High Blood Pressure :: Health, Cardiovascular Disease

Hypertension is viewed as perhaps the most noteworthy reason for dismalness, one of the principle driving foundations for cardiovascular illness, and social worldwide weight wellbeing hazard factor. Notwithstanding the significant expense weight to the worldwide wellbeing specialist co-ops. (referances) Information from World wellbeing organization2002, evaluated that hypertension was the reason for death for in excess of 7 million people each year , influencing just about one billion of total populace and answerable for 11% of all maladies trouble in modern nations.( WHO,2003) (BHFSD,2010).in mechanical nations hypertension assessed to be the situation of death for over 20% of men and practically 24% of ladies (WHO.2002b) Kearney et al (2005) revealed that in 2000, 972 million people were hypertensive which represent 26.4% of total populace, of which 333 million in created nations and 639 million in creating nations. It was influenced 26.6% of men and 26.1% of ladies of overall public. This examination predicts this number to take off by about 60% in 2025 to arrive at an aggregate of 1.56 billion. This height expected to be 9% and 13% in the two people separately. They found the most noteworthy pervasiveness pace of hypertension in ladies was in previous communist economies district while for men was in Latin American and Caribbean locale and the least commonness was in â€Å"other Asian and islands† area for the two people. Raised circulatory strain adds to (62%) of cardiovascular sicknesses, for instance it ascribes to 54% of stroke cases and 47% ischemic coronary illness universally ( (Lawes et al., 2008 eup fix), it likewise liable for half of cardiovascular breakdown trouble in world. Moreover the INTERHEART study assessed that having a hypertension was the purpose behind 25% of cardiovascular failure cases in both focal and Eastern Europe while it speaks to a similar explanation behind 22 % of Western Europe. People who have a raised circulatory strain are suspect to have respiratory failure twice more than normotensive. (Yusuf et al., 2004 or British heart stast) As far as handicap â€adjusted life-years, hypertension is come as a third reason after underweight and dangerous sex by influencing around 64 million. (Ezzati et al, 2002) .High circulatory strain was evaluated to be inferable from causing 9.3 % of inability in high pay nations and 5.6% of incapacity in center and low pay nations.

Education Booklet on School Visit to Marae

Question: Examine about theEducationfor Booklet on School Visit to Marae. Answer: Marae as a Critical Site of Learning Marea is a strict spot in New Zealand. It is a significant site to watch solid network relationship. Basically it is a position of the displaced people. It is, where they accumulate to examine different issues, commend network celebrations, and to say goodbye to any dead individual. The clan living in Marae is called Maori. As per ruler (2016), these individuals hold the conviction of carrying on with their very own existence inside their own arrangement of significant worth frameworks. Maoritanga is guided by these ideas and it diagrams their social personality. Gurley (2015) talked about, they trust in practicing their own language, rhetoric, social manners and qualities. They have restored their qualities and methods of reasoning. As per Jones (2016), Marae is a socially integrative spot encouraging personality, pride, and sense of pride of the individuals. The tanga and hui are the two networks living in Marae. These individuals have endure the impact of western human advancement . To comprehend different parts of indigenous learning and instructive framework, Marae is a noteworthy decision. One can accumulate information about language, rhetoric, schedule, different projects, and rules that they follow. Hepi (2015) talked about, during his adolescence, speech master Selwyn Muru tuned in to numerous extraordinary speakers. He watched those taking activities on lost land and standing up to hardships of rustic life. He was entranced by what he saw in his more seasoned ages. To think about the custom of speech, it is essential to visit Marae once. As per Rollo (2016), they expect a non-Maori individuals to comprehend these conventions and regard it to maintain a strategic distance from any circumstance of humiliation. One can say that meeting Marae is a social encounter for the guests. They become acquainted with about the lives of Maoris intently. The chose school was Peria School. It is arranged at 1430 Oruru Road of Peria in Marae. As examined by Kelderman (2014), it is a country school with 50 understudies along and 3 principals and 3 study hall instructors. They likewise have five regulatory and care staff. As indicated by Rewi (2013), it is discovered that the school is an all around developed one with sufficient offices for the understudies. The instructors and the school specialists have guaranteed a top notch learning condition for the understudies. Every study hall has an intuitive whiteboard, a work area or PC for each youngster. Prior to discussing it in detail, first the excursion to the Peria School will be talke d about. Peria is a huge Maori town. Doubtlessly, all the Maorian culture is seen there. Shilliam (2015) talked about that the school was in the midst of slope and wonderful manors. It is discovered that each house was secured by the woods of peach trees. One can watch a Maori-constructed church and an internment place, a mail station and a flourmill while going towards the school. It was an unspoiled life. In the Peria School, one would watch the educator instructing understudies matured from eight to 50 including male and females. As per Ward (2013), there was a huge Whare Runanga or committee lobby at the focal situation of the school. Aikman (2015) talked about, the boss examine issues on Maori Nation inside this committee lobby. Their addresses are praised with fire, activity, amusingness, etiquette and respect. All these are extraordinary highlights of conventional Maori speech. Each morning and night strict petitions start with ringing of chime. Johnson (2015) referenced that there were study hall squares and a different organization territory inside the school. A shade house inside the ground produces tree seedlings available to be purchased. Zealand (2014) examined, in the wake of arriving at the school and connecting with the educators and specialists, it is discovered that those individuals invested heavily on their school and the open doors they accommodate the local underst udies. Indeed, even the guardians are effectively associated with their childs instruction through the open entryway arrangement of the school. It made them to take an interest in the exercises outside the study hall. Schedule, Programs and Guidelines 9 am 9:30am 9:45 Meeting at the Peria school of Marae. In the wake of arriving at the school, all visitors ought to collect at the school entryway. Each gathering ought to have a representative and a Kai or guest. This Caller should be female who ought to react at the inviting call. An old lady of Tangata Whenua invites the Manuhiri guests. This call capacities as consent for the guests to enter the Marae. Through the call, she likewise announces the region of the Marae to stay until all the conventions are practiced. Ruler (2012) examined, the words that they express spread four primary territories. These are as per the following: Welcome all guests Pay tribute to expired family members Recognize their innate heredity if conceivable Address the capacity of the Hui As examined by Aikman (2015), the guests should tune in to this call with extraordinary regard and afterward respond with words. Toward its finish, the older lady tends to the motivation behind the visit. These ceremonies are trailed by the guests section into the social event place, where they all seat. The speakers gathering will likewise sing a tune or Waiata. The span of this stage is long. All the customs end with the lifting of Tapu. The Tangata Whenua begins the projects organized the Hui. It incorporates Hangi or an exceptional sort of dinner. Moreover of all these, one would discovered great control and request in them. All understudies walk inside and outside of the school conveying their books at an expression of order. Next, they do their morning meal at eight am in the first part of the day and afterward live in school before the supper. Johnson (2015) talked about that all understudies are conveniently dressed. The school gives them essential books, which are protected in the crates. These youngsters are prepared to peruse and write in the local Maori language flawlessly. It is seen that the instructors direct the Maori language and they note down everything in detail with flawlessness. Jobs of Men, Women, and Elders in Transmitting Tradition from Older to Newer Generations All the ceremonies and customs that the Maori individuals perform are transmitted from more established ages to the new ages. As indicated by Gurley (2015), the two people play their parts in keeping up the conventional traditions. It is as of now talked about that the ladies go about as the fundamental Callers. Most older ladies do this in the interest of the Maori individuals. The guest from the guests bunch is additionally a lady. It is accepted that these ladies having past the time of childbearing, gangs the ability to wipe out every single negative impact of the guests or the Tangata Whenua. Notwithstanding, they are not permitted sit in the first line at the social affair place since they trust it would influence their ripeness. The men stay there and convey addresses. Indeed, even their spouses are banished from sitting with these men. Ladies sit in third or fourth column. These individuals have faith in securing their ladies. It is accepted that the talks of the men nullify every single negative impact. The custom of rhetoric is kept up with discipline. Ruler (2012) examined that the guys conveying addresses for the most part talk about their progenitors so that the more up to date age and the guests begin regarding the Maori custom. Be that as it may, the ladies sitting in different lines are given the duty to address the talks if there are any errors. It is the convention to report the missteps as boisterously as could reasonably be expected with the goal that everybody becomes acquainted with about the blue-green realities and the speaker feels embarrassed for his error. It is a message to the new age. Ladies are considered as the manager of the way of life. In any case, a portion of the Maori clan don't permit ladies to talk anything. Womens freedom to talk involves worry in Maori. As indicated by Shilliam (2015), in certain occurrences, Prime Minister Helen Clarke confronted issues talking in the Marae. Notwithstanding, aside from some ancestral networks, mastery over ladies by men isn't found in huge segments. Ladies are given the focal situation in Aotearoa language rejuvenation development. As indicated by Shilliam (2015), during 1970s and 1980s, the Maori ladies drove the dissent against land, language and sway. Mitra Szaszy, Eva Rickard, and Whina Cooper sustained this language renewal development. As per Gurley (2015), even ladies remained by the endeavors by men in the Womens Welfare League, established in 1951. Another example of anticipating ladies power in the Maori legislative issues was seen in 1950s in crafted by Dame Katerina Mataria. All the old individuals are regarded in incredible regard. In a more extensive family, they should assume different jobs. They are the main wellspring of information about the convention and history of Maori individuals. Along these lines, they play out all the traditions and customs in the greater part of the occasions. They go about as the gatekeeper driving the ages. They likewise assume the liability of sustaining kids. At whatever point the guardians take a shot at the fields and go outside for battling, these older individuals take care of their kids. The older individuals are answerable for offering answers for any issues. As per Rewi (2013), in Maori language they are called Kaumatua. One can watch numerous accounts and legends highlighting the job of kaumatua in their lives. The old ladies pass their insight into conventions and customs to the female individual from the new age. From the 1970s, the Kaumatua pads were worked by the Marae to keep these older individuals a func tioning piece of Marae people group. Shilliam (2015) talked about that the male individuals from the Marae people group assume the job of the pioneers. They engage in war and go to field for furrowing. All the Marae young men of more current age get familiar with the method of war and furrowing from their dads. The worth framework, control, and convictions sustained by the male individuals are transmitted to the more up to date ages. These male individuals are likewise specialists in hu

