Environmental Analysis Of Brazil Marketing Essay

Environmental Analysis Of Brazil Marketing Essay DAIM Co. is the company that has been operating successfully for the past 15 years providing and manufacturing computer and computer devices and considered as the market leader in the Malaysian market. Due to the high competition in the market, the manager of DAIM Co. intends to persuade companys BOD (Board of Directors) to penetrate Brazilian market. The main idea of the business is to sell computers and computer devices in Brazil. The main purpose of this assignment is to perform environmental analysis of Brazil, to identify possible opportunities and threats, and to analyze how the environmental factors in terms of political-legal, social, economic and technological environment can affect the international operation functions and decision-making of a business. Also, this research paper provides most appropriate market entry strategy. Selected Product: Computer and computer devices Executive Summary flag_of_brazil.png images.jpg Geography It is a country that situates in the South America, and continents largest nation. Borders almost all the countries on the continent except Chile and Ecuador and has exit to Atlantic Ocean that makes country easy to access by the sea. The surface area of the country is 8 547 000 square km. Brazil ranks as fifth largest country. The capital city is Brasilia, while the most important cities are Sao Paulo and Rio de Janeiro. Brazils climate is tropical due to the location of the country, with the south being temperate. (Appendix 1, Political Map of Brazil) Demography It is the most populous nation in the South America, and worlds 6 country according to population after China, India, USA, Indonesia and Russian Federation. The population of brazil is equal to 190,732,694 people as of August 2010, which is 2.76% of Worlds Population. And the birth rate is 22.65 births per 1,000 populations. Different ethnic groups can be described as follows: 55% are whites of European descent, 22% are mulattous of mixed European and African Descent, 11% blacks and 0.1% Native Americans. (http://www.ibge.gov.br/english/presidencia/noticias/noticia_visualiza.php?id_noticia=1766id_pagina=1 ) Economic Profile Brazil has best economy among all countries in Latin America. Since its independence September 7, 1822 the economy is rapidly developing. And the result by 2010 is: GDP (nominal exchange rate): $ 2.1 trillion. GDP (purchasing power parity): $2.194 trillion. (Appendix 2, GDP of Brazil) Annual real growth (2010): 7.5%. Natural resources: Iron ore, manganese, bauxite, nickel, uranium, gemstones, oil, wood, and aluminum. Brazil has 14% of the worlds renewable fresh water. Agriculture (6% of GDP):  Productssoybeans, coffee, sugarcane, cocoa, rice, livestock, corn, oranges, cotton, wheat, and tobacco. Industry (28% of GDP):  Typessteel, commercial aircraft, chemicals, petrochemicals, footwear, machinery, motors, vehicles, auto parts, consumer durables, cement, and lumber. Exchange rate (March 3, 2011): U.S. $1 = 1.65 Brazilian reals. International Business Trade balance of Brazil as for 2011 is $20 billion surplus.  Exports: $202 billion.  Major markets of exports are: China 15%, USA 10%, Argentina 9%.  Imports: $182 billion.  Major suppliers are USA 15%, China 14%, and Argentina 8%. (http://www.state.gov/r/pa/ei/bgn/35640.htm) PESTLE Analysis PESTLE is a strategic management tool that provides useful framework to analyze the environmental pressures on Business (Goyal et al, 2009). Political: Brazil is a federal republic with 26 states and a federal district. The 1988 constitution grants broad powers to the federal government, made up of executive, legislative, and judicial branches. Electing Lula da Silva in the 2002 as the president of Brazil has been described as a milestone, a starting point for secured democratic rule in the nation. This was an important in the establishment of economic norms and practices for the country; the more socialist models of state-run industry have been rejected, and significant international debt has been incurred to address the social ills facing the country. During the economic crisis in Latin America, the Brazilian economic situation becomes even more important; the growth of the Brazilian market has come to bear significantly on the worlds economy. After the election there have been significant improvements in the political environment, but political wrangling still exists, and a fragmented congress means economic risks still remain.  Issues surrounding policy implementation mean that expected future benefits from current policies are uncertain. Economic: Brazilian economy is the largest in the South America region; country has well developed agriculture, mining, manufacturing and service sector. From 2003, Brazil improved its macroeconomic situation, built foreign relations, reduced internal debt, kept inflation rate under control. Later during the financial crisis Brazilian economy had a solid performance and its strong and early recovery, including 2010 growth of 7.5%, have contributed to the countrys transition from a regional to a global power. Expected to continue to grow in the 4% to 5% range, the economy is the worlds eighth-largest and is expected to rise to fifth within the next several years. During the administration of former President Lula, surging exports, economic growth and social programs helped lift tens of millions of Brazilians out of poverty. Social: The large and growing consumer market provides a strong basis for considering market entry.      