Computer Assisted Language Learning

Introduction Computers can be tremendously useful tools for English language instruction. They process data quickly and integrate voice, music, videos, pictures and text into lessons. They can be programmed to tailor instruction and test for each individual learner. They can even used to make students feel more comfortable and willing to take risks, because of their â€Å"untiring, unjudgmental nature† (Butler-Pascoe 1997:20). While there are many potential benefits to be derived from these â€Å"machines†, the issue now is not whether but how computers should be used for language instruction. Regardless of the speculated disadvantages of using computers for language instruction, advance by some individual or groups, computers and CALL materials are already being used for English language instruction and will continue to be used. It can be used as a modern approach towards language teaching and learning in which the computer is utilized as an aid to the presentation, and as reinforcement and assessment of material to be learned by usually including substantial interactive materials. Over the years with the emergence of the World Wide Web or the Internet, CALL widened its scope. It has become communicative, interactive and explorative such that audio and video exercises or activities can easily be integrated. The role of language teaching has grown as years have gone by. As observed, interactivity in learning becomes â€Å"a necessary and fundamental mechanism for knowledge acquisition and the development of both cognitive and physical skills† (Barker, 1994:1). Today, computer technology can help advocate the communicative approach to learning because it, too, is concerned with the interaction between the teacher and the learner, and the students’ learning needs and learning styles. Due to the significant changes in second language teaching and learning (e. g. the role of the teacher, the role of the learner, the role of multimedia, and the way the learning process is conducted in the classroom settings), interaction has become an increasingly important and relevant area of study in the field of second language acquisition since it reflects what goes on in learning and teaching processes. Communication is intrinsic to success, effective instructional practice as well as individual discovery. The implementation of interactivity can be perceived as an art (Sims 1997) because it requires a comprehensive range of skills, including an understanding of the learner, an appreciation of software application capabilities, the importance of rigorous instructional design and the application of appropriate learning materials. The value of the multimedia and the Internet in the enhancement of interaction for language learning can not be disregarded. Warschauer, M. , & Healy, D. 1998) stated that the type of software and the task teachers set for the students have a large effect on the type and quality of students interaction with each other when working in pairs or small groups. With the continuing development of technological advances in the areas of communication and multimedia, the challenge for English (foreign language) classrooms goes far beyond current knowledge about the effective use of technology. The CALL is a milestone as far as language teaching is concerned. And with that realization in mind, this study, â€Å"Computer Assisted Language Learning (CALL): Interactive Teaching in English Using Different Websites in San Pablo Elementary School is presented. Statement of the Problem The general objective of this study is to help improve the English capability and competency of the students in Grade I of San Pablo Elementary School making it interactive and communicative using the Computer Assisted Language Learning (CALL) materials imparted through the use of Different English Websites. Specifically, it tried to answer the following questions: 1. How will the CALL technology provide interactive English comprehension, vocabulary, and writing exercises? 2. How will the CALL create interaction among the student and teacher? 3. How will the lessons be made interactive and communicative? 4. Will this approach be found satisfactory through test result? And 5. Will this approach be found satisfactory by its users? Significance of the Study English learning has become the most important task for students. At very young age parents send their children to private training or classes to enhance their English learning and to provide their children a strong foundation in English. However, there are still some problems and dilemmas for students in language learning. Most students still could not have effective communication after years of English language learning. Some students have difficulty in their expression in an English presentation, although they have higher scores in English tests. Computer has been considered as an important learning tool in the modern second language learning. Computer Assisted Language Learning (CALL) has provided amazing opportunities for improving second language learning such as it can motivate students’ interesting or improve learners’ varied linguistic skills (AbuSeileek 2007). Nowadays, San Pablo Elementary has 6 computers (2 are originally school property, 4 are personal property of the teachers) placed in a laboratory room equipped with new hardware and software but it’s not fully explored and utilized in English language teaching. The study is important due to the following reasons: 1. To help improve the English capability and competency of the students in Grade I of San Pablo Elementary School. 2. To help students learn to interpret new information and experiences on their own terms. 3. With the use of CALL more shy students can feel free in their own students'-centered environment. This will raise their self-esteem and their knowledge will be improving. 4. Through the use of different English Educational Websites students will perform collaborative project where in they will do their best to perform it within set time limits. 5. To make the class more interesting and to increase students’ interest and motivation. 6. To provide information’s regarding Computer Assisted Language Learning (CALL). METHODOLOGY There are various concerns considered in this action research. There is no simple finite number of these concerns, nor is there a simple dichotomy between qualitative and quantitative approaches. Indeed, there is an off-cited division in the second language acquisition (SLA) field between those researchers who favor qualitative methodologies and those who prefer quantitative ones. Research Design: This study is an action research. This study was conducted for the purpose of solving a problem or obtaining information in order to solve some kind of day to day immediate concern such as how to figure out ways to use technology to improve the teaching of grammar in the classroom. To dealt with are the needs and concerns of the students. Data concerning the problem (both qualitative and quantitative) were collected and interpreted. Qualitative- the data collected include a pre-survey and a post-survey. Quantitative- a test (post-test) administered. Research Procedure: The Profile of the students’ background, experience and future needs are obtained. The