How to Write Essay Topics Using an Idea

How to Write Essay Topics Using an IdeaHave you ever wondered if you can learn how to write essay topics by going to a book that will teach you how to write essay topics? If so, I'd like to tell you that you can!It's not necessary that you read a book called, 'Tech Mahindra Essay Topics - Easy to Write and Learn to Make You Better at Writing Essays,' to learn how to write essay topics. In fact, there are lots of ways to learn how to write essay topics, from simple techniques to advanced techniques. Below are some of my top two techniques on how to write topic based essays.What is an Idea? When writing an essay, you will need to have an idea that you want to get across in your essay. An idea will take you a long way into the field of writing. Many people do not know what an idea is or how to begin to create one.Before we move on to how to write essay topics, it is important to understand what an idea is and how you can generate one. What is an idea? An idea is a new insight, idea, or thought that is not included anywhere else on the web.How to write essay topics using an idea is a great idea, but you will have to read through my book 'Tech Mahindra Essay Topics - Easy to Write and Learn to Make You Better at Writing Essays' to learn how to write one. You can also find many tips and techniques in this book.The second way to learn how to write essay topics is to start a topic that you do not want to finish. You can get it started and finish it later. You can also make it the main topic, but remember to include this in your books. The goal here is to use a technique called the chain reaction.If you have several ideas, you can go through them in a separate notebook and go back over them later. This will keep you from making your list too long. You can use this later as a resource for your writing process.You can also use a more advanced technique, which is the chain reaction, which uses a blog post, e-book, or book as a resource for your research. These should be di scussed in a separate essay topic.

About The Secret Life of Bees - Free Essay Example

Sample details Pages: 1 Words: 393 Downloads: 6 Date added: 2019/08/16 Category Literature Essay Level High school Tags: The Secret Life of Bees Essay Did you like this example? The novel The Secret Life of Bees is about a girl that is named Lily Owens and is living with her abusive father which is named T.Ray. Her housekeeper, Rosaleen, is a person who cares for Lily and is more of a craetaker to Lily. Lily plans to run away from T.Ray and get Rosaleen out of a hospital as she was hit in the head by a group of white men trying to register to vote. Don’t waste time! Our writers will create an original "About The Secret Life of Bees" essay for you Create order As the story in the novel continues, the author shows the relationship between Lily and Rosaleen in many ways. The author shows this in many ways, for example, Rosaleen is always caring and tender towards Lily, she also stands for up for Lily and herslef and was brave enough to do so against T.Ray but, thier relationship is also complex with each other in many different ways. Furthermore, in the novel, thier were many parts in the story that showed that Rosaleen is tender and caring towrds Lily, for instance, Lily says that I was the only one who knew that despite her sharp ways her heart was more tender then a flowers skin and she loves me beyond reason. This quote shows that Rosaleen is caring and it is also another use of flowers as a figure or image. Also, Rosaleen is very brave and protective when she has to. When Lily was 8, Rosaleen had given Lily a easter dyed chick, when T.Ray finds out, he had threaten to boil the chick for dinner. However, Rosaleen stands up to T.Ray and says There is worse things in the house than chicken poop. When she looked towards the chick then at him, she said You aint touching that chick. This goes to show that Rosaleen is capable of defending herself and other people she cares about. Another section of the novel that shows her braveness is when she meets 3 racist men when she was on her way registering to vote. In response to their comments, she scribbles her name in scuff juice on their shoes. This had caused her to land a blow coming from one of the men and be sent to the hospital but, this part of the novel showed that Rosaleen is bold and pasionate, in addition it also shows that she is not afraid to defend herslef.

Tips For Making A Plastic Bowl - 2319 Words

meringue topping Meringue making sends many otherwise good bakers into a tailspin when their lus- trous topping weeps (beads of liquid sugar rise to the surface) and deflates into a shriveled version of its initial glory. Here is a meringue that holds its shape and stays fluffy without weeping. The step of warming the egg whites and dissolving the sugar—which takes just a few seconds—before beating the meringue is its key to success. I like a generous topping, so this amount will cover any 9-inch pie in a thick, billowy layer. You will need an electric mixer to make it. Makes meringue topping for one 9-inch pie â…” cup egg whites (about 5 eggs)  ½ cup sugar  ½ teaspoon cream of tartar  ¼ teaspoon salt  ½ teaspoon vanilla extract Combine the egg whites and sugar in a large stainless steel or glass bowl. (I don’t recommending using a plastic bowl; it can hold a greasy film that will keep the whites from beating to full volume.) Set the bottom of the bowl over a pan of sim- mering—not boiling—water. Stir gently for a minute or two, using a spoon or your finger, until the sugar has dissolved and the mixture feels warm. Remove the bowl from the water and add the cream of tartar and salt. Beat at high speed until the whites stand in stiff peaks that droop just slightly when the beater is lifted. De- pending on the power and speed of your mixer, this will take 1 ½ to 3 minutes, more or less, but appearance is a better indicator than time. Beat in the vanilla.Show MoreRelatedBaking and Other Kitchen Tools and Equipment1047 Words   |  5 Pagessuitable for different types of mixing. 4. Scraper – this is a rubber or pliable plastic scraper used to remove sticky ingredients and mixtures from the sides of a bowl or measuring cup. 5. Measuring Cups – The standard set of measuring cups consists of two types namely: a. A graduated cup with fractions (1,  ¾, 2/3,  ½, 1/3,  ¼, 1/8) marked on each side. A measuring glass made of transparent glass or plastic is more accurate for measuring liquids. b. A series of flour individualizedRead MoreEco Friendly And Edible Silverware1156 Words   |  5 Pageswaste and keep our environment healthy, unlike plastic, which many products consist of. General everyday plastic is made out of one of Earth’s limited resources, oil. Oil takes up to three hundred million years to form. Also, oil based products that are not reusable, and end up in one of the world’s many landfills, which takes up to one thousand years to decompose. Oil based products also end being washed into seas or oceans, and overtime the plastic products can release poisonous toxins, harmingRead MoreEco Friendly And Edible Silverware1323 Words   |  6 Pagesreduce waste and keep our environment healthy, unlike plastic, which many products consist of. General everyday plastic is made out of oil, one of Earth’s limited resources. Oil takes up to three hundred million years to form. Also, oil-based products that are not reusable end up in one of the wor ld’s many landfills, which can take up to one thousand years to decompose. Oil based products also can get washed into seas or oceans. Over time, the plastic products can release poisonous toxins, harming wildlifeRead MoreHow To Make Macaron Franà §ais789 Words   |  3 Pagesmedium sized bowl sieve strainer and sift the mixture at least twice. Using a regular flour sifter may be more challenging because almond flour can cake under the sifting handle. Now it’s time to separate your eggs, when eggs are cold it is much easier to separate. Is another large bowl crack each egg slowly, you are only using the egg whites. Once the egg is cracked flip the egg from one half the egg shell to the other; keeping the yolk in the shells while the whites fall into the bowl. It is bestRead MoreShortcrust Pastry and Tarts1208 Words   |  5 Pages No matter what sort of recipe you use, shortcrust pastry has to be worked as quickly as possible and left to rest in the refrigerator before use. There are two methods of making shortcrust pastry: 1. Rub-in Method or Sablà ©e Method This method calls for rubbing sifted flour and salt into dices of cold butter with the tips of your fingers. When you get crumbly mixture without chunks of butter, add liquid ingredients and combine them quickly. With this method food processor can be used, which willRead MoreThanksgiving Day Essay912 Words   |  4 Pagesroutines, making sure to change into comfortable cooking clothes. The two quietly tip-toe down the stairs and walk to the kitchen. The thirteen-year-old girl, Anastasia, retrieves all the ingredients from the fridge and groups them by eight dishes that need to be made. Her uncle, Michael, pulls out all cooking utensils and cookware needed for the day. He tosses her a mixing bowl and she sets it aside, to tackle all of the vegetable chopping and peeling at once. She pulls her usual white, plastic cuttingRead MorePublic Speaking - 10-Minute Informative Speech on Making a Pizza Dough1208 Words   |  5 Pagespizza dough I know you had a chance to eat it. I’m even confident you had a chance at least once to arrange the toppings on one for yourself. But how about making an entire pizza right from the scratch? Yes, that includes the pizza dough - the very soul of every pizza! Now, how can I motivate you to consider this instruction of making a pizza dough as something you may actually put to use sometimes? I know this doesn’t really fit nicely into a standard picture of American way of life, especiallyRead MoreRecipe Of Cooking With Cinnamon1874 Words   |  8 Pagess because of you. but when it works, this kind of science can be absolutely scrumptious. Everyone could use a few good cooking tips, especially around the holiday season. One of the finest and possibly the best things you can do for your family is to create some fun little dishes that warm their hearts and tummies. This article will look at a few simple cooking tips that you can use to surprise your family. During the holiday seasons almost everybody has some leftover turkey. You ve made turkeyRead MorePersuasive Essay About Chocolate786 Words   |  4 PagesValentines Day. In this essay, I will explain how you can make your own chocolate Easter eggs in your home. Equipment and preparation part is the most crucial part. Go to craft store and pick up your favorite Easter egg molds (molds are usually made from plastic or silicone, not expensive), then follow these steps to make a delicious and decorative chocolate Easter eggs. In your first step, you should melt your favorite block of chocolate. You can choose dark and white chocolate together. Melting processRead MoreAnalysis Of Tomb Of The Warrior 2135 Words   |  9 Pageswhere the first piece of turned wood found in that area (â€Å"Brief†). The Etruscans were not the only people using the lathe in this time period (â€Å"Brief†). A bowl is the oldest artifact that has been discovered (â€Å"Brief†) The bowl was discovered before the sixth century (â€Å"Brief†) Throughout the years the lathe has been advanced. The earliest making of the lathe is from a known Egyptian wall relief carved in stone in the tomb of Petosiris dated some 300 BC (â€Å"King†). Middle Eastern and eastern lathes

