The Importance of Letters - 965 Words

In a period before telephones or cheap fast transportation, letter writing was very important to many families of Jane Austen’s day. Many 18th century literary works were in the form of a series of letters between the characters, such as Pride and Prejudice, this is written in epistolary form. Letters were the main form of communication between people, either near or far. In case of emergency, if the sender could afford it, the letter could be sent by a private messenger on horseback or by coach. In Jane Austens day, there were no envelopes, or postage stamps, and the envelope mentioned in connection with Caroline Bingleys letter and Darcys letter was merely another sheet of paper folded around the rest. It was the recipient, rather†¦show more content†¦Darcy shows his true feelings when ending his letter to Elizabeth too, ‘God bless you’, this is a kind and gentle ending to his letter that has been full of emotion and explanations for his actions. After reading Darcy’s letter Elizabeth is stunned and she begins to understand Darcy a little better as she started to think he was rude and arrogant, Elizabeth is ashamed that she judged Darcy without thinking about how he was feeling. This particular letter was hand-delivered to Rosings by Darcy himself, this conveys the love he has for Elizabeth and just how much he cares about her and was upset when he hurt her feelings even when she was to blame too. Public letters are widely used through Pride and Prejudice when the subject is of great urgency. The letter from Mr Gardiner to Mr Bennet announcing the settlement of negotiations with Mr Wickham is made public as it is read aloud for all to hear, ‘at last I am able to send you some tidings of my niece,†¦ Mr Wickham’s circumstances are not so hopeless as they are generally believed to be†¦ my niece should be married from this house’, the announcements from this letter cause uproar in the Bennet household as Lydia is ruined because she has married Wickham and the Bennet’s know this, however some ofShow MoreRelatedThe Importance Of Writing A Letter998 Words   |  4 PagesAspirations to the back envelope and read the letter they wrote to themselves as new members. If seniors did not receive Aspirations as part of their New Member Experience, skip this section. After they have read their letter, ask them to find a partner to share one or two insight s they have from reading their letter. PowerPoint Slide Four 10 Minutes IV. To Myself as a 25-Year Alumna Ask seniors to open Aspirations to the back page and write a letter to themselves as a 25-year alumna. If seniorsRead MoreThe Importance of the Two Letters Written to the Thessalonians1731 Words   |  7 Pagespersecution from a mob of Jews that led to the officials of the city getting involved. This persecution resulted in Paul, Silas, and Timothy to leave Thessalonica and causes Paul to write the letters. The two letters written to the Thessalonians are considered the oldest Christian documents in possession. The letters actually do not have very established themes within them, however they are still important. They have been used for scholastics and development of Pauline theology. While there is no hardcoreRead More The Importance of Letters in Jane Austen’s Pride and Prejudice1719 Words   |  7 PagesThe Importance of Letters in Jane Austen’s Pride an d Prejudice To reveal how useful the letters are in ‘Pride and Prejudice’, we need to look at the history behind letter writing. Jane Austen’s novel, ‘Pride and Prejudice’ was written in 1813. The main form of communication then was by letters. However, they did not have a Central Postal system that we have today, where if you want to send a letter or parcel urgently then it could arrive within a few hours, instead they had their mailRead MoreEssay on The Importance of Pearl in Hawthornes The Scarlet Letter1832 Words   |  8 PagesThe Significance of Pearl One of the most complex characters in The Scarlet Letter is Pearl, the illegitimate daughter of Hester Prynne and Arthur Dimmesdale. Throughout the story, she develops into a dynamic individual, as well as an extremely important symbol. Pearl is shunned from society because of her mothers sin. She is a living representation of the scarlet letter, acting as a constant reminder of Hesters sin. Hawthorne uses vivid descriptions to characterize Pearl. She is first describedRead More The Importance of Jane Austens Letters in Pride and Prejudice3360 Words   |  14 PagesThe Importance of Jane Austens Letters in Pride and Prejudice In Jane Austens Pride and Prejudice letters are used to indicate a change in direction of the plot or to form narrative crisis points. Jane Austen successfully weaves her letters into the natural narrative of the dialogue and description. It is suggested that Jane Austen developed her epistolary mode of writing from many other 18th Century authors such as Samuel Richardson, whose novels are written completely Read MoreThe Function and Importance of Letters in Jane Austens Pride and Prejudice1272 Words   |  5 Pagesand Importance of Letters in Jane Austens Pride and Prejudice Introduction In her classic novel, Pride and Prejudice, Jane Austen describes the tribulations of Elizabeth Bennett, one of five sisters, as she struggles to navigate the social mores and values of early 19th century England. During this period in history, correspondence was almost entirely through written letters but the postal system in London made deliveries a dozen times a day, meaning that it was