purpose of the needs analysis was to find out whether they agree or disagree on the use of the CALL technology in language learning and to find out their familiarity with the CALL materials and the Internet in teaching the English language. The following are stages conducted in this study: Stage 1: Survey by Interview To help determine the age, gender, needs and experience of the students using a computer, a structured interview were prepared and administered. Stage 2: Utilization of the Different English Websites in the Classroom The primary audience for the websites are the Grade I students of San Pablo Elementary school with a particular teacher, the audience used worldwide ESL sites exist which are designed for a certain English language level. It is important to consider a site’s purpose, since meaningful comparisons of evaluations can be made among sites with the same or at least similar intended goals, uses and audiences. In this study English websites can be directly used by the Grade I students of San Pablo Elementary School. Stage 3: The Post Test To help determine the progress of the students in San Pablo Elementary School after taking the lesson using CALL materials. Stage 4: The Post Survey Administered and answered by the students after the â€Å"test-run†. Research Setting and Participants This action research was conducted at San Pablo Elementary located at Block. 14 San Pablo, Tarlac City. The school is categorized as a complete, non-central school, mono-grade having 2 sections each grade level. Computer laboratory provided by the teachers in the school was used. This study used 35 students in Grade I section Daisy. The section is heterogeneous. The data collected for this study will come from the observations and tests taken by the students. An in depth analysis of the collected data was carried out. PRESENTATION AND ANALYSIS OF DATA A survey interview has been developed in participants’ home language for the purpose of collecting background information. Based on the pre-survey interview, the researcher collected this data. Table 1: Students Profile No. NameAgeGenderComputer at HomeWith / without Experience in computer 1Banag, Jonie D. 7MNoneWithout 2Bermudo, Mark Anthony D. C. 6M1With 3Boehn, Adrian M. 6M1With 4Butchayo, John Carlo G. 7MNoneWithout 5Fallorina, Jerry M. 8MNoneWithout 6Gaupo, Gerald7MNoneWithout 7Lacanlale, Christian G. 7MNoneWithout 8Luna, Alexander N. 6MNoneWithout 9Manalili, John Lloyd C. 6M1With 10Maninang, Emer6MNoneWithout 11Manlapas,Randy A. 6MNoneWithout 12Martinez, Clive Xavier M. 5MNoneWithout 13Morales, Aiveen Nash M. 6MNoneWithout 14Pilariza, Hans Russell L. 7M1With 15Puno, Jerome M. 6MNoneWithout 16Roldan, Rainier T. 6MNoneWithout 7Tolentino, John Michael E. 7M1With 18Uring, Justine H. 6MNoneWithout 19Bautista, Marichell D. C. 6FNoneWith 20Botio, Renalyn M. 7F1With 21Casem, Allyana N. 6F6With 22Castaneda, Rey-ann 7FNoneWithout 23Dizon, Clarisse Joy R. 6F1With 24Lacanlale, Clarissa G. 6FNoneWith 25Manlapas, Adrian Mae 6FNoneWithout 25Nucup, Lyka M. 6FNoneWithout 27Obenario, Angelina D. C. 6FNoneWithout 28 Padua, Maricar 7FNoneWithout 29Panag, Maiel T. 6F1With 30Pangan, Cristina C. 7FNoneWithout 31Pangilinan, Gloria8FNoneWithout 32Quintos, Jennalyn Y. 6FNoneWithout 33Sabat, Maadrian E. 6FNoneWithout 34Sagadraca, Angelika Joy M. 6 FNoneWithout 35Salas, Jomae V. FNoneWithout There were 35 participants that took part in study. The table shows that the students consist of 19 male and 16 female. One of them is 5 years old, 21 are 6 years old, 11 are 7 years old, and 2 are 8 years old. Out of 35 students, only 6 have their own computer at home and 10 have experience in operating a computer. The second quarter test result serves as point of reference in this study. The test is composed of 30 items consisting questions about listening skills, vocabulary, grammar, reading and comprehension. The table below shows the scores of the students and the calculated mean. Table 2: Second Quarter Test Result No. NameScore 1Banag, Jonie D. 15 2Bermudo, Mark Anthony D. C. 12 3Boehn, Adrian M. 16 4Butchayo, John Carlo G. 20 5Fallorina, Jerry M. 17 6Gaupo, Gerald15 7Lacanlale, Christian G. 16 8Luna, Alexander N. 12 9Manalili, John Lloyd C. 17 10Maninang, Emer13 11Manlapas,Randy A. 18 12Martinez, Clive Xavier M. 18 13Morales, Aiveen Nash M. 19 14Pilariza, Hans Russell L. 19 15Puno, Jerome M. 22 16Roldan, Rainier T. 14 17Tolentino, John Michael E. 22 18Uring, Justine H. 18 19Bautista, Marichell D. C. 14 20Botio, Renalyn M. 21 21Casem, Allyana N. 20 22Castaneda, Rey-ann 12 23Dizon, Clarisse Joy R. 14 24Lacanlale, Clarissa G. 21 5Manlapas, Adrian Mae 24 25Nucup, Lyka M. 16 27Obenario, Angelina D. C. 23 28Padua, Maricar 16 29Panag, Maiel T. 21 30Pangan, Cristina C. 15 31Pangilinan, Gloria12 32Quintos, Jennalyn Y. 22 33Sabat, Maadrian E. 16 34Sagadraca, Angelika Joy M. 18 35Salas, Jomae V. 14 Formula of Mean: The mean may often be confused with the median, mode or range. The mean is the arithmetic average of a set of values, or distribution; however, for skewed distributions, the mean is not necessarily the same as the middle value (median), or the most likely (mode). The arithmetic mean is the â€Å"standard† average, often simply called the â€Å"mean†. Total scores602 . Mean= Number of cases M= 35 Mean= 17. 2 November 3, 2010 marks the first day for Third Quarter period and ended January 20, 2011. In this period of time the Grade I students of San Pablo Elementary School had undergone the said study. The children were exposed to different English websites that cater different reading, speaking, listening, grammar, and vocabulary exercises. The teacher serves as the moderator that helps and guides the students on operating the computers and explaining further instructions and directions. The researcher focuses on three English websites and these are the following: 1. Agenda Web – Hundreds of Free English Exercises (http://www. agendaweb. org/) 2. English Interactive – (http://www. englishinteractive. net) 3. Calluni. net – (http://www. calluni. net) The said websites have different activities that are suitable for primary grade level taking up English lessons. CALL Programs designed for teaching grammar include drill and practice on a single topic (Irregular Verbs, Definite and Indefinite Articles), drills on a variety of topics (Advanced Grammar Series, English Grammar Computerized I and II), games (Code Breaker, Jr. High Grade Builder), and different programs which are specifically designed to promote second-language listening (Listen! ), multimedia programs for second language learners (Accelerated English, Rosetta Stone), and multimedia programs for children or the general public (Aesop's Fables, The Animals). Pronunciation programs (Sounds American, Conversations) generally allow students to record and playback their own voice and compare it to a model. Several comprehensive multimedia programs (Firsthand Access, The Lost Secret) include similar features. Reading programs designed for ESL (English Second Language learners and tutorials designed for children or the general public (MacReader, Reading Critically, Steps to Comprehension). and games (HangWord). Also included are more general educational programs which can assist reading (Navajo Vacation, The Night Before Christmas) Text