Chicago Anti Gang Loitering Laws Essay - 1802 Words

Doing nothing is illegal: Milwaukee Anti-gang Loitering laws What does a gang member look like? We as a class were asked that question the first day of school to highlight our group naivetà ©s of what a gang member is. The class spouted of stereotypes of what the media has told us was the appearances of gang members, the clothes, tattoos, the walk, the ethnicity. We were not born knowing these stereotypes; we were taught by society that we should be careful of people who have these certain traits, like they were predators of our society. Society as a whole paints people whom they fear in a negative light, people generalize appearances as a common denominator of a person’s character. People who wear certain colors, wear baggy clothes, or Nike Cortez, for example, are generalized by society because it does not matter the socioeconomic or culture that inspires their expression, it is the fact that these supposed gang members appearance has a connection to gangs and thus anyone who wears it is a gang member. That is the issue with anti-g ang loitering laws, these ordinances breeds ignorance of communities, and generalizes individuals in it. These laws spout convictions, not by the crimes they commit, but the crimes that they might commit in the future. Loitering laws have been deemed controversial in the past, as they are criticized for their racial profiling, and their targeting of very specific individuals in a community. Milwaukee, Wisconsin in 2007 passed a loitering law thatShow MoreRelatedA Clashing of Opinions1297 Words   |  6 Pagesthe effectiveness of anti-loitering laws. Richard Willard shares his opinion that anti-loitering laws are effective tools that discourage gang activity in his essay, â€Å"Anti-Loitering Laws Can Reduce Gang Violence.† He asserts that alternative methods of punishing gang members only cause them to develop animosity for police that leads to more trouble. Alternatively, â€Å"Anti-Loitering Laws Are Ineffective and Biased,† an essay written by David Cole, presents the view that these laws are a form of discriminationRead MoreArgumentative Essay : Loitering By Gang Members Essay2118 Words   |  9 Pages6-32. Loitering by Gang Members. 1. DEFINITIONS: In this section: a. â€Å"Gang loitering† means remaining in any one place under circumstances that would warrant a reasonable person to believe that the purpose or effect of that behavior is to enable a criminal street gang to establish control over identifiable areas, to intimidate others from entering those areas, or to conceal illegal activities† (City of Milwaukee Ordinance). Over the years, cities have embraced new laws to protect citizens againstRead MoreRacial Profiling : Chicago 12 Essay3081 Words   |  13 PagesRACIAL PROFILING IN CHICAGO 12 Racial Profiling In Chicago Loyola University Chicago Introduction Racial profiling is a discriminatory act committed by law enforcement officials in which individuals are targeted and discriminated against based on race, religion, culture or any criteria which defines a person. Racial profiling is based around the suspicion of crime where officers turn to designated characteristics they believe to be associated with certain groups of peopleRead MoreWilliam Bratton and the Nypd12122 Words   |  49 Pages corruption, and unresponsiveness, followed by concerted cleanup efforts. In New York City, in particular, the history of policing is also a history of reform. Founded in 1844, the NYPD quickly became entangled with the city’s vice industries and gangs. Officers were notorious for taking payoffs from gambling establishments and brothels, extorting legitimate businesses, and harassing immigrants. Every 20 years or so a corruption scandal would arise, and the city would respond by appointing a commissionRead MoreGp Essay Mainpoints24643 Words   |  99 Pagessuch as Twitter threaten to make mainstream media a thing of the past †¢ But mainstream media adapting to suit the taste of consumers, still integral part of their lives Mainstream BAD: Comparatively slower in its dissemination of news †¢ Chicago Tribune, official website chicagotribue.com, posts instant news coverage before newspaper hit the newsstands following morning †¢ Many different perspectives on important events and issues †¢ Citizen journalists closer to their subject matter

Beowulf And Evil Problem Essay Example For Students

Beowulf And Evil Problem Essay The key to writing an epic poem is to show that there is a predominant hero who paved the way for a nation. This hero should be someone who shows qualities such as loyalty to his followers, bravery and courage just to name a few. Strophe 8 in Burton Raffels translation of Beowulf shows all of these qualities in Beowulf. Strophe 8 is the tail of Beowulfs first of three battles with deadly beasts. It starts out by telling the reader that Grendel is coming out from the marsh bearing Gods hatred394-395 revealing to all that Grendel comes from a hellish hole and is all that is evil. Little does Grendel know that this trip for prey shall not be as easy as the previous many. After devouring one man with ease, Grendel grasped Beowulf and found himself tobe at the mercy Beowulfs deadly grip. The battle through the beautiful hallof Herot proved to be successful when him who of all the men on earth was thestrongest(471-472) defeated the retched beast. Beowulf proved to all that hewould back down to no one. Any good battle can make a story exciting, and thatis exactly what the battle with Grendel does to this story. At the verybeginning of this strophe the reader is informed about Grendels living quarterssetting the mood in an evil tone. It is already known that Beowulf is the idealof good, thus setting up the ever-exciting battle of god versus evil. The battlewas so intense that the high halls rang, its roof boards swayed and Danesshook with terror(449-450). Such an intense battle is so enthralling that itis hard not to be enveloped in all the commotion. Grendel the beast who couldnot be defeated by any ordinary man whose hands were harder(434) and therewas nothing he could do about it. This great power Beowulf showed in the battletruly set him apart from all other normal men. The whole time I was reading thispart of the poem I was anxious to find the result of the battle. The translatordid an excellent job of capturing the parts of the strophe, which made it soexciting. The way it was described that Grendel snatched the first Geat drank the blood from his veins and bolted him down(421-425) shows how graphicthe language is in this poem making it much more exciting. I really becameinterested in the plot after this strophe because of the vivid and colorfulimagery that was used to describe the battle. Imagery is very important part ofcapturing your audience and this strophe did exactly that. When trying totranslate any type of literature it can be very hard to capture the excitementin the original work. When you have a specific point to get across it can bemuch harder, but in Beowulf is very clearly shown that Beowulf is loyal to hispeople, brave and courageous the true characteristics of a hero.

Racism in Dracula Novel Research Paper Example

Racism in Dracula Novel Paper Is Dracula a racist novel? Racist- 1. the belief that race accounts for the differences in human character or ability race is superior to others 2. Discrimination or prejudice based on race. (1) The above description of racism describes most of Bram Stokers Dracula novel. About a man moving to a different environment but finding out, that his presence is not welcome because of his differences. This is also the case in Richard Mathesons I am legend. Where one man is, the only human being left in the world and the rest are vampires. This story is the opposite of Bram Stokers novel Dracula. Even though Dracula tried to fit into the environment by reading up on it. The books were of the most Varied kind-history, geography, Politics, political economy, botany, geology, Law-all relating to England and English Life and customs and manners. (2) This shows that Dracula was so keen to fit in the English culture that he did not want to look different. This means he already knew he would face some racism once he moved. In I am legend Robert Neville never tried to adapt to the other kind. He wanted to kill them instead. Someday Ill get that bastard, he thought as he took a big swallow of the bitter drink. Someday Ill knock a stake right through his goddamn chest. (3) This shows the hatred between the two different people. The vampires in the I am legend have put so much rage onto Robert Neville that he does not come out at night because he is scared the different people, Come out, Neville! (4). This is in Roberts own area, yet in Draculas own country, he was obviously an important person, I will have to be away till the afternoon. Showing he is a busy person. By this Dracula is a very important person. We will write a custom essay sample on Racism in Dracula Novel specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Racism in Dracula Novel specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Racism in Dracula Novel specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He could be so important that some people are even scared of him. Jonathan Harker could see this through the gypsies he met. When I asked him if he knew Count Dracula, and could tell me anything of his castle, both he and his wife crossed themselves, and, saying that they knew nothing at all, simply refused to speak further. (5) Draculas appearance is also different to those in England. His face is described as: aquiline, with high bridge of the thin nose and peculiarly forehead, and hair growing scantly round the temples, but profusely elsewhere. (6) his mouth is described as rather cruel-looking. (7). So Draculas appearance is different, hardly seen at daytime and comes from another country, he is treated differently. In I am legend Roberts appearance is different form the vampires so. He was a tall man, thirty-six, born of English-German stock, his features undistinguished except for the long, determined mouth and the bright blue of his eyes. (8) this could be another reason, which the vampires are after Robert. He is the only one who still has his natural looks unlike the diseased vampires. While Draculas stay in England a woman named Lucy Westenra who sleep walks get found by one of her friends Mina Murray sitting on a bench with a dark figure with red eyes over Lucy. The Lucy becomes ill and pale and has two bite marks at her throat. Then after the illness she keeps on losing severe amounts of blood, finally dies, and becomes a vampire. Therefore, her own friends kill her. Yet, they blame Dracula because he is new in England and from another country, they blame him for the killings. However, they actually killed her. The doctor in Dracula had a client named Reinfield who predicted that the master (9) is arriving to England. Reinfield is attacked and killed. When I came to Reinfields room I found him lying on the floor on his left side in a glittering pool of blood. (10) From this death, they are convinced that Dracula had killed Reinfield. Even if someone did kill him, it could have been self-defence, because Reinfield has attacked before. When we closed in on him he fought like a tiger. He is immensely strong, and he was more like a wild beast than a man. (11) Dracula has been treated very differently when comparing to his own country and in England =, was so different that he had to flee back to his own home knowing that he was not welcomed there because of his differences. Dracula is being victimised. Earlier in the book when Jonathan Harker stayed round at Draculas early on, he is treated very differently in Draculas home than in his own, showing different people are treated differently in other cultures. In I am legend when Robert meets a girl thinking that she is another human being like him but the girl is affected by the vampire disease, only partially. She had to lead him to her people so he can be killed, this is because he is the only kind of person, I am legend (12) so they are scared of him, and must kill him. Robert Neville looked out over the new people of the earth. He knew he did not belong to them; he knew that, like vampires, he was anathema and black terror to be destroyed. (13) During the whole book if Dracula the hatred against Dracula grows against him because of his difference of appearance and culture. For all the murders in England, there has not been one with full 100% evidence that Dracula committed them. Yet is still blamed. Bram Stoker was Irish and this book is about English people treated and reacting to other cultures. This book could show the real England and the racism in England in the past. Robert Neville is the last man on Earth but he is not alone. Every man, woman and child on the planet has become a vampire, and they are hungry for Nevilles blood. (14) Bram Stokers Dracula is not the only novel showing racism in vampire stories, their a many films and other novels, such as the film From Dusk till Dawn, where the normal good guys are the Americans and the Mexicans are the evil vampires. From Bram Stokers Dracula and Richard Mathesons I am legend, it can be seen that not all countries are welcomed in different countries as Dracula and Robert Neville was treated differently in the different environments. Shiraz KHAN Is Dracula a racist novel?

