Vocabulary and comprehension

Vocabulary and comprehension: It's a truth universally acknowledged that students

with larger vocabularies are also much better at reading.

This is an important point. Understanding a written passage is so much more than just

reading the words; understanding, or comprehension, is directly linked to a child's

vocabulary knowledge.

It has been argued that reading comprehension relies heavily on vocabulary knowledge

and also metalinguistic awareness. This is because when a child learns a new word

(adding the word to his vocabulary) he makes use of his metalinguistic awareness skills.

Significance Of Good Vocabulary

1.Successful Communication

Vocabulary plays an essential role in creating understanding of language through what

a student hears and reads in school. Hence, vocabulary becomes all the more important

than grammar, as it is this vocabulary that helps the student to communicate

successfully with people within and outside his circle. Thus, for this reason, it becomes

vital to build up a large store of words. Studies indicate that possessing an extensive

vocabulary has strong links with achieving school and college success.

2. Expression Of Thoughts

You need words to think and to express those thoughts, you again need words. To

prove this idiom, try solving a problem without coming up with words. You can’t, as it is

just plain impossible. Thus, language is the key tool that helps our mind to think, plan,

solve problems, and finally succeed. Therefore, the more words you know, the more

ways you can use to think about things and more tools can be utilized to plan and solve

problems. All in all, a better vocabulary improves your ability to think and express

yourself.

3. Self Judgment
Accept it or not, every time you open your mouth to speak, it is not the language that

people are judging, but the words and expressions you emphasis on, thereby figuring

out how competent, successful, or smart you are. Research shows that people with a

good vocabulary are more likely to be judged as competent and proficient.

4. better image in public

As you learn and understand the meaning of more words, you will be able to use better

descriptive words to communicate your thoughts clearly and fluently. Further, this can

reduce your chances of making eliminating noises, such as ‘umm’, ‘uhh’, ‘you see’, ‘you

know’, and ‘I mean’, while indulging in face to face conversation. It is only after learning

colorful and interesting words and strengthening your vocabulary that you will be able to

project a more intelligent image in public and personal grounds.

4.Better Job Opportunities

A low vocabulary serves to a serious handicap for any individual with poor

communication skills. Though ambitious and energetic people are able to push their

ways to reach heights, they settle at a limited plateau only because of their low

vocabulary. As a result, they never advance. Believe it or not, the world expects us to

display our knowledge rather than our possibilities to achieve our goals. The aptitudes

are left far behind as the company pays us for our knowledge. Thus, vocabulary,

unintentionally, plays an important role in the resume of a professional to get a good

career.

Vocabulary Drills helps students learn how to approach new words and to become
more comfortable with the language - freeing them to explore new words and their
meanings. Vocabulary study is contextualized with both narrative and expository
passages.
Ways to develop new vocab :

1. Develop a reading habit. Vocabulary building is easiest when

you encounter words in context. Seeing words appear in a
novel or a newspaper article can be far more helpful than
 seeing them appear on vocabulary lists. Not only do you gain
exposure to unfamiliar words; you also see how they’re used.
2. Use the dictionary and thesaurus. Online dictionaries and
thesauruses are helpful resources if used properly. They can
jog your memory about synonyms that would actually be better
words in the context of what you’re writing. A full dictionary
definition can also educate you about antonyms, root words,
and related words, which is another way to learn vocabulary.
3. Play word games. Classic games like Scrabble and Boggle can
function as a fun way to expand your English vocabulary.
Crossword puzzles can as well. If you really want to be
efficient, follow up rounds of these word games with a little
note-taking. Keep a list of the different words you learned while
playing the game, and then study that list from time to time.
4. Use flashcards. A quick way to build a large vocabulary is to
study a number of words via flashcards. In today’s digital age, a
wide array of smartphone apps make flashcards convenient
and easy to organize. Aiming for one new word a day is
reasonable. You can always go for more, but it may not be
reasonable to assimilate dozens of English words every single
day.
5. Subscribe to “word of the day” feeds. Some web platforms will
provide you with a word a day—either on a website, an app, or
via email—to help you expand your vocabulary. You can add
these words to running word lists.
6. Use mnemonics. A mnemonic device is a form of word
association that helps you remember words’ definitions and
proper uses. For instance think of the word obsequious which
means “attempting to win favor from influential people by
flattery.” Break down that word into components: “obse” is the
beginning of “obsessed,” “qui” sounds like the French word for
“yes” (oui), and “us” is like the word “us.” So you can think of
that big word obsequious as “obsessed with saying yes to us”—
which is kind of what it means!
7. Practice using new words in conversation. It’s possible to amass
a huge vocabulary without actually knowing how to use words.
This means you have to take it upon yourself to put your
 personal dictionary into use. If you come across an interesting
word in your reading, make a point of using it in conversation.
By experimenting in low-stakes situations, you can practice the
art of word choice and, with a little bit of trial and error, hone in
on the right word for a particular context.

Reading comprehension ( mod2)

What is the SQ3R Method?
The SQ3R Method, SQ3R study method or SQ3R reading method is a way to study,
understand and remember written information more quickly. The reading method was
first mentioned in 1946, in the book Effective Study by education psychologist Francis
P. Robinson, that has been reprinted many times since then.

The goal of the SQ3R reading method is to help students to efficiently and actively work
on reading and understanding (educational) texts. But it can be useful for everyone
who, in their work, studies or free time relies on written information and wants to
understand it better. SQ3R Method stands for the following five
steps: Survey, Question, Read, Recite and Review.

SQ3R Method example: how do you apply it?

Many people have a tendency to first read a new text completely and highlight important
passages. This method is a step-by-step plan to approach a text more effectively. You
follow these five steps: S(urvey), Q(uestion), R(ead), R(ecite) and R(eview).

1. Survey
First, you take a few minutes to scan the entire text. Pay attention to layout, chapters,
sections, graphs, pictures, words in bold and italics. In general, these provide important
information about the contents of the text. By quickly scanning through the text first, you
create an overview and structure. This serves as the foundation for the active reading
and understanding of the text.

2. Question
Ask yourself questions about the text that you scanned during the previous step. You
can for instance turn the chapter titles into questions. Write down the questions. Ask
yourself what you already know about the topic and what your goal is for reading the
text. Try to understand what it is that the author wants to convey. You can use the left
margin to write down your questions about the text in a structured way. At a later stage,
you can note down the answers in the right margin.

3. Read
Read the text while keeping the structure from step 1, “S” and the questions from step
2, “Q” in the back of your mind. Pay attention to chapters, sentences printed in bold,
explanations under graphs and images. Read ‘actively’, write down (additional)
questions while you are reading and try to find answers to previously asked questions.
Write down answers and explanations in the right margin of the text. Take your time for
the more complicated parts of the text and read it again if you need to. Give less
attention to unimportant information. Reread per part and repeat these parts to yourself
in your own words.

4. Recite
Repeat (aloud) in your own words what you have read. Ask yourself questions about the
text. Explain what you have read to someone else, you can also do this in your
imagination. Making a summary in your own words provides extra support.

5. Review
Read all the relevant parts of the text again, look at your notes. Possibly improve on
your notes, paying extra attention to the parts you found difficult. Read your own
questions on the left side of the text (cover the answers on the right) and try to answer
them. This step is the most effective if you do it a day after step 1 through 4. After
following these five steps, you will have actively read a text and you will be better able
to remember and explain what it is about.

SQ3R method benefits

The main advantage of working with the SQ3R Method is optimum use of your reading
time. By first focusing on the structure of the text, you get a foundation on which you
can place all relevant information. You will read deliberately, ensuring that you
remember the content better.

A fourth R, SQ4R, is sometimes added to the reading method. The fourth R can mean
different things, for instance Relate, Record or Reflect. This addition can help you to for
example create links to knowledge that you already have or personal experiences
(Relate). The Record version is a more extensive version for making the summary and
applying structure in the text.

You can for instance record the structure of the text in a schematic representation or
highlight the most important parts of the text. The R for Reflect stands for discussing the
theme with others, asking yourself what the topic means to you, finding examples or
events that clarify the topic. The advantage of the SQ3R Method is that you decide what
is in it. It provides a foundation for you to use your own (learning) goals, in order to
make it work for you.

In conclusion
By using the SQ3R Method, you learn to read more deliberately and actively, ensuring
you retain more of the information. Survey, Question, Read, Recite, Review!
You can summarise it as follows:

• Scan the text and recognise the structure;

• Ask questions about the text and write these down;
• Actively read the text with the structure and the questions in the back of your
mind;
• Repeat in your own words what you have read;
• Review the text and your notes.
Paraphrasing vs Summarizing
Paraphrasing and summarizing are both related terms. They are
often confusing for people.
Paraphrasing and summarizing are essential techniques for an
effective and efficient essay. These are an absolute must when
dealing with scientific concepts. Both paraphrasing and
summarizing are allowed and accepted till due credit is given to
the original source, and only till the work is not copied and is free
from any kind of plagiarism.
Paraphrasing
Paraphrasing is reading over a text and interpreting it in one’s
own words without changing the meaning of the original text.
This excludes copying of text in any form. It is like grabbing the
idea about a topic from another writer’s work then transforming it
into your own method of thoughts and words. Paraphrased
material is almost equal to or slightly shorter in comparison to the
original material.
Paraphrasing is required sometimes to prove your point. It
provides support and adds credibility to your own writing. It is
also used to add depth to your work. Paraphrasing is used;
When another writer’s work has to be used.
When quotes are not used in the text.
When the ideas have a greater relevance than the style of writing.
When you want to simplify the work of another person.