It is unlikely that overall workforce availability will be an issue, given the option of using international labor if requirements cannot be met locally.  Ã‚   Labor costs are attractive but there are significant costs on top of basic wages and requirements for additional training. Technological: Brazil is a leader in science and technology in South America and in some fields a global leader, such as bio fuels, agricultural research, deep-sea oil production, and remote sensing. U.S. Government, private sector, and academic researchers have extensive ties with Brazilian counterparts, and the extent of bilateral scientific and technological cooperation is expanding. The Brazilian Government seeks to develop an environment that is more supportive of innovation, taking scientific advances from the laboratory to the marketplace. Legal: The Legal rules governing business activities in Brazil are basically laid down in federal legislation, but constitution allows Federal Government to legislate on certain matters related to business activities, such as tax, financial and economic issues, liability for environmental and consumer damages. Federal Governments power is limited to enacting basic rules on such issues, whereas States and Federal District have authority to legislate on a supplementary basis, in line with the general rules laid down in the federal legislation. Brazil offers big business opportunities for foreign investors, in light of its economic potential, its diversified economy and its huge domestic market, now considerably expanded as a result of several international trade agreements entered into with economic blocks and countries the World over. Environmental: According to the geographical location of Brazil, it is very easy accessible by the sea, this means the country has an exit to the Atlantic Ocean. The raw materials, equipment, and products can easily be delivered by the sea which is not costly comparing to transportation by air. Also, according to the geographical location of the country there is no natural disaster like earthquakes and tsunami, which may cause stoppage of the business. Due to the large size, the climate of Brazil is different, even though the most part of the country is within tropical zone. The climate of Brazil experiments two seasons: the rainy which is summer and dry season which is winter. There is no cold at all, so the climate is partly same as in Malaysia, and it is very suitable for doing business in this country. Market and Segment Analysis STP (Segmentation, Targeting and Positioning) is the essence of marketing. (Kotler, 1994, p. 93) Segmentation is the  process  of defining and subdividing a  market  into clearly identifiable  segments having similar  needs,  wants, or  demand  characteristics. (http://www.businessdictionary.com/definition/market-segmentation.html) Demographic Segmentation refers to a wide study of the potential customers (Kotler, P., 2002). It consists of the variables such as: age, income, occupation and gender. The below diagram demonstrates the age segmentation: 13-25 years for Education and Entertainment 25-65 years for doing business. Segment.jpg The income level is an important part of segmentation, everyone can afford computers and computer devices, because nowadays there to many types of devices and they vary in pricing. It is available for all levels of users, occupation and gender. Geographic Segmentation is done by dividing people (markets) into different geographical locations. (Kotler Armstrong, 2002, p.252) Here, the main target will be main cities like capital Brasilia, and the most important cities in the country Sao Paulo and Rio de Janeiro. Targeting Strategy is the  selection  of  potential  customers  to whom a  business wishes to  sell  products  or  services. The targeting  strategy involves segmenting the market, choosing which  segments of the market are  appropriate, and determining the products that will be offered in each segment. (http://www.businessdictionary.com/definition/targeting-strategy.html) Mostly computer devices will be selling to the big companies who need computers to operate their business and customers who uses computers that need devices to coordinate their busy schedules and communicate with colleagues, friends and family. Also, high schools, colleges and other educational institutions will be targeted in Brazil. Positioning Strategy   states  how the  firm  defines  its  business  or how a  brand  distinguishes itself, how the  customers  will benefit from its  features, and how these  benefits  or aspects will be communicated to the intended  audience. (http://www.businessdictionary.com/definition/positioning-statement.html) We are positioning our computers and computer devices as the versatile, convenient, value-added devices for doing business, personal and professional use. The marketing strategy will focus on the convenience of doing business, entertainment with access to the internet. Mode of Entry to the Market The proposed way to