reconstruction programs allow students to manipulate letters, words, sentences, or paragraphs in order to put texts together. They are usually inexpensive and can be used to support reading, writing, or discussion activities. Popular examples include Eclipse, Gapmaster, Super Cloze, Text Tanglers, and Double Up. Vocabulary activities includes drill and practice programs (Synonyms), multimedia tutorials (English Vocabulary), and games (Hangman, Scrabble). Teacher and learner roles The distinct roles in the laboratory are compared and differentiated from the roles assumed in the traditional classroom. The researcher noticed a big difference between a traditional classroom setting and a laboratory setting using the CALL technology. Various factors influenced the way students and the teacher interacts. The teacher and the computers interact and interpret their roles in the laboratory. Warschauer, 1998 says that when multimedia is used the role of the teacher as authority source and expert changes. Hence, the teacher does not dominate the floor and does not do most of the talking. Besides, he or she does not direct and redirect the development of the topic, pose display questions, nominate students as next speakers, or evaluate individual student's contributions, all of which is the norm in traditional teacher-fronted EFL (English Foreign Language) classrooms. There are several aspects that determine the role of the students in the laboratory setting. The researcher noted that the setting, the tools (the computers), the personality of the students, and the way in which the teacher establishes the teaching learning activities as well as the way that he or she interacts with them plays an important role in the laboratory classroom setting. These aspects are interrelated each other and in the next section they are expanded. In the traditional classroom students are more willing to pay attention to the teacher lecture. In contrast, at the laboratory, according with Huang 2000 the student-teacher communication seemed to be blocked to some extent by the layout of the computer lab. Physically, the computer laboratory is larger than the traditional classroom. The physical distance enlarged the psychological distance. It has the tendency that the two-way communication between the teacher and the students turned to be the one-way teacher to student communication. During the development if this research and from time to time the researcher ncouraged her students to interact with each other. She constantly asks herself the way to combine more interaction into the laboratory learning activities more often than she does. To enrich the interaction, she tried and determined what strategies will work and how to do it. Therefore, using the instructional guides that she has designed, she made suggestions and she frequently encouraged her students to employ new strategies to promote multiple-level interaction in t he lab. She has moved toward interaction taking place between the learner and the content, the learner and the instructor, and between learners. Traditional classroom roles are considerably changed. There are two main types of roles that appear at the lab. On the one hand, by the nature of the setting there are a number of roles which emerge and come into sight. On the other hand there are also a number of roles that learners begin to have. In the computerized classroom there are some roles that emerge which are very different from the traditional classroom. For instance, high interactive computer programs have the power to catch student attentions; sometimes, this power that multimedia technology induces over learners is so high till the point that at times students got so concentrated in the computer proposed activities that they ignore the teacher’s instructions. The role of the teacher changes from source of knowledge to instigator, promoter, coach, helper, model, and guide of knowledge construction. It is not easy to change the teacher traditional role of simply showing students how to do things and providing then with the answers they seek. It would be much better to require students to engage in activities that make them be critical thinkers using computers as a learner partner. After three months of the intervention using the Computer Assisted Language Learning Technology the children took up their Third Quarter Test that serves as the Post Test for this study and employed post survey interview which was intended to collect data on participants’ attitudes toward learning English with CALL technology, and their perception of CALL technology. The table below shows the result of the Third Quarter Test taken up by the students in Grade I students together with the previous scores taken on the First Quarter Test. Table 3: Test result From First to Second Quarter No. NameScores Second QuarterThird Quarter 1Banag, Jonie D. 1520 2Bermudo, Mark Anthony D. C. 1221 3Boehn, Adrian M. 1628 4Butchayo, John Carlo G. 2023 5Fallorina, Jerry M. 1722 6Gaupo, Gerald1525 7Lacanlale, Christian G. 1627 8Luna, Alexander N. 1225 9Manalili, John Lloyd C. 1726 10Maninang, Emer1326 11Manlapas,Randy A. 1827 12Martinez, Clive Xavier M. 825 13Morales, Aiveen Nash M. 1924 14Pilariza, Hans Russell L. 1923 15Puno, Jerome M. 2220 16Roldan, Rainier T. 1419 17Tolentino, John Michael E. 2226 18Uring, Justine H. 1825 19Bautista, Marichell D. C. 1422 20Botio, Renalyn M. 2129 21Casem, Allyana N. 2030 22Castaneda, Rey-ann 1221 23Dizon, Clarisse Joy R. 1419 24Lacanlale, Clarissa G. 2118 25Manlapas, Adrian Mae 2430 25Nucup, Lyka M. 1627 27Obenario, Angelina D. C. 2329 28Padua, Maricar 1620 29Panag, Maiel T. 2126 30Pangan, Cristina C. 1521 31Pangilinan, Gloria1218 32Quintos, Jennalyn Y. 2221 33Sabat, Maadrian E. 1618 4Sagadraca, Angelika Joy M. 1819 35Salas, Jomae V. 1424 The above table shows the satisfying result of the Third Quarter Test. Table 4: Test Result (Second – Third Quarter) Quarter TestNumber of Cases Number of ItemsHighest ScoreLowest ScoreTotal Number of scoresMean Second3530221260217. 2 Third3530301882423. 54 The table number four shows the big difference between the scores of First to Second Quarter Test. After conducting the test run students were asked if they find the program satisfying. 