Summarizing
Summarizing is the tool in writing which is used when you need
the main idea of the text. It is a condensed form of the written text
in your own words with only the highlights of the text. A summary
is much shorter than the original text. It excludes the explanation
of the text. Only the main idea or the basic information is
included.
Summarizing is used to refer to work that culminates into the
present writing that you are doing. It is sometimes used when you
want to draw attention to an important point. It is also applicable
when you want to distance yourself from the original text.
Summarizing is used;
When only the main ideas of the writer are to be identified.
When only an overview of the whole work is required.
When simplification is required.
When only the main highlights of the work have to be mentioned.

Summary:

1.Paraphrasing is writing any particular text in your own words

while summarizing is mentioning only the main points of any
work in your own words.
2.Paraphrasing is almost equal to or somewhat less than the
original text while summarizing is substantially shorter than the
original.
3.Paraphrasing may be done for the purpose of simplifying the
original work while summarizing is done to mention only the
major points without any kind of explanation about the matter.
What is a Precis ?

A precise is like a miniature portrait of the passage: it retains the absolute essential points
accompanied with the mood and tone of the author of the passage. The one aspect that needs
to be taken care of is that one should not add one’s subjective interpretation or comments to the
précis and should try to retain the original author’s voice and opinions. As far as the writing style
is concerned, the writing should be clear with effective sentences (no rambling) and diction
should be flawless. Ultimately, it is the coherence of the views presented in the précis that
matters, and this can be achieved by making sure that one is concise and to the point.
Unnecessarily long sentences should be avoided and the transition from one point to another
should be smooth and consistent. Finally, the précis should make sense and be logical in its
content and presentation.

What a Precis is Not?

While keeping the above in mind, you need to keep in mind what a precis is not. The following
are some of things that should 'not' be a part of or a reflection of the precis:

• simply a summary of a passage.

• simply an abstract of a passage.
• an outline of a passage.
• a mere selection of a few important sentences from a passage.
• a collection of disconnected facts and statements.

Features of a Good Precis

• is marked by clarity, brevity and precision.

• is not just lifting of the sentences from the original. It should be written in the precis
writer's own words.
• is a miniature version of the original passage.
• must have a logical order and be well-knit and well connected.
• must have coherence.
• must use linking devices such as so, therefore, and, because further etc.
• must follow the order of ideas of the original extract.
• must have a title.
 • is written in reported speech.
• must not contain any details not found in the original.

Precis in the making

When one is writing a précis, he/she should take care of a few essential points. The first thing is
that one needs to convey the general idea of the argument with absolute clarity. The second
thing that you need to do is to make sure that all the important points of the original passage are
included in the precis. Lastly, make sure that the language of the précis is clear, crisp and
concise, and follows the rule for correct diction.

The following rules are general guidelines you should follow while writing a précis:

• Closely read the passage, and identify the central idea of the passage. It is vital to
identify the general idea of the passage and incorporate it in one’s précis.
• Look-out for the total number of words. If the number is not provided, quickly calculate
the number using approximations.
• In order to understand the passage clearly, make sure that you read the passage
closely, and give it a couple of reads before you start writing the précis.
• Highlight the most important points in the passage, and make notes. Leave out all non-
essential information from the précis.
• Provide an apt heading to your précis.
• Note making is an essential task for writing précis. You should try to arrange the points
in most logical order, and ensure the order of thought is the same as the original.
• The three grammatical rules you need to follow while writing a précis are: write it in third
person, indirect form and appropriate past tense.
• It is advisable to provide designations of officials rather than names and titles. In case
the official designation is not provided, you can use the personal name. Kindly be
consistent with the pattern you adopt.
• Make sure you review your rough draft, remove the chinks and ensure that you have
made no language related errors.
• Before writing your précis, make sure you have a glance over the original to make sure
you have not missed anything.
 • Finally, a wise policy would be to count the words of your precis and put them down in a
bracket at the end.

QUALITIES OF A GOOD PRÉCIS

A good précis shows the writing skills of a person. It must have the following qualities.
1. Clarity
Clarity means getting your message across so that the receiver can understand what the writer is
trying to convey. It is the basic and essential need of a précis. The ideas should be clear and
understandable. There should not be any ambiguity in your writing. The writer can achieve
clarity by using simple language and simple structure. If your précis is not understandable to the
reader it will lose its importance and meanings for the reader.
2. Correctness
Mistakes in your writings always irritate the reader. Of course mistakes are never intentional;
even so there is no excuse for them. At the time of writing or composing a précis the writer must
ensure that the facts and figures are correct. Structure of sentences and spellings of words must
be correct because a single mistake in structure and spelling may spoil the message. We may
consider the mistakes under the following headings:

• Misspelled words
• Mistakes in figures and dates
• Mistakes in punctuation
• Mistakes of grammar and structure

3. Objectivity
Objectivity means the ability to present or view facts uncolored by feelings, opinions and
personal bias. While making a précis, the writer should adopt an objective approach. He should
not give and add his personal opinion and ideas in a précis. A précis should be purely a summary
of the original text without any addition.
4. Coherence
Coherence means the logical and clear interconnection of ideas in a written piece of work. A
good précis should be coherent. The ideas which are presented in a précis must have a logical
connection and they all should be interrelated. In short we may say that the ideas should be well
knitted so that the writer may not be confused and lose his interest.
5. Completeness
Another striking feature of a good précis is completeness. A précis should be complete in all
respects. Completeness means that the writer should include all the important facts in a précis.
To make it short he should not omit the important ideas. This mistake on the part of the writer
will spoil the importance and meaning of the précis.
6. Conciseness
Conciseness is a desirable quality of a good précis. Conciseness means to say all that needs to be
said and no more. The writer should write what is necessary and avoid writing unnecessary
details. A concise piece of work conveys the message in the fewest possible words. But one point
must be kept in mind that the writer should not omit some basic and essential facts to achieve
conciseness. To achieve conciseness, notice the following suggestions:
 • Omitting unnecessary details
• Eliminate wordy expressions
• Include only relevant material
• Avoid unnecessary repetition

RULES OF MAKING A PRÉCIS

A well written précis should be a serviceable substitute for the original work. The goal of a
précis is to preserve the core essence of the work in a manner that is both clear and concise.
While writing a précis, the writer should follow the below given rules to make it an effective
piece of work.
Read Carefully
First read the passage twice or thrice carefully to summarize it. This will enable you to
understand the main theme of the passage.
Underlining
Underline and mark the important ideas and essential points from the original text.
Outline
With the help of underlined ideas, draw the outline of your précis.
Omission
Omit all the unnecessary information or the long phrases which could be replaced by one word.
All the adjectives and the adverbs can also be omitted in order to make a good précis.
Don’t Omit
While making a précis, the writer should never omit the important points and ideas which are
essential to be described.
Size
Keep the fact in your mind that the length of the précis should be the one third of the original
passage.
Indirect Speech
A précis should be written in indirect speech. If there is direct speech in the passage, it should be
changed into indirect speech.
Tense and Person
It should be written in the third person and past tense. In the case of universal truth the present
tense should be used.
Own Words
A précis should be written in your own words and the writer should abstain from borrowing
words from the original passage.
Précis of a Dialogue
The précis of a dialogue or conversation should always be expressed in form of narrative.
Objective Approach
A précis writer should adopt an objective approach. He should not add his personal ideas to a
précis. Put all the important points and ideas in a logical order.
One Paragraph
There could be two or more paragraphs in the original text. While making the précis, try to write
all the ideas in one paragraph.
Rough Draft
After omitting all the unnecessary ideas, the writer should prepare a rough draft to finalize it.
Final Draft
Having read the rough draft and pointed out some mistakes which may be found in the rough
draft, the writer can prepare the final draft.

Do’s of Precis Writing

• Start your precis with the main idea so that reader can quickly
understand the essence of the precis.
• He/she will know beforehand as to what should they expect in the
written precis.
• While writing a precis, make a suitable environment where all the
points can be described and discussed equally.
• As the main idea or the essence is established, you can follow it up
with some methods, facts, points, etc.
• As a precis is concise, compress it and make sure that the length is
available for you to retain the important data, keywords, and the
concept.
• Removing the irrelevant data or sentence is as important as writing
the relevant points.
• Thus, identify the superfluous data and facts and keep the core idea of
the work only in the precis.
• If you are mentioning anything related to history or any historical
data than make sure that it is written in the past tense only.
• Also, remember to put the purpose as to why you are writing a precis
in the writing piece.
• This will help the reader understand what you wrote in the precis.
Dont’s of Precis Writing

• A precis writing is a formal way of writing a shorter form of the

given paragraph.
• So, even though you have read and understood the Precis well, do not
form your own opinions.
• You cannot insert your own remarks and criticism in a precis.
• Always take the fact and data that is given in the paragraph only.
• Also, during a precis writing, you cannot insert a question. If for any
reason you need to insert make it in the form of a statement.
• For a precis writing, avoid using contractions and abbreviations.
• Write the full form of any given words only.
• Avoid being jerky. This will show that you have not understood the
passage properly and have started writing a precis.
How Good a Precis Can Be?

Now that we have understood what things you should do and what
things you shouldn’t while doing a precis, let’s understand what a good
precis is? That is to say what things should be included for a good
precis? A good one should include this rules of precis writing.