possible to write a letter in theRead MoreThe Importance Of Mistress Hester Prynne In The Scarlet Letter725 Words   |  3 Pagesscaffold as townspeople scowl and judge, wondering who her lover is. The innocent town seamstress is a sinner in the eyes of the pure citizens. As Nathaniel Hawthorne’s Scarlet Letter continues, the residents notice Hester’s abilities when caring for her daughter. She also regains respect as the bearer of the scarlet letter, the emblem she wears that â€Å"takes her out of the ordinary relationships with humanity and encloses her in a sphere by herself† (Hawthorne 51). Mistress Hester Prynne is an exampleRead MoreThe Importance of the Truth in The Scarlet Letter by Nathaniel Hawthorne2022 Words   |  9 PagesThe main characters whose lies devastate the characters in the novel, The Scarlet Letter by Nathaniel Hawthorne, are Dimmesdale, Chillingworth, and Hester. Each character has once told a lie either about their character or identity. First, Dimmesdale is well-known in the community as a minister who gives sermons. But the townspeople do not know about the affair between him and Hester. He lies because he does not want to give up his reputation as a minister. The effect of him lying is that heRead MoreThe Importance Of Human Punishment In Nathaniel Hawthornes The Scarlet Letter1380 Words   |  6 PagesNathaniel Hawthorne’s The Scarlet Letter explores how the human condition and sin clash. Placing the characters in Puritan Boston, Hawthorne reveals the hypocrisy of a theocratic government, especially when it come s to punishment. Hester Prynne has committed adultery, a hideous sin which coincides as a malicious crime in such a government. The punishment consists of public humiliation branded on her chest until she dies. This type of government would lead anyone to despair, however, Hester does notRead MoreThe Importance Of Using Authentic Letters, Diaries, And Journals Of The Social Studies Classroom Essay1444 Words   |  6 PagesExplain the benefits of using authentic letters, diaries, and journals in the social studies classroom. Providing students with the opportunity to read and use authentic diaries, journals and letters from others, provides students with essential information. This type of information is real, from real people, with real stories. Upper elementary and middle school students can learn a great deal about social studies through reading the diaries. Journals, letters, and newspaper articles written during

Motivation of Nurses in Healthcare Free Essays

string(69) " survey involving 22 hospital systems and 5,176 Runs was circulated\." Nurses and the healthcare industry are having to deal with stressed and De-motivated employees, and never before has levels of Job satisfaction, stress and burnout been so high among nurses In the healthcare industry (Graham, 2006) . The aim of this Annotated Bibliography is to examine the motivation of nurses in healthcare, and specifically to find and study the different motivational theories which Improve levels of motivation among nurses. As stated by (Wham and Ogle, 2007) the question of how to improve the level of motivation in the healthcare industry is perceived to be at the heart of the contemporary health care management debate. We will write a custom essay sample on Motivation of Nurses in Healthcare or any similar topic only for you Order Now The study builds to show that motivation Is multidimensional and complex needing clearer definitions, If searchers and practitioners are wanting to influence behaviors to motivate others. Similarly, (Hugh, 1995) had the same conclusion that motivating staff to Improve Involves many Interlinking factors. Hugh, 1995) goes on to show that through training and continuing education a team’s confidence and capability are enhanced creating an environment which is essential to maintaining momentum of continuous Increases In staff motivation and enthusiasm for improvement. Likewise, (Lee, 2000) suggests that motivation Is gained by empowering nurses to become role models, to mentor and motivate others. Which in turn enhances employees’ motivation and professional development. The two articles (Wick. DOSS and Northman, 2009) and (Young. Albert, Apaches and Meyer, 2007) are similar in there approach by both identifying incentives to motivate employees. Both articles indicate a breakdown exists between nurse management and nurse practitioners with management not actively listening to nurse who express job stress and dissatisfaction. Both articles suggest flexible work schedules to improve levels of job satisfaction and individualized work incentives. Reference Externally, V. , and Satellite, E. 007) Improving motivation among health care workers in private health care organizations- a perspective of nursing 1 OF 7 personnel, Baltic Journal AT Management, 2(2), 213-224 Alma/ Purpose 10 explore ten experiences of nursing personnel, in terms of their motivation and satisfaction. To identify areas for sustainable improvement to the health care services they provide. Article Type Research Article( quantitative) and brief literature review Method Sample 237 registered nurse practitioners and 30 nurse executive with a 97% returning quota of questionnaires. Data Collection 2 week response time to return survey. 