Career Review Pharmacist essays

Career Review Pharmacist essays On the surface, daily routines of Pharmacists may appear to be rather simplified and involves little work hazard and responsibilities. As pharmacists dispense prescribed drug and medicine by doctors or dentists, they may provide assistance to those who seeks help with non-prescribed products. This is a correct yet very generalized view of pharmacist, this career interacts with many different industries. As an example, technology plays key role for pharmacist. Computer skill enables individual to make use of computer database constructed for patients ¡Ã‚ ¯ prescriptions, thus ensuring efficient service and preventing potential risks such as harmful drug interaction. Pharmacist has many affiliations other then just Doctors and its medical organizations; pharmacists are required in numerous fields for selection and use of drugs. This career branch itself out to many different opportunities such as research, education and training. Not just your neighbourhood pharmacist. This essay wil l explore many aspects of this profession, starting with job description. The typical tasks for the occupation of pharmacist and the relationship to required aptitudes are as follows. Their training and credentials allows them to handle general task like compounding and dispense of prescribed pharmaceutical products. Customer interaction on the selection and use of non-prescription medications often requires verbal and communication skills. Needless to say, they face many numerical challenges, thus mathematical prowess is more of necessity then asset. Visual perception receives extra attention as comparison and screening is exercised when preparing pharmaceutical compounds. Clerical organizational skill is demonstrated as they maintain medical profiles of customers, and to keep up with many different aspects such as registry of poisons, narcotics, and other controlled drugs. This occupation requires methodical, innovative, and directive interest because i...

Martin Luther King The World House Essay Example | Topics and Well Written Essays - 500 words

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Benefits of Subtitles in English Learning