enter Brazilian market is through Joint Venture strategy, which is defined as a contractual business undertaking between two or more parties. It is similar to a business partnership, with one key difference: a partnership generally involves an ongoing, long-term business relationship, whereas a joint venture is based on a single business transaction. Establishment of joint ventures is a common practice in Brazil. A major motivation for joint ventures is to pair foreign firms with Brazilian partners to compete in segments of the government procurement market or in other markets subject to government regulation, such as telecommunications, computers and capital goods. Formation of a joint venture can be accomplished through a variety of business entities. Entering a joint venture is a complex, and sometimes, time consuming process. As any type business structure, it holds a good opportunity for anyone to grow and make money fast; but just like any other business type; joint venture also holds threat to anyone who wants to enter. Porters 5 Forces Porters fives forces model  is a model which is using to analyze a particular environment of an industry in terms of Competitive rivalry, power of suppliers, power of buyers, threats of substitutes and threat of new entrants. Competitive rivalry: When entering to the market, the first thing you have to do is to analyze competitive rivalry in the country you going to set your business. If entry to an industry is easy then competitive rivalry will likely to be high. If it is easy for customers to move to substitute products for example from coke to water then again rivalry will be high. Generally competitive rivalry will be high if: à ¢Ã¢â€š ¬Ã‚ ¢ There is little differentiation between the products sold between customers. Actually, there is not so much difference between computer devices sold in different companies. This means the customers will look for those products which have better quality or long life cycle of the product, in other words durability. à ¢Ã¢â€š ¬Ã‚ ¢ Competitors are approximately the same size of each other. Those companies who are operating as retailers only, will face a big trouble against big companies. The buyers prefer to work with best, well known companies who provide stability and confidence to them. Power of  suppliers Suppliers are also essential for the success of an  organization. Raw materials are needed to complete the finish product of the organization.  Suppliers  do have power. This power comes from:   à ¢Ã¢â€š ¬Ã‚ ¢ If they are the only  supplier  or one of few  suppliers  who  supply  that particular raw material. à ¢Ã¢â€š ¬Ã‚ ¢ If it costly for the  organization  to move from one  supplier  to another à ¢Ã¢â€š ¬Ã‚ ¢ If there is no other substitute for their product. Power of buyers Buyers or customers can exert  influence  and control over an industry in certain circumstances. This happens when: à ¢Ã¢â€š ¬Ã‚ ¢ There is little differentiation over the product and substitutes can be found easily. à ¢Ã¢â€š ¬Ã‚ ¢ Customers are sensitive to price. The pricing should not be high, it must suit their expectations. The overall life concerns in Brazil are low, this means we have to identify the prices in relation to the customers, are they able to buy our products. If the prices will be high, the customer will switch to another product or company which is not costly for them. Threat of Substitutes This is about the alternative products that customers can purchase over your product that offer the same benefit for the same or less price. Threat of substitute is high when the price of your PC is higher than your competitors price, or when competitors decide to cut the prices of their products. In this industry, we can say that there is high competition, so this can bring to losing customers because customers sometimes are willing to substitute and compare the products or companies itself. Threat of new entrant The threat of a new  organization  entering the industry is high when it is easy for an organization  to enter the industry. An  organization  will look at how loyal customers are to existing products, how quickly they can achieve economy of scales, would they have access to  suppliers, would  government legislation  prevent them or encourage them to enter the industry. Actually, there is high probability that other companies will enter the market and will compete with you in the market. Conclusion Doing business in Brazil may be very profitable to the international companies. All the factors that may affect the business are positively affecting the business. PC industry is developing on Brazil. And there are many drivers to start your own business in the Brazil. International companies have advantage over the local companies, as they are undervalued and in need of restructuring, capital and technology. There is creative and flexible labor force, which is not expensive comparing to other countries. Growth potential of consumer market is very high. Privatization in late stages, inflation is under control in the last 10 years. There is increasing globalization and international trade. Foreign investors are eligible for most available fiscal incentives. And established transportation networks such as railways, highways, ports make it easy to operate in Brazil.

