election, either to vote for the specific individual or the party. Besides, media also take control in the politic process as mentioned earlier in the Agenda Setting Theory. In a democratic country like Malaysia, the process in politics often invol ve media as a tool to spread the news on certain parties’ issues and frame some of the suggestions or views on certain parties or individuals.In order to achieve a country that is practicing democratic system, the general elections were often used as a measurement tool in testing the level of support among the voters toward a specific party. Personal experience & interpersonal communication among elites and other individuals So, the process of general election in Malaysia is a very crucial component in a democratic way. There were 12 general elections being held so far in Malaysia which were in the year 1959, 1964, 1969, 1974, 1978, 1982, 1986, 1990, 1995, 1999 and 2004.Also, there were 6 Prime Ministers that have involved themselves in became the main politic communicators in every general election that have been done. Every Prime Minister has their own plans in collaboration with the media to enhance their communication through media, and utilized it in a proper ways. Gatek eepers’ influential media & spectacular news & events Policy Agenda Public Agenda Media Agenda Real world indications of the importance of an agenda, issue or event Figure 1: Three Main Components in Agenda Setting ProcessIn political communication, media is one of the aspects to be deal with. Others include media agenda, public agenda and policy agenda. All these three main components form a process (Agenda Setting Process) by which a complete political communication is carried out where the media were used to disseminate the messages or information to mass audiences. This process is involved in the Agenda Setting Process and has TWO levels: The media agenda affects the public agenda, and the public agenda affects the policy agenda.The communication using media has done by the politicians to publish their views and news or in this case, the manifesto of Barisan Nasional in Utusan Melaysia and Barita Harian in the media agenda. However, there are existence of gatekeepers that may influence the news and events to be published. In the case studies on BN manifesto, the gatekeepers here would be the editor and the owner of Utusan Malaysia and Berita Harian newspapers publishers.The purposes of having gatekeepers here is to avoid harmful, negative, sensitive or religious issues being discussed which may cause misunderstanding within the nation According to the research, Utusan Malaysia and Berita Harian used media agenda to influence the public, and this has brought the issue to a broader step which is the public agenda, where the public start discussing about the issue. In the case studies, there are some similarities in the manifesto of Barisan Nasional.During the general election, extensive media coverage on the political issues of BN were published continuously especially in the front page of the newspapers being analyzed: Utusan Malaysia and Berita Harian. Those issues are similar to the manifesto of BN. Therefore, the public can gain most of the inform ation about BN from the newspaper than the other party. After the public has start discussing about the issue, which is the involvement of BN’s manifesto in both the newspapers being mentioned, there were some activists who tried to support or banned the manifesto.The real world indicator will decide the importance of the agenda itself. Then, through the personal experiences and interpersonal communications among the elites and other individuals, there might be changes in the policy agenda. Finally, the policy agenda causes the media agenda to publish about the news and information all over again. The Agenda Setting Process will be repeated. ————————————————- Strengths and Weakness of the Theory We found that agenda setting theory has three strengths. First, agenda setting theory has explanatory power.Because this theory explains why most of the people prioritize th e same issues as important. Therefore, most of the people will discuss the same issues at the same time. They will also concentrate discuss the issues because they think that the issues are affecting them. Second, this theory also has predictive power as it predicts that if people are exposed to the same media, they will feel the same issues as important. For example, if one issue be the headline of all the newspapers for one week, people will feel that this issue is very important and it will affect their life.Furthermore, this theory has organizing power because it helps organize existing knowledge of media effects. There are also weaknesses, such as media users may not be as ideal as the theory assumes. People may not be well-informed, deeply engaged in public affairs, thoughtful and skeptical. Media just tell them what to think about the issues. People just know the appearance of the issues and not deeply engage in the issues. They will also think that are the issues reported co rrect or the media have hide something bad that they do not know about the issues.So, some of the people do not trust what the media have said. Instead, people may pay only casual and intermittent attention to public affairs and remain ignorant of the details. For