Benefits of Subtitles in English Learning CHAPTER I INTRODUCTION 1.1 Background All through the years, there has been an increasing emphasis on teaching English as an instrument for communication, and technology has played a critical function in facilitating authentic communication. The movement of language teaching objectives and practices has changed from the printed word and knowledge of language systems to the use and communicative value of the spoken language in the everyday setting (Vanderplank, 1993). In a sense, the efficacy of multimedia has drawn great consideration and is presumed, under the theory of adding an additional channel of media to send out a message, to significantly improve communication and comprehension (Dwyer, 1978). Multimedia technology (like TV, computers, networks, emails video cassette recorders (VCRS), compact disc ready-only memories (CD-ROMs) and interactive multimedia) aids the teaching technique of integrating real-life situations with the target language into the language classroom. In this meticulous setting, learners slowly expand their language acquisition by being exposed to the authentic environment of the target language. According to one of the most outstanding theories of second language acquisition, Krashen (1985) proposed that learners can learn a large amount of language unconsciously through ample comprehensible input. The Input Hypothesis, stated by Krashen, argues that the use of a target language in real communicative environments and the stress on rich comprehensible input by exposing the learners to the target language in the classroom facilitate their language acquisition. In other words, language acquisition only happens when comprehensible input is suitably delivered. In this respect, language teachers struggle to employ a wide range of teaching techniques to make authentic situations and to promote learners language acquisition. Many researchers have presented strong evidence that multimedia (like computers, video, and TV) have helpful effects on language learning due to rich and authentic comprehensible input (Brett, 1995; Egbert Jessup, 1996; Khalid, 2001). Results of these studies demonstrated the significance of the use of multimedia develops learners language performance in reading, listening comprehension and vocabulary recognition. One survey study by the American Association of School Administrators showed that 94 percent of teachers and supervisors believe that technology has enhanced students learning considerably. Similarly, many English-as-a-Second Language (ESL) teachers concur that educational technology presents many possibilities for progressing students language proficiency, including their vocabulary, reading, listening, and speaking. Similarly, television programs and videos have created a place in the communication of information and are powerful apparatus in improving language teaching (Anderson Lorch, 1983). Both TV and videos communicate not only visually through pictures but also aurally throughout the spoken word, music and sound effects. The subtitle, a key role on television and videotapes, is coordinated with the dialogue or narration of the programs audio track, expanding comprehension and understanding of TV programs and videos. Lambert, Boehler and Sidoti (1981) have asserted that the constant general movement indicates that information coming through two input types (e.g., dialogue and subtitles) is more systematically processed than if either dialogue or subtitles are presented alone. This result is in agreement with the dual-coding theory by Allan Paivio (1971), sustaining the usefulness of multiple-channel communication. In the same way, Hartmans (1961a) findings support the between-channel redun dancy theory which suggested that when information is redundant between two input sources (e.g., dialog and subtitles), comprehension will be superior than when the information is coming through one input form, (e.g., dialog). He also gave a description of redundant information as identical information from the visual and verbal stimuli. In this respect, Hartman completed that the benefit of the multiple-channel learning system is this: information coming from two information sources is more comprehensible than that through one. Information input through different sensory channels supplies receivers with additional stimuli reinforcement to guarantee that more complete learning happens. More explicitly, the additional stimuli reinforcement helps out learners in systematizing and structuring the incoming information. However, a contrasting theory, the single channel theory proposed by Broadbent (1958), states that human can only process information throughout one channel at a time. This theory assumes that the decline of learning takes place if the information is received through two or more sources. The learning is delayed when the multiple-channel presentation of information is used in the teaching-learning process. Along with this contentious viewpoint between the single and the multiple-channel presentation, an awareness of and interest in the use of multimedia resources have been increasing, like the presentation of subtitled materials. Today, language learning has turned out to be more available by implementing multimedia with spoken information and full visual context, such as subtitles. For instance, subtitled videos representing words and pictures in an aural and in a visual form are more probable to activate both coding systems in the processing than words or pictures alone. The dual-coding theory proposed by Paivio (1971) suggests that when pictures are added to the meaning, the number of signals connected with the message increases. Viewers then will be more probable to keep the message in mind. Therefore, the results of the past research appear to sustain the aspect that the use of subtitles causes multi-sensory processing, interacting with audio, video and print mechanisms. These information input foundations get the process of language learning better, improve the comprehension of the content, and increase vocabulary by looking at the subtitled words in meaningful and stimulating circumstances. In addition , a lot of teachers consider subtitles shed some new light on a better way of using various multimedia in the ESL classroom. When subtitled technology appeared more than 15 years ago, many educators quickly saw value in exploiting its potential in helping students process language in a different way and effectively by means of the printed word. (Goldman, 1996; Holobow, Lambert, Sayegh, 1984; Koskinen, Wilson, Gambrell, Neuman, 1993; Parks, 1994; Vanderplank, 1993). 1.1.1 Subtitle Subtitles, which are English written subtitles on instructional English-as-second-language (ESL) videos in this study, are the written version of the audio constituent that permits dialogue, music, narration and sound effects to be shown at the bottom of the screen on most televisions. There are two kinds of subtitles explained in general terms: the open subtitle and the closed subtitle. Closed subtitles refer to the subtitles that are not automatically visible to the viewer; however can be viewed by turning on through use of a remote control or an electronic subtitle decoder. By contrast, open subtitles are visible to all viewers without turning them on with a remote control. Subtitling is not only the main function of the TV but a positive function of video tapes. Video tapes offer subtitling by those who specialize in computer workstations. To make subtitles visible, an electronic subtitle decoder is obligatory, that is easily attached to a television set. Although it is not avail able in some areas of the world, subtitling technology is broadly accessible and draws great attention in the United States. In 1990, the U. S. Congress passed the Television Decoder Circuitry Act requiring that all new televisions, thirteen inches or larger, be prepared with subtitle decoder circuitry. The function of the decoder circuitry is to receive, decode, and show closed subtitles from cable, DVD signals and videotape appropriately. With reference to this regulation, the consumer is no longer required to pay for a separate decoder, when in possession of an applicable TV set. Therefore, thousands of people in the U.S. have access to subtitles without any trouble by pushing the button on the remote controls (National Subtitleing Institute, 1989). However, available access of subtitles on foreign film videos is still restricted in other countries, such as Taiwan and Japan, where external subtitle decoders are necessary for viewing. Subtitleing was devised initially for the hearing impaired. The statistics on the number of decoders sold confirm that more than half were bought for the hearing impaired who assert that decoders are helpful to them. Increasingly, the use of subtitles has also augmented among the non-native speakers who are motivated to improve their language learning. A study by Hofmeister, Menlove, and Thorkildsen (1992) discovered that 40 percent of people other than the hearing impaired buy the decoders, such as foreign students. To be explicit, the motive for this phenomenon is that subtitles show words in a motivating atmosphere where the audio, video and print media help viewers comprehend the unknown words and meanings in their context. However, subtitles have a great impact on comprehension improvement of specific TV programs and improve English language learning progressively. For the benefits of the multimedia approach, ESL programs began to incorporate subtitled materials into the curricula to help ESL students language learning. The focus on teaching techniques and on means of optimizing students comprehension of the second language has been of great concern through this multimedia. Koskinen, Wilson, Gambrell, and Neuman (1993) stated that the subtitled video is a new and promising approach for improving students vocabulary, reading comprehension, and motivation. Other researches have been conducted to inspect whether subtitled TV and video improve or obstruct students learning. The results have indicated that subtitled TV and videos are helpful for the hearing impaired, ESL students and disabled students (Bean Wilson, 1989; Borras Lafayette, 1994; Ellsworth, 1992; Garza, 1991; Goldman, 1996; Goldman Goldman, 1988; Markham, 1989; Nugent, 1983; Parlato, 1985; Price, 1983; Vanderplank, 1991; Webb, Vanderplank, Parks, 1994; Wilson Koskinen, 1986). Despite a large number of studies suggesting/demonstrating the benefits of the use of subtitles for the hearing-impaired, language learners, and disabled students, similar studies on the use of English subtitles in English teaching are still limited in Iran. Thus, there is great scope for additional examination into the potential use of subtitled television videos to enhance language teaching to English-as-Foreign-Language (EFL) students. The design of this research elaborates mainly on the language learning achievements. This study adds to the aforementioned to investigate the exposure of target language input to students through the presentation subtitled videos. This research focuses on the absence or presence of 10 English subtitled ESL instructional video episodes for a period of five weeks as a primary variable in an experiment to help determine the conditions for the improvement of Iranian college students learning English as a foreign language in Iran. 1.2 Statement of the Problem Many people in Iran have problems when it comes to communicating with foreigners in English. In addition, to get information from the Internet, having a fair amount of English knowledge is required. That makes accessing information a problem for those with limited English language proficiency. In addition, those Iranian students who wish to study abroad, language is the main problem since they have studied in Farsi for all their educational life, and thus adapting to a non-Persian environment is consequently very difficult. Students in Iran, start learning the Basic English at their secondary schools, however the curriculum structure, is based on teaching grammar rather than oral skills; therefore, most students oral communication skills are limited. . Moloney (1995) states that the emergence of English in the global market has resulted in the current ardor for learning English in developing countries. The need for English in Iran is unique. English is not only a required course for Iranian students, but also required and tested as part of major entrance examinations in Iran. These mentioned issues are going to be considered in proposing subtitles in videos and English learning movie solution. 1.3 Objectives of the Study The purpose of this study is to investigate the effectiveness of subtitled videos in enhancing university students language learning in Iran [English as a foreign language (EFL)]. In the study, the term language learning represents two types of performances. The first is students content comprehension of a particular video episode, as evaluated by a Content Specific Tests (CST) and the second is to investigate the learners vocabulary acquisition. 1.4 Significance of the Study Teachers professional development activities always focus on those types of teaching strategies that help students improve along with their path of learning process. As the research has been designed to discover the effectiveness of presenting subtitles on the movies on vocabulary acquisition and content comprehension, it would be of much significance if confirmed that this strategy works. Generally speaking, it can also been resulted that the finding of this research also could be added to the body of language teaching, learning and use of multimedia technology knowledge. The findings of this study can be share with the curriculum designers, EFL/ ESL teachers for the technology to be implemented in the classroom, materials developers for English teaching 1.5 Hypotheses This study focuses on English language learners performance on the Content-Specific Tests (CST) of vocabulary, and content comprehension of videos with and without subtitles. The researcher tested each of the following null hypotheses as she controls the initial differences of the participants in their general English proficiency. Ho 1: There is no significant difference on the scores of the content comprehension subtest of the CST between subjects watching videos with subtitles and those watching videos without subtitles. Ho 2: There is no significant difference on the scores in the content vocabulary subtest of the CST between subjects watching videos with subtitles and those watching videos without subtitles. 1.6 Research Question 1. Does presence of English subtitles on the videos help learners improve their vocabulary significantly? 2. Does presence of English subtitles on the videos help learners improve their content comprehension significantly? 3. Does presence of English subtitles on the videos help learners improve their English language proficiency significantly? 1.7 Definition of the Terms The definitions are given here to make sure uniformity and understanding of these terms throughout the study. 1.7.1 Subtitle Subtitle is the spoken words designed for the deaf and hearing-impaired people helping them read what they cannot hear. The terms subtitles and subtitles are interchangeably used in this research and are described as the translations of the spoken words to the written with the identical language shown at the bottom of the screen. 1.7.2 Closed Subtitle A subtitle of spoken words viewed by a special decoding device installed in the television set or a special decoder machine. 1.7.3 Open Subtitle A subtitle of spoken words that always is printed at the bottom of the screen. 