9 close ended questions divided into 11 evaluation parts. Data Analysis: in order to identify barriers to motivation 99 questions were divided into 11 parts based on: Social-psychological competencies Clinical expertise competencies Educational competencies Managerial administration competencies Activity environment Communication and collaboration Responsibility Results and encouragement Autonomy Self realization Activity purposefulness. Each question had two elements or responses to them either reflecting the external or internal motivators of each situation. A score was arranged between the responses Findings Findings were presented individually in 11 parts. Interestingly nurse practitioners and executives both believe personnel empowerment and motivation comes from continuing development and evaluation of personnel problems. Both didn’t foresee that the development of teamwork competencies and structuring of activity of scope of practice as affective ways of motivation. Conclusions The article concluded that with an increase demand for higher productivity, a changing health care systems and managed health care activity restrictions staff motivation is affected, with higher Job dissatisfaction and increased burnout rates. The research concluded that social factors influenced motivators: Motivation decreases when nurses aren’t empowered and not autonomous in activity. Motivation increases when nurses collaborate with physicians by parity. Results showed no difference between nurse practitioners and executives. Strengths Clearly written and articulated The authors is neutral in undertaking research and the viewpoints between nurse practitioners Ana nurse executives. I en autonomous plants toner areas AT research needed. The validity of the research paper can’t be questioned and is therefore a useful reference in future studies. Weaknesses The quality of nursing cannot be assessed in terms of performance referenced criteria, but only in terms of personal qualities displayed in that performance. The characteristics of the provided sample limited the results. Reference Hugh, K. 1995) Motivating staff through teamwork: process review and data display. Health management Journal. 21(4), 32-35. Aim/purpose identify interlinking factors to motivate staff, in terms of total quality management and team work in a healthcare setting. Article type Critique Approach Examines claims there are four interconnecting intervention factors which are essential to motivating staff are: Understanding the ps ychology of excellence in teams Establishing cross-functional quality improvement teams Understanding and reviewing processes of care and service Using data display to motivate. The article also uses psychology to understand total quality management and seeks to show how through teamwork staff become empowered in numbers and motivated. The author attempts to involve six issues which attempts to be a key determinate of staff motivation levels: Awareness of the employee trail Awareness of psychological issues Managing the existing culture of staff Increasing quality improvement attitudes in staff Integration of human resource management into operational teamwork Keeping jargon too minimum. Conclusion Describes four major factors which have practical implications, to motivate staff. The author points out that training and continuing education enhances team’s confidence and capability, and that these factors are essential to maintain momentum and increase staff motivation and enthusiasm for improvement. Strengths The strength of the paper is it is descriptive in nature, and provides the deader with numerous way to improve motivation of employees. Weaknesses The weakness of the paper is it use limited sources back up it claims. The author also appears to be bias in his approach drawing on his own experiences or opinions rather then using evidence based practice. Reference Wick, K. , Dols, J. , and Northman, S. (2000)What nurses want: the nurse incentives project. Nursing economics Journal. 27(3), 169-201. Aim/purpose To explore the relationship between specific factors, which can be managed or changed to improve motivation and Job satisfaction. The authors aims to show that nurse Job distraction, physician interactions, policies or autonomy are all related to staff motivation. Article type Research Method An anonymous survey involving 22 hospital systems and 5,176 Runs was circulated. You read "Motivation of Nurses in Healthcare" in category "Papers" Only 1 ,559 of the anonymous surveys were analyses. This study was designed to allow predictive modeling of a set of independent variables, by including incentives and disincentives, in relation to what causes nurses to be dissatisfied and unmotivated in their Jobs. An online survey was also conducted over a 3 month period using the hospitals intranet, staff were made aware of the online survey through use of flyers. The data collected from both surveys, were analyses using the perceived stress scale. This scale isn’t specifically for nurses and therefore isn’t clinical oriented. The scale is a simple 10 item scale, involves respondents to respond from a range of â€Å"never† to â€Å"very often. The ASS score ranged from 10 to 50. The data used was then compared the mean age of nurses involved and the ethnicity. Findings The article shows that the mean age of nurses involved in the survey is 42. 24 years, with 88. 5% of respondents being female. The ethic breakdown was 5. 3% African American, 6. % Asian, 70. 3% Caucasian, 16. 4% Hispanic, and 1. 