people who have made up their minds, the effect is weakened. News media cannot create or conceal problems; they may only alter the awareness, priorities and salience people attached to a set of problems. Research has largely been inconclusive in establishing a casual relationship between public salience and media coverage. Suggestions to Improve on the TheoryFor communication theory to be adopted by researchers and remain viable, it must be able to survive and grow through its ability to adapt to changing environments, encourage further research, and serve as a foundation for studies beyond those in which the founders originally applied their theory. According to McCombs and Shaw (1972) the result of their study shows that fewer voters knew about specific issues. While they found out that media were often effective in raising awareness of issues with undecided voters.They also found that issues presented by media that were new to audiences were better received by the public than issues with which the public was already familiar. The key factor to the ability of media to have an agenda-setting effect upon their audiences depends on the desire of the viewers to become informed about the issues. For example, when the voters wants to know more about their ideal government leaders the public have to search for more information about the leaders and the party as the desired for them to become informed on the issues instills a strong motivation factors for the public’s.Although the theory may seem to be acceptable but the theory still have its own weaknesses and failure which are visible and need to be improved. For example, while the article concentrate on the presentation of the issues during the e lection campaigns, the willingness of voters to listen to issues presented by the media, they fail to examine the degree to which mass media is able to raise issues and attract information-seeking audiences on its own but they fail to examine the degree of how the mass media is able to heightened public interest of political issues during election seasons to perform an agenda-setting function.Besides that, the media agenda in agenda-setting theory have their own limitations, as media may not be as ideal as the theory assumes. The information from the media may not deliver appropriately, deeply engaged in public affairs, thoughtful and skeptical. Therefore to improve the theory effectiveness of the theory, the media should increase the understanding of the issues by reporting a more detail information about the election with wide range of information.In addition, the media can also carry out a survey to understand better the level of absorption information of the readers, listeners a nd viewers. The media should also aware of the public acceptance and understanding of the issues as the agenda-setting theory has its own limitations in dispersing the news. Conclusion In conclusion, the Agenda Setting Theory is a very important practice in media industry especially in a democratic country like Malaysia. The media collaborate with government to control what to be think and discussed among the public.The purpose is to shape their perception over certain issues. It can be from a political issue to welfare issue. This theory proved that whatever issue has been discussed shape the importance of that specific issue and bring to the discussion in the public as in the public agenda. If the public or majorities think that there are some dissatisfactions or objections going on, there will be changes in the policy agenda. Thus, agenda setting is a very important tool in media even though there are still some weaknesses in this practice.So, the media should take in to account to improve their practice by injecting more information not only to a specific area but make it more widely than today in order for the public to have more knowledge about our nation and this may create a more critical thinking nation. References Agenda-Setting Theory – Maxwell McCombs and Donald Shaw(n. d. ). Retrieved July 30, 2010, from http://www. ninosoriadeveyra. com/uploads/3/0/1/1/3011660/agenda-setting_ justine_kate_gian. ppt. Agenda-Setting Theory: Presentation paper & abstracts (n. . ). Retrieved July 30, 2010, from http://realhomepages. com/wecapps/agenda%20setting. htm Agenda-Setting Theory: Strengths and weaknesses of theory (n. d. ). Retrieved July 30, 2010, from http://www. servinghistory. com/topics/Agenda-setting_theory::sub::Strengths_And_ Weaknesses_Of_Theory Garson, G. D. (2006). Agenda setting theory. Retrieved July 30, 2010, from http://faculty. chass. ncsu. edu/garson/PA765/agendasetting. htm Media Tenor Innovatio – Agenda setting theory (n. d. ).Retrieved July 30, 2010, from http:// www. agendasetting. com/res_theory. php M. Sanchez Spring 2002. (2002). Retrieved July 30, 2010, from http://zimmer. csufresno. edu/~ johnca/spch100/7-4-agenda. htm Spring 2001 theory workbook. (2001). Retrieved July 30, 2010, from http://www. uky. edu/~ drlane/capstone/mass/agenda. htm The Agenda-Setting Role of the Mass Media in the Shaping of Public Opinion (n. d. ). Retrieved July 30, 2010 from http://www. infoamerica. org/documentos_pdf/mccombs01. pdf

Self Regulation Theory In Relation To Motivation Education Essay