• It should be precise and clear

• A precis writing is not just lifting the words from the original
paragraph
• It should be written in a precise manner in your own words
• It should be a summary or a miniature version of the original
paragraph
• The precis must be logically connected and should have a good flow
of words
• It should be coherent and for this, it can use the linking words such
as and, because, therefore, etc.
• A precis should have an appropriate title and the order ideas need to
be original
• The details found in the precis must match the details found in the
paragraph
When all of these above points are understood and used in a precis, a
good precis is bound to be written.

What Is Listening Comprehension?

Listening comprehension is the precursor to reading comprehension, so it’s an
important skill to develop. Listening comprehension isn’t just hearing what is
said—it is the ability to understand the words and relate to them in some way.

For example, when you hear a story read aloud, good listening
comprehension skills enable you to understand the
story, remember it, discuss it, and even retell it in your own words. You use
these same comprehension skills when you read.

How Listening Comprehension Develops

Listening comprehension begins at a young age as babies interact with
people around them. It develops as they are read to and as they engage in
conversation with their parents. Tone of voice, pauses between words, where
the emphasis is placed in a sentence, and the rhythm and pattern of speech
all have an impact on the meaning of the words being spoken and the
message they are meant to convey.

In the All About Reading Pre-reading program, we foster listening

comprehension by discussing stories and characters, expanding vocabulary,
and exposing children to a wide variety of listening experiences. In addition,
through the poetry in our books, The Zigzag Zebra and Lizard Lou, and
through the read-alouds, children absorb language patterns that are not used
as frequently in normal conversation, but that are commonly used in books.
In grade school, reading comprehension generally lags behind listening
comprehension, so the best way for a child to develop higher levels of
comprehension is through non-print sources (read-alouds, discussions,
movies, and so on). Even after a child learns to read, listening comprehension
continues to be important.

In the All About Reading program, we intentionally develop listening

comprehension through story discussions, vocabulary development, and read-
alouds. In this way, kids grow in their knowledge of the world, absorb
language structure, and make connections between old and new information.

1. Introduction
If learners want to learn to speak, they should first learn to
understand the spoken language they hear. If learners want to
communicate with native speakers, they should first learn to
understand in real language situations to comprehend the main
pint of what native speakers are telling. Therefore, listening is
very important to which teachers and learners should pay
enough attention to obtain communication aims. Listening is
very important in language learning because it provides input
for learners and it has also an important role in the
development of learners’ language knowledge (Rost, 1994).

According to Kurita (2012), learners may find listening

comprehension skill difficult to learn and this requires teachers
to change their listening exercises into more effective ones. The
development of listening comprehension skill helps learners to
succeed in language learning and increase their
comprehensible input. Since learners’ self-confidence in
listening comprehension can be increased, they are motivated
to have access to spoken English like conversations with native
speakers. Although the instruction of listening comprehension
has long been overlooked in many EFL programs (Mendelsohn,
1994; PourhosseinGilakjani and Ahmadi, 2011), listening is
considered as much more important in both EFL classrooms
and SLA research. Nunan (1998 as cited in
PourhosseinGilakjani& Ahmadi, 2011) said that listening
includes an active process of decoding and making meaning
from both verbal and non-verbal messages.

2. Definition of Listening Listening consists of auditory

discrimination, aural grammar, choosing necessary information,
remembering it, and connecting it to the process between
sound and form of meaning (Morley, 1972 as cited in
PourhoseinGilakjani&Sabouri, 2016). Rost (2009) told that
listening is an active mental ability. It helps us to understand the
world around us and is one of the necessary parts in making
successful communication (as cited in
PourhoseinGilakjani&Sabouri, 2016). PourhosseinGilakjani and
Ahmadi (2011) stated that listening includes listening for
thoughts, feelings, and intentions and this needs active
involvement, effort, and practice.
3. Definition of Listening Comprehension There are different
definitions of the term “listening comprehension.” Listening
comprehension is the different processes of understanding the
spoken language. These include knowing speech sounds,
comprehending the meaning of individual words, and
understanding the syntax of sentences (Nadig, 2013 as cited in
PourhoseinGilakjani&Sabouri, 2016). According to Hamouda
(2013), listening comprehension refers to the understanding of
what the listener has heard and it is his/her ability to repeat the
text despite the fact that the listener may repeat the sounds
without real comprehension. O‘Malley, Chamot, and Kupper
(1989 as cited in PourhosseinGilakjani& Ahmadi, 2011) said
that listening comprehension is an active process in which the
listener constructs meaning through using cues from contextual
information and from existing knowledge, while relying upon
numerous strategic resources to perform the task requirement.
4. Components of Listening Comprehension According to
Chastain (1988), listening comprehension is divided into four
components. The first is the ability to differentiate all sounds,
intonation patterns, and voice qualities in the second language
and to distinguish between them and the same sounds in the
native language. The second is the understanding of the whole
message uttered by a speaker. Rivers (1981) said that the
understanding of spoken messages depend on comprehension
of semantic meaning, moving from what one comprehends in
the sound sequence with respect to the knowledge of syntax
only when the meaning is not understandable. The third is the
ability to hold that message in one’s auditory memory until it
can be processed. To develop the learners’ auditory memory,
teachers should know that they hear as much language as
possible. This means that most of the class time should be
carried out in the language being taught. The speed of
presentation and difficulty level of the content must be adjusted
to the learners. Language activities that are comprehensible
increase auditory memory. The significant point here is the idea
of improvement. The improvement from the simpler to the more
intricate sentences should be slow and continuous. The speed
of delivery should be increased based on the learners’ ability to
understand (Chastain, 1988). Comprehension is the speech
reception at the syntactic, lexical, pragmatic, and discourse
levels. Thus the last component is comprehension.

It involves different steps.

The first step is to establish the context. Real language
happens within a communicative framework and the listener
should know the framework to recreate the speaker’s message.

The second step is to activate related background knowledge

and use it to predict the ideas the message may have.

The third step is to anticipate the general content of the

message. Skilled listening requires that listener look ahead in
anticipation of what is coming. They are checking the received
material as opposed to trying to make an unexpected and
immediate interpretation (Kaspar, 1984).

The fourth step is to sample the important meaning carrying

components of the material. Listeners should expend more
energy to understand material about unfamiliar topics and they
rely more on linguistic clues to make up for their lack of
background knowledge.
The last step is to use the samples to confirm or reject the
formerly made anticipations. When the samples are in line with
listeners’ anticipations, they accept them as being correct.
When the samples do not comply with their anticipations, they
should reconsider either their anticipation or the material as
they look for making the message meaningful (Kaspar, 1984). 5

Teachers’ Role in Listening Activities According to Harmer

(1991) and Macháčková (2009), there are some roles for
teachers. They are as follows:
5.1 A teacher as an Organizer Teachers should explain what
their learners want to do, give clear instructions and useful
feedback to them. Teachers should prepare the listening lesson
and give guidance to their learners.
5.2 A Teacher as a Controller A teacher accomplishes the
whole lesson. It is a teacher’s responsibility to arrange what
learners do, when they should speak, and what language they
should use. Teachers specify what learners should do in the
listening stages.
5.3 A Teacher as an Evaluator Teachers evaluate their learners
and give them the necessary feedback on their performance.
They should evaluate the level of their learners.
5.4 A Teacher as a Resource Teachers give their learners the
necessary advice and help them solve their problems
particularly unfamiliar vocabulary or grammatical patterns.
5.5 A Teacher as a Tutor Teachers act as a coach and help
their learners to develop ideas. Teachers should help their
learners towards predicting missing information.
5.6 A Teacher as a Prompter Teachers motivate their learners
and give recommendations toward activities that are done by
their learners. Teachers should support their learners during
every stage of listening activity so that they can be successful.
6. General Principles in Teaching Listening Comprehension
According to Morley and Lawrence (1971), there are general
principles for teaching listening comprehension. They are as
follows: 1. Listening comprehension lessons should have
definite goals and they should be clearly stated.
2. Listening comprehension lessons should be constructed
with careful step by step planning. This suggests that listening
activities move from the simple to the more complex ones; that
the learners know what the activities are and are given
directions as to “what to listen for, where to listen, when to
listen, and how to listen.”
3. Listening comprehension structure should demand active
overt student participant. That is, the most overt student
participant includes his written answer to listening
comprehension material and immediate feedback on
performance helps keep learners’ interest and motivation
. 4. Listening comprehension lessons should provide a
communicative necessity for remembering to develop
concentration. This necessity should come from the lesson.
This is done by giving the learners the writing assignment
before they listen to the material.
5. Listening comprehension lessons should emphasize
conscious memory work. One of the objective of listening is to
strengthen the learners’ immediate recall to increase their
memory spans. It means that listening is receiving, receiving
needs thinking, and thinking needs memory; there is no way to
separate listening, thinking, remembering
 . 6. Listening comprehension lessons should “teach” not “test.”
It means that the goal of checking the learners’ responses
should be viewed only as feedback, as a way of allowing the
learners understand how they did and how they are
progressing. There should be no pass/fail attitude related with
the correction of the exercises.

Mod -3 ppt skills

Significance of audio visual aids

Visual aids are items of a visual manner, such as graphs, photographs, video clips
etc used in addition to spoken information. Visual aids are chosen depending on their
purpose,

Different types of visual aids

• PowerPoint (or equivalent) Microsoft PowerPoint is probably now the most commonly
used form of visual aid. ...
• Overhead projector slides/transparencies. ...
• White or black board. ...
• Paper handouts. ...
• Flip chart. ...
• Video (DVD or VHS) ...
• Artefacts or props.
Visual aids : Visual aids are worth including in your presentations because they can
help you explain information more coherently which makes presenting easier for you
and learning easier for the audience. They also help add variety to your presentation
thus making it more interesting for the audience.