3% listed other or no response. Conclusion The results were compared with the levels of staff dissatisfaction and stress showing a direct correlation between increased stress results in De-motivated staff and higher levels of Job dissatisfaction. The levels of dissatisfaction and De-motivation was also comparatively different between the generations, as well as the incentives which staff through the survey identified as means of improving motivation levels. The article recommends that to improve levels of motivation management needs to revive flexible benefits to help create a cohesive work environment. By regarding the role of incentives in designing an environment where benefits and perks will be seen as incentives to perform tasks promptly and thrive in the current nursing workplace. Strengths The strength of this paper is it draws information from a variety of sources increasing the reliability of the document. The data collected is presented statistically and clearly. By using a variety of methods it increases the validity of the paper. Weaknesses A low response rate of 30% could serve as a attention source of bias as some groups or hospitals maybe under-represented. Rather then present ways to improve motivation and levels of dissatisfaction, the article shows that levels of dissatisfaction and motivation are low. With high levels of staff indicating that they are unmotivated and stressed in there Jobs. Reference Lee, L. (2000) Motivation, mentoring and empowerment. The nursing management Journal. 1 (12) 25-27. Aim/purpose To define motivation, and to show that through empowerment and mentoring staff become more motivated to perform. Article type Meta-analysis of literature Approach The author uses the evidence presented by 7 well known nursing journals to define motivation as â€Å"that which impels or compels movement or action. † I en paper contributed to ten area Dye suggesting Tour stages to Deescalate motivation, mentoring and empowerment: Input: motivate employees. Process: mentoring to channel motivation to reach goals. Output: completed goals creates empowerment. Feedback: empowered nurse has greater self-esteem and competence. The article is based on nursing practice to improve quality of care and enhance understanding of the nurse leaders role in motivation, mentoring and empowerment. The article suggests taking a test to identify how one can implement motivation, mentoring and empowerment to encourage higher achievement, to identify characteristics of a successful mentor/protog relationship, and differentiate the stages of motivation, mentoring and empowerment. Conclusion The article shows how mentoring and empowerment of nurses gives nurses freedom to be creativity and to turn ideas into action. The article shows how current literature suggests that a creative climate in which employees can perform, become motivated in their work and are able to motivate themselves and others. The author states that motivation, mentoring and empowerment aren’t separate identities. The author shows how motivation and empowerment fuel mentoring. And that through mentoring protogs become empowered, which enhances professional development and motivation. Strengths The article in itself is motivation, encouraging researchers to become empowered and motivated and to think about think about other means to motivate others that haven’t been thought of before to contribute to this area of knowledge and research. Weaknesses The paper is limited and weakened by not using enough information from scholarly peered reviewed resources. , making very generalized statements. Reference Young, C. , Albert, N. , Apaches, S. , and Meyer, K. (2007) The ‘parent shift’ program: incentives for nurses, rewards for nursing teams. Nursing Economics Journal. 25(6) 339-344. Aim/purpose To introduce the ‘parent shift’ program as innovative model of attracting, retaining and motivating nurses to return into the workforce. The study aims to show how the parent shift nurse program decreases stress, improves time efficiency of full time staff and also improves motivation of involved staff and those that work with them. Article type Research (quantitative) Method The prospective, descriptive, comparative survey research study was conducted in a 1000+ bed hospital. The survey was anonymous and conducted over a 12 month period, and conducted on day one of commencement and 4 months after. This survey was also conducted in reference to the nursing management, who were given a salary survey wanly was contacted 4 months rater ten Implementation. I n data was summarized by mean and standard deviation. Nursing motivators were ranked on percentage and nursing management and URN roles responses were compared. Conclusion A brief literature review was conducted at the start of the article which found that in one study that those involved in the parent shift program that 98. % of respondents found the program extremely useful. And also found that in terms of nursing management it decreased overtime and burnout, and collaboration and team work was also enhanced among nurses. The literature review also stated that nurses motivation and retained in the workforce improved 41. 