Learning and geting a 2nd or foreign linguistic communication can be hard for some people and at the same clip easy for others. Factors act uponing this observation may be explained in footings of single differences in Second Language Acquisition ( SLA ) . These person ‘s differences may include personality, intelligence, linguistic communication acquisition schemes, attitude, emotion and motive. Some research workers believe that motive may impact scholars ‘ whole procedure of larning a 2nd linguistic communication ( L2 ) ( Gardner & A ; Lambert, 1972 ) . One theory which has long been recognised in the field is called self-government theory ( e.g. Brown 1981, 1990 ) , and it examines intrinsic/extrinsic motive in L2 acquisition. However, there has besides been a development of a more process-oriented theoretical attack viz. the procedure theoretical account of L2 motive by Dornyei & A ; Otto ( 1998 ) . They have highlighted the importance of developing self-regulatory schemes to pull off, reinforce or prolong one ‘s motive during the class of larning. Consequently, L2 self-regulation theory was subsequently proposed by Dornyei ( 2005 ) , and the theory represents a major reformation of old motivational thought. This essay, hence, will discourse the extent in which motive plays a cardinal function in 2nd linguistic communication acquisition. The focal point of this essay is specifically on the linkage between self-regulation theory and 2nd linguistic communication acquisition, utilizing the writer ‘s personal experience in Iranian linguistic communication acquisition as a instance survey. Research Objective The purpose of this essay is to analyze the writer ‘s experience in Iranian linguistic communication acquisition and analyse, based on self-regulation theory, to what extent motive contributes to the acquisition of a 2nd linguistic communication. Methodology The essay employs a qualitative analysis based on theories and the writer ‘s personal experience in Iranian linguistic communication acquisition. First, definitions of the term ‘motivation ‘ will be briefly demonstrated, and the most appropriate definition for this essay will be chosen. Second, theories and concepts of motive in relation to self-regulation will be explored. Third, the function of motive in the writer ‘s Iranian Learning Experience will be evaluated based on self-regulation theory. Finally, a decision will be presented with a farther treatment on future recommendations.Chapter TWODEFINITIONS OF MOTIVATION Motivation is a wide construct, and definitions of motive vary harmonizing to research and findings. The purpose of this subdivision is to research several definitions of the term ‘motivation ‘ and conclude on the most appropriate definition in 2nd linguistic communication ( L2 ) larning which will lend to this essay. To get down with, motive comes from the Latin verb ‘movere ‘ which means to travel. It can be described as the driver bring oning a individual to take a certain action, do a determination, or invest attempts toward transporting out certain behaviors ( Dornyei & A ; Ushioda, 2011: 3 ) . In a psychological position, motive is frequently defined as the psychological quality that leads people to accomplish a end. For linguistic communication scholars, command of a linguistic communication may be a end. For others, communicative competency or even basic communicating accomplishments could be a end. In a socio-educational model, motive to larn the 2nd linguistic communication is viewed as necessitating three elements: attempt, desire, and enjoyment. First, the motivated single must use an attempt to larn the linguistic communication. There must be a relentless and consistent strive to accomplish success in larning such as by making prep, practising the linguistic communication whenever there is an chance, etc. Second, the person must show the desire to accomplish the end. Such single will make all that is necessary to accomplish the end. Third, the motivated person will bask the undertaking of larning the linguistic communication. Such an person will state that it is fun, a challenge, and gratifying, even though at times enthusiasm may be less than at other times. All three elements-effort, desire, and enjoyment-are necessary in order to distinguish persons who are more motivated and those who are less motivated. However, each component, by itself, is seen as deficient to reflec t motive. Some pupils may expose attempt, even though they have no strong desire to win, and may non happen the experience peculiarly gratifying. Others may desire to larn the linguistic communication, but may hold other things that detract from their attempt, etc. Motivation in Second Language Acquisition In the field of Second Language Acquisition research, motive has been identified as one of the key factors which determines L2 accomplishment and attainment. Motivation ab initio serves as an drift to bring forth acquisition and subsequently as a prolonging force to guarantee that the scholar remains on-track with geting the mark linguistic communication ( Cheng & A ; Dornyei, 2007 ) . Harmonizing to Gardner ( 1985: 50 ) , he posits that motive in acquisition is based on four features: â€Å" a end, effortful behavior, a desire to achieve the end and favorable attitudes toward the activity in inquiry. † Dornyei and Otto ‘s definition of L2 motive ( 1998: 65 ) has a broader sense ; they defined motive as â€Å" the