Visual aids accomplish several goals:

• Make your speech more interesting

• Enhance your credibility as a speaker
• Serve as guides to transitions, helping the audience stay on track
• Communicate complex or intriguing information in a short period of time
• Reinforce your verbal message
• Help the audience use and retain the information
Audiences who use more of their senses to engage at events remember those events for a longer
period of time. Their retention of the event material 3 days after an event is 6 times greater when
the information is presented using creative AV. Not all people are auditory learners who can
obtain information from lectures and speeches. Many people are visual learners who respond
better to still or moving images. It is the combination of sight and sound that promotes and
reinforces this retention, and enables an audience to better connect to the brand or message. AV
makes it easier for your audience to psychologically access and remember information once they
have left the event.

AV can also save your business time! If a subject matter contains too much information, the
ability to widely present projected visual aids such as pie charts, graphs, diagrams, photographs,
video shorts and animation can often help explain a subject matter quickly, and again be more
easily absorbed by the audience.

Audio visual equipment allows the presenter to engage the audience, provide additional
information, reinforce key points, emphasise whatever is being said, clarify points, and create
excitement.

Presenters that use AV build audiences that are better equipped to put event information to use in
real life business situations. And presenters who use AV are more persuasive than those who
don’t.

We all know competition in the business world is as strong as ever. It is important to stand apart
from your competition in the minds of people who matter ie stakeholders, customers, investors
and the press. Using quality AV equipment is an effective way of achieving this.

At Impact AV Australia, we improve the communication of our customer’s brand and message
through the use of sound and light.
Visual and audio aids help your presentation make things happen. Visual aids
help youreach your objectives by providing emphasis to whatever is being sai
d.
Clear picturesmultiply the audience's level of understanding of the material pre
sented, and they should be used to reinforce your message, clarify points, and
create excitement.
Visual and audio aids involve your audience and require a change from one a
ctivity toanother from hearing to seeing.
When you use visual aids, their use tends to encouragegestures and moveme
nt on your part.
This extra movement reinforces the control thatyou, the speaker, need over th
e presentation.
The use of visual and audio aids, then, aremutually beneficial to the audience
and you.
Visual and audio aids add impact and interest to a presentation.
They enable you toappeal to more than one sense at the same time, thereby i
ncreasing the audience'sunderstanding and retention level.
With pictures, the concepts or ideas you present are nolonger simply words -
but words plus images.

Audience significance

Audience expectations
When people become audience members in a speech situation, they bring with them
expectations about the occasion, topic, and speaker. Violating audience expectations can
have a negative impact on the effectiveness of the speech. Imagine that a local politician is
asked to speak at the memorial service for a beloved former mayor. The audience will
expect the politician’s speech to praise the life and career of the deceased.
If the politician used the opportunity to discuss a piece of legislation, the audience would
probably be offended and the speaker would lose credibility. Of course, there may be some
situations when violating the audience’s expectations would be an effective strategy.
Presenters that make political statements at the Academy Awards do so precisely because
the message’s incongruity with the occasion increases the impact of the proclamation.

Knowledge of topic
Audience knowledge of a topic can vary widely on any given occasion, therefore,
communicators should find out what their audience already knows about the topic. Never
overestimate the audience’s knowledge of a topic. If a speaker launches into a technical
discussion of genetic engineering but the listeners are not familiar with basic genetics, they
will be unable to follow your speech and quickly lose interest. On the other hand, drastically
underestimating the audience’s knowledge may result in a speech that sounds
condescending.
Try to do some research to find out what the audience already knows about the topic.
Giving a brief review of important terms and concepts is almost always appropriate, and can
sometimes be done by acknowledging the heterogeneous audience and the importance of
‘putting everyone on the same page.’ For example, even if the audience members were
familiar with basic genetics, a brief review of key term and concepts at the beginning of a
speech refreshes memories without being patronizing.

Attitude toward topic

Knowing audience members’ attitudes about a topic will help a speaker determine the best
way to reach their goals. Imagine that a presenter is trying to convince the community to
build a park. A speaker would probably be inclined to spend the majority of the speech
giving reasons why a park would benefit the community.
However, if they found out ahead of time that most neighbors thought the park was a good
idea but they were worried about safety issues, then the speaker could devote their time to
showing them that park users would be safer in the park than they currently are playing in
the streets. The persuasive power of the speech is thus directed at the most important
impediment to the building of a park.

Audience size
Many elements of speech-making change in accordance with audience size. In general, the
larger the audience the more formal the presentation should be. Sitting down and using
common language when speaking to a group of 10 people is often quite appropriate.
However, that style of presentation would probably be inappropriate or ineffective if you
were speaking to 1,000 people. Large audiences often require that you use a microphone
and speak from an elevated platform.

Demographics
The demographic factors of an audience include age, gender, religion, ethnic background,
class, sexual orientation, occupation, education, group membership, and countless other
categories. Since these categories often organize individual’s identities and experiences, a
wise speaker attends to the them. Politicians usually pay a great deal of attention to
demographic factors when they are on the campaign trail. If a politician speaks in Day
County, Florida (the county with the largest elderly population) they will likely discuss the
issues that are more relevant to people in that age range – Medicare and Social Security.
Communicators must be careful about stereotyping an audience based on demographic
information – individuals are always more complicated than a simplistic identity category.
Also, be careful not to pander exclusively to interests based on demographics. For example,
the elderly certainly are concerned with political issues beyond social security and Medicare.
Using demographic factors to guide speech-making does not mean changing the goal of the
speech for every different audience; rather, consider what pieces of information (or types of
evidence) will be most important for members of different demographic groups.
Setting
The setting of a presentation can influence the ability to give a speech and the audience’s
ability and desire to listen. Some of these factors are: the set-up of the room (both size and
how the audience is arranged), time of day, temperature, external noises (lawn mowers,
traffic), internal noises (babies crying, hacking coughs), and type of space (church,
schoolroom, outside). Finding out ahead of time the different factors going into the setting
will allow a speaker to adapt their speech appropriately. Will there be a stage? Will there be
a podium or lectern? What technology aids will be available? How are the seats arranged?
What is the order of speakers?
While these issues may appear minor compared to the content of the speech and the make-
up of the audience, this foreknowledge will soothe nerves, assist in developing eye contact,
and ensure that the appropriate technology, if necessary, is available. Take into account the
way that the setting will affect audience attention and participation. People are usually tired
after a meal and late in the day. If scheduled to speak at 1:00 PM, a speaker may have to
make the speech more entertaining through animation or humor, exhibit more enthusiasm,
or otherwise involve the audience in order to keep their attention.

Voluntariness
Audiences are either voluntary, in which case they are genuinely interested in what a
presenter has to say, or involuntary, in which case they are not inherently interested in the
presentation. Knowing the difference will assist in establishing how hard a speaker needs to
work to spark the interest of the audience. Involuntary audiences are notoriously hard to
generate and maintain interest in a topic (think about most people’s attitudes toward
classes or mandatory meetings they would prefer to not attend.)

Egocentrism
Most audience members are egocentric: they are generally most interested in things that
directly affect them or their community. An effective speaker must be able to show their
audience why the topic they are speaking on should be important to them.

1. Audience and feedback are very important factors which can help to
improve the presentation.
2. They are responsible for evaluating the presentation. They help you to
know how impressive the presentation was.
3. They enlighten you about the shortcomings and the areas in which
improvements can be made.
4. A presentation is made for the target audience. Its success depends on
their feedback.
Feedback imp

edback is effective listening

Whether the feedback is done verbally or via a feedback survey, the person
providing the feedback needs to know they have been understood (or
received) and they need to know that their feedback provides some value.
When conducting a survey, always explain why respondents’ feedback is
important and how their feedback will be used.

3. Feedback can motivate

By asking for feedback, it can actually motivate employees to perform better.
Employees like to feel valued and appreciate being asked to provide feedback
that can help formulate business decisions. And feedback from client,
suppliers, vendors, and stakeholders can be used to motivate to build better
working relations

4. Feedback can improve performance

Feedback is often mistaken for criticism. In fact, what is viewed as negative
criticism is actually constructive criticism and is the best find of feedback that
can help to formulate better decisions to improve and increase performance.

5. Feedback is a tool for continued learning

Invest time in asking and learning about how others experience working with
your organization. Continued feedback is important across the entire
organization in order to remain aligned to goals, create strategies, develop
products and services improvements, improve relationships, and much
more. Continued learning is the key to improving.

Non verbal communication :

Contents
Face

Posture

Gestures

Paralinguistic

Personal Space

Whether you realize it or not, much of our communication is nonverbal. In just

a single day, we both express and react to thousands of non verbal cues—
from facial expressions to posture to gestures to tone of voice.

Between verbal and non-verbal communication, it’s actually the latter who
speaks louder. Think about it. If you’re faced with a presenter sending mixed
signals—that is, how he’s acting appears different from what he’s saying—
which would you likely believe? As with most people, you’re more inclined to
know how to communicate non-verbally during presentations, right? Because
it’s a more natural, unconscious language that reveals our genuine feelings
and intentions.

Hence, to become a more effective presenter, you need to be sensitive not

just to nonverbal cues of others but also to your own.

Below are different ways you can communicate non-verbally and positive
indicators for each. By non-verbally expressing an open and positive attitude
during presentations, you encourage a supportive and collaborative
atmosphere between you and your audience:
Face

Even without you speaking a word, consider how much impact a smile or
frown can make to your audience. Facial expressions not only comprise a huge
aspect of nonverbal communication; they are also the only nonverbal behavior
where their meanings do NOT significantly vary across cultures.