Automobile:from Horse To Horsepower :: essays research papers fc

"In the first hundred years of active life, it has been described as a menace ands a blessing, a blight and a godsend, as a savior of our countryside and cities, and as their curse, as socially divisive and the greatest social leveler. It has been worshipped and reviled, celebrated and scorned." The automobile is an invention that has had a tremendous impact on society. The automobile has taken diverse segments of the American population; farmers, small town residents and urban dwellers and given them access to the same opportunities and experiences. Autos have given us motels, shopping plazas, drive-thru’s, vacations, commuting, and, certainly not the least, suburbia. The genesis of the automobile is one of the most profound and important chapters in the development of American culture. Before the automobile, people traveled by means of bicycles, trains, street cars and horse-drawn carriages. These methods of transportation were slow, limited and not private. Up until the about 1880, inventors experimented with building a "horseless carriage." These experiments were powered mainly by steam, and were not practical. They traveled at slow speeds (six miles an hour), were very noisy, frightened horses, smelled awful and polluted the air. Sometimes the coals (used to make steam) would fall off the auto, and burn wooden bridges down. Railroads and stage coach lines hated the automobiles because they did not want competition. Autos were scarce and ridiculed by most of the population. "The car began life as a rich man’s toy, rather than a means of transport or as an instrument of social change." They were displayed in circuses because they were considered a wacky idea with no future. The development and acceptance of the automobile in America took place around the turn of the century, from 1895 to 1910. The most successful steam car was the Stanley Steamer, invented in Newton, Massachusetts in 1897 by Francis and Freelan Stanley. It was produced until 1924. The steam car did not fare well because it was not suited for long distance travel, was too hard to start and posed the hazard of an open fire. In the late 1890’s and early 1900’s the electric car was the most popular type of automobile. William Morrison was the creator of this type of car. People liked the electric car because it was easy to operate, ran quietly and did not give off fumes. Unfortunately for modern society, the electric cars could not go faster than 20 miles an hour, and the battery had to be recharged every fifty miles.

Intrinsic Motivation Essay

Second Language Acquisition (SLA) is learning development in which people acquire a new language – more commonly known as â€Å"second language† in addition to their native tongue. The second language is often referred as â€Å"target language† or â€Å"L2†. In addition, second language denotes any new language learned after early childhood years. This means subsequently languages learned – i. e. third or fourth language is still referred to as second language. A number of personal and environmental factors may affect the decision to learn a second language. Examples of such factors include family influences, social groups or peers, teachers, school, age, and self-concept. An individual may pursue a study on acquiring a second language skill for various reasons and motivations. In a study of UK and European students, it has been stated that the reasons a student pursues a study a foreign language are the following: 1) to be able to develop a career advantage for opportunities in the future; 2) a student’s personal inclination to learn the language; 3) to be able to learn and appreciate to cultural differences; 4) for an enhanced comprehension of the culture where the language is used; 5) and to be able to reside in nations where the language is used. The current teacher booklet aims to help the SLA teacher increase the intrinsic motivation of SLA learners by presenting sundry topics, including attitudes and motivation in second language learning; clarifying erroneous beliefs about language learning; what the SLA teacher ought to focus on: sources of language anxiety; the learning environment as source of language anxiety; variables of self-confidence; socio-psychological issues of language anxiety and self-confidence; instructor-learner interaction and classroom procedures; and interpretation of educator beliefs on language learning. Attitudes and Motivation in Second Language Learning In the book Attitudes and motivation in second language learning, Gardner and Lambert (1972) have identified Integrative Motivation and Instrumental Motivation as the common reason for a student’s desire to study a second language. In the context of language learning, a learner may pursue the study of English such as a second language because of one’s desire to work in abroad as well as for travel purposes. The learner’s practical rationale for acquiring a second language is referred to as instrumental motivation. On the other hand, a person may pursue the study of English language in order to successfully integrate within the community where one is currently living. The learner’s purpose can be referred to as integrative motivation. Following a learner’s utilitarian purpose, the clear benefit of acquiring English as second language is to have a competitive edge in the labor market. Such skills are very valuable as businesses are increasingly becoming global. In fact, professionals who are fluent bilingual speakers have the competitive edge compared to monolingual speakers. In addition, travel and migration of people has becoming a growing trend in recent years prompting a necessity to understand and integrate within the society which one lives in. Given that there a significant number of SLA learners, it is worthwhile to examine how the teacher may be able to increase the confidence and intrinsic motivation and lessen the anxiety of the SLA learner. Clarifying Erroneous Beliefs about Language Learning Horwitz, Horwitz & Cope (1986) believe that the problem of anxiety and the