5% when the current employer accommodated their scheduling needs. In all areas it was found that nurse involved were less stressed, team work improved and URN cohesiveness improved. It was found that a supportive work environment, was created due to flexible working environment. Strengths The study suggests other areas to be improved upon if research is undertaken in the same field again. (program affects on teamwork, interruptions, models of care implementation, ability to meet non-patient care responsibilities and the dynamics of specific roles and responsibilities could strengthen the program). Weaknesses Large sampling size resulted in a generalization of results. Only operated for a short time. Other staff members working along side those involved in the program weren’t revered. And was identified as an important factor in continued program participation. The literature review which was conducted prior research was short and didn’t provide enough information. Conclusion This annotated bibliography highlighted many different opinions and studies related to motivating employees. The research into this topic supports the belief that employee motivation is related to empowerment, mentoring, continued education and autonomy within the workplace. Of the five articles in this annotated bibliography all come to the similar conclusion and finding . They analyses and viewed a sufficient number of studies and theories in the area of motivating staff in the healthcare environment. It can be concluded that motivation increases when nurses collaborate with physicians, the nursing profession is respected and recognized as autonomous and valued by themselves and other healthcare professionals. After analysis of the sources of motivation among nurses as shown through the respective annotations, it is evident that management needs to listen to employees and recognize when motivation is an issue in their unit and the incentives needed to re-motivate staff. How to cite Motivation of Nurses in Healthcare, Papers

What Are the Advantages and Disadvantages of the Internet free essay sample

This article also suggests some other useful tips for teaching phrasal verbs. Keywords: Phrasal verbs, Context, Song 1. Introduction A Phrasal Verb is a phrase which consists of a verb in combination with a preposition or adverb or both, the meaning of which is different from the meaning of its separate parts: ‘look after’, ‘work out’ and ‘make up for’ are all phrasal verbs (Koprowski, 2005). According to Trask (1993: 208) a phrasal verb is lexical verb â€Å"which consists of a simple verb combined with one or more particles† and whose meaning is typically unpredictable. And Phrasal verbs are two-or three-word idiomatic expressions, consisting of a verb and a particle or a combination of a particle and a preposition (Lewis, 1993; Darwin Gray, 1999). Phrasal verbs have been the source of frustration for learners of English. Many students talk about the difficulties they have using the phrasal verbs. Phrasal verbs are widely used by native speakers of English but they have been found to be difficult for second language learners to master (Moon, 1997; Kao, 2001). The subject of how best to teach phrasal verbs is still quite controversial. Although teaching of phrasal verbs has been daunting and difficult for teachers, and therefore tedious for learners, it is necessary to develop our students’ skills in understanding and using them. Since phrasal verbs are frequently used by native speakers both in written and spoken English, students need to be encouraged to learn them. â€Å"There is no specified way or a programmed manner in which a student can learn all the phrasal verbs, nouns, adjectives, and idioms. The authors observe that the only way to acquire such knowledge is by extensive reading and listening† (Al-Sibai, 2003). Avoid teaching phrasal verbs in alphabetical lists. â€Å"One big advantage of this method is that it is thorough and comprehensive. But, the problem with a long list is that it is one thing to memorize a phrasal verb and its meaning, but quite another to bring the phrasal verb into your active, everyday speaking and listening† (Dainty, 1992). Through this method â€Å"many students know the phrasal verb from a list, but then fail to use it or recognize it in their conversations with native speakers. Lists can be useful, but it may be difficult to transfer this knowledge from the written page to your active knowledge† (Dainty, 1992). And also avoid teaching phrasal verbs solely on the basis of the verb in them. For example, it would not be advisable to teach every phrasal verb that incorporates the word get in one lesson. The phrasal verbs taught this way have nothing else in common other than the verb in them, and it is very difficult to understand and retain the context of whole phrasal verbs in this way (Norman, 2010). How then are we supposed to teach phrasal verbs? 2. How to Teach Phrasal Verbs? Andrzej Cirocki, a proponent of the ‘text/ context method’, has a useful approach to teach phrasal verbs. He states that if we aim at teaching a few Phrasal Verbs to our students, we should present them in many different real contexts so as to enable them to deduce their exact meaning and to see whether they are transitive or intransitive, separable or inseparable. All these items can be noticed by the students if Phrasal Verbs are presented in authentic contexts (Cirocki, 2003). In his article ‘Teaching Phrasal Verbs my Means of Constructing Texts’ Cirocki explains his approach in the following way; asking students to read a text entitled Hotel Blaze Escape Drama in which a few Phrasal Verbs can be spotted. HOTEL BLAZE ESCAPE DRAMA E-mail: [emailprotected] com Published: June 1, 2012 Accepted: March 9, 2012 URL: http://dx. doi. org/10. 5539/elt. v5n6p114 114 ISSN 1916-4742 E-ISSN 1916-4750 www. ccsenet. org/elt English Language Teaching Vol. 5, No. 6; June 2012 At present it is not known how the fire started. It seems the fire, broke out in the early hours of the morning. The fire alarm went off at around 2. 