Positive indicators:

Establish eye contact with your audience but don’t stare or make them
uncomfortable

Smile often as this indicates openness, warmth and friendliness

Posture

Aside from your face, be aware of your posture and what it silently
communicates.

Positive Indicators:

Avoid turning your back from the audience while presenting

Stand up straight but keep your body relaxed

Keep your arms and hands open with palms up to show trustworthiness and
honesty
When directly speaking to someone in the audience, lean slightly forward
towards him/her or tilt your head slightly towards their direction to convey
interest

When having to move, move slowly. It’s one way to portray you’re relaxed,
focused and calm

Gestures

Although a highly important way of communicating, gestures are one of the

most neglected aspects during presentations as more often than not, we do a
lot of these movements and signals unconsciously. But to your audience, these
subtle gestures you unknowingly make may appear deliberate.

Positive Indicators:

Limit repetitive movements. These can be distracting to your presentation

Rather than allowing gestures to unconsciously take over you while

presenting, be intentional with your gestures so you can deliberately take
advantage of them to communicate meaning without words

Paralinguistic

This simply refers to vocal communication that’s apart from what you’re
actually saying. It includes nonverbal cues like your tone of voice, loudness,
pitch and speed.

Positive Indicators:

There’s not one correct positive indicator for how you should say things as it
will depend on your presentation. If you’re trying to make a point, you may
want to express yourself in a stronger tone of voice. However, note that
paralinguistic is highly dependent on your audience’s background. Whereas
one group of audience might interpret a soft voice as lack of enthusiasm, it
might be interpreted as respectful or confident by another group of audience
belonging to a different culture.

Personal Space

The amount of distance we allot between ourselves and the audience while
presenting is also an important type of nonverbal communication. But like
most nonverbal aspects, the “appropriate” personal space will depend on
factors like social norms, situational factors, familiarity level and personality
attributes.

Positive Indicators:

When presenting, the standard personal space is about 10-12 feet. But this
may slightly vary depending on your audience size and the level of intimacy
you want to establish. Just ensure you have adequate space to project
confidence, credibility and to display appropriate body language.

Other nonverbal communication includes your appearance like the color of

the shirt you wear or hairstyle. And as with all other nonverbal communication,
they can influence audience interpretation, judgment and response. But again,
what’s positive and not will mainly depend on your presentation and your
listeners so it’s imperative to know your audience.

Mastering the art of nonverbal communication doesn’t happen overnight and

will demand an increasing self-awareness. Be conscious of what your body is
capable of. Notice patterns in the way you present. Do mock conversations in
front of a mirror. And once you’ve gotten hold of your nonverbal
communication during presentations, it’ll be an indispensable skill that can
definitely take your presentations to the next level.
Importance :

Presentation skills, conversation skills and writing skills are the three keys to effective
communication. In this post, I’d like to focus on some tips for using non verbal
communication to improve your presentation skills.

Eye contact helps indicates your interest in the people in the audience. It increases your
credibility. When you make eye contact with people in the audience, you increase your
chances of getting your message across. Eye contact helps you establish a connection
with the audience. When you make eye contact with people as you are speaking, you build
one to one bonds with them.

Smiles are powerful. I always try to keep a smile on my face when I am speaking.
Smiling makes a speaker more warm, likable and friendly. When you smile, people see you
as happy – and this makes them more receptive to you. People react positively to smiles.
When you smile, the audience smiles. And a smiling audience is a receptive audience.
Smiling will help you get your points across and accepted.

Gestures are another important form of non verbal communication. But you have to be
careful with gestures. I practice my talks in front of a mirror. As I’m speaking, I watch my
natural gestures. Then I enhance them. Usually, I amplify my gestures, because big rooms
demand big gestures. However, sometimes, I tone them down – depending on the
audience. Regardless, I focus on making my gestures natural and reflective of what I’m
saying. I try to avoid choppy, sudden gestures when I’m speaking. Instead, I focus on
making my gestures fluid.

Posture and body orientation: I always stand up straight and look directly at the
audience. Standing straight and looking directly at the audience indicates confidence. I use
posture to make points though. If I am speaking about confidence, and want to give an
example of an unconfident person, I slump my shoulders and look at the floor. Spend most
of your time oriented toward the audience. If you’re using slides, speak to the audience, not
the slide. It’s OK to look at a slide – especially if you want to draw the audience’s attention
to it, but always turn back to the audience after a few seconds.

Proximity: Unlike many speakers, I like to get away from the platform and walk the room.
This means that I get up close and personal with people in the audience. I have a wireless
device to advance slides, so I am not tied to my computer. I find that audiences like it. As I
walk the room, people feel that I’m more a part of them, having a conversation with them,
rather than talking at them. This doesn’t work with very large audiences – which I define as
over 100 people. However, even if you are speaking to a large audience and need to
remain on the platform, I suggest using a wireless device to advance your slides. You won’t
be tied to your computer, and you’ll appear more natural.

Your voice: Be animated – avoid speaking in a monotone. Show excitement for your
material with your voice. I always practice my talks out loud – that way I hear my voice and
the words I am using. This helps me modify my delivery in ways that will improve my
impact with my audience.

Module-4 prose

How far is the river

How Far Is The River

-- Ruskin Bond

“How Far Is the River” is a short story written by Ruskin Bond. It deals with the curiosity of a
small boy to visit a river.

There was a boy of about twelve years. He was sturdy with countrified hair and black eyes.
He liked walking barefoot. He had a curiosity to visit the river which was beyond the
mountain. One day his parents went out of the village leaving the boy alone at home with a
sketchy meal. He found an opportunity in it to realize his dream of visiting the river.

The boy put the loaf of bread in a newspaper and set out on his journey. After some time,
he met a wood cutter and enquired with him how far the river was. The wood cutter replied
that it was away by seven miles. He also warned the boy that it might be difficult to return
before evening. But, the boy continued his journey. He came down the mountain and
entered the valley. He enquired again with a passing by girl who said that the river was
twenty miles away. But, the boy wanted to continue his journey.

After an hour, the boy met a shepherd boy who said that the river was nearby. The boy felt
hungry and shared his loaf of bread with the shepherd boy. After walking for some more
time, he felt discouraged as the river was not yet in sight. But he came more than half way
and could not go back. So, he continued his journey with much determination. After walking
for some more time in impressive silence, he went round a sharp bend. The silence broke
into sound and he found the river tumbling over rocks far down the valley. He ran down and
entered the river. He felt the coldness of the mountain water. He felt very happy as his
dream came true.

This story rightly explains the wanderlust found in children and what kind of
dedication and planning they keep in store to execute it at the first opportunity.
hings to be learned from this story The first thing we learn is ‘never give up’. The boy was
so determined that he did not falter. The woodcutter told him of the long journey. The path
was silent, and at one point he became discouraged. Since he had already come half-way
and he had waited so long to see and touch the river, he didn’t give up. “The decision to
‘keep going’ is all what it takes to make a difference sometimes.”

12. Things to be learned from the story The second thing we learn is ‘to achieve something,
we need to dream about it first’. The stories by the villagers who had been to the river were
the key reinforcement of the ‘will’ to go and see the river himself. The stories helped the boy
picture the river in his mind and he was able to imagine a beautiful river which led him to
make the journey and see his imagination come true. He would never have visited the river
if he hadn’t imagined how it would be like to stand in front of it and touch its waters.

13. Things to be learned from the story Although this totally deviates from the whole idea of
the story, it should not be overlooked. The story describes how youngsters do things without
telling their parents. This worked well for the boy but may not be similar in case of every
person. The path being unknown, the slope being steep, and the river being dangerous,
roaring and rushing, anything could have happened to the boy, which would at least be
hours before it was brought to anybody’s notice.

In How Far Is the River by Ruskin Bond we have the theme of determination,
aspirations, struggle, drive, freedom, independence and doubt. Taken from his
Collected Short Stories collection the story is narrated in the first person by a
young unnamed boy and after reading the story the reader realises that Bond
may be exploring the theme of determination. The young boy never gives up
on his goal of reaching the river. Though he tires and struggles on his journey
he remains determined to reach the river. It is as though his goal is all that he
is focused on. Nothing else matters. This may be important as it suggests that
the young boy has drive along with determination. He does not give up when
the young girl tells him that the river is twenty miles away. He remains as he
always does throughout the story focused on his destination. Which may be
the point that Ruskin is attempting to make. He may be suggesting of
highlighting to the reader that should a person have a goal in life. They too
can achieve it no matter how much of a struggle it may feel at times. Anything
is possible. As can be seen from the young boy when he walks from his home
to the river in his bare feet.

In How Far Is the River by Ruskin Bond we have the theme of determination, aspirations,
struggle, drive, freedom, independence and doubt. Taken from his Collected Short Stories
collection the story is narrated in the first person by a young unnamed boy and after reading
the story the reader realises that Bond may be exploring the theme of determination. The
young boy never gives up on his goal of reaching the river. Though he tires and struggles
on his journey he remains determined to reach the river. It is as though his goal is all that he
is focused on. Nothing else matters. This may be important as it suggests that the young
boy has drive along with determination. He does not give up when the young girl tells him
that the river is twenty miles away. He remains as he always does throughout the story
focused on his destination. Which may be the point that Ruskin is attempting to make. He
may be suggesting of highlighting to the reader that should a person have a goal in life.
They too can achieve it no matter how much of a struggle it may feel at times. Anything is
possible. As can be seen from the young boy when he walks from his home to the river in
his bare feet.