accompanying erroneous beliefs about language learning, as discussed in their literature focusing on classroom anxiety, represent serious impediments to the development of second language fluency as well as to performance. In their discussion of clinical experience with anxiety as a barrier to second language development, they categorize this personality factor as that of apprehension, worry and even dread and anxious language learners often have difficulty concentrating, become forgetful, sweat, and have palpitations. Further, Chang, Horwitz, and Schallert (1999) report that there are generally two types or constructs of anxiety, which are related to second language learning in both speaking and writing. The report suggests that second language classroom anxiety refers to the anxiety felt by students in interacting with native-speaking students. It is the more general type of anxiety felt by most school students. On the other hand, second language writing anxiety refers to language-skill-specific anxiety felt by students. Chang, Horwitz, and Schallert (1999) suggest that these are two separate constructs and that anxiety levels in speaking or writing may be felt differently. Nevertheless, the report asserts that level of self-esteem is an important component for both constructs. In a research on English as Second Language, Huang (2004) reports that foreign students (i. e. Chinese) studying at North American universities have faired very well in TOEFL. While Chinese students have obtained very high marks, many still have difficulties in understanding academic lectures, taking notes, writing assignments and giving presentations. Further, this report would also illustrate that the two independent constructs reported by Chang, Horwitz, and Schallert (1999). Huang (2004) reports that the students in the study have proficiency in reading ability and grammar, and that listening and the speaking were the weakest. Moreover, the study also reports low level of confidence of foreign students in participation and interaction in classes due to this difficulty; thus, limiting their overall performance. Cummins (2000) supports that even though many have excellent English language skills in terms of social proficiency, many are still struggling with the type of cognitive academic language necessary for the success in the mainstream classroom. The Learner’s Willingness to Communicate Skehan (1989) further suggests that a learner’s willingness to communicate has also been related to anxiety. His research points toward some language learners attempting to avoid communicating in a second language due to fear of embarrassment over their current skill level in speaking the second language. Perhaps this is part of the reason why many second language learners, who study overseas, tend to remain connected to other foreign second language learners and avoid prolonged social contact with native-speaking peers. Though the reasoning behind each individual’s level of willingness to communicate will likely vary based on the number of people present, the topic of conversation and the formality of the circumstances, avoiding discussion using the second language is a common anxiety among language learners. While many studies have shown the level of anxiety of second language learners increases because of erroneous personal beliefs of the students, most of studies assert that self-confidence is an important component in overcoming of both in classroom and writing anxieties. What the SLA Teacher Ought to Focus On: Sources of Language Anxiety Furthermore, Young (1991) provides a list of potential sources of language anxiety. In her review of the literature on language anxiety, Young asserts that language anxiety can have a variety of sources – that is, anxiety can be associated with the learner’s perceptions, teacher’s beliefs, as well as the instructional practice to second language learning. She argues that language can come from the following: a. personal and interpersonal anxieties, learner beliefs about language learning, instructor beliefs about language teaching, instructor-learner actions, and language testing. Personal perceptions and beliefs can have a great effect on the progress of language learning. These perceptions have been well-documented in the studies related to age and language learning. Hyltenstam (1992) asserts that age in relation to language learning is an important factor in achieving native-like fluency for second language learners. That is, younger students tend to learn the second language faster than their mature counterparts. On the other, self-perception of more mature learners tends to hinder in the development of second language skills, which can more appropriately termed as trait anxiety. For example, adults, who are pursuing study of a second language, may have a clear mission why they are pursuing such course and far more determination to persevere than their younger counterparts. However, a number of mature students, who enter a foreign language class, were victimized by various prejudices about second language learning. â€Å"I’m too old to learn† or â€Å"I’m linguistically challenged† are common erroneous beliefs that adult learners often succumb to. Ehrman et al (2003) suggest that the feelings of uneasiness, such as late start or a belief that one needs a special predisposition for learning learning, can be attributed to the barriers created by the student’s ego as one matures. Adult learners may perceive their performance in a foreign language classroom as unnatural or ridiculous in comparison to their experience in the first language acquisition process. Therefore, these factors often contribute to the apprehension and tension felt by adult learners in the context of second language learning, more specifically in the aspect of speaking, writing, and learning. In short, adult learners suffer language anxiety more as compared to their younger counterparts. Certainly, not all adult learners become paralyzed by negative emotions the moment they step into a foreign language classroom. However, it is a common perception of