mohd ismail THEORY OF POLITENESS 1) Politeness is the good manner and behavior that is proper and that does

not o ffend others. It shows our consideration for others. We can show our politeness by greeting. At school, we say Good morning to teachers and classmates. 2) Face is the public self image that every adult tries to protect. 3) Positive Face refers to one's self-esteem, example, 4) negative face refers to one's freedom to act. exmaple, 5)Bald on-record strategies usually do not attempt to minimize the threat to the hearer s face, although there are ways that bald on-record politeness can be used in trying to minimize face-threatening acts implicitly. Example: Instances in which threat minimizing does not occur Great urgency or desperation: "Watch out!" Speaking as if great efficiency is necessary: "Hear me out:..." 6)Positive politeness strategies seek to minimize the threat to the hearer s posit ive face. They are used to make the hearer feel good about himself, his interest s or possessions, and are most usually used in situations where the audience kno ws each other fairly well. Example: Attend to H s interests, needs, wants: "You look sad. Can I do anything?" 7)Negative politeness strategies are oriented towards the hearer s negative face a nd emphasize avoidance of imposition on the hearer. Example: Be indirect: "Would you know where Ptaling Street is?" Minimize the imposition: "If It s not too much out of your way, just a couple of k ilometres." CONTEXTUAL ANALYSIS One of the benefits of contextual analysis is that we can identify the intention s, focus or communication trends of an individual, group or institution. For exa mple, the person could be sarcastically saying a sentence with the intention to insult. By saying good morning in the afternoon to a person who just woke up wit h the intention to be sarcastic. Through contextual analysis, we will be able to identify the intentions or focus of the individual so that we understand what t hey are trying to say. Another benefit of contextual analysis is that we can det ermine psychological or emotional state of persons or groups. For example, if th e person is feeling sad or happy, we can know for sure through contextual analys is. Through this, it can help us create proper response so that an effective com munication can be achieved. Example, if a person is sad, we will try to respond in a more softer way so that we do not make the person even more sad. DISCOURSE 1) the students need to listen more carefully. This is because listening is the key of communication. The teacher can have listening games that requires student s to listen to acquire information. Students also need to ask questions. One of the biggest pitfalls in communication is making assumptions about the message be ing sent. If the students do not understand, the teacher must encourage them to ask questions in order for them to fully understand the meaning and not getting the wrong message. This will help them to communicate effectively. 2)The definition of context is the circumstances that form a setting for an even t, statement or idea and in terms in which it can be fully understood and assese d. context clues are words and phrases in a sentence which help you reason out t he meaning of an unfamiliar word. Oftentimes you can figure out the meanings of new or unfamiliar vocabulary by paying attention to the surrounding language. 3)context involves the speaker, hearer, setting(place & time), topic, event, pur pose and channel ( writing/speech) 4) reiteration and collocation 5)collocation is the way in which particular words tend to occur or belong toget her.

1. adverb + adjective Invading that country was an utterly stupid thing to do. We entered a richly decorated room. Are you fully aware of the implications of your action? 2. adjective + noun The doctor ordered him to take regular exercise. The Titanic sank on its maiden voyage. He was writhing on the ground in excruciating pain. 3. noun + noun Let's give Mr Jones a round of applause. The ceasefire agreement came into effect at 11am. I'd like to buy two bars of soap please. 4. noun + verb The lion started to roar when it heard the dog barking. Snow was falling as our plane took off. The bomb went off when he started the car engine. 5. verb + noun The prisoner was hanged for committing murder. I always try to do my homework in the morning, after making my bed. He has been asked to give a presentation about his work. 6. verb + expression with preposition We had to return home because we had run out of money. At first her eyes filled with horror, and then she burst into tears. Their behaviour was enough to drive anybody to crime. 7. verb + adverb She placed her keys gently on the table and sat down. Mary whispered softly in John's ear. I vaguely remember that it was growing dark when we left. reiteration means either restating an item in a later part of the discourse by direct repetition or else reasserting its meaning by exploiting lexical relation s ( to say something again) example: there is a girl playing with the spider the girl is going to scolded by her mother if she does not stop. (same word) the gal is going to be scolded by her mom if she does not stop. (synonym) the child is going to be scolded by her mother if she does not stop. (super ordi nate) the idiot's going to be scolded by her mother if she does not stop. (general wor d) Suhailah FORUM 4 . There is a difference between simulations (where students act out real-life situ ations, for example the student checks in at the airport , but students do play the mselves) and role plays where students take on different characters. In a role p lay, for example, one student may be asked to take on the role of an angry landow

ner in f a new ative . be able

a role play which is concerned with discussing the possible construction o road. Another may be asked to play the role of the road company represent Role plays will thus require more imagination on the part of the student to to get into the role.