dynamically altering cumulative rousing in a individual that initiates, directs, co-ordinates, amplifies, terminates, and evaluates the cognitive and motor procedures whereby initial wants and desires are selected, prioritised, operationalised and ( successful ly or unsuccessfully ) acted out. † Harmonizing to Dornyei and Ushioda ( 2011: 4 ) , the by far definition that most SLA research, including this essay, would hold on concerns the ‘direction ‘ and ‘magnitude ‘ of human behavior, that is, motive histories for: why people decide to make something ( pick ) , how long they are willing to prolong the activity ( continuity ) , and how difficult they are traveling to prosecute it ( attempt ) . It is of import to observe that although pick, continuity, attempt are the three key issues leting scholars to modulate their ain motive, Ushioda ( 2003: 99-100 ) further demonstrates that in order for motive to turn in a positive manner, it can non be seen as a progressive efforts to modulate behavior from outside. There needs to be supportive interpersonal procedures which foster the development of liberty and the growing and ordinance of motive from interior. Thus, with this in head, this essay will see the issue of motive in relation to self-regulation in the undermentioned chapter.Chapter THREEREVIEW OF SELF-REGULATION THEORY IN RELATION TO MOTIVATION IN SLA It has been widely accepted that motive plays an of import function non merely in general academic acquisition, but besides in the procedure of accomplishing the end in a 2nd linguistic communication acquisition. Harmonizing to Dornyei ( 2002 ) , L2 motive has been seen as a dynamic concept that directs and enhances larning behaviors. There are many theories that devoted to motive in relation to autonomy and scheme usage, and two most-cited theories are self-determination theory and self-regulation theory. The self-government theory, which was developed from the instruction psychological science attack, examines about intrinsic and extrinsic motive in relation to the scholar ‘s behaviors and ordinance. It denotes a sense of pick, personal duty, and self-initiation of behaviors. While the self-regulation theory, a more recent development within the field of SLA research, refers to spontaneous ideas, feelings, and actions that are planned and cyclically adapted to the attainment of personal ends. Other well-known related theories are Language Learning Strategies ( LLS ) and L2 Motivational Self System. LLS is another attack which relates to strategic behaviors and keys property of good linguistic communication scholars. This theory has been seeking to set up a nexus between strategic behavior and existent acquisition additions, to show that schemes are non culturally biased, and to explicate why hapless schemes user differs from good scheme users merely in how they use schemes in context but non in the sorts or frequence of scheme they use ( Ortega, 2009:214 ) . Though self-regulation is a more recent alternate survey that replacing the traditional accent on sheer frequence of scheme usage. Its accent on the creativeness of attempts employed to command one ‘s acquisition processes is the chief issue I would wish to indicate out in this essay. L2 Motivational Self Systemis another of import recent theory of L2 motive proposed by Dornyei ( 2005 ) . It concerns motive particularly in footings of the theory of possible egos and the self-discrepancy theory ( Dornyei & A ; Ushioda, 2011 ) . Pulling on theoretical paradigms from both motivational psychological science and L2 motivational research, Dornyei ( 2005 ) ‘s L2 Motivational Self System theoretical account has three chief dimentions: the Ideal L2 ego, the Ought-to L2 ego, and the L2 Learning Experience. Rationale of this Essay: Self-regulation Theory in Relation to Motivation Despite the fact that there are many theories on motive in the context of SLA, self-regulation theory seems to outdo tantrum this essay. The self-regulatory attack allows for the combined survey of motive and strategic behavior, and of knowledge and affect, under a individual theoretical model. As supported by Ortege ( 2009: 211 ) who demonstrates a clear relevancy of self-regulation theory to SLA and single differences when â€Å" larning another linguistic communication poses a high-anxiety and complex challenge that demands cognitive every bit good as affectional self-regulation, and persons differ in their capacity to self-regulate. † There have been concerns about the clear-cut of LLS, as harmonizing to Dornyei ( 2005: 162 ) , there is a alteration of position that the LLS are â€Å" vastly equivocal phenomena and nil is distinct about them. † Furthermore, Dornyei ( 2005: 190 ) stated that research workers started to accept that analyzing the LLS was non of import every bit much as the fact that the ‘good ‘ scholars choose to set originative attempt in their ain acquisition and that they have the capacity to make so. Therefore, because of larning schemes examine the result of these forces, I decided to pull self-regulation theory which is looking at the initial drive forces. The L2 Motivational Self System besides does non suit in my context of depicting a short linguistic communication experience. It concerns more in footings of primary beginnings of the motive to larn another linguistic communication which