The fact that the boy chooses to walk bare foot may also be important as Bond could be
exploring the theme of freedom. The boy is not allowing for his feet to be hampered by the
wearing of shoes. It is as though he wishes for his feet to be as free as he feels. It might
also be important that the boy’s path is only impinged by natural obstacles as this would
suggest that the boy is pitting his will against the elements he finds in front of him. He will
not allow his freedom to be overshadowed by anything he might find as an obstacle when
he is travelling to the river. Where some might feel disillusioned by the fact they have been
told it is twenty miles to the river. The boy feels free enough in himself not to be deterred.
Similarly when the old man asks the boy is he walking to the river on his own? The boy
again feels not only free of any hindrance but independent enough to make the journey.
Again he will not be beaten by any obstacle that is put in front of him.

The village boy may also be important particularly the role he plays. In many ways his
company helps the boy when he has moments of doubt. The boy has taken on a huge
challenge for someone his age. So talking to the village boy helps lift his spirits for a while.
The doubt that the boy feels is also natural. It is to be expected that he has doubts when he
has never made the journey to the river before. In all likelihood the boy has probably never
traveled far from his own village or home. Something that makes the journey to the river
even more impressive. Though as readers we know that others have been to the river and
that is how the boy learned about the river. The sense of adventure for the boy is
unparalleled with anything else he has done or achieved. The boy’s aspiration to reach the
river, particularly by bare foot, is something that should be admired. Though it is dangerous
and the boy doesn’t really know how far the river is. He still nonetheless is showing great
strength and courage.

The end of the story is interesting as it feels as though the boy comes across the river in an
instant. As soon as the boy discovers the river it is as though the challenges he faced are
forgotten. He has received his reward which seems to far outweigh the efforts the boy has
made. There is also a feeling that the boy will make the journey again such is the delight he
feels at finally finding the river. The river itself may also be symbolic. Often in literature
water is used to symbolise life. If Bond is using water to symbolise life he may be
suggesting that not only is the boy happy about reaching his destination but he also may
have grown in some way. Though we never know the boy’s exact age. We do know that he
is young. In many ways Bond may be suggesting that the boy has not only matured a little
but he is able to stand on his own two feet. He is independent of others. Something that is
also noticeable by the fact that his parents have trusted him to stay home alone. Not only
does the boy achieve his goal but he has overcome every obstacle that has been put in
front of him. When he was in doubt he persevered. When he felt lonely he carried on.
Driven by his strong desire to reach the river.
Forster was a Bloomsbury’s Group member. That group consisted of philosophers,
writers and artists who lived in London and supported the modernist movement at the
beginning of the 20th century. E. M. Forster was born in London, but he lived in the
countryside of Herforshire. While he was a student of King’s College, in Cambridge, he
felt a great interest to other cultures and that is why he traveled a lot afterwards. In 1912
he went to India where his observations and experiences gave him a lot of materials
which he used lately writing his famous novel “A Passage to India” (1924). It is the book
that he mentions about in the first paragraph of “My Wood.” Forester’s fiction works
often describe the impact of social conventions on common human relationships.

The essay “My Wood,” was published in 1926 and it is still encourages readers to think
about the essence of materialism and the seductive energy of human property.

The purpose of this essay is to show the effects produced by owning property. Using wit
and humor, the author explains that obtaining land may not bring the uncomplicated
happiness people might expect.
“My Wood”, is a witty essay describing Forster’s opinion about the possession of a small
property he bought with the royalties from his novel. He talks about the effects the
wood makes on him. Forster shows a humorously negative attitude to his experience of
obtaining land using biblical allusions, the manipulation of sentences and word choice.

Biblical illusions are mostly used to help emphasize his point. In the essay “My Wood”
there is a biblical allusion to a passage in Mark, “It is easier for a camel to go through
the eye of a needle, than for a rich man to enter into the kingdom of God.” Another
allusion is the line Happier Alexander. I think he means Alexander the Great who
conquered a lot of foreign lands to increase his empire.

So, the use of Biblical allusions supports Forster’s opinion, and explains his attitude to
possession a land. He points out what is likely obvious, but is not always understood:
that if you own a lot of things you can’t move around a lot. He tells that the furniture
needs dusting, dusters need servants, servants need insurance, and all these make you
think several times before you decide to possess something. Yes, Forster clearly explains
that even if something may seem simple, a person should think several times before he
decides to be engaged in any endeavor. The attitude of the author is understandable; he
is contemplating if the owning of the wood will result in dire consequences. Forster
makes a conclusion, telling that a person should think many times before he obligate
himself to something. His ideas are forcing him to see and accept the negative influence
of the wood on him.

In the essay “My Wood” by E. M. Forster is trying to tell us that we got to be careful
because humans are selfish and once we got something we want, we will want more and
more until we have lost full control; for example, in the essay they talk about the author
buying a small piece of land. At first that small piece of land had an open road that the
public can pass by and for the author that was enough and felt like home, but after a
while the author kept looking right and left and realized that his land was the smallest
land there and everyone else had gigantic lands with a lot of beautiful things. The
author is trying to let us know that owning a piece of land makes the owner feel heavy
and important; therefore, they start to wish for a larger piece of land. It also make the
owner feel that he got to do something to it, and lastly he wants it all for him selves, so
he wants to block the public path.

Once we got something we are going to want more until we have better things than
anyone near us; therefore, the author toward the end wanted to build a tall fence to
block the public from going inside his land. Also, once the author looks at his neighbors
and sees something nice he will want something way better than what they have to
show off. Owning a piece of land or something of your own can make you change
completely who you are; therefore, I believe that I prefer to have nothing but people I
love around me. For instance, the author is a perfect example of how people can let
their ownership controls everything in their life such as his own family, and life. A person
can become so obsesses with making their land unique, huge, and pretty that can totally
forget about the few things that are important to him such as family, friends, and
himself. When a people gets power they put it over everything such as creating debits
to fix up the place or even risking their own home and children’s future for a simple
obsession that is not worth it. A few of those people end up with nothing because their
family will leave for his obsession, and lose the land that changed him because of the
debits.

In my opinion like I mention above is that I prefer to have nothing but a family and
friends who are willing to love me like I am willing to love them. I believe that in this life
all we need is love to be able to survive; with love, we can overcome everything. A piece
of land will not give me the love and happiness I need it will only give me a headache
and end up alone and with no one in my side; therefore, I prefer to have nothing but a
family who shares love with me.

Martin luther

nalysis of the Speech

More than 40 years ago, in August 1963, Martin Luther King electrified
America with his momentous ‘I Have A Dream’ speech, dramatically delivered
from the steps of the Lincoln Memorial.

His soaring rhetoric demanding racial justice and an integrated society

became a mantra for the black community and is as familiar to subsequent
generations of Americans as the US Declaration of Independence. His words
proved to be a touchstone for understanding the social and political upheaval
of the time and gave the nation a vocabulary to express what was happening.

The key message in the speech is that all people are created equal and,
although not the case in America at the time, King felt it must be the case for
the future. He argued passionately and powerfully.

So what were his compositional strategies and techniques?

Certainly King’s speech was well researched. In preparation he studied the
Bible, The Gettysburg Address and the US Declaration of Independence and
he alludes to all three in his address.

Stylistically the speech has been described as a political treatise, a work of

poetry, and a masterfully delivered and improvised sermon, bursting with
biblical language and imagery. As well as rhythm and frequent repetition,
alliteration is a hallmark device, used to bang home key points.

The format is simple – always an aid to memorability! It falls into two parts.

The first half portrays not an idealised American dream but a picture of a
seething American nightmare of racial injustice. It calls for action in a series of
themed paragraphs. “Now is the time” is the first:

We have also come to this hallowed spot to remind America of the fierce
urgency of now. This is no time to engage in the luxury of cooling off or to take
the tranquilizing drug of gradualism. Now is the time to make real the
promises of democracy. Now is the time to rise from the dark and desolate
valley of segregation to the sunlit path of racial justice. Now is the time to
open the doors of opportunity to all of God’s children. Now is the time to lift
our nation from the quicksands of racial injustice to the solid rock of
brotherhood.

Likewise the theme “we can never be satisfied” sets some goals:

And as we walk, we must make the pledge that we shall march ahead. We
cannot turn back. There are those who are asking the devotees of civil rights,
“when will you be satisfied?” We can never be satisfied as long as the Negro
is the victim of unspeakable horrors of police brutality. We can never be
satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain
lodging in the motels of the highways and the hotels of the cities. We cannot
be satisfied as long as the Negro’s basic mobility is from a smaller ghetto to a
larger one. We can never be satisfied as long as a Negro in Mississippi
cannot vote and a Negro in New York believes he has nothing for which to
vote. No, no, we are not satisfied, and we will not be satisfied until justice rolls
down like waters and righteousness like a mighty stream.

The second half of the speech paints the dream of a better, fairer future of
racial harmony and integration.
The most famous paragraph carries the theme “I have a dream” and the
phrase is repeated constantly to hammer home King’s inspirational concepts:

I say to you today, my friends, that in spite of the difficulties and frustrations of
the moment I still have a dream. It is a dream deeply rooted in the American
dream.

I have a dream that one day this nation will rise up and live out the true
meaning of its creed — “We hold these truths to be self evident, that all men
are created equal.”

I have a dream that one day on the red hills of Georgia the sons of former
slaves and the sons of former slaveowners will be able to sit down together at
the table of brotherhood.

I have a dream that one day even the state of Mississippi, a desert state
sweltering with the heat of injustice and oppression, will be transformed into
an oasis of freedom and justice.