00 a. m. It is thought it was set off by smoke coming from one of the bedrooms on the first floor. The fire spread quickly from the first floor to the second floor. The fire brigade were called in immediately and fire fighters were on the scene within 15 minutes, but by this time the hotel was already in flames. They fought the blaze and managed to get it under control, though it took them to hours to put the fire out. Through this method students are able to acquire phrasal verbs better because it is more productive and easier to learn phrasal verbs from a context. â€Å"Students are able to pick up the meaning of a phrasal verb from its context even though they have never seen it before† (Dainty, 1992). While reading Hotel Blaze Escape Drama students get to know new Phrasal Verbs whose meaning and function are explained in the context. Thus, they can be learnt in a natural way. The text constitutes a kind of a background for the new Phrasal Verbs and has been formed to serve as a context, through which new Phrasal Verbs can be presented and explained. However, this is not a genuinely authentic context. Having read such a text, the meaning of these Phrasal Verbs should be clear. If it is not, we should provide students with other contexts so that they could guess the meaning, which makes students remember new Phrasal Verbs much better. Not until then, could they make use of Phrasal Verbs in their own texts (Cirocki, 2003). Dina Al-Sibai states that in this method Cirocki proposes that students should be encouraged to read a passage where phrasal verbs are presented in real contexts and then deduce their exact meanings as well as determine if they are transitive or intransitive, separable or inseparable, etc. In this way, the context contained in the passage becomes a kind of a background formed to serve as a context through which new phrasal verbs are presented and explained. Employing such a technique, the meanings of various phrasal verbs should become clearer and easier to comprehend. If they are not, students must be offered other contexts so that they can try to fathom the meanings one more time, or even more (Al-Sibai, 2003). Cirocki maintains that to assure oneself that students understand the meaning of new Phrasal Verbs, teachers can move to the next stage, that is, fixing stage where the establishing of knowledge on Phrasal Verbs takes place. Having deduced meanings of Phrasal Verbs from authentic contexts, it is time to apply such types of exercises so that they could enable students to memorise them much better and also present them in new contexts. These exercises have nothing to do with creativity they are very useful, though. Before students begin constructing their own texts, they first have to work on simple exercises in order to fix new material. Afterwards, they may make use of it in their own texts. For instance, in this exercise students are asked to complete sentences with the appropriate Phrasal Verbs in their correct form (Cirocki, 2003). atch sb out; fill sth in; cut sth out; take up sth 1. If you want to lose weight, ___ potatoes, bread, and sweet things for a week. 2. The oral exam was difficult. The examiner tried to ___ (me) by asking some tricky questions. 3. My brother has___ karate. He trains three times a week. 4. Here are the visa application forms. You have to ___ (them) and return them to the con sulate. In this step establishing the knowledge of phrasal verbs takes place. Teachers are advised to construct fill-in-the-blanks exercises which can enable students to memorize such verbs faster and more accurately. These exercises help to memorize the meanings and utility of newly-acquired phrasal verbs (Al-Sibai, 2003). In his criticism of the traditional approached to teaching phrasal verbs, Thornbury suggests that â€Å"phrasal verbs are best learned on item-by-item basis, and preferably in short contexts that demonstrate their syntactic behaviour† (Thornbury, 2002: 125). According to Thornbury, phrasal verbs should be acquired like the rest of the lexis by providing meaningful context, exposure, and recycling. And Thornbury encourages teachers to provide texts that have high frequency of phrasal verbs in them. Kailani tresses that it is only through genuine practice that accuracy and effectiveness could be increased, regardless of the method or technique being adapted (Kailani, 1995). According to R. Wyss, if phrasal verbs are presented to students in lists that are void of real or relevant context, students will not be stimulated enough to learn them. He observes that learners need a meaningful contextual background in order to reinforce memory and sustain interest. He suggests that a practical solution for learners would be to deduce the meanings of phrasal verbs as they appear in reading passages (Wyss, 2002). Another exercise worth recommending is based on providing students with a particular topic and associating it with Phrasal Verbs. For instance; teachers may ask their students to write a letter to their friends talking about their problems with studying. While writing such a letter students have a possibility to make use of Phrasal Verbs of the following type: get down to, keep on with, take down, fall behind, put off, get through, catch up with and many Published by Canadian Center of Science and Education 115 www. ccsenet. org/elt English Language Teaching Vol. 5, No. ; June 2012 others (Cirocki, 2003). In practice Cirocki writes, it may look like this: Dear Paul, I have problems with my studies at school I find it difficult to get down to work in the afternoons and I cant concentrate on anything right now. I