are the Ideal L2 Self, Ought-to L2 Self, and L2 larning Experience. Review of Self-regulation Theory in Second Language Acquisition The get downing point of self-regulation theory is that human enterprises are ever purposive, knowing, effortful and voluntary ( Boekaerts et al. , 2006 ) . In the face of multiple ends and resulting environmental challenges, worlds are capable of accomplishing the terminals they choose to prosecute because they are able to self-regulate their behavior ( Ortega, 2009: 211 ) . In the context of SLA, L2 self-regulation is a procedure by which persons direct their attempts, ideas, and feelings toward the attainment of their personal ends, and self-regulation is neither a distinct mental ability nor an academic accomplishment ( Zimmerman, 2000 ) . In other words, self-regulation involves procedures, responses, and schemes that pupils initiate and regulate ( Zimmerman, 1986 ) to trip and prolong both their behavioural behavior and their cognitive and affectional operation ( Boekaerts, Pintrich, & A ; Zeidner, 2000 ; Zimmerman, 2001 ) . Self-regulation theory became the recent developments in the field of L2 single differences as there has been a demand to reconceptualize the ‘strategic behavior ‘ into a theory over the past decennaries. The two chief advocates for this impulse are Dornyei and Skehan ( 2003 ) who have pointed out that the L2 larning strategic behaviour should non be limited to O'Malley and Chamot ( 1990 ) ‘s taxonomy of ascertained heuristic and reported mental procedure or Oxford ( 1990 ) ‘s stock list of self-reported frequences of scheme usage. Then, in 2005, Dornyei pushed frontward the solution to speculating larning schemes and claimed self-regulation theory as a model for SLA research about strategic behavior during L2 acquisition. Self-regulation Schemes Dornyei has created a theoretical account of motivational schemes based on the psycholinguistic construct of selfaˆ?regulation which is intended to reaˆ?theorize linguistic communication larning schemes by analyzing strategic acquisition in the paradigm of selfaˆ?regulation ( see Dornyei, 2005 ; Tseng et al. , 2006 ) . This taxonomy of strategic acquisition is based in the model of motive control schemes ( Dornyei, 2001 ) and consists of five classs. Dornyei ( 2006 ) notes that his system was based on Kuhl ‘s ( 1987 ) and Corno and Kanfer ‘s ( 1993 ) taxonomy of action control schemes. The classs are defined below: 1. Commitment control schemes Commitment control schemes examine the pupils ‘ ability to put and make ends in their acquisition. It helps to continue or increase the learners'original end committedness. For illustration, pupils may maintain in head favorable outlooks or positive inducements and wagess, or pupils may concentrate on what would go on if the original purpose failed. 2. Metacognitive control schemes Metacognitive control schemes involve the monitoring and controlling of concentration, and the curtailing of any unneeded cunctation e.g. placing repeating distractions and developing defensive modus operandis, and concentrating on the first stairss to take when acquiring down to an activity. 3. Satiation control schemes Satiation control refers to pupils ‘ capacity to command ennui and dissatisfaction in a acquisition undertaking, and the ability to get by with these negative feelings ( Dornyei, 2005 ) . For illustration, pupils may add a turn to the undertaking or utilizing one ‘s phantasy to invigorate up the undertaking. These schemes can assist to extinguish ennui and add excess attractive force or involvement to the undertaking. 4. Emotion control schemes Emotional control schemes examine how scholars cope with emotionally charged feeling such as emphasis, depression and letdown that may impede their linguistic communication development. For illustration, pupils may utilize self-encouragement or utilizing relaxation and speculation techniques. 5. Environment control schemes Environmental control schemes refer to how a pupil controls their acquisition environment in order to ease survey. Learners with good environmental control are more cognizant of how their environment affects their acquisition and hold schemes to control these negative effects. For illustration, pupils may seek to extinguish distractions or inquiring friends to assist. Such activities will assist in extinguishing negative environmental influences and working positive environmental influences by doing the environment an ally in the chase of a hard end.Chapter FOURPERSIAN LANGUAGE LEARNING EXPERIENCE Learning Context Iranian Language Experience is portion of the Second Language Teaching and Learning faculty. The purpose of this linguistic communication experience is non chiefly for future usage but to represent, and do more existent, some of the issues connected with the linguistic communication instruction and acquisition with which the faculties trade. The teacher gives the grounds for taking this linguistic communication as follows: It is improbable that any of the faculty pupils has learned it before. It is an Indo-Europeaen linguistic communication, and so its grammatical classs, and some of its vocabulary, will be comparatively familiar to pupils. The class runs eight hebdomads, covering the first six lessons of the text edition. The pupils will larn in romanised written text