33 of the students answered â€Å"yes† and still hoping for some more lessons using CALL technology. of the students answered â€Å"no† because for them CALL is a much complicated way in studying the English subject. Summary of Findings Based on the data gathered in this research CALL technology in the classroom provi ded a context in which opportunities for English development are enhanced, since students are motivated to extend their efforts and resources in order to meet the demands of real communication in a social context. It also entails meaningful use of the target language and demands teachers and students to treat language as a medium of communication. The second quarter result shows a great improvement compared to the result taken last quarter. The program works best with individual users, but pair work would also be possible. Use in the classroom situation would be dependent upon the availability of computers. CALL technology proved an effective tool for language learning and teaching. Although Internet is more affordable and available today than ever before, unfortunately and despite the incredible advances and advantages, not very many English as a foreign language students and teachers benefit from its potential. Computers have a eaningful application in the area of foreign language teaching and learning. The incorporation of CALL into the curriculum and language programs is important but there is a need to integrate it into the course goals, based on research practices. In addition, this may provide opportunities for authentic language practice. Almost all the student who undergone the program find the program very satisfying and keep on asking for more lessons with the same strategy of teaching. Conclusion: Computer Assisted Language Learning (CALL) for Teaching English to Young Learners (TEYL). The computer is a child's wonderland. The use of CALL software such as Windows Messenger, E-mail, the Internet, and other specific and non specific software can be integrated using effective pedagogy to create a powerful language learning program. Computer Technology offers a certain degree of independent and structured learning. It easily assists and even stimulates young second language learners in all four skills of listening, speaking, writing, reading and also critical thinking (Cobb & Stevens, 1996). Technology has the potential to play a major role in English or foreign language learning and instruction. The history of CALL suggests that the computer can serve a variety of uses for language teaching. It can be a tutor which offers language drills or skill practice; a stimulus for discussion and interaction; or a tool for writing and research. With the advent of the Internet, it can also be a medium of global communication and a source of limitless authentic materials. But as pointed out by Garrett (1991), â€Å"the use of the computer does not constitute a method†. Rather, it is a â€Å"medium in which a variety of methods, approaches, and pedagogical philosophies may be implemented† (p. 5). The effectiveness of CALL cannot reside in the medium itself but only in how it is put to use. Recommendation: In the contemporary educational environments, it is a pity, that there are some schools that despite the fact of having a computer room which is privilege, there is not a full possible exploitation of that source of knowledge. Many people and some teachers feel uncomfortabl e with technology even there are times when they get scare of it; in that case, the best way to overcome this fear is facing it by solving as many computer exercises as possible. An important implication of this study is to foster the use of computer assisted learning without neglecting the mystery that covers up the uses of new technologies. Teachers especially from government owned schools should have opportunities such as trainings and seminars about the use of computer and how it would be used in teaching Teacher’s computer literacy is important. A feeling of satisfaction is received and accomplished when teachers and students discover that computer provides another way to acquire knowledge. It enhances motivation and promotes interaction. In traditional classrooms, interaction has been limited because of minimal physical possibilities or because of teachers’ lack of training in using technology.. Working with computers is a joint of motivational elements that makes the students’ participation more free and spontaneous. It is frequent that students bring English music compact discs to the laboratory. Those elements also promote interaction and new roles for both students and teachers. Therefore, students have more responsibility, risk taking, interaction and self-evaluation criteria towards the autonomous learning. The teacher should take individual differences in preferences, and ability into account. For example, interactivity is limited when there is only one way of navigating the internet, and the materials are presented in a rigid manner. There are more ways of navigating the internet and many different possible topics to explore. Students can select different activities to read and study. Different aspects of every day life and people work are listed to account for individual differences in ability, and preferences. The Department of Education should help in improving the computer laboratories of each government school and for those who has no computer at all. They should also consider applying an Internet connection for each school that can not only be used in teaching but also in easy communication of the school to the main office or division. It can also serve as an easy way of submitting reports and help decrease the paper works for the teachers and principals. Teachers should also take a rigid guidance on the students on how they will use the computer and the internet in searching for knowledge. Students should always be properly guided while surfing the internet for them to be protected about the negative influences of the internet. Bibliography: †¢ ^ a b Levy M. (1997) CALL: context and conceptualisation, Oxford: Oxford University Press. †¢ ^ a b Schmid Euline Cutrim (2009) Interactive whiteboard technology in the language classroom: exploring new pedagogical opportunities, Saarbrucken, Germany: VDM Verlag Dr. Muller. †¢ ^ a b Lamy M. -N. & Hampel R. (2007) Online communication in language learning and teaching, Houndmills: Palgrave Macmillan. †¢ ^ Shield L. & Kukulska-Hulme A. (eds. (2008) Special edition of ReCALL (20, 3) on Mobile Assisted Language Learning. †¢ ^ Davies G. & Higgins J. (1982) Computers, language and language learning, London: CILT. †¢ ^ Bush M. & Terry R. (1997) (eds. ) Technology-enhanced language learning, Lincolnwood, Illinois: National Textbook Company. †¢ ^ a b c Davies G. , Walker R. , Rendall H. & Hewer S. (2011 ) Introduction to Computer Assisted Language Learning (CALL). Module 1. 4 in Davies G. (ed. ) Information and Communications Technology for Language Teachers (ICT4LT), Slough, Thames Valley University [Online]: http://www. ict4lt. org/en/en_mod1-4. htm †¢ ^ Levy M. & Hubbard P. 2005) Why call CALL â€Å"CALL†? Computer Assisted Language Learning 18, 3: 143-149. †¢ ^ Marty F. (1981) â€Å"Reflections on the use of computers in second language acquisition†, System 9, 2: 85-98. †¢ ^ Sanders R. (ed. ) (1995) Thirty years of computer-assisted language instruction, Festschrift for John R. Russell, CALICO Journal Special Issue, 12, 4. †¢ ^ Delcloque P. (2000) History of CALL [Online]: http://www. ict4lt. org/en/History_of_CALL. pdf †¢ ^ Davies G. (2005) Computer Assisted Language Learning: Where are we now and where are we going? [ Online]: http://www. camsoftpartners. co. uk/docs/UCALL_Keynote. htm †¢ ^ Hubbard P. 2009) (ed. ) Computer-assisted language learning, Volumes I-IV, Routledge: London and New York: http://www. stanford. edu/~efs/callcc/ †¢ ^ Language Learning & Technology (2010) 14, 3, pp. 14-18 [Online]: http://llt. msu. edu/issues/october2010/index. html †¢ ^ Butler-Pascoe M. E. (2011) â€Å"The history of CALL: the intertwining paths of technology and second/foreign language teaching†, International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 1, 1: 16-32: http://www. igi-global. com/ijcallt †¢ ^ Davies G. & Higgins J. (1985) Using computers in language learning: a teacher's guide, London: CILT. ^ Jones