I have a dream that my four little children will one day live in a nation where
they will not be judged by the color of their skin but by the content of their
character.

I have a dream today.

I have a dream that one day the state of Alabama, whose governor’s lips are
presently dripping with the words of interposition and nullification, will be
transformed into a situation where little black boys and black girls will be able
to join hands with little white boys and white girls and walk together as sisters
and brothers.

I have a dream today.

I have a dream that one day every valley shall be exalted, every hill and
mountain shall be made low, and rough places will be made plains, and the
crooked places will be made straight, and the glory of the Lord shall be
revealed, and all flesh shall see it together.

While the address has a very strong message for white people and hints at
revolution, King’s words are mostly about peace, offering a vision everyone
could buy into. At the end of the speech he brings in a unifying passage
themed around freedom:
This will be the day when all of God’s children will be able to sing with a new
meaning “My country ’tis of thee, sweet land of liberty, of thee I sing. Land
where my fathers died, land of the pilgrim’s pride, from every mountainside, let
freedom ring.”

And if America is to be a great nation this must come true. So let freedom ring
from the prodigious hilltops of New Hampshire. Let freedom ring from the
mighty mountains of New York. Let freedom ring from the heightening
Alleghenies of Pennsylvania.

Let freedom ring from the snowcapped Rockies of Colorado.

Let freedom ring from the curvaceous peaks of California.

But not only that — let freedom ring from Stone Mountain in Georgia.

Let freedom ring from Lookout Mountain of Tennessee.

Let freedom ring from every hill and molehill of Mississippi. From every
mountainside, let freedom ring.

When we let freedom ring, when we let it ring from every village and every
hamlet, from every state and every city, we will be able to speed up that day
when all of God’s children, black men and white men, Jews and Gentiles,
Protestants and Catholics, will be able to join hands and sing in the words of
the old Negro spiritual,

Free at last! Free at last! Thank God Almighty, we are free at last!

Three factors added to the impact of the speech:

• The remarkable emotion of King’s delivery in terms of both voice and body
• The site at which it was delivered – on the steps of the memorial to the
President who defeated southern states over the issue of slavery
• The mood of the day, a sense of perpetuated slavery among black people
and the gradual realisation of a sense of guilt among white people

Described by one linguistic scholar, King’s ‘I Have a Dream’ speech was “not
a legal brief on the intricacies of the civil rights movement in America, nor an
intellectual treatise on the plight of black people.” Rather, it was a “fervent
emotional sermon, forged out of the language and spirit of democracy. King’s
mastery of the spoken word, his magnetism, and his sincerity raised familiar
platitudes from cliché to commandment.”

Footnotes:

‘I Have A Dream’ has been widely acclaimed as a rhetorical masterpiece.

What is Rhetoric?
Here are some famous definitions:

Plato: [Rhetoric] is the “art of enchanting the soul.” (The art of winning the soul
by discourse.)

Aristotle: Rhetoric is “the faculty of discovering in any particular case all of the
available means of persuasion.”

Cicero: “Rhetoric is one great art comprised of five lesser arts: inventio,
dispositio, elocutio, memoria, and pronunciatio.” Rhetoric is “speech designed
to persuade.”

Quintilian: “Rhetoric is the art of speaking well.”

Francis Bacon: “The duty and office of rhetoric is to apply reason to

imagination for the better moving of the will.”

George Campbell: [Rhetoric] is “that art or talent by which discourse is

adapted to its end. The four ends of discourse are to enlighten the
understanding, please the imagination, move the passion, and influence the
will.”

Note – Image was sourced from the Library Of Congress. There were no
restrictions on the image so it is presumed to be copyright free.

artin Luther King, Jr. delivered his "I Have A Dream" speech on August 28,
1963, during the March on Washington, a major civil rights demonstration.

King references the US Constitution and Declaration of Independence, which

declared that America would be a land of freedom where all men are created
equal. He then states that this promise of freedom has not been achieved for
Black Americans.

King repeats the phrases "I have a dream" and "with this faith," sharing his
vision for a more equal society and reiterating his belief that such a future is
attainable.

Summary

King begins his “I Have a Dream” speech by declaring that this occasion will
be remembered as the “greatest demonstration for freedom” in United States
history. He then evokes Abraham Lincoln’s Gettysburg Address and
references the signing of the Emancipation Proclamation, a document that
gave hope of a better future to many African Americans. Despite the abolition
of slavery and the time that has since passed, Black people in America are
still not free; the aftershocks of slavery are still felt through segregation and
discrimination in the United States.

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King refers next to the signing of the Declaration of Independence, describing

the document as a “promissory note” whose promise has not been fulfilled for
African Americans. Therefore, King says he has come to Washington to chide
the United States for “defaulting” on this promise in regard to Black Americans
who have not been granted life, liberty, and the pursuit of happiness. The
bank of justice, King says, surely still has money in it, and there is a debt to be
paid to Black Americans.

King goes on to declare that the time has come to “make justice a reality” for
all in the United States. He describes the situation as “urgent,” stating that the
growing discontent among Black Americans will not dissipate until equality is
won. There will not be peace in America until African Americans are granted
their rights as American citizens. Though the situation is urgent, King stresses
that his fellow African American protesters should neither resort to violence
nor blame all White people, for there are White civil rights protesters among
them in the audience, fighting alongside them. The struggle for equality must
continue until police brutality is no longer a concern for African Americans,
hotels no longer turn them away, ghettos are not their only option, and voting
rights are universal—until justice is served.

King acknowledges that protesting has been difficult for many. Some of those
present have recently been in prison or have suffered other persecutions. He
promises that their struggle will be rewarded and encourages his listeners to
return to their home states filled with new hope. King famously declares, “I
have a dream,” and describes his hope for a future America where Blacks and
Whites will sit and eat together. It is a world in which children will no longer be
judged by their skin color and where Black and White alike will join hands.
King calls upon his listeners to look to this vision of America to give them hope
to keep fighting and asserts that when freedom is allowed to “ring” from every
part of the nation, the United States will be what it should have always been,
and justice will be achieved.

The Promise of Freedom

Many white onlookers were startled by the apparent suddenness with which the civil rights
movement had taken hold in the late 1950s and early 1960s. Their surprise at the seemingly new
demands of African Americans went hand in hand with resistance—often violent resistance—in
places where racial segregation had long been practiced. The response of Southern leaders to the
desegregation of public schools in the late 1950s, for example, was sometimes tantamount to
insurrection. In Little Rock, Arkansas, Governor Orval Faubus (1910–94) summoned the National
Guard to prevent black students from attending Central High School, a formerly all-white institution.
This step was taken despite the fact that school segregation had been ruled unconstitutional in 1954,
three years prior to the incident. President Dwight Eisenhower (1890–1969) eventually responded to
Faubus's act by sending federal troops to escort the students.

In Virginia, meanwhile, opponents of desegregation had sought to use legislative means to block the
integration of schools. Their plan, termed "massive resistance," entailed the enactment of state laws
to simply close schools rather than desegregate them. In a series of articles, Richmond newspaper
editor James J. Kilpatrick declared that states could "interpose" themselves between the public and
the federal government. Schools began to close in accordance with state directives. In 1959 the
issue made its way to the Virginia Supreme Court and then to the U.S. District Court. There, the acts
of "interposition" were declared unconstitutional, and the schools were reopened. Even then, some
Virginia districts continued to shutter their schools rather than admit black students. One county
persisted in this practice until 1964.
King is aware of these efforts to thwart racial integration and alludes to them in his speech. But he
also makes a broader point. Really, he says, the demonstrators at the March on Washington are not
asking for anything new or extravagant. Rather, they are demanding the fulfillment of a promise
made nearly two centuries ago, a promise that extends the same freedoms to all. By drawing on the
Declaration of Independence and the U.S. Constitution, King frames racial equality as an extension
of the rights guaranteed by those revered documents. He traces, in effect, a direct line from the
Declaration of Independence, through the Emancipation Proclamation, and right up to the freedoms
demanded on that summer afternoon in 1963.

A New Form of Slavery

Typical of his impressive writing ability and powerful oratory skills, King's speech is packed to the
brim with vivid imagery. Some of this comes from the Bible. Some comes from literature, music, and
history, and some—evidently—from King's own imagination. Among the many colorful and striking
metaphors presented in his address, there are a few recurring motifs that speak to King's central
concerns. One such motif is that of captivity, in the form of either slavery or imprisonment. By
repeatedly evoking chains, manacles, prison cells, and other apparatuses of restraint, King connects
present injustice with centuries of past wrongs.

Almost at the outset of his speech, King makes a startling claim: 100 years after the Emancipation
Proclamation, "the Negro still is not free." African Americans have not been subject to chattel slavery
for a century. However, he says, they are still "badly crippled by the manacles of segregation and the
chains of discrimination." In some cases, King notes, these restraints are literal, as when protesters
are physically imprisoned for their acts of civil disobedience. Yet, he observes, there are also
metaphorical chains of various sorts impeding African Americans in their quest for true freedom. He
mentions or alludes to several such impediments. These include the redlining that excluded African
Americans from purchasing real estate in certain neighborhoods. Impediments also include the
hostile police presence that made it dangerous even to visit those same neighborhoods. In addition,
they include the discriminatory policies that kept African Americans from finding jobs. That these
chains are figurative does not, for King, make them any less real. "As long as the Negro's basic
mobility is from a smaller ghetto to a larger one," he says, advocates of civil rights "cannot be
satisfied."