non the Arabic book version as the intent is to larn a limited sum of colloquial Persian ( Farsi ) , with associated grammar and vocabulary. There will be a reappraisal session at the terminal of each two-lesson subdivision. ( See Appendix 1 for more inside informations ) The category consists of about 30 pupils from assorted nationalities, assorted with females and males, aged about from 20 to 25, and all the lessons are taught in English. The teacher is the native talker of the mark linguistic communication. I am a complete beginner-level scholar as I have no old cognition in Iranian linguistic communication or civilization. Though, I still show a great involvement in larning a new linguistic communication. I see this as a challenging undertaking, and I am extremely motivated by the idea of utilizing the linguistic communication as a mean of researching Iranian civilization and people. Iranian Language Learning Experience in Relation to Self-regulation Theory Personally, I aware that larning a 2nd linguistic communication is considered as a challenging undertaking which requires clip and attempt. As I am extremely motivated to utilize the linguistic communication non merely merely for the intent of the faculty, I developed my ain end to larn the linguistic communication every bit much as I could within the clip bound. In order to accomplish the end, maintaining my acquisition on path is really of import and the undermentioned schemes are how I regulate my Iranian linguistic communication acquisition in conformity to self-regulation theory: Commitment control schemes During the first two hebdomads, I was really interested to larn the linguistic communication when the teacher began to present the lesson with an easy to retrieve greeting phrase. I became more motivated to larn Iranian when the teacher presented about the tourer topographic points and the civilization. Hence, I made up my head that I have to take this as an chance to larn the linguistic communication every bit much as I could in order to go to the country in the hereafter. With this in my head, I committed myself to purchasing a Iranian text edition, so I would hold to to the full use the book and survey exhaustively throughout the class. Metacognitive control schemes After the consequence of the first quiz, I became cognizant that keeping my motive through civilization geographic expedition was deficient, and I needed to reexamine more grammar and vocabularies sporadically. In other words, I needed to construction my Iranian acquisition by puting frequent ends. To exemplify clearly, I set mini-goals for myself to finish one or two exercisings in the text edition per twenty-four hours. I besides had a specific end for each hebdomad that I must complete analyzing one chapter in the text edition before every Monday category. In the instance that there were other deadlines from other classs and I could non complete one chapter by weekend, I told myself to give a Sunday eventide to finish the chapter. These mini ends provided me an chance to reflect and supervise my ain advancement each hebdomad and helped supplying the motive to concentrate on my undertakings. Satiation control schemes During the class, I was ever looking for a new inspiration or a new motive in larning the linguistic communication. I enhanced my involvement by seeking about tourer topographic points or Iranian civilization online. I besides recorded my ain voice to get the better of ennui while larning new vocabularies or practising pronunciation. Emotion control schemes It was obvious that I experienced negative feelings such as anxiousness, defeat, and disheartenment after the consequence of the quiz. I avoided interacting with the teacher in the undermentioned lesson. However, I understood that I could non maintain avoiding the interactions, and it would be better if I had prepared for the lesson in front. I tried to acquire rid of negative feelings and cheered myself up by reminding myself about the existent purpose of the class, which is to indicate out some issues in the instruction and acquisition of a 2nd linguistic communication, and that the quiz grade was merely a manner to reflect on my L2 acquisition advancement. Environment control schemes As the Persian lesson runs merely one hr per hebdomad, larning in category would be deficient to accomplish my personnal end. to finish the book. Therefore, I tried to hold excess lessons and/or sought out extra beginnings of input and interactions. I look for a good environment that have easy entree to clip and topographic point to avoid cunctation such as the cyberspace ; I pattern Iranian pronunciation through YouTube pictures and analyze more about Iranian grammar and vocabulary through free lessons online. Self-evaluation Due to the fact that I needed to reflect on my day-to-day advancement in order to integrate received feedback on the prospective assignment, it helped me to supervise my advancement and detect my schemes whether the manner I self-regulate has been bettering my acquisition or non. In footings of committedness control schemes, I had a high sum of motive in the beginning that I wanted to larn every bit much as I could. I had a really high outlook of myself and even bought the text edition in hope to analyze farther the demand. Although, this might non be strong plenty to