C. & Fortescue S. (1987) Using computers in the language classroom, Harlow: Longman. †¢ ^ Hardisty D. & Windeatt S. (1989) CALL, Oxford: Oxford University Press. †¢ ^ a b Warschauer M. (1996) â€Å"Computer-assisted language learning: an introduction†. In Fotos S. (ed. ) Multimedia language teaching, Tokyo: Logos International [Online]: http://www. ict4lt. org/en/warschauer. htm †¢ ^ Warschauer M. & Healey D. (1998) â€Å"Computers and language learning: an overview†, Language Teaching 31: 57-71. †¢ ^ Underwood J. (1984) Linguistics, computers and the language teacher: a communicative approach, Rowley, Massachusetts: Newbury House. ^ Schneider E. W. & Bennion J. L. (1984) â€Å"Veni, vidi, vici, via videodisc: a simulator for instructional courseware†. In Wyatt D. H. (ed. ) Computer-assisted language instruction, Oxford: Pergamon. †¢ ^ Fuerstenberg G. (1993) A la rencontre de Philippe: Videodisc, Software, Teacher's Manual and Student Activities Workbook: Yale University Press [Online]: http://web. mit. edu/fll/www/projects/Philippe. html †¢ ^ Warschauer M. (2000) ‘†CALL for the 21st Century†, IATEFL and ESADE Conference, 2 July 2000, Barcelona, Spain. †¢ ^ Bax S. (2003) â€Å"CALL – past, present and future†, System 31, 1: 13-28. †¢ ^ Bax S. Chambers A. (2006) â€Å"Making CALL work: towards normalisation†, System 34, 4: 465-479. †¢ ^ Bax S. (2011) â€Å"Normalisation revisited: the effective use of technology in language education†, International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 1, 2: 1-15: http://www. igi-global. com/ijcallt †¢ ^ Mounteney M. Spaced repetition learning systems (SRS): http://www. omniglot. com/language/srs. php. Accessed 14 July 2011. †¢ ^ Decoo W. (2001) On the mortality of language learning methods. Paper given as the James L. Barker lecture on 8 November 2001 at Brigham Young University [Online]:

Mariano Azuela’s novel “Los de Abajo” Essay

Mariano Azuela’s novel â€Å"Los de Abajo†, titled â€Å"The Underdogs† by Enrique Munguà ­a Jr., in his English translation, has been hailed as the novel of the Mexican revolution. In this novel Azuela creates characters representative of the two factions that are at variance, the revolutionaries and the federalists. The novel is divided into three parts and each part subdivided into chapters, the first part being the longest and the third being the shortest. Enrique Munguà ­a’s translation is about 140 pages in length and many have noted that this novel is one of Azuela’s shortest. The novel is, however, quite entertaining and it maintains the readers’ attention throughout. For anyone interested in a serious study of Mexican history, this is an essential novel to read as it gives a perspective into the social aspects of the revolution that few textbooks can capture. The book has historical significance because it gives a description of the Mexican revolution from the perspective of people who were directly affected by and involved in the revolutionary process. Literally the title of the novel in Spanish â€Å"Los de Abajo† translates to mean those from or at the bottom. This I believe is a very appropriate title and in itself captures Azuela’s primary argument that he maintains throughout the novel. The revolutionaries and the federalists are constantly juxtaposed against each other in the novel but Azuela, through the eyes of Luis Cervantes, allows the reader to see that the two groups are not that dissimilar. Both factions display distrust, treachery, moral decadence and kill so mercilessly that it is no wonder that the words of the title â€Å"Los de Abajo† is used in the novel to refer to both the rebels and the federalists. Early in Part I chapter three when Demetrio led his men into the first ambush of the government troops he instructs his men to â€Å"Get those coming up from under! Los de Abajo! Get the underdogs!† be screamed. Later on in chapter 6 the narrator reflects of Luis Cervantes, on the first night of his joining the revolutionaries, that â€Å"Did not the sufferings of the underdogs, of the disinherited masses, move him to the core?†¦ the subjugated, the beaten and baffled.† The events in the novel mirror the Mexican revolution of 1910. The main plot of the story is that of a peasant farmer, Demetrio Macias who, after having suffered at the hands of the federalists, decides to join Pancho Villa’s revolutionary army. A defector of the government army, Luis Cervantes – elite and educated, joins Demetrio’s troop because of his support of the ideals he believed the revolutionaries espoused. Azuela, however, uses this character as his mouthpiece and, in his disillusionment that the revolutionaries were not fighting based on ideologies; the reader gets an understanding of Azuela’s perspective. He, like Cervantes, abandoned the struggle and migrated to the United States after having worked along with Pancho Villa as a military doctor believing his ideals to have been betrayed. One of the main lessons that Azuela delivers here is relevant in so many areas of life. His major argument in presenting his novel is that without purpose, focus, planning and proper management, even the most worthwhile efforts will prove to be futile. The most positive aspect of Azuela’s novel is that it was written while the struggles in the revolution were still going on. Beginning in 1914 the novel began to be published as a series in a Texas newspaper in installments though it was not until 1925 that it began to gain worldwide attention. This novel details the battles in the Mexican revolution from the perspective of the author who himself was a witness of these very events. Prior to moving to Texas, Azuela supported the revolutionary movement by offering his medical services to Pancho Villa’s army. In such a position he was exposed to the ills of the revolutionary battle, more so from the perspective of the revolutionaries. Azuela was therefore in a fitting position to discuss the Mexican revolution because he too had been very intimately involved in the process. However, while this novel bears relevance to the themes that were facing the Mexicans at the time when they were most involved in the revolution, it fails to give a complete picture of the revolutionary process. The problem with the novel is precisely because it was written so close to the actual events. This prevents the reader from having a total picture of the ‘before’, the ‘during’ and the ‘after’ of the revolution. In the same way that Demetrio’s eyes remain ‘leveled in an eternal glance’ at the end of the novel, so does the battle between the revolutionaries and the federalists give the impression that it will last eternally without resolution or victory for either side. The tone of Azuela’s novel therefore comes off as being very pessimistic. Failure and doom is the only outcome of the revolutionary struggle and no one seems to be winning. Azuela’s conclusion here seems to be rather generalized. Authors who have written about the revolution subsequent to Azuela have had the benefit of seeing the long-term results of the struggle which revealed much more positive effects than what were immediately obvious while the struggles were still going on. REFERENCES Azuela, Mariano (1963). The Underdogs (Enrique Munguà ­a Jr. Trans.). The U.S.A.: Penguin Group. (Original work published 1916).