educators, who have lectured to a group of adults, that some non-native speaking students may be reluctant to participate, more especially when they realize or assume that other students are more fluent. Nonetheless, it is important to emphasize that this emotion is not alien to younger learners, but in the studies it have been well-documented that with age the tension and anxiety associated with learning a new language is stronger and more difficult to overcome. The Learning Environment as Source of Language Anxiety Furthermore, the learning environment can also be a source of language anxiety. MacIntyre and Gardner (1994) would denote this as situational anxiety. Hadfield (1992) has introduced the concept of classroom dynamics to describe everything that happens in and between the participants, both the teacher and the students. Heron further elaborates on the existential anxiety of students in a classroom setting. Moreover, Heron also lists three aspects of existential anxiety in relation to classroom dynamics: 1) acceptance anxiety, 2) orientation anxiety, and 3) performance anxiety. Acceptance anxiety would relate to apprehension of being judged in a foreign class. Often times, students as well as teachers may show approval and disapproval behaviors to others. Fellow students may show impatience or mock another as a sign of their approval or disapproval to their fellow students. This often manifest as a sign of competition for teacher’s approval among students in the classroom. Teachers may also exhibit judgmental attitude in their criticisms as well as their bodily movements to their students. The teachers may open criticize or mock a student in a class. A more subtle criticism can be observed when a teacher would correct an error of a student. Whether the teacher corrects the error explicitly, by providing the correction, or implicitly, by indicating the kind of error and giving the student the opportunity for self-correction, can make a difference in the student’s self-confidence. Orientation anxiety would relate to the personal understanding of the situational contexts of the discussion or what is going on. Teacher’s role in facilitating learning is undermined by the failure to manage classroom discourse. This leads for students to at times feel of being deprived of control. In a discussion, when turn stealing overrules turn taking, such feelings can occur. The student may feel the lack of control over his role in classroom interaction when he is late to answer a general question or the question is directed to another person. More often, students would find the teacher’s unclear or unsatisfactory explanation as frustrating and leaving a feeling of no control over the language as a system. Finally, the anxiety is further instilled with domineering and controlling teachers, who leaves students feeling they have no influence over what is going on in the classroom. Lastly, performance anxiety would relate to the apprehension or feeling of isolation in a class. The feeling of isolation may also express itself as a feeling of disregarded. The feeling of being alone among one’s peers is not uncommon in highly territorial classrooms in which students never want to change their seats or switch conversation partners. Moreover, this would relate to student’s anxiety to talk using the target language with fellow students in fear of being appearing stupid and judge as well. Hence, research reports would suggest that foreign students will tend to group with fellow non-native speakers and exhibit behavioral avoidance when studying in the mainstream English classes. Variables of Self-Confidence Self-confidence is a positive image yet realistic view of one-self and the situation. A confident person is someone who trust his own abilities, have a general sense of control in their lives, and believe that, within reason, they will be able to do what they wish, plan, and expect. According to Skehan (1989), available research does not show a single clearly-defined relationship between personality traits (such as self-confidence) and second language. He further points out that a major difficulty in investigating personality variables is that of identification and measurement, pointing toward a relatively new area of potential research needing attention. However, existing literature suggests that language anxiety can be correlated with students’ negative concepts of themselves as language learners, and negative expectations for language learning. With this in consideration, self-confidence levels can be viewed not only as a personality trait with complex factors affecting high or low confidence, but also as an outcome of high anxiety levels. This assumption is of considerable interest as anxiety tends to create negative self-perceptions about language performance and can then be tied directly to an increase in negative attitudes towards second language learning and a decrease in risk-taking and sociability. In different respect, overly high levels of confidence in language learning can have similar negative effects on language learning, hindering advancement in language proficiency as over-confidence, due to self-perceptions of high degrees of performance in oral/written communication or in positive socialization, can lead a language learner to believe that he or she has learned all there is to know about a language and lose sight of mastering higher complex linguistic skill in the SL. For example, an individual who sees that his or her skill level in the second language is superior to other SL learners who struggle with the SL, he or she might make substantial mistakes in grammar or comprehension, but remain completely unaware of their errors and thus not improve in the acquisition of the second language. Horwitz (1986) brings up an interesting concept regarding self-confidence by citing that language learning is a profoundly unsettling psychological proposition because it directly threatens an individual’s self-concept and worldview. A bold statement, but it does indicate that language learning, as a whole, can be a major contributor to