1.7.4 Content-Specific Test (CST) An instrument designed by the researcher for this study used to measure learners overall comprehension in terms of vocabulary and content comprehension of a particular video segment. The CST includes the two subtests: vocabulary and content comprehension. 1.7.5 Content Vocabulary The vocabulary that comes into sight from the particular video piece viewed by the subjects 1.7.6 Content Comprehension Content comprehension that focuses mainly on the whole story script and test viewers comprehension of the particular information shown in the video 1.8 Limitation of the Study The researcher encountered difficulty in access to the samples of all Iranian population of EFL learners since the country is very huge and the numbers of English learners are so many. It was very hard to control teachers inside-class activities based on the methodologies presented to them. Non-generalizability of the findings to all English learners, especially ESL learners is another which is because the research is conducted in an EFL (Iran) context. The last but not the least limitation is the material choice since there are various types of videos. Therefore, the researcher had to restrict the video to an instructional video, connect with English since it is both with and without subtitle available as well as being suitable for the proficiency level of the participants. 1.9 ORGANIZATION OF THE STUDY This study is divided into five chapters. Chapter I introduces the foundation for this research, the purpose of the study, and definitions of key terms used throughout the study to diminish potential misunderstanding. Chapter II presents a review of the literature of the use of subtitles. It starts with a theoretical review of the cognitive information processing relevant to the single channel theory and the multiple-channel theory, with focus on the cue-summation theory, the between-channel redundancy theory, the dual-coding theory and the capacity theory. It then keeps on with a discussion of the schemata theory, the Comprehensible Input Hypothesis by Krashen and the ACT Model by Anderson. Subsequently, the relevant major research on subtitles for the hearing-impaired, disabled, normal reading ability, and language learners is offered. Chapter III outlines the method of hypotheses testing formulated in Chapter I. It also includes the research design, followed by a description of the subjects in this study, the treatment materials employed, the testing instruments, the data collection procedure, and the details of the data analysis applied. In Chapter IV, the analyses are performed to reveal the research hypotheses are explained in detail, with the quantitative results of these analyses and an interpretation of the results. The final chapter, Chapter V, summarizes the findings of the study in light of research hypotheses and discusses the performance of the subjects and the results of the analyses shown in Chapter IV. The conclusion interprets the effect of subtitled videos on EFL students language learning in relation to their listening and reading comprehension and their vocabulary. To synthesize the conclusion of this study, pedagogical implications, the limitations of the study and further research are presented. CHAPTER II 2 REVIEW OF LITERATURE 2.1 Cognitive Processing Theories In many communities around the world, competence in two, or more, languages is an issue of considerable personal, socio-cultural, economic, and political significance. (Fred Genesee McGill University, WHAT DO WE KNOW ABOUT BILINGUAL EDUCTION FOR MAJORITY LANGUAGE STUDENTS). Historical documents indicate that individuals and whole communities around the world have been compelled to learn other languages for centuries and they have done so for a variety of reasons such as language contact, colonization, trade, education through a colonial language (e.g., Latin, Greek), intermarriage, among others (Lewis, 1977). The term learning has been considered in different ways by psychologists throughout history. Some behaviorists believe that learning is a relatively permanent change in behavior which occurs as a result of experience or practice. In addition Iranian students consider the radical-changing world as a situation of globalization that makes them study English as their second language and also a key to main language of scholarship. Thus Iranian government obliged students to start studying courses in English from early primary school through to university over a course of about 7 years. Despite this, reports show poor linguistic results; thus there is a requirement for an in-depth analysis of the teaching methods to understand the reasons for failure. Analyzing the process of effective learning, usually this is divided into two different components, first is individual interest in a topic and the second part is situational interest (Hidi, 1990). Individual interest is said to be the degree to which the learner or the reader is interested in a certain topic, subject area, or any special activity (Prenzel, 1988; Schiefele, 1990). Situational interest is explained as an emotional state aroused by situational stimuli (Anderson, Shirey, Wilson, Fielding, 1987; Hidi, 1990). The literature shows that the individual interest of the reader learner has a positive influence on text comprehension (Anderson, Mason, Shimey, 1984; Asher, 1980; Baldwin, Peleg-Bruckner, McClintock, 1985; Belloni Jongsma, 1978; Bernstein, 1955; Entin Klare, 1985; Osako Anders, 1983; Renninger, 1988; Stevens, 1982). However these researchers defined individual interests as the relatively long-term orientation of an individual towards a type of object, activity, or area of knowledge. This is why exciting tools such as movies seem to have positive effect on learning. (Schiefele, 1987). Schiefele also believes that individual interest is itself a domain-specific or topic-specific motivational characteristic of personality, composed of feeling-related and value-related valences. Then, individual interest is naturally generated by a text that constitutes a feeling of enjoyment or involvement. Individual interest motivates the learner to become involved in reading the specific subject matter. Fransson (1977) indicated that students who were interested in a special topic exhibited and showed deeper processing of a related text. Using free recall and extensive interviews, Fransson found that high-interest subjects made more connections between both different parts of the text and also between what was read and prior knowledge or personal experience. Benware and Deci (1984) and Grolnick and Ryan (1987) arrived at almost the same results, demonstrating that topic-interested We shall also call it intrinsically motivated students exhibited markedly greater conceptual comprehension of text content in contrast with non-interested and extrinsically motivated students. The process of the language learning is seen as a complicate cognitive skill. According to Neisser (1967), cognitive psychology considers that all information passes a process through which the sensory input is transformed, reduced, focused, stored, recovered and used. Gardner and Lambert (1972) are said to be pioneers in the investigation of socio-psychological aspects of second-language learning. They conducted numerous studies on the relationships of attitudes and social-context to the process of learning a second language. They proposed a distinction between these two models: integrative and instrumental motivation. The former is defined as a full identification by the learner with the target-language group and readiness to be identified as part of it. The latter indicates interest in learning L2 only as a tool to procure a better future through social mobility; in this case the learner does not identify with the target-language speakers. However integrative motivation is often considered more likely to lead to success in second language learning than instrumental motivation. Banduras (1986) and Zimmermans (1989). In particular, some of cognitive theorists believe that information-processing theory has the concept of capacity theory within itself. They suggest that the human capacity for learning a language is not regarded as an apart and disconnected from cognitive processes. According to Beck and McKeown (1991), most research on vocabulary leaning has focused on written text, probably because vocabulary research has developed under the umbrella of reading research. Having this fact in mind that arousing interests causes effectives in learning, is supported by a number of studies which have clearly indicated that television programs and movie videos may also be used as a motivational tool to affect teaching techniques in the field of language learning, especially in the area of vocabulary learning. For instance, Rice and Woodsmall (1988) found that children learn words from their first language when watching animated films with voice-over narration. Such learning can be further improved when the films are subtitled, i.e., when voice is accompanied by orthographic information. Schilperoord, Groot, Son (2005). Researches shows that in countries like the Netherlands, where almost 20% of all programs on Dutch public TV and commercial televisions are foreign, learners are provided with opportunities to learn foreign languages, especially since the 1980s, when the teletext was introduced. Similarly, Koolstra and Beentjes (1999) maintain that in the small language communities, a considerable number of television programs are subtitled, causing and creating the possibility of vocabulary acquisition not only in ones first language but also in his foreign languages learning process. Actually, the use of television programs and movie videos for educational purposes is not new. What researchers are interested in is how much learners can learn from films and television programs, and what factors influence the amount and kind of learning and how much. According to Reese Davie (1987 ) to address this concern, researchers have examined features like message structure and format characteristics to identify those which best facilitate learning. Reese Davie report studies which suggest that visual illustrations are most effective when they are accompanied by the script. Looking at socio-cultural factors attitude affecting in success of learning, however the combinations of traits explain the use that the learner makes of the available learning opportunities, all of which affect L2 learning. Wong-Fillmore (1991) indicates three main factors affecting L2 learning: the need to learn the second language, speakers of the target language who provide learners access to the language [cultural openness], the social setting that brings learners and target-language speakers into contact frequently enough that makes language developments possible [social openness, cultural openness, interaction between learners and target-language speakers]. Clement (1980) also places great emphasis on the L2 learners motivation and the cultural milieu. In Clements model, primary motivational process, is defined as the net result of two opposing forces—integrativeness minus fear of assimilation. Integrativeness refers to the desire to become an accepted member of the tar get group; fear of assimilation refers to the fear of becoming completely like the other culture and losing ones native language and culture. Fear of assimilation along with fear of loss of ones native language and heritage may weaken L2 learning motivation, especially in the countries like Iran where people are brightly proud of the history and heritage. Schumann (1986) suggests a model focusing on a cultural aspect of learning that he terms â€Å"acculturation,† that is, integration of the social and the psychological characteristics of learners with those of target-language speakers. Under this heading, he classifies the social and affective factors cluster both as a single variable. According to Schumann, there are two factors in acculturation [social integration psychological openness] namely, sufficient contact and receptiveness between members of target-language and L2-learner groups. There are clearly a number of common features between the above models. They all include the effect of social context attitudes (integrative or instrumental) and acculturation. A problematic social context usually affects L2 learning negatively, especially when the learners are minorities learning L2 as the language of the dominant group like it seems to have the same role with English language as a semi-dominant language of the world especially in contrast with the middle east languages. However, learners awareness of the necessity for learning the L2 affects their success positively even if it symbolizes a conflict between the minority and the majority. L2 learners apply instrumental motivation, which operates as a meta-cognitive strategy whereby they persuade themselves to engage in L2 learning even though they have no liking for the language and the culture (Abu-Rabia, 1991, 1993; Bandura, 1986; Zimmerman, 1989). Looking to the movies and TV programs as a motivational tool in learning a language, and based on a justification of the outperformance of students exposed to subtitled video theories are grounded in research either on the single channel theory or on the multiple-channel theories. Multiple-channel theories hold an overview of the cue-summation, the between-channel redundancy theory, the capacity theory and dual-coding theory. Moreover, the schema theory, the Krashens Comprehensible Input Hypothesis and the ACT model by Anderson are also evaluated in the following part, attending to how information processes and learning happens. 2.2 Schema Theory According to Bartlett (1932), a schema is defined as a store of perceived sensory information in memory. He explains that schemata are formed and culturally regulated. As the number of schemata increases, one is able to recall an ever-larger amount of information in minimum time; adapting new information to an appropriate schema allows one to remember new and important ideas (Rumelhart, 1981, 1984). However consistency with an existing schema leads to understanding and inconsistency generally causes problems in the comprehension process. Schemata can impede and slow down reading comprehension and memory; details that are inconsistent with ones schema are deleted, or transformed, and rationalized to fit the existing schemata in the memory. On the other hand, schemata can also play a facilitating role when their details are consistent with the reading content; in this case cognitive processing occurs quickly without serious obstacles (Anderson, 1987; Van Dijk Kintsch, 1983). Researche rs usually compare reading of culturally-familiar and unfamiliar stories by students from different ethnic backgrounds. Results have shown that students comprehension of cultural stories is a function of their cultural familiarity with these stories (Abu-Rabia, 1991, 1993, 1995; Abu-Rabia Feuerverger, 1996; Adams Collins, 1977; Anderson Gipe, 1983; Anderson, Reynolds, Schallert, Goetz, 1977; Baldwin et al., 1985; Carrell Eisterhold, 1983; Lipson, 1983; Paul, 1959; Reynolds, Taylor, Steffensen, Anderson, Shirley, 1982; Steffensen, Joag-Dev, Anderson, 1979; Yousef, 1968; Zegarra Zinger, 1981). However, learners awareness of the necessity for learning the L2 affects their success positively even if it symbolizes (according to Abu-Rabias above) a conflict between the minority and the majority. Second language learners apply instrumental motivation, which operates as mentioned like a meta-cognitive strategy whereby they persuade themselves to engage in L2 learning even though they have no liking for the language and the culture (Abu-Rabia, 1991, 1993; Bandura, 1986; Zimmerman, 1989). 