One Of The Most Valued Amendments Written In The U.S....

One of the most valued amendments written in the U.S. Constitution is the First Amendment, which guarantees Americans freedom of speech. Individuals view the restriction of this right to be â€Å"unamerican†. Unfortunately, over the years colleges and universities have experienced an increase of hate speech. Victims of this type of crime may suffer from emotional and psychological distress. Due to this, restrictions have been placed on the ability to speak freely (Garrett). An ongoing debate has been placed in the hands of many people regarding whether Americans should be entitled to speak in an expressive way or if schools should focus on the safety of their students (Darden). Colleges should restrict hateful speech on campus regardless of†¦show more content†¦Similarly, imposing threats and/or hate speech upon others is a violation of others’ rights and freedoms. What is the point of having freedom of speech and a democracy in the US if it allows others to be degraded? The rights of all Americans should be respected and despite what the Constitution states, people have to take a step back and analyze the fact that their words can affect others. Students should be restricted as to what they’re saying to others for this exact reason. With little being done with the hate speech present in today’s campuses, more ignorant people are allowed to walk the streets unpunished. Hate speech must be controlled. Although people should be given the right to express how they feel, it must be done in a manner that would not cause others any harm (â€Å"Hate Speech People Students First†). Philosophers state in unison that the freedom of expression is inevitably one the most powerful possessions a person can have. But, those who are open with their opinions are often times ridiculed. Their voices, ideas, and experiences are brushed off and silenced. When people are shut down in this manner, there may be devastating effects. These consequences are known as the silencing effect. People may begin to question most of the things they feel and will tend to believe their thoughts invalid due to the fact that others disagree. This is when people begin to shut down andShow MoreRelatedUnited States Constitution Persuasive Essay500 Words   |  2 Pages United States Constitution Persuasive Essay On September 17, 1787, 39 delegates from the thirteen colonies elegantly signed their names on the United States Constitution. Even as the signers read and marveled over their written documentation of our new government, they realized problems could still emerge in the Constitution that would need to be addressed. To solve this dilemma, the delegates came up with a way that the Constitution could be changed so that future generations could patchRead MoreThe Articles Of Confederation Serving As The Foundation For The Us Constitution1520 Words   |  7 PagesNorthwest Ordinance. This document served as the foundation for the United States Constitution, which was ratified in 1787. This ratification process took place over 200 years ago. Since that time, most modern-day Americans have assumed that this great document had always been honored and respected by everyone. On the contrary, the Constitution set off months of fierce and often bitter debate after it was written and submi tted to the states for ratification. Creating a new American government provedRead MoreFree Speech : Freedom Of Speech1889 Words   |  8 PagesFreedom of Speech The First Amendment to the U.S. Constitution protects freedom of speech among other valued standards. The First Amendment states that â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceable to assemble, and to petition the Government for a redress of grievances† (U. S. Constitution). 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In order to protect women’s rights on the same level as men, I am in favorRead MoreThe Private Individual On The Internet Essay2315 Words   |  10 Pagesnetwork of interconnected computers that enables millions of people to communicate with each other in Cyberspace. Some refer to the Internet as the World Wide Web- at the time of its creation, the Internet was a designated high-speed network built by the U.S. Department of Defense as a digital communications experiment. The Internet is no longer just a communications experiment and is used in nearly everyone’s lives. â€Å"In our contemporary lives, we take for granted the unfathomable scale of the InternetRead MoreEssay on One Nation, Under God2050 Words   |  9 PagesAmerica, religion has gradually decreased in importance although it is needed more now than ever. Pursuant to the first amendment to the constitution, the country must honor the values of its people. 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Alan has said, â€Å"I can t find anything in the Constitution that says you prefer the life of the mother, or the convenienceRead MoreThree Strikes: Harsher Sentencing of Repeat Felony Offender804 Words   |  4 PagesBetween 1993 and 1995, twenty four states enacted three strikes sentencing policy which calls for much harsher sentencing of repeat felony offender. Most sentences for these repeat offender called for a minimum punishment of a life sentence with possibility of release until twenty five years have been served (1 Marvell, Moody 89). These laws where created to target and punish what lawmakers believed to be the small percentage of criminals that where committing the majority of serious crimes such

Should Professional Sports Be Banned - 2135 Words

Professional sports, a possible career for the talented and gifted athletes whose dreams are to push themselves to their limits to finally gain fame and wealth by playing the game they love. But a significant idea has the capability to change the whole concept of playing in the sports league. The legalization of performance-enhancers is able to negatively impact the mindset of every athlete in the field, cause repercussions onto athletes, and generate incredible health issues that surround all competitors. All professional sports should ban the use of steroids in the business, as it creates a violation official rules leading to unethical practice in the sports industry. Claim #1: Athletes that use steroids do not need to restrict themselves nearly as much as legitimate athletes since performance-enhancing drugs make it much easier for athletes to achieve their set goals without as many restraints and as much inputted effort. Evidence 1: â€Å"First, athletes who choose not to use steroids are at an unfair advantage – most will be unable to compete at the same level as athletes who are using steroids.