variable self-confidence levels based on how each individual interprets their learning in terms of culture, grammar, or any other related language learning aspect. Variable self-confidence levels in second language learners are profoundly impacted by a complex set of individualised variables that it would be difficult to label each and every possible contributor to self-confidence levels. Simply recognising self-confidence levels in SL learners as a result of language learning and of anxiety opens a variety of potential research methods to begin measuring cause and effect of variable self-confidence. Instructor-Learner Interaction and Classroom Procedures Young (1991) asserts that a learner’s beliefs about language learning can contribute to the psychological anxiety in students. Skills such as proper pronunciation, depth of vocabulary, and fluency may vary in importance for learners in relation to second language learning. Similarly, Horwitz also studied the effect of various learners’ perceptions to language learning. In fact, Horwitz reports that a number of foreign language students in his study may have unachievable personal goals and misconceptions about language learning. For example, a few respondents expressed their optimism in achieving native-like fluency in the second language in two years of study, while others expressed their belief that language learning is tantamount to learning how to translate. Clearly, these idealistic beliefs contribute to language anxiety, more evidently when their beliefs and reality clash. A very good example would be the overly optimistic goal of beginners to achieve native-like fluency in the target language in two years. Over time, the students would naturally tend to get frustrated to find the reality of their imperfect pronunciation even after a lot of practice. On the other hand, an instructor’s beliefs about language teaching can also be a source of anxiety among second language learners. The manifestations of instructor’s belief can more clearly be seen in the methodology or approach in which an instructor conducts the second language class. For example, most instructors, who employ the Grammar Translation Method to teach English, will undoubtedly argue that the most fundamental reason for learning the language is to give learners access to English literature, develop their minds through second language learning, and to build in students the kinds of grammar, reading, vocabulary, and translation skills requisite to pass any one of the variety of compulsory tests necessitated in educational institutions. These instructors often emphasize on the strict rules of grammar syntax and proper form in sentence construction. While the teacher believes that his role in class is to constantly test and correct student’s errors, some of the students might develop anxiety over their class performance. On the other hand, some instructors may choose to employ a different methodology in language teaching. Some instructors may choose to use Total Physical Response method for learners to enjoy the sessions and create a less stressful environment for the students. Practitioners argue that recreating the natural process for children first learning their native language will facilitate the learning of the second language in the same way. More importantly, it asserts that language learning method involves a substantial amount of listening and comprehension with a mixture of various physical response such as smiling, reaching, and grabbing. Thus, the aim was to lower the affective filter in order to accelerate language learning among students. Taking into account the beliefs of both learners and instructors as well as the sources of language anxieties felt by students in a classroom setting, it is also important to look into the dynamics of the learning environment. Hadfield (1992) has identified seven traits of a good classroom dynamics as shown in Table 1. Table 1: Traits of Good Classroom Dynamics 1. Student groups are cohesive and have a positive, supportive atmosphere. Group members are interested in each other and feel they have something in common. 2. The members of the group are able to compromise. They have a sense of direction as a group and are able to define their goals in group as well as individual terms. 3. Group members are not cliquey or territorial but interact happily with all members of the group. Members of the group listen to each other and take turns. 4. Individuals in the group are not competitive and do not seek individual attention at the expense of others. Members cooperate in completing tasks and are able to work together productively. 5. Group members are able to empathize with each other and understand each other’s points of view even if they do not share them. The members of the group trust each other. 6. The group has a sense of fun. 7. Group members have a positive attitude to themselves as learners, to the language and culture being studied, and to the learning experience. Interpretation of Educator Beliefs on Language Learning Many paradigms and principles in mentioned in existing literature in teacher cognition are generally by nature unobservable and researchers have defined such principles differently. Freeman defines the categories in teacher education as â€Å"knowledge, beliefs and perceptions that shape what the teachers know, and therefore what they do in their teaching. † The keywords in Freeman’s categorization would be knowledge, beliefs and perceptions. These keywords would therefore define the scope of the teacher’s competency in relation to language teaching. Ellis (2006) would further refine the three words to discuss the teacher’s biographical experience and how it contributes to their professional knowledge. Ellis (2006) proposes â€Å"knowledge, beliefs, and insights† as refinement of the Freeman’s categorization. Knowledge (cited after Woods by Ellis) would be related to facts and the â€Å"things we know†. Beliefs refers to the instructor’s â€Å"acceptance of a proposition †¦ for which there is an accepted disagreement. † Ellis further elaborates on this