Example of roleplay Example of simulations FORUM 2

Supiah 1)school songs usually have words of encouragement and words of confidence in wh ich students can relate to them This where students will learn to strive to succ ess because they respect and honor their school. if the students sang the school song, they could practice the words contained in the song itself. The song is s ang at assembly where students would practice singing and also know the meaning of the lyrics of the song. Thus they will be able to absorb some of the positive values contain in the song. 2)this is true because school is where usually students are mold into better ind ividual., if the students are not baik di skolah, there is no guarantee that the y will be better once they enter the society, this is because in my opinion, stu ednts usually bring upon their attitude and personality from school where this b ecome their individuality. therefore, if the students is naughty or often gets i nto trouble, or rejects moral education or religious, this will soon be their pe rsonality. 3)in my opinion, the school could cure the society;s ill by running morall educa tion because school is where students can find their true identity or even find oneself. for example, in moral education teaches respects in many aspects, such as towards a person, parents or even environment. in islamic education subjects, there are teachings where students should not take other people stuffs, or do b ad things because it's a sin., through this, student would learn the right and w rong things therefore, the ilness in society can be cured. 4)through my perspective, teacher that is motivated and persistent in any subjec t regardless moral education would be able to achieve anything. if a teacher bel ieve on himself, he would able to build students characters as students are more likely to be confident if the teacher himself is perisetent and mtivated, stude nts would listen to teacher that are able to relate themselves with the themes o r topics in moral education, threfore students would have more trust in the teac hers. and this would create a bond that is poweful enough to overcome the negati ve attitudes in a students ZAINURIN

FORUM 4 1) the activity or process of gaining knowledge or skill by studying, practicing , being taught, or experiencing something : the activity of someone who learns. Usually we know wether someone has learned something that we taught is by asking questions or conducting a test. The concept of learning is to describe how info rmation is absorbed, processed, and retained during learning. Cognitive, emotion al, and environmental influences, as well as prior experience, all play a part i n how understanding, or a world view, is acquired or changed, and knowledge and

skills retained. 2)a way of learning remotely without being in regular face-to-face contact with a teacher in the classroom. Operationally, distance learning is conducted using Voice-centered technology, s uch as CD or MP3 recordings or Webcasts, Video technology, such as instructional videos, DVDs, and interactive videoconferencing, Computer-centered technology d elivered over the Internet or corporate intranet. Conceptually, the methods used are appropriate to the teaching tasks, there is student-teacher interaction, an d the teachers provide students with appropriate and timely feedback. It also fo cuses more on student-centered approach. 3)e-learning is learning conducted via electronic media, typically on the Intern et. Conceptually, it is electronic learning, and typically this means using a co mputer to deliver part, or all of a course whether it's in a school, part of you r mandatory business training or a full distance learning course. Operationally, 4) There is no difference between those three. The only difference are the capit alism and the term. --------------------------------------------------------------------------------------------------------------------------------------------------------------------------Courseware is educational material intended as kits for teachers or trainers or as tutorials for students, usually packaged for use with a computer. Courseware can encompass any knowledge area, but information technology subjects are most c ommon. Courseware is frequently used for delivering education about the personal computer and its most popular business applications, such as word processing an d spreadsheet programs. http://whatis.techtarget.com/definition/courseware http://www.needs.org/smete/public/about_smete/publications/FIE05/FIE_bestpractic e_15.pdf http://perlinguam.journals.ac.za/pub/article/viewFile/357/394 Good courseware The learner should be actively involved in the learning process via interactionw ith the courseware and other learners. Courseware should respond appropriately and meaningfully to learner actions and enable the learner to control his/her own pace and mode of learning. Learning should be integrative and transferable.The learner must be able to dem onstrate or apply the concepts in meaningfulways and must be able to transfer t hat knowledge beyond what is specifically covered in the courseware.The content be apropriate for the intended learning objectives and audiences. Poor courseware Audible response to student errors:When a student makes an error the computer sh ould not announce it to allthe other students in the room by emitting a sound.Al so,when a student makes an error,instant feedback is very important. Any sound that cannot be controlled:Sound can be effective for motivation, or re ward. Constant repetition of the same sounds can become boring. Technical problems:A program should run smoothly and without errors. Inadequate technical instructions: Instructions should be clear and appropriate for a student's reading level. A student should not have to guess or determine b y trial and error how to operate a program.