spend most of my time listening to CDs or watching TV instead of doing my homework. The other students in my class are much better than I am and I find it hard to keep up with them. I cant take down the important things my teacher says because I write very slowly. He has told me that Im falling behind with my lessons. Im not good at†¦ In order to make our students write fully authentic texts, the role of the teacher is confined to proposing an interesting topic. Nevertheless, teachers may also ask their students to make use of as many Phrasal Verbs as possible in their compositions. The main asset of such exercises is the fact that students write about things they are fond of and are really interested in. This enables students to apply long term memory, due to which they will be able to remember certain things for ever and make use of them in various speeches or essays (Cirocki, 2003). As Nuttall points out â€Å"we learnt most of our vocabulary by using it: meeting the spoken words frequently and in situations that we understand, we gradually assimilated their meaning† (Nuttall, 2005). Shelley Vernon suggests that phrasal verbs need to be learned in the same way as any other type of verb. Students need to learn the phrasal verb as a vocabulary item and also how to use it in sentences. It can help to learn meanings in one lesson and work on integrating the language in a different session. This anyway is helpful with lower levels so students are not overwhelmed. A fun game to use to teach the vocabulary side of phrasal verbs is Call My Bluff Definitions. Here you give each student a phrasal verb to look up in the dictionary and ask everyone to write down the true meaning plus make up two false meanings. It is good to set this for homework so as not to use precious class time. If you want to simplify have students write only two definitions, one true and one false. At the next lesson, Shelley maintains that, each student reads out the phrasal verb followed by the three definitions. The class stand up and listen all three definitions once. Then on the second reading students sit down if they think a definition is false and stay standing if they think it is true. Lets say the first definition is false and half the students sit down. All those sitting down are still in the game so those standing put their hands on the heads and sit down. They are out for this round. Those still in stand up again and the student reads out definition two. Those who have it wrong are out again and sit down with their hands on their heads. Those that are in continue until all three definitions have been read out. You then let those students award themselves a point. Now everyone is back in again for the next phrasal verb. If playing with adults you can leave out putting hands on heads. That is just a mechanism to prevent cheating, which children are possibly more likely to do than adults! (Shelley, 2007). Subrahmanian Upendran in his article ‘Teaching Phrasal Verbs Using Songs’ states that like teaching phrasal verbs many songs can be successfully employed to provide meaningful contexts for learning phrasal verbs. This will be illustrated through the use of the first four lines of the song Another Day in Paradise by Phil Collins. Procedure of this approach: Students were provided with incomplete lyrics. The students were given incomplete lyrics of the song Another Day in Paradise by Phil Collins and were instructed to familiarize themselves with it by going through it silently. Each line contained a blank, which they would be required to fill in as they listened to the song. Students were asked to fill in the blanks. After they had familiarized themselves with the lyrics, the next step involved was to expose the students to the song in small chunks of four lines each. Every segment was replayed several times, till most students were confident that they had written in the appropriate words. It was only when the students completed filling in all the blanks contained in the first stanza that any attempt was made to determine how correct or incorrect their answers were. Students were asked to volunteer information. Each of the blanks was taken up one by one and every student in the group was asked what word he/she had used in a particular blank. (Since my focus here is on the teaching of phrasal verbs, Ill confine myself to the first blank in the song, which completes the phrasal verb calls out. The different answers provided by the students were put up on the blackboard. No attempt was made to weed out the incorrect answers at this stage. As all answers were being accepted, students enthusiastically revealed what they had put down. Some of the answers given for the first blank was (calls) out, on, off, and up. Students were asked the meaning of phras al verbs. 