2.3 The Single Channel Learning Theory The single channel theory is based on the principles that the human processing system has limited capacity in the central nervous system (Trave Benefits of Subtitles in English Learning Benefits of Subtitles in English Learning CHAPTER I INTRODUCTION 1.1 Background All through the years, there has been an increasing emphasis on teaching English as an instrument for communication, and technology has played a critical function in facilitating authentic communication. The movement of language teaching objectives and practices has changed from the printed word and knowledge of language systems to the use and communicative value of the spoken language in the everyday setting (Vanderplank, 1993). In a sense, the efficacy of multimedia has drawn great consideration and is presumed, under the theory of adding an additional channel of media to send out a message, to significantly improve communication and comprehension (Dwyer, 1978). Multimedia technology (like TV, computers, networks, emails video cassette recorders (VCRS), compact disc ready-only memories (CD-ROMs) and interactive multimedia) aids the teaching technique of integrating real-life situations with the target language into the language classroom. In this meticulous setting, learners slowly expand their language acquisition by being exposed to the authentic environment of the target language. According to one of the most outstanding theories of second language acquisition, Krashen (1985) proposed that learners can learn a large amount of language unconsciously through ample comprehensible input. The Input Hypothesis, stated by Krashen, argues that the use of a target language in real communicative environments and the stress on rich comprehensible input by exposing the learners to the target language in the classroom facilitate their language acquisition. In other words, language acquisition only happens when comprehensible input is suitably delivered. In this respect, language teachers struggle to employ a wide range of teaching techniques to make authentic situations and to promote learners language acquisition. Many researchers have presented strong evidence that multimedia (like computers, video, and TV) have helpful effects on language learning due to rich and authentic comprehensible input (Brett, 1995; Egbert Jessup, 1996; Khalid, 2001). Results of these studies demonstrated the significance of the use of multimedia develops learners language performance in reading, listening comprehension and vocabulary recognition. One survey study by the American Association of School Administrators showed that 94 percent of teachers and supervisors believe that technology has enhanced students learning considerably. Similarly, many English-as-a-Second Language (ESL) teachers concur that educational technology presents many possibilities for progressing students language proficiency, including their vocabulary, reading, listening, and speaking. Similarly, television programs and videos have created a place in the communication of information and are powerful apparatus in improving language teaching (Anderson Lorch, 1983). Both TV and videos communicate not only visually through pictures but also aurally throughout the spoken word, music and sound effects. The subtitle, a key role on television and videotapes, is coordinated with the dialogue or narration of the programs audio track, expanding comprehension and understanding of TV programs and videos. Lambert, Boehler and Sidoti (1981) have asserted that the constant general movement indicates that information coming through two input types (e.g., dialogue and subtitles) is more systematically processed than if either dialogue or subtitles are presented alone. This result is in agreement with the dual-coding theory by Allan Paivio (1971), sustaining the usefulness of multiple-channel communication. In the same way, Hartmans (1961a) findings support the between-channel redun dancy theory which suggested that when information is redundant between two input sources (e.g., dialog and subtitles), comprehension will be superior than when the information is coming through one input form, (e.g., dialog). He also gave a description of redundant information as identical information from the visual and verbal stimuli. In this respect, Hartman completed that the benefit of the multiple-channel learning system is this: information coming from two information sources is more comprehensible than that through one. Information input through different sensory channels supplies receivers with additional stimuli reinforcement to guarantee that more complete learning happens. More explicitly, the additional stimuli reinforcement helps out learners in systematizing and structuring the incoming information. However, a contrasting theory, the single channel theory proposed by Broadbent (1958), states that human can only process information throughout one channel at a time. This theory assumes that the decline of learning takes place if the information is received through two or more sources. The learning is delayed when the multiple-channel presentation of information is used in the teaching-learning process. Along with this contentious viewpoint between the single and the multiple-channel presentation, an awareness of and interest in the use of multimedia resources have been increasing, like the presentation of subtitled materials. Today, language learning has turned out to be more available by implementing multimedia with spoken information and full visual context, such as subtitles. For instance, subtitled videos representing words and pictures in an aural and in a visual form are more probable to activate both coding systems in the processing than words or pictures alone. The dual-coding theory proposed by Paivio (1971) suggests that when pictures are added to the meaning, the number of signals connected with the message increases. Viewers then will be more probable to keep the message in mind. Therefore, the results of the past research appear to sustain the aspect that the use of subtitles causes multi-sensory processing, interacting with audio, video and print mechanisms. These information input foundations get the process of language learning better, improve the comprehension of the content, and increase vocabulary by looking at the subtitled words in meaningful and stimulating circumstances. In addition , a lot of teachers consider subtitles shed some new light on a better way of using various multimedia in the ESL classroom. When subtitled technology appeared more than 15 years ago, many educators quickly saw value in exploiting its potential in helping students process language in a different way and effectively by means of the printed word. (Goldman, 1996; Holobow, Lambert, Sayegh, 1984; Koskinen, Wilson, Gambrell, Neuman, 1993; Parks, 1994; Vanderplank, 1993). 1.1.1 Subtitle Subtitles, which are English written subtitles on instructional English-as-second-language (ESL) videos in this study, are the written version of the audio constituent that permits dialogue, music, narration and sound effects to be shown at the bottom of the screen on most televisions. There are two kinds of subtitles explained in general terms: the open subtitle and the closed subtitle. Closed subtitles refer to the subtitles that are not automatically visible to the viewer; however can be viewed by turning on through use of a remote control or an electronic subtitle decoder. By contrast, open subtitles are visible to all viewers without turning them on with a remote control. Subtitling is not only the main function of the TV but a positive function of video tapes. Video tapes offer subtitling by those who specialize in computer workstations. To make subtitles visible, an electronic subtitle decoder is obligatory, that is easily attached to a television set. Although it is not avail able in some areas of the world, subtitling technology is broadly accessible and draws great attention in the United States. In 1990, the U. S. Congress passed the Television Decoder Circuitry Act requiring that all new televisions, thirteen inches or larger, be prepared with subtitle decoder circuitry. The function of the decoder circuitry is to receive, decode, and show closed subtitles from cable, DVD signals and videotape appropriately. With reference to this regulation, the consumer is no longer required to pay for a separate decoder, when in possession of an applicable TV set. Therefore, thousands of people in the U.S. have access to subtitles without any trouble by pushing the button on the remote controls (National Subtitleing Institute, 1989). However, available access of subtitles on foreign film videos is still restricted in other countries, such as Taiwan and Japan, where external subtitle decoders are necessary for viewing. Subtitleing was devised initially for the hearing impaired. The statistics on the number of decoders sold confirm that more than half were bought for the hearing impaired who assert that decoders are helpful to them. Increasingly, the use of subtitles has also augmented among the non-native speakers who are motivated to improve their language learning. A study by Hofmeister, Menlove, and Thorkildsen (1992) discovered that 40 percent of people other than the hearing impaired buy the decoders, such as foreign students. To be explicit, the motive for this phenomenon is that subtitles show words in a motivating atmosphere where the audio, video and print media help viewers comprehend the unknown words and meanings in their context. However, subtitles have a great impact on comprehension improvement of specific TV programs and improve English language learning progressively. For the benefits of the multimedia approach, ESL programs began to incorporate subtitled materials into the curricula to help ESL students language learning. The focus on teaching techniques and on means of optimizing students comprehension of the second language has been of great concern through this multimedia. Koskinen, Wilson, Gambrell, and Neuman (1993) stated that the subtitled video is a new and promising approach for improving students vocabulary, reading comprehension, and motivation. Other researches have been conducted to inspect whether subtitled TV and video improve or obstruct students learning. The results have indicated that subtitled TV and videos are helpful for the hearing impaired, ESL students and disabled students (Bean Wilson, 1989; Borras Lafayette, 1994; Ellsworth, 1992; Garza, 1991; Goldman, 1996; Goldman Goldman, 1988; Markham, 1989; Nugent, 1983; Parlato, 1985; Price, 1983; Vanderplank, 1991; Webb, Vanderplank, Parks, 1994; Wilson Koskinen, 1986). Despite a large number of studies suggesting/demonstrating the benefits of the use of subtitles for the hearing-impaired, language learners, and disabled students, similar studies on the use of English subtitles in English teaching are still limited in Iran. Thus, there is great scope for additional examination into the potential use of subtitled television videos to enhance language teaching to English-as-Foreign-Language (EFL) students. The design of this research elaborates mainly on the language learning achievements. This study adds to the aforementioned to investigate the exposure of target language input to students through the presentation subtitled videos. This research focuses on the absence or presence of 10 English subtitled ESL instructional video episodes for a period of five weeks as a primary variable in an experiment to help determine the conditions for the improvement of Iranian college students learning English as a foreign language in Iran. 1.2 Statement of the Problem Many people in Iran have problems when it comes to communicating with foreigners in English. In addition, to get information from the Internet, having a fair amount of English knowledge is required. That makes accessing information a problem for those with limited English language proficiency. In addition, those Iranian students who wish to study abroad, language is the main problem since they have studied in Farsi for all their educational life, and thus adapting to a non-Persian environment is consequently very difficult. Students in Iran, start learning the Basic English at their secondary schools, however the curriculum structure, is based on teaching grammar rather than oral skills; therefore, most students oral communication skills are limited. . Moloney (1995) states that the emergence of English in the global market has resulted in the current ardor for learning English in developing countries. The need for English in Iran is unique. English is not only a required course for Iranian students, but also required and tested as part of major entrance examinations in Iran. These mentioned issues are going to be considered in proposing subtitles in videos and English learning movie solution. 1.3 Objectives of the Study The purpose of this study is to investigate the effectiveness of subtitled videos in enhancing university students language learning in Iran [English as a foreign language (EFL)]. In the study, the term language learning represents two types of performances. The first is students content comprehension of a particular video episode, as evaluated by a Content Specific Tests (CST) and the second is to investigate the learners vocabulary acquisition. 1.4 Significance of the Study Teachers professional development activities always focus on those types of teaching strategies that help students improve along with their path of learning process. As the research has been designed to discover the effectiveness of presenting subtitles on the movies on vocabulary acquisition and content comprehension, it would be of much significance if confirmed that this strategy works. Generally speaking, it can also been resulted that the finding of this research also could be added to the body of language teaching, learning and use of multimedia technology knowledge. The findings of this study can be share with the curriculum designers, EFL/ ESL teachers for the technology to be implemented in the classroom, materials developers for English teaching 1.5 Hypotheses This study focuses on English language learners performance on the Content-Specific Tests (CST) of vocabulary, and content comprehension of videos with and without subtitles. The researcher tested each of the following null hypotheses as she controls the initial differences of the participants in their general English proficiency. Ho 1: There is no significant difference on the scores of the content comprehension subtest of the CST between subjects watching videos with subtitles and those watching videos without subtitles. Ho 2: There is no significant difference on the scores in the content vocabulary subtest of the CST between subjects watching videos with subtitles and those watching videos without subtitles. 1.6 Research Question 1. Does presence of English subtitles on the videos help learners improve their vocabulary significantly? 2. Does presence of English subtitles on the videos help learners improve their content comprehension significantly? 3. Does presence of English subtitles on the videos help learners improve their English language proficiency significantly? 1.7 Definition of the Terms The definitions are given here to make sure uniformity and understanding of these terms throughout the study. 1.7.1 Subtitle Subtitle is the spoken words designed for the deaf and hearing-impaired people helping them read what they cannot hear. The terms subtitles and subtitles are interchangeably used in this research and are described as the translations of the spoken words to the written with the identical language shown at the bottom of the screen. 1.7.2 Closed Subtitle A subtitle of spoken words viewed by a special decoding device installed in the television set or a special decoder machine. 1.7.3 Open Subtitle A subtitle of spoken words that always is printed at the bottom of the screen. 