maintain myself commit to my end, in fact it kept me engaged in the undertakings for a short period. Part of this failure was due to the fact that I did non hold a definite agenda of my Iranian acquisition and that I was distracted by other topics. Another portion might due to high intrinsic motive, I was excessively ambitious to larn and did non analyze my ability exhaustively. However, even though my motive was dropped after the quiz, when I subsequently set up the mini ends for each hebdomad, my procedure of learn became more construction and prolong my motive throughout the hebdomad. In other words, these schemes help me minimising cunctation or distraction and maximising concentration and maintaining ends in focal point. This can be said that metacognitive control schemes are indispensable to develop a scholar liberty. As Wenden ( 2001: 62 ) demonstrates that â€Å" a acknowledgment of the map of metacognitive cognition in the self-regulation of larning should lend to a clearer apprehension of scholar liberty, particularly how it can be developed and enhanced. † Wenden ‘s findings on the function of metacognitive cognition in self-regulatory procedure besides corroborate Chamot and O'Malley ‘s ( 1994: 382 ) observation that â€Å" expressed metacognitive cognition about undertaking features and appropriate schemes for undertaking sol ution is a major clincher of linguistic communication larning effectivity † . In add-on to my repletion control schemes, the manner that I ever look for inspiration from different beginnings for my ain acquisition can maintain my larning on procedure. In my sentiment, this scheme should be a manner to increase my motive when I feel procrastinated or bored. However, I found myself passing excessively much clip shoping on the cyberspace about Iranian civilization and had less clip to reexamine the undertaking. I should be careful that it would non take up excessively much clip of my day-to-day Persian acquisition otherwise it would non be effectual. So, it seems that this scheme might non be helpful to me sometimes because I can utilize it as an alibi to stall. My emotion control schemes, peculiarly to my positive self-talk is besides mentioned in a survey by Bown ( 2009 ) that this technique helped scholars maintain position on their linguistic communication acquisition. It alleviated feelings of defeat or anxiousness. Bown divided that scholars used self-talk for two primary intents: ( a ) to remind themselves of their ain motive for larning the linguistic communication and ( B ) to promote themselves when they felt that they were non doing adequate advancement. The usage of this self-talk besides served to assist scholars maintain their outlooks of themselves realistic, as informed by their beliefs about linguistic communication acquisition. Learners would state themselves that errors are portion of acquisition or that it takes longer to larn Russian than other linguistic communications they may hold studied antecedently ( Bown, 2009 ) . Though it is true that the usage of this scheme became effectual when I had a low quiz grade, in my i nstance it must be combined with other schemes ( such as metacognitive control schemes ) at the same clip in order to wholly encouraging myself. I must hold a definite program ( the mini ends ) to back up my positive self-talk. For my environment control schemes, Wolters ( 1998 ) , mentioning research from Corno ( 1989, 1993 ) , Corno and Kanfer ( 1993 ) , and Kuhl ( 1984, 1992 ) , pinpoints a self-regulation technique I employed: ( 1 ) environmental control, for illustration â€Å" a pupil who†¦ decides to travel to a quiet topographic point conducive to analyzing ( 225 ) . † In my sentiment, the manner that I ever try to turn my environing environment into a learning environment for me makes me sometimes bask larning by myself instead than analyzing in the schoolroom. It helps me finish the mini end I set for myself in each twenty-four hours. In add-on, this can be supported by the survey from Bown ( 2009 ) . The findings suggested that effectual self-regulation depended on the scholars ‘ sense of themselves as agents in the acquisition procedure. Learners who recognized their function as writers of their ain acquisition transformed the acquisition environment to run into their single de mands ( Bown, 2009 ) .Chapter FIVECONCLUSION AND DISCUSSION It is believed that motive is indispensable in larning a 2nd linguistic communication as it can be a goaded force for the scholars to get down their 2nd linguistic communication acquistion and it can be a force that sustain the acquisition throughout the acquisition. However, motive, harmonizing to Dornyei and Ushioda ( 2011 ) , is a dynamic and complicate factor which concerns about the pick, continuity, and attempt of the scholars in modulating thier ain motive. From this, motive can be seen as a factor that correlative to the scholar behavior which can lend to the scholar liberty. There are many theories which were developed to analyze about motive in relation to L2 learner behavior and scheme usage. Self-government theory ( SDT ) is one of the theories that has a wide model for the survey of human motive and personality. It is concerned chiefly with intrinsic motive and the manner to which the person is self-motivated and self-determined.Language Learning Strategies ( LLS ) is another attack which examines the schemes that the good linguistic communication scholar employ. The L2 Motivational Self System is another recent attack in relation to L2 motive and the ego model. It concerns three ‘self ‘ dimensions: Ideal L2 Self, Ought-to L2 Self, L2 Learning Experience. Self-regulation refers to the grade to which persons are active participants in their ain acquisition. It is a more dynamic construct than larning scheme, foregrounding the scholars ‘ ain strategic attempts to pull off their ain accomplishment through specific beliefs and procedures ( Dornyei, 2005 ) . In the context in this essay, it is found that motive became a critical factors on how the scholar will take the schemes to modulate his/herself and maintain the acquisition procedure traveling in order to accomplish end of larning a 2nd linguistic communication. In other words, it can be argued that self-regulation of L2 acquisition is multidimensional, including cognitive, metacognitive, motivational, and behavioural procedures that scholars can use to heighten accomplishment. The deliberative, adaptative procedure of self-regulation enables scholars to manage undertakings efficaciously and prepares them to take duty for their acquisition ( Wenden, 2001 ) . In chapter 4, based on the Self-regulation theory, my Iranian Learning Experience has been evaluated in relation to motive. Harmonizing to the four self-regulation schemes I employed, it is found that I depend much or less on motive to modulate or command the four schemes. For case, motive became a important factor on how I use the metacognitive control schemes to alter the manner I learn the linguistic communication. While motive has been seldom concerned on how I chose the topographic point to analyze as in the environment control schemes. Nevertheless, I could non hold more that both motive and the four self-regulation schemes are the two indispensable factors that can non be overlooked in scholar liberty and the development in the procedure to heighten single acquisition in order to accomplish the end. Though the purpose of the Iranian Language Learning category was simply to see the issues that can be raised in L2 acquisition and instruction, the fact that the category is conducted merely one hr per hebdomad might non be plenty to actuate some scholars to prosecute during the lesson. In order to hold a more effectual category, the teacher could raise an consciousness of utilizing self-regulation schemes which I believe will be fruitful for the pupils themselves to hold an chance to supervise their acquisition advancement and develop their larning liberty in L2 acquisition. As Hurd ( 2008 ) emphasises, awareness-raising of self-regulation in L2 acquisition is every bit if non more of import in independent larning scene ( e.g. on-line environments and distance acquisition ) , where pupils lack the sort of social-affective support provided by regular interactions with other scholars and the instructor, and typically may be prosecuting in linguistic communication acquisition on top of full-time survey and personal committednesss.

Beowulf Is Not Your Average Viking Warrior - 1498 Words

â€Å"The hero observed the swamp-thing from hell, the tarn-hag in all her terrible strength, then heaved his war-sword and swung his arm: the decorated blade came down ringing and singing on her head. But soon he found his battle-torch extinguished; the shining blade refused to bite.† (1518-1523). Few images in medieval literature capture masculinity as well as the sword. Its phallic shape and use of dealing harm by penetrating your foe make it the ultimate allusion to the male anatomy. However, in this battle between Grendel’s mother and Beowulf, our hero’s sword cannot seem to perform its intended function. This failed display of masculinity by Beowulf is only one of many that suggest that he is not your average Viking warrior. The†¦show more content†¦Beowulf’s gender-nonconformity is poorly justified by the Beowulf poet representing him as almost a Jesus Christ figure. There are several ways that Beowulf serves as a working Christ figu re. He saves people’s lives, is chaste as far as we know and he even has a posse of twelve that follow him around. This allusion to Jesus is further solidified in the ending of the epic poem where Beowulf is betrayed by his â€Å"apostles† who allow him to fight the dragon mostly alone. Beowulf saying â€Å"this fight is not yours, nor is it up to any man except me†¦Ã¢â‚¬  (2533-2534), is essentially the same as how Jesus alone had to die to free man from sin. However, this Christianization of Beowulf is just an attempt for people to understand why Beowulf never had any sexual relations with a woman. By constant comparison to Jesus, who also abstained from sex, Beowulf’s abstinence is normal. However, this is not the case, it is instead an example of Catholicism making things confusing. It doesn’t make sense to have so much symbolism alluding to the fact that Beowulf is queer while simultaneously alluding to him as a Christ figure. Therefor e, Beowulf must have been changed by the Beowulf poet or simply over the years of people telling the poem by word of mouth to fit better into Catholicism. During the fight with Grendel’s mother, Beowulf performs emasculating actions which are discounted by the fact that