Contracts Assignment Example | Topics and Well Written Essays - 500 words - 1

Contracts - Assignment Example Normally an author is familiar with the limited terms of publishing like paperback mass market edition, hardcover edition, and e-book kindle edition etc. But if a book hits the market and creates waves, there are many avenues for financial gains, which unless secured through the contract, the author may lose their benefit. Apart from the main right of getting royalty on the copies sold, there are many subsidiary rights. If the book is accepted for publication by old, reputed publishing houses, the author can enjoy a sense of security about his financial interests. I have gone through the article "A Contract Primer: Subsidiary Rights" at this website: (http://www.mindyklasky.com/index.php/for-writers/a-contract-primer-subsidiary-rights/) and find that most of the interests of the author have been listed out and protected through the agreement. When a dispute unfortunately occurs, it is all about interpretation in the context of the situation whether the publisher has violated the primary or secondary rights. Then there are practical problems with the author. A Publishing House generally has resources and the legal department to fight the cases. For an individual author, it is difficult to spare money and time for the legal exercise, unless the stakes are very high and the book has become extraordinarily popular. 1. Payments are made to the author at half yearly rests in most of the cases. 10% of the print value of the book is a small amount. This is the internet age. The amount payable to the author must be credited to his bank account or paid through any other payment methods like PayPal, instantly, when a copy is sold. The authors must get the payments on daily basis. It is worth noting that the booksellers ship the book when they get advance payment from the buyers through credit card. 3. When the book gets any awards, 50% of the same is retained by the publishers. This is an unfair labor practice. The authors must get

Answer 3 questions about language learning and teaching Essay

Answer 3 questions about language learning and teaching - Essay Example Indeed, Van Patten and Cadierno’s experimental study on students learning Spanish in 1993 supported the communicative approach to L2 instruction (Morett, people.ucsc.edu). Another successful method is direct instruction or integrating L2 learning with content learning, using L2 only. One example is the implementation of French immersion teaching in Canada from the 1960s. L2 learners not only mastered content but also acquired the language of instruction (Francis, 2008). Advocates of monolingualism claim that using L1 in the classroom conflicts with SLA theories, which argue for modified input and negotiation in L2 as a way of learning (Polio, 1994 in Miles, 2004). Nation (2003) states that, when teachers use L1, students tend to follow suit and the class becomes a grammar-translation class. Besides, mixing both languages might cause confusion in the students, giving rise to interference. As L1 and L2 structures are dissimilar, they need to be separated to avoid confusion. Henc e, students listening to the teacher’s explanation in the target language get good listening and speaking practice. As they keep on hearing and listening to the language, they become more comfortable and proficient in it. Celce-Murcia & Larsen-Freeman (1999) in Bankier (eslarticle.com) contend that language errors made by learners are caused by interference from the L1. They use the example of a Japanese student saying "He was fallen by the rain" instead of "The rain fell on him". Here, a minimal knowledge of the L1 is useful to show the difference between both, but if we are teaching the active and passive forms, it is better done in English than in Japanese. Nevertheless, new research indicates that the use of L1 allows learners to work out L2 at lower levels. As they become more proficient in L2, they gradually use it more, relying less on L1 (Upton & Lee-Thompson, 2001). Mouhanna (2009) conducted a study on 124 students from three levels of English proficiency at a founda tions English programme in a UAE tertiary institution. He found that level 1 students required more L1 support (mean: 2.05) compared to Level 3 students (mean: 3.03). Similarly, Simsek’s data analysis (2010) of the achievement test of English Grammar on Turkish students found that L1-assisted learning was more effective at increasing the students’ achievement of English Grammar than monolingual grammar instruction. There was also a significant difference between the delayed post-test means of the experimental and control groups, showing that L1-assisted language learning was more lasting than monolingual grammar teaching. In an investigation on the use of L1 to generate ideas for writing among low proficiency Malaysian students, Stapa and Abdul Majid (2006) found that students using L1 generated 166 ideas, compared to 85 from students not using their L1. The first group also ‘produced better quality essays in terms of organization, vocabulary, language and mechan ics’. This is because generating ideas on a topic in a different language creates confusion and inhibits long-term memory processes. Thus, low proficiency learners should be allowed to use their L1 when communicating abstract ideas and accessing content, as it supports L2 acquisition (2006). In Holland, the mandatory Utrecht pilot was used as