In speaking of shackles and chains, King is linking the civil rights struggle of his time all the way
back to the days of slavery. The link goes further back to the biblical narrative of the Babylonian
captivity. Moreover, he is framing the widespread discrimination against African Americans as
the continuation of the injustices of slavery. As with the freedoms he celebrates and hopes to
advance, King's reframing of these injustices helps to establish the civil rights movement as
something enduring, not ephemeral. The issue of the moment may be voting rights, fair housing, or
employment opportunities, but the larger struggle goes back much further.

American Brotherhood
In the 21st century the demonstrations led by King, Mahatma Gandhi, and others tend to be
valorized as successful examples of nonviolent protest. In 1963, however, it was far less obvious
that such forms of protest could be effective in the United States. Many did not share King's belief
that a racially integrated American society was possible or even desirable. It would be an existence
in which black and white Americans attended the same schools, dined at the same restaurants, and
lived in the same neighborhoods. Thus, when King speaks of brotherhood, he is not repeating a
cliché. He is asserting a firm and potentially controversial position within an ongoing debate of his
era.
King is not subdued or hesitant in his images of interracial and interreligious friendship. He looks
forward, not to a day when people of different races have learned merely to tolerate one another, but
to "that day when all of God's children, black men and white men, Jews and Gentiles, Protestants
and Catholics, will be able to join hands ..."

Elsewhere, he mentions Alabama, then viewed as a state particularly hostile to African Americans.
He says that even there his dream is that "little black boys and black girls will be able to join hands
with little white boys and white girls as sisters and brothers." These words, it must be remembered,
were spoken eight years to the day after a black teenager in Mississippi had been murdered by two
white men. The teenager was Emmett Till (1941–55). His crime, in the eyes of his killers, was having
had the audacity to whistle at a white woman. His murderers were acquitted by an all-white jury.
They later confessed to having killed Till to intimidate African Americans and keep them "in their
place." While King spoke of brotherhood, many still held on to visions of a society in which black and
white Americans lived separately.

King's images of a shared table and a shared song are striking, even more so when taking into
consideration that advocates of ethnic nationalism and separatism existed on both sides of the color
line. Perhaps the most famous of the Black Nationalist groups of the era was the Nation of Islam.
White nationalist and supremacist organizations were more numerous than is usually realized, but
the best known is undoubtedly the Ku Klux Klan. It arose in the Reconstruction-era South and
experienced a resurgence during the civil rights movement. In many parts of the South, local police
forces turned a blind eye to the Klan's program of violent intimidation—

Spoken english and broken english

, witty and conversational style G. B. Shaw in his essay (a transcript of a radio talk and was recorded
in 1927. The talk was broadcast over Manhattan's radio station WNEW) ‘Spoken English and
Broken English’ gives some instruction to a foreign student of the English Language in regard to
speaking English when he travels in the British Commonwealth or in America or when he meets a
native of those countries or it may be that he is himself a native but that he speaks in a provincial or
cockney dialect of which he is a little ashamed, or which perhaps prevents him from obtaining some
employment which is open to those only who speak in correct English. Read More Teaching English

The essay is divided into three sections. The first part rightly stresses that there is no single model
of correct speech in English. Whether he is a foreigner or native, the first thing that he must
remember is that there is no such thing as ideally correct English. Shaw discusses notions of ‘correct
English,’ that is, the proper way in which English should be spoken. No two British subjects speak
exactly alike, according to G. B. Shaw. He himself is a member of a committee set up by the BBC for
the purpose of deciding how the utterances of speakers employed by the corporation should be
pronounced in order that they should be a model of correct speech from the British Islands. The
committee is comprised of Irish members, Wales’s members, Scottish members, Oxford University
members, American members all recognizable by their differences of speech. They differ also
according to the countries in which they are born. Though they all speak differently they all speak
presentably and if a foreign student of the English language speaks as they do he will be understood
in any English speaking country and accepted as a person of good social standing. Shaw
demonstrates that even among the educated and the specialists on language; the manner of
speaking is determined by one’s origin, background, training and workplace.
In the second part, Shaw illustrates how everyone, irrespective of whether they are educated or
uneducated, speaks differently in public and in private. Read More Teaching English G.B. Shaw, an
Irishman, says that as a public speaker he has to take care that every word he says is understood by
his hearers. But at home when he speaks to his wife he takes very little pains with his speech. He
shows that in familiar surroundings and in one’s exchanges with close friends or relatives, one is
quite careless, both in one’s articulation and in framing full- bodied, grammatical sentences. This is
because they are confident of being understood in these circumstances without seeming rude or
uncivilized. In the public sphere however, there is no such assurance. So we are much more careful
with our speech while speaking with strangers or on formal occasions. This section is particularly
amusing and most of the instances are drawn from Shaw’s own life, namely his conversations with
his wife. By directing laughter at himself and presenting himself as the guinea pig he makes his
arguments more convincing. His suggestion of spying through the keyhole is a good- hearted jibe at
the reader’s human weakness that cleverly maneuvers the reader into a position of complicity with
the author. Although Shaw is concerned only with the English language, his arguments in both the
first and the second section are applicable to any language. Everyone has company manners and
home manner. At home people speak in a careless manner but when they speak in the presence of
a stranger they have speak very carefully. Even when their home manners are as good as their
company manners they are always different and the difference is greater in speech than in anything
else.

In the last section Shaw advises foreigners on how to communicate in English while travelling in
English speaking countries. Shaw now gives to foreign students another warning of quite a different
kind. If they are learning English because they intend to travel in England and wish to be understood
there, they must not try to speak English perfectly, because if they do, no one will understand them.
Read More Teaching English He reiterates that though there is no such thing as perfectly correct
English, there is presentable English which is called ‘good English’, but in London nine hundred and
ninety-nine out of every thousand people not only speak bad English but speak even that very badly.
Even if they do not speak well themselves they can at least understand it when it is well spoken.
They can when the speaker is English, but when the speaker is a foreigner, the better he speaks,
the harder it is to understand him.

No foreigner can ever stress the syllables and make the voice rise and fall in question and answer.
Therefore the first thing a foreigner has to do is to speak with a strong foreign stress, and speak
broken English, that is English without grammar. Then every English person to whom he speaks will
at once know that he is a foreigner and try to understand him and be ready to help him. He will not
expect him to be polite and to use elaborate grammatical phrases. He will be interested in him
because he is a foreigner, and pleased in making out his meaning and being able to tell him what he
wants to know. Read More Teaching English This advice is flawed for several reasons. First, it is
outdated and suggests a time when perhaps few foreigners visited England. Today not only are
several foreigners visiting many English speaking countries but people belonging to different races
and nationalities also reside in countries like America and Britain. English has also become the
global language of communication.

The native speaker of English, therefore, is accustomed to hearing several kinds of people speaking
English in different ways. Significance in today’s time Classified as borderline boring or a sheer
waste of perfectly good time by many of the modern day students, Spoken and Broken English’s
relevance in today’s time cannot be more emphasized upon. With Globalization taking hold of the
world and the need of learning multiple global languages out of which English stands at the very
helm, has led people to seek out the ‘Correct’ form of the language. G. B. Shaw explains to us that
although it is an insult to the native speaker of English who cannot understand his own language
when it is too well spoken, times have changed and we simple have to accept the fact that Good
English is more important than ‘Correct’ English. India, which carries in it English of different accents
and pronunciations, could very well benefit by adding this piece to its education curriculum in order
to make people realize the true sense of the word language. India is one of the chief exporters of
human resource to the world. Thus, a study of this recording can help people overcome their
obsession for correct and start focusing on the good aspect of English.

introduction
George Bernard Shaw is a well-known writer. He prepared and spoke on the topic
‘Spoken English and Broken English’ on a gramophone recording for the Lingua-phone institute.
In his speech the provocative ideas are couched in a simple but sparkling rhetorical style.

Advantages in learning to speak well

Bernard Shaw says that when we travel in the British Commonwealth or in America or
when we meet a native of these countries, we have to speak English well for enough
understanding. If we speak in a provincial or cockney dialect it may prevents us from obtaining
some employment which is open to those only speak what is ‘correct English’.

No such thing ideally correct English

No two British subjects speak exactly alike. Even educated persons, the Poet Laureate
and trained speakers do not pronounce of some of the simplest commonest words in the English
language exactly alike. Members of the committee who are selected as models of correct speech
speak differently. They differ according to the country in which they were born.

Confession of Bernard Shaw

Bernard Shaw confesses that he himself does not speak English in the same way. When
he speaks to audience, he speaks carefully. If he were to speak carefully to his wife at home, she
would think he was going mad. As a public speaker he has to take care that every word he says is
heard distinctly at far end of large halls containing thousands of people. At home he speaks to his
wife like mumbling. His wife also a little careless and so he sometimes has to say “What?”

Advice to foreign students of English

 Do not try to speak English perfectly because native speakers of English won’t
understand. In London nine hundred and ninety-nine out of thousand people not only speak bad
English but speak even that very badly. No foreigner can ever stress the syllables and make the
voice rise and fall in questions and answer, assertion and denial, in refusal and consent, in
enquiry or information, exactly as a native does. Therefore, the first thing they have to do is to
speak with a strong foreign accent, and speak broken English.

Conclusion
Bernard Shaw criticizes that it is an insult to the native speaker of English who cannot
understand his own language when it is too well spoken.
Broken English refers to using the language incorrectly. It is not applicable to common small
grammatical errors, but rather major grammatical problems of incorrect use of words, incorrect
verb tenses, improper use of articles, etc., usually with a very limited vocabulary.