116 ISSN 1916-4742 E-ISSN 1916-4750 www. ccsenet. org/elt English Language Teaching Vol. 5, No. 6; June 2012 When all the students had volunteered information about the word they had inserted in the first blank, they were asked the meaning of each phrasal verb. What is the meaning of call out? What does call on mean? The meaning of each phrasal verb was discussed individually and when a student provided a definition, which everyone agreed on, it was put up on the blackboard. The participants were asked to use the phrasal verb in a sentence. Examples provided by the students were put up alongside the meaning. Students were provided with contextual clues. When the students were unable to define a phrasal verb, there was no attempt to provide them with one. Instead, the phrasal verb was used in a context and all students were expected to guess the meaning. For example, when the students were unable to define call off, the following context was provided. The class is over. Youre ready to begin looking through your notes in the short break before the next class. You have a test on that class. Suddenly a student runs into the classroom and shouts that the test is called off as the teacher has left to deal with a family emergency. You are overjoyed, and you throw your books back into your bag and rush to the playground to join the cricket game. The students were asked to determine the meaning from the context provided. Once the meaning had been arrived at, further examples of how the phrasal verb was used were provided. Johns appointment with the doctor was called off. The teacher called off the meeting. Students were asked to study the lyrics again. When the meanings of all the phrasal verbs had been figured out, the students were then asked to study the lyrics again and determine which phrasal verb was demanded by the context. If, for example, all students agreed on calls out, they were asked to provide cogent arguments why it couldnt be any of the other phrasal verbs that they had initially come up with. Some of the arguments put forward by the students were: people dont visit someone on the street, they can meet them accidentally, but not visit. The grammar does not permit call on. One can call on someone, but not call on to someone. Getting/providing such answers from/to students ensured that they not only remembered the meaning of the phrasal verb but also where and how it should be used (Upendran 2001). 3. Conclusion Phrasal verbs, one of the most important parts of communication, are frequently avoided by learners of English. One language skill is trying to infer the meaning of a new phrasal verb from the context. â€Å"It is safe to say that phrasal verbs, especially those commonly used ones, are very important components in effectively spoken communication, no matter in what kind of language community text it lies. From the angle of language learning for the sake of effective communication phrasal verbs should by no means be avoided† (Chen, 2007). How then are we supposed to emphasize phrasal verbs in English language teaching and learning? â€Å"Research has shown that texts and contexts can have a powerful influence on the students’ vocabulary growth. Learning words through such technique is along-term process in which meanings are slowly but steadily accumulated. The key here is to focus instructional attention on words that students have encountered in rich texts usually through reading, rather than from word lists that are void of context† (Al-Sibai, 2003). And in this article how to teach phrasal verbs effectively through context is studied. References Chen, Junyu. (2007). On How to Solve the Problem of the Avoidance of Phrasal Verbs in the Chinese Context. International Education Journal, 8(2), 348-353. Cirocki, A. (2003). Teaching Phrasal Verbs my Means of Constructing Texts. ELT Newsletter. Retrieved 2nd February 2011 from http://www. eltnewsletter. com/column/shtml Dainty, Peter. (1992). Phrasal Verbs in Context. Macmillan Education. Darwin, C. M. , Gray, L. S. (1999). Going after the phrasal verbs: An alternative approach to classification. TESOL Quarterly, 33, 65-83. http://dx. doi. org/10. 2307/3588191 Dina. M. Al-Sibai. (2003). Using the Balanced Activity Approach in Teaching Phrasal Verbs to Saudi College Students: A Review of the Literature. Kailani, T. Z. (1995). A Synthesized Pedagogical Methodology for English Classroom Interactions. International Published by Canadian Center of Science and Education 117 www. ccsenet. org/elt English Language Teaching Vol. 5, No. 6; June 2012 Review of Applied Linguistics in Language Teaching. Academic Search Premier Database. Kao, R. (2001). Where have the prepositions gone? A study of English prepositional verbs and input enhancement in instructed SLA. International Review of Applied Linguistics in Language Teaching, 39, 195-215. Koprowski, M. (2005). Investigating the Usefulness of Lexical Phrases in Contemporary Coursebooks. ELT Journal, 59(4), 322-332. http://dx. doi. org/10. 1093/elt/cci061 Lewis, M. (1993). The lexical Approach. London: Language Teaching Publications. Moon, R. (1997). Vocabulary connections: Multi-word items in English. In M. McCarthy (Ed. ), Vocabulary: Description, acquisition and pedagogy (pp. 40-63). Cambridge: Cambridge University Press. Norman, Leila. (2010). Teaching Phrasal Verbs to ESL Students. Retrieved 13th January from 2011 http://associatedcontent. com. html Nuttall, Christine E. (2005). Teaching Reading Skills in a Foreign Language. Oxford: Macmillan Education. Thornbury, Scott. (2002). How to Teach Vocabulary. Harlow: Longman. Trask, R. L. (1993). A Dictionary of Grammatical Terms in Linguistics. London: Routhledge. Upendran, Subrahmanian. (2001). Teaching Phrasal Verbs Using Songs. The Internet TESL Journal, 7(7). Retrieved 15th January from 2011 http://iteslj. org/Techniques/Upendran-PhrasalVerbs. html Vernon, Shelley. (2007). How to Teach Phrasal Verbs to ESL Students. Retrieved 12th January from 2011 http://teachingenglishgames. blogspot. com/2007/11/how-to-teach- phrasal-verbs-to-esl. html Wyss, R. (2002). Teaching English Multi-Word Verbs Is Not a Lost Cause Afterall. ELT Newsletter. Retrieved 5 January from 2011 http://www. eltnewsletter. com/back/March2002/art902002. html 118 ISSN 1916-4742 E-ISSN 1916-4750