† -April Ashby http://law.marquette.edu/facultyblog/2010/10/20/why-steroids-have-no-place-in-sports/comment-page-1/ Elaboration: How does this drug enhance the human body’s ability to create muscle? Every time someone trains their body, there are constantly microscopic tears occurring within the tissues which is the root of all muscle growth that occurs. The body’s natural repairShow MoreRelatedDrugs Should Be Banned For Professional Sports1211 Words   |  5 PagesDrug Use In Sports Ninety-eight percent of professional athletes say that they would take performance enhancing drugs if they didn’t have a chance of getting caught. Performance enhancing drugs, or PEDs, or steroids, have been around since 776 BC when the Greeks would use them to improve their performance in the Olympic Games. During World War II, the Germans, including Hitler, would take steroids to make themselves stronger and more aggressive. The Americans, British, and Japanese also began toRead MorePerformance Enhancing Drugs Should Be Banned in Professional Sports2737 Words   |  11 Pages1). Some professional athletes claim to use performance enhancing drugs to recover more quickly from injury; others take them because they have not seen the positive feedback in working out, without the use of the steroids. Steroids may be referred to as roids, juice, hype, or pump and they are powerful drugs. Performance enhancing drugs should be completely banned from professional sports because t hey are illegal, unhealthy, and unfair. Steroids are illegal in professional sports becauseRead MoreSteroid Use in Sports1732 Words   |  7 Pagesastonishing ten to fifteen percent of professional athletes use illegal steroids which are also known as performance enhancing drugs. These substances which are banned in professional sports aren’t just any type of steroid or drug. They are called anabolic steroids or performance enhancing drugs, and they are synthetically produced substances of male testosterone hormones. The use of these illegal steroids has garnered a lot of publicity within the world of sports over the past few years. As athletesRead MoreThe Debate on the Banning of Boxing Essay1070 Words   |  5 PagesThe Debate on the Banning of Boxing Boxing is an ancient sport with a long history dating back centuries. It developed from bare knuckle fighting in the 18th and 19th century. The sport has already experienced a ban in 1865 and despite this remains a popular today despite this. The sport has rules established by Marquees of Queensbury that form the basis of modern boxing: three minute rounds and boxers must wear gloves. 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The few people who want performance-enhancing drugs in sports don’t worry aboutRead MoreThe Possibility of College Sports Being Banned775 Words   |  3 PagesThe first time that I had any type of knowledge about the possibility of college sports being banned was just a few weeks ago inside of my English 101 class. I cannot express how surprise I was when I found this out. Not in a million years I ever would of thought a activity that most athletes live by every day can just go away in a snap of a finger. How could somebody even turn professional if they have not been in the col lege phase yet? Questions just arise in my head when I hear about this topic

Hunting the Nightmare Bacteria - 1622 Words

In the last decade, the number of prescriptions for antibiotics has increases. Even though, antibiotics are helpful, an excess amount of antibiotics can be dangerous. Quite often antibiotics are wrongly prescribed to cure viruses when they are meant to target bacteria. Antibiotics are a type of medicine that is prone to kill microorganisms, or bacteria. By examining the PBS documentary Hunting the Nightmare Bacteria and the article â€Å"U.S. government taps GlaxoSmithKline for New Antibiotics† by Ben Hirschler as well as a few other articles can help depict the problem that is of doctors prescribing antibiotics wrongly or excessively, which can led to becoming harmful to the body. In the documentary, Hunting the Nightmare Bacteria, reporter†¦show more content†¦In the documentary, Addie had a slight infection but this infection ruined her life forever, it dilapidated her health to the point she needs consistent monitoring as well as put a stop on certain activities she can do. As Addie’s mother said, â€Å"it gave her time† (Young), antibiotics were the cause of Addie’s condition, my sister’s infection, and multiple other incidents I do not want situations to happen to me because I was prescribed antibiotics. Hospitals in the United States do not have to report outbreaks to the government. However, according to the documentary the Centers of Disease Control and Prevention estimated that two million Americans are infected with resistance bacteria, which can result in about 23,000 Americans death each year. This is a hidden and silent epidemic with KPC found in hospitals in 44 states in the United States. In addition, there have been 32 confirmed cases this documentary in 14 countries with NDM-1 gene. The documentary should have explored what the U.S., India and other countries do differently or similarly in treating the superbug NDM-1. The US had in recent years signed a deal with GlaxoSmithKline worth $200 million on development and research of drug resistance antibiotics (Hirschler). GlaxoSmithKline is a â€Å"global healthcare group, which is engaged in the creation and discovery, development, manufacture and marketing ofShow MoreRelatedWhy Do Industrial Farms Use Antibiotics For Anima l Feed And Water? Essay901 Words   |  4 Pagestreating patients with urinary tract infections (UTIs). Which organism is the cause of the UTIs and why is it difficult to treat? E.coli was the cause of UTIs. E.coli was difficult to treat because as soon a patient would reach the hospital the bacteria would have already reached the bloodstream. 3.) Dr. Lance Price and his team of researchers sampled turkey, chicken and pork from grocery stores for over a year. a.) What hypothesis was Price testing? Food could serve as the source of E.coli thatRead MoreThe Plague Of Bubonic Plague1675 Words   |  7 Pageschilling to think about knowing that a mere flea can be the cause of the bubonic plagues epidemic. The more specific medical or scientific term for this disease is Yersinia Pestis. This was named after the doctor, Alexandre Yersin, who isolated the bacteria in 1894 during the pandemic that began in China in the 1860’s. The earliest traces of Y Pestis can be found all the way back to the Gobi Desert of Mongolia in the 1320’s. The cause of the sudden eruption is yet to be solved but the earliest majorRead More The Salton Sea Essay example5242 Words   |  21 Pagesinto the Salton Sea.(Salton Sea Authority and the Bureau of Reclamation, 1997) These two factors mentioned above are the main cause for the massive fish die off , bird die off, the speeding up process of eutrophication, five forms of predominant bacteria and contamination from DDT , selenium, Botulism , New Castle disease, as well as alga blooms and horrific odors. Social Aspects Not only does this area have practicable functions for such activities like recreation , bird watching, hikingRead MoreEssay on Fall of Asclepius95354 Words   |  382 Pagesthem with a quick blow to the head each. He started to breath normally again. His hands were shaking. Thomas dropped his bat and pinched his own cheeks to make sure he was not having a nightmare. Wake up! he screamed. Wake up! I just want to wake up. He wished he was having a nightmare but it was not a nightmare. It was reality. This reality where the dead are coming back to feast on the living. Just stand up and keep moving. Theyre not people. Theyre zombies. You must keep fighting. CoagulatedRead MoreMarketing Mistakes and Successes175322 Words   |  702 Pagesmajor insurance conglomerate owned by Warren Buffett. These were harbingers of threats to come, and would eventually consume more corporate time and expense. Even if Google won most of its cases, the wide publicity could become a public relations nightmare. Limits to Growth As a firm becomes larger, statistics put a brake on growth percentages. For example, Google’s growth percentages were 409 percent in 2002, 234 percent in 2003, and 118 percent in 2004. Such percentages of year-to-year growthRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesopenings. Today, he finds one, and he mails off a rà ©sumà © and cover letter. It’s a routine he repeats nearly every day, applying to four to five jobs a week, week after week. Despite graduating from Colgate University with a 4.0 GPA, Scott has been job-hunting for 5 months. His myriad applications have produced only one offer: A $40,000-a-year job as an associate claims adjuster at Hanover Insurance Group in Worcester. He turned the offer down. â€Å"The conversation I’m going to have with my parents now that