1.7.4 Content-Specific Test (CST) An instrument designed by the researcher for this study used to measure learners overall comprehension in terms of vocabulary and content comprehension of a particular video segment. The CST includes the two subtests: vocabulary and content comprehension. 1.7.5 Content Vocabulary The vocabulary that comes into sight from the particular video piece viewed by the subjects 1.7.6 Content Comprehension Content comprehension that focuses mainly on the whole story script and test viewers comprehension of the particular information shown in the video 1.8 Limitation of the Study The researcher encountered difficulty in access to the samples of all Iranian population of EFL learners since the country is very huge and the numbers of English learners are so many. It was very hard to control teachers inside-class activities based on the methodologies presented to them. Non-generalizability of the findings to all English learners, especially ESL learners is another which is because the research is conducted in an EFL (Iran) context. The last but not the least limitation is the material choice since there are various types of videos. Therefore, the researcher had to restrict the video to an instructional video, connect with English since it is both with and without subtitle available as well as being suitable for the proficiency level of the participants. 1.9 ORGANIZATION OF THE STUDY This study is divided into five chapters. Chapter I introduces the foundation for this research, the purpose of the study, and definitions of key terms used throughout the study to diminish potential misunderstanding. Chapter II presents a review of the literature of the use of subtitles. It starts with a theoretical review of the cognitive information processing relevant to the single channel theory and the multiple-channel theory, with focus on the cue-summation theory, the between-channel redundancy theory, the dual-coding theory and the capacity theory. It then keeps on with a discussion of the schemata theory, the Comprehensible Input Hypothesis by Krashen and the ACT Model by Anderson. Subsequently, the relevant major research on subtitles for the hearing-impaired, disabled, normal reading ability, and language learners is offered. Chapter III outlines the method of hypotheses testing formulated in Chapter I. It also includes the research design, followed by a description of the subjects in this study, the treatment materials employed, the testing instruments, the data collection procedure, and the details of the data analysis applied. In Chapter IV, the analyses are performed to reveal the research hypotheses are explained in detail, with the quantitative results of these analyses and an interpretation of the results. The final chapter, Chapter V, summarizes the findings of the study in light of research hypotheses and discusses the performance of the subjects and the results of the analyses shown in Chapter IV. The conclusion interprets the effect of subtitled videos on EFL students language learning in relation to their listening and reading comprehension and their vocabulary. To synthesize the conclusion of this study, pedagogical implications, the limitations of the study and further research are presented. CHAPTER II 2 REVIEW OF LITERATURE 2.1 Cognitive Processing Theories In many communities around the world, competence in two, or more, languages is an issue of considerable personal, socio-cultural, economic, and political significance. (Fred Genesee McGill University, WHAT DO WE KNOW ABOUT BILINGUAL EDUCTION FOR MAJORITY LANGUAGE STUDENTS). Historical documents indicate that individuals and whole communities around the world have been compelled to learn other languages for centuries and they have done so for a variety of reasons such as language contact, colonization, trade, education through a colonial language (e.g., Latin, Greek), intermarriage, among others (Lewis, 1977). The term learning has been considered in different ways by psychologists throughout history. Some behaviorists believe that learning is a relatively permanent change in behavior which occurs as a result of experience or practice. In addition Iranian students consider the radical-changing world as a situation of globalization that makes them study English as their second language and also a key to main language of scholarship. Thus Iranian government obliged students to start studying courses in English from early primary school through to university over a course of about 7 years. Despite this, reports show poor linguistic results; thus there is a requirement for an in-depth analysis of the teaching methods to understand the reasons for failure. Analyzing the process of effective learning, usually this is divided into two different components, first is individual interest in a topic and the second part is situational interest (Hidi, 1990). Individual interest is said to be the degree to which the learner or the reader is interested in a certain topic, subject area, or any special activity (Prenzel, 1988; Schiefele, 1990). Situational interest is explained as an emotional state aroused by situational stimuli (Anderson, Shirey, Wilson, Fielding, 1987; Hidi, 1990). The literature shows that the individual interest of the reader learner has a positive influence on text comprehension (Anderson, Mason, Shimey, 1984; Asher, 1980; Baldwin, Peleg-Bruckner, McClintock, 1985; Belloni Jongsma, 1978; Bernstein, 1955; Entin Klare, 1985; Osako Anders, 1983; Renninger, 1988; Stevens, 1982). However these researchers defined individual interests as the relatively long-term orientation of an individual towards a type of object, activity, or area of knowledge. This is why exciting tools such as movies seem to have positive effect on learning. (Schiefele, 1987). Schiefele also believes that individual interest is itself a domain-specific or topic-specific motivational characteristic of personality, composed of feeling-related and value-related valences. Then, individual interest is naturally generated by a text that constitutes a feeling of enjoyment or involvement. Individual interest motivates the learner to become involved in reading the specific subject matter. Fransson (1977) indicated that students who were interested in a special topic exhibited and showed deeper processing of a related text. Using free recall and extensive interviews, Fransson found that high-interest subjects made more connections between both different parts of the text and also between what was read and prior knowledge or personal experience. Benware and Deci (1984) and Grolnick and Ryan (1987) arrived at almost the same results, demonstrating that topic-interested We shall also call it intrinsically motivated students exhibited markedly greater conceptual comprehension of text content in contrast with non-interested and extrinsically motivated students. The process of the language learning is seen as a complicate cognitive skill. According to Neisser (1967), cognitive psychology considers that all information passes a process through which the sensory input is transformed, reduced, focused, stored, recovered and used. Gardner and Lambert (1972) are said to be pioneers in the investigation of socio-psychological aspects of second-language learning. They conducted numerous studies on the relationships of attitudes and social-context to the process of learning a second language. They proposed a distinction between these two models: integrative and instrumental motivation. The former is defined as a full identification by the learner with the target-language group and readiness to be identified as part of it. The latter indicates interest in learning L2 only as a tool to procure a better future through social mobility; in this case the learner does not identify with the target-language speakers. However integrative motivation is often considered more likely to lead to success in second language learning than instrumental motivation. Banduras (1986) and Zimmermans (1989). In particular, some of cognitive theorists believe that information-processing theory has the concept of capacity theory within itself. They suggest that the human capacity for learning a language is not regarded as an apart and disconnected from cognitive processes. According to Beck and McKeown (1991), most research on vocabulary leaning has focused on written text, probably because vocabulary research has developed under the umbrella of reading research. Having this fact in mind that arousing interests causes effectives in learning, is supported by a number of studies which have clearly indicated that television programs and movie videos may also be used as a motivational tool to affect teaching techniques in the field of language learning, especially in the area of vocabulary learning. For instance, Rice and Woodsmall (1988) found that children learn words from their first language when watching animated films with voice-over narration. Such learning can be further improved when the films are subtitled, i.e., when voice is accompanied by orthographic information. Schilperoord, Groot, Son (2005). Researches shows that in countries like the Netherlands, where almost 20% of all programs on Dutch public TV and commercial televisions are foreign, learners are provided with opportunities to learn foreign languages, especially since the 1980s, when the teletext was introduced. Similarly, Koolstra and Beentjes (1999) maintain that in the small language communities, a considerable number of television programs are subtitled, causing and creating the possibility of vocabulary acquisition not only in ones first language but also in his foreign languages learning process. Actually, the use of television programs and movie videos for educational purposes is not new. What researchers are interested in is how much learners can learn from films and television programs, and what factors influence the amount and kind of learning and how much. According to Reese Davie (1987 ) to address this concern, researchers have examined features like message structure and format characteristics to identify those which best facilitate learning. Reese Davie report studies which suggest that visual illustrations are most effective when they are accompanied by the script. Looking at socio-cultural factors attitude affecting in success of learning, however the combinations of traits explain the use that the learner makes of the available learning opportunities, all of which affect L2 learning. Wong-Fillmore (1991) indicates three main factors affecting L2 learning: the need to learn the second language, speakers of the target language who provide learners access to the language [cultural openness], the social setting that brings learners and target-language speakers into contact frequently enough that makes language developments possible [social openness, cultural openness, interaction between learners and target-language speakers]. Clement (1980) also places great emphasis on the L2 learners motivation and the cultural milieu. In Clements model, primary motivational process, is defined as the net result of two opposing forces—integrativeness minus fear of assimilation. Integrativeness refers to the desire to become an accepted member of the tar get group; fear of assimilation refers to the fear of becoming completely like the other culture and losing ones native language and culture. Fear of assimilation along with fear of loss of ones native language and heritage may weaken L2 learning motivation, especially in the countries like Iran where people are brightly proud of the history and heritage. Schumann (1986) suggests a model focusing on a cultural aspect of learning that he terms â€Å"acculturation,† that is, integration of the social and the psychological characteristics of learners with those of target-language speakers. Under this heading, he classifies the social and affective factors cluster both as a single variable. According to Schumann, there are two factors in acculturation [social integration psychological openness] namely, sufficient contact and receptiveness between members of target-language and L2-learner groups. There are clearly a number of common features between the above models. They all include the effect of social context attitudes (integrative or instrumental) and acculturation. A problematic social context usually affects L2 learning negatively, especially when the learners are minorities learning L2 as the language of the dominant group like it seems to have the same role with English language as a semi-dominant language of the world especially in contrast with the middle east languages. However, learners awareness of the necessity for learning the L2 affects their success positively even if it symbolizes a conflict between the minority and the majority. L2 learners apply instrumental motivation, which operates as a meta-cognitive strategy whereby they persuade themselves to engage in L2 learning even though they have no liking for the language and the culture (Abu-Rabia, 1991, 1993; Bandura, 1986; Zimmerman, 1989). Looking to the movies and TV programs as a motivational tool in learning a language, and based on a justification of the outperformance of students exposed to subtitled video theories are grounded in research either on the single channel theory or on the multiple-channel theories. Multiple-channel theories hold an overview of the cue-summation, the between-channel redundancy theory, the capacity theory and dual-coding theory. Moreover, the schema theory, the Krashens Comprehensible Input Hypothesis and the ACT model by Anderson are also evaluated in the following part, attending to how information processes and learning happens. 2.2 Schema Theory According to Bartlett (1932), a schema is defined as a store of perceived sensory information in memory. He explains that schemata are formed and culturally regulated. As the number of schemata increases, one is able to recall an ever-larger amount of information in minimum time; adapting new information to an appropriate schema allows one to remember new and important ideas (Rumelhart, 1981, 1984). However consistency with an existing schema leads to understanding and inconsistency generally causes problems in the comprehension process. Schemata can impede and slow down reading comprehension and memory; details that are inconsistent with ones schema are deleted, or transformed, and rationalized to fit the existing schemata in the memory. On the other hand, schemata can also play a facilitating role when their details are consistent with the reading content; in this case cognitive processing occurs quickly without serious obstacles (Anderson, 1987; Van Dijk Kintsch, 1983). Researche rs usually compare reading of culturally-familiar and unfamiliar stories by students from different ethnic backgrounds. Results have shown that students comprehension of cultural stories is a function of their cultural familiarity with these stories (Abu-Rabia, 1991, 1993, 1995; Abu-Rabia Feuerverger, 1996; Adams Collins, 1977; Anderson Gipe, 1983; Anderson, Reynolds, Schallert, Goetz, 1977; Baldwin et al., 1985; Carrell Eisterhold, 1983; Lipson, 1983; Paul, 1959; Reynolds, Taylor, Steffensen, Anderson, Shirley, 1982; Steffensen, Joag-Dev, Anderson, 1979; Yousef, 1968; Zegarra Zinger, 1981). However, learners awareness of the necessity for learning the L2 affects their success positively even if it symbolizes (according to Abu-Rabias above) a conflict between the minority and the majority. Second language learners apply instrumental motivation, which operates as mentioned like a meta-cognitive strategy whereby they persuade themselves to engage in L2 learning even though they have no liking for the language and the culture (Abu-Rabia, 1991, 1993; Bandura, 1986; Zimmerman, 1989). 2.3 The Single Channel Learning Theory The single channel theory is based on the principles that the human processing system has limited capacity in the central nervous system (Trave