irony as â€Å"ESL students need explicit focus on grammar as well as communicative practice. † Lastly, insight would relate to the instructor’s â€Å"personal practical knowledge: knowledge which is experiential, embodied, and reconstructed out of the narratives of a teacher’s life†. Ellis (2006) further elaborates insight as â€Å"an understanding gained from personal experience that allows us to see how previously understood realities could be different. It illuminates something previously unseen, makes sense of something previously incomprehensible, or lends a new perspective on something taken for granted. † Conclusion Different language experiences will result to rich and diverse insights, which can be very useful to second language teachers. However, there is yet to be a methodical study of a knowledge database of the learning experiences of English second language teachers. Formal education would require and ensure teachers are equip with the knowledge about phonology, grammar syntax, bilingualism, and motivation and methodology, etc. In addition, beliefs about the theories within language learning are also formed in the process as teachers develop a technique or approach in second language teaching. More importantly, teachers gain insights from the personal experiences, particularly in teaching second language. These insights are gained from reflection and recognition the complex, interwoven, rich, and diverse nature of what teachers â€Å"know†. The contents of this teacher booklet all aim to give the SLA teacher some insight into the areas in which he exerts significant impact. If taken to heart, he will indeed be able to make a dent in language learning by lessening the anxiety of his students and increasing their self-confidence. References Chang, Y. S. , Horwitz, E. K. and Schallert, D. L. (1999). Language Anxiety: Differentiating Writing and Speaking Components. Language Learning, 49 (3), 417-446. Cummins, J. (2000). Immersion education for the millennium: What we have learned from 30 years of research on second language immersion. Retrieved on October 23, 2007 from www. iteachilearn. com/cummins/immersion2000. html Ehrman, M. E. , Leaver, B. L. & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31 (3), 313-330. Ellis, E. M. (2006). Language learning experience as a contributor to ESOL teacher cognition. Teaching English as Second Language or Foreign Language, 10 (1). Gardner, R. C. & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, Mass: Newbury House. Hadfield, J. (1992). Classroom dynamics. Oxford: Oxford University Press. Horwitz, E. K. (1986). Student effective reactions and the teaching and learning of foreign languages. College of Education: The University of Texas at Austin, Texas. Horwitz, E. K. , Horwitz, M. B. & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70 (2). Huang, J. (2004). Voices from Chinese students: Professor’s use of English affects academic listening. College Student Journal, 38(2), 212-223. Hyltenstam, K. (1992). Non-native features of near-native speakers: on the ultimate attainment of childhood L2 learners. In R. J. Harris (ed. ) Cognitive processing in bilinguals, 351 367. Amsterdam: North-Holland. MacIntyre, P. D. & Gardner, D. (1994). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal, 79 (1). Skehan, P. (1989). Individual differences in second-language learning. London: Edward Arnold Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75 (4).

Synopsis Of Disney Disneyland Opening Day - 2642 Words

Lizzy Davis, Caitlin Madden, Jen Tymann Waugh 7 Annotated Bibliography Primary Sources: 1955 Disneyland Opening Day [Complete ABC Broadcast]. Youtube. N.p., n.d. Web. 11 Nov. 2014. http://youtu.be/JuzrZET-3Ew. It is easy tell that the opening day of Disneyland was a big deal, as the community of Anaheim, California awaits the opening of the gates. This video documents that magical day, July 17, 1955. Alice and Wonderland Title Screen. The Encyclopedia of Disney Animated Shorts. N.p., n.d. Web. 27 Jan. 2015. http://www.disneyshorts.org/shorts.aspx?shortID=10 This photo is a cover photo for the short film., â€Å"Alice and Wonderland.† It was produced by â€Å"Laugh O Grams† around the 1920’s. Baby Photograph of Walt Disney. Historic Missourians. State Historical Society of Missouri, n.d. Web. 14 Jan. 2015. In this photo, Walt is pictured sitting in a chair wearing proper children s clothing. This photo as no data, but it is assumed it was taken in 1902. Bambi Movie Poster. Movie Poster. N.p., n.d. Web. 29 Jan. 2015. https://www.movieposter.com/poster/MPW-19545/Bambi.html This is the original movie film poster from Bambi. Children Running. Designing Disney. N.p., n.d. Web. 31 Jan. 2015. http://www.designingdisney.com/content/grand-opening-disneyland In this photo, believed to be taken in 1955, is of children running into Disneyland, just upon its opening. The children and their families were lined up in excitement for this important event. Donald DuckShow MoreRelatedTeaching Notes Robert Grant - Strategy 4th Edition51665 Words   |  207 Pages, January 2001 77 9 Online Broking Strategies: Merrill Lynch, Charles Schwab and E*Trade 83 10 11 12 Emi and the CT Scanner [A] [B] 88 Rivalry in Video Games 98 Birds Eye and the UK Frozen Food Industry 109 1 CONTENTS 13 14 15 16 Euro Disney: From Dream to Nightmare, 1987–94 116 Richard Branson and the Virgin Group of Companies in 2002 125 General Electric: Life After Jack 131 AES Corporation: Rewriting the Rules of Management 139 2 Introduction This new edition of Cases inRead MoreContemporary Issues in Management Accounting211377 Words   |  846 Pagesconcerns facing modern organizations and present-day management thought as well as in the light of some of their historical dimensions. Other chapters deal with newly emerging concerns in management accounting, including network relations, digitization, integrated cost management systems, knowledge management pursuits, and environmental management accounting. Each chapter encompasses discussions of basic premises complemented by insights from modern-day practice, research, and thought. This approach