MANAGERIAL REPORT Essay Example For Students

MANAGERIAL REPORT Essay INTRODUCTIONThe purpose of this analysis was to develop a regression model to predict mortality. Data was collected, by researchers at General Motors, on 60 U.S. Standard Metropolitan Statistical Areas (SMSAs), in a study of whether air pollution contributes to mortality. This data was obtained and randomly sorted into two even groups of 30 cities. A regression model to predict mortality was build from the first set of data and validated from the second set of data. BODYThe following data was found to be the key drivers in the model:? Mean July temperature in the city (degrees F)? Mean relative humidity of the city? Median education? Percent of white collar workers? Median income? Suffer dioxide pollution potentialThe objective in this analysis was to find the line on a graph, using the variables mentioned above, for which the squared deviations between the observed and predicted values of mortality are smaller than for any other straight line model, assuming the differences between the observed and predicted values of mortality are zero. Once found, this ?Least Squared Line? can be used to estimate mortality given any value of above data or predict mortality for any value of above data. Each of the key data elements was checked for a bell shaped symmetry about the mean, the linear (straight line) nature of the data when graphed and equal squares of deviations of measurements about the mean (variance). After determining whether to exclude data p oints, the following model was determined to be the best model:-3276.108 + 862.93551 25.375822 + 0.5992133 + 0.02396484 + 0.018949075 41.165296 + 0.31470587 +See list of independent variables on TAB #1. This model was validated against the second set of data where it was determined that, with 95% confidence, there is significant evidence to conclude that the model is useful for predicting mortality. Although this model, when validated, is deemed suitable for estimation and prediction, as noted by the 5% error ratio (TAB #2), there are significant concerns about the model. First, although the percent of sample variability that can be explained by the model, as noted by the R? value on TAB #3, is 53.1%, after adjusting this value for the number ofparameters in the model, the percent of explained variability is reduced to 38.2% (TAB #3). The remaining variability is due to random error. Second, it appears that some of the independent variables are contributing redundant information due to the correlation with other independent variables, known as multicollinearity. Third, it was determined that an outlying observation (value lying more than three standard deviations from the mean) was influencing the estimatedcoefficients. In addition to the observed problems above, it is unknown how the sample data was obtained. It is assumed that the values of the independent variables were uncontrolled indicating observational data. With observational data, a statistically significant relationship between a response y and a predictor variable x does not necessarily imply a cause and effect relationship. This is why having a designed experiment would produce optimum results. By having a designed experiment, we could, for instance, control the time period that the data corresponds to. Data relating to a longer period of time would certainly improve the consistency of the data. This would nullify the effect of any extreme or unusual data for the current time period. Also, assuming that white collar workers are negatively correlated with pollution, we do not know how the cities were selected. The optimal selection of cities would include an equal number of white collar cities and non white collar cities. !Furthermore, a ssuming a correlation of high temperature and mortality, an optimal selection of cities would include an equal number of northern cities and southern cities. Cultural Diversity In Healthcare EssayMODEL TESTINGThe model was validated for predicting and estimating mortality with the following hypothesis test:H : Allcoefficients in the model are equal to zero. ( 1 =2 = . = k = 0)Ha: At least one of thecoefficients is not equal to zero. Rejection Region: F ; F (where the distribution of F depends on k numerator df and n (k + 1) denominator dfTest Statistic: Mean Square for model= R?/kwhere, n = number of observations Mean Square for error(1 R?)/ k = number of parameters (excluding intercept)Substitution (TAB #3): =.531026 / 7=3.5587(1 .5301)/ Decision: Reject HConclusion: There is sufficient evidence to conclude that at least one of the variables is good to estimate mortality. Confidence Interval:y? t /2 s ywhere s y = s n and t /2 is a t value based on (n-1) degrees of freedomSubstitution (TAB #8): 50.53793 ? 2.074 * 6.334616 = (37.39993642, 63.67592358)Substitution (TAB #2): 5.316607 ? 2.074 * 0.6332737 = (4.003197346, 6.630016654)Conclusion: The absolute value of the residuals is 50.5 and the percentage of error is 5.3%. Therefore with 95% confidence, we can say that the mean absolute error falls within 37 and 64 deaths with an error ratio of between 4% and 7%. CONCLUSIONS AND RECOMMENDATIONSAlthough there seems to several problems including a low R?, severe multicollinearity, influential observations and problems with linearity and variability, the model is deemed to be a good estimator/predictor of mortality. Obviously improvements such as better data collection (though an controlled experiment), larger sample size, multicollinearity analysis (inclusion and exclusion of different variables) and data transformation analysis could result in better model prediction. However, analysis of this type is extremely time consuming and is recommended only if additional funds can be generated.

The Cast of Amontillado free essay sample

The characterization starts right off the bat with this story; Fortunato is dressed as a clown, which is what he turns into at the end of the story†¦a fool. This outfit also shows his personality and his attitude towards life. Fortunato is a very playful and carefree person when he is drunk; the clown costume shows the reader what type of character he is before the story really begins. It shows how much of a fool he is when he is tricked by Monstresor with making up this so called rare, delicious tasting wine that doesn’t exist. On the other hand Monstresor is dressed quite the opposite as Fortunato; he is dressed in a silk black mask along with a roquelaire. This shows the reader that he is dark and that he will do something devious by the stories end. Monstresor shows a mysterious character, that is taking Fortunato down a deep dark path; or in other words his family’s catacombs. We will write a custom essay sample on The Cast of Amontillado or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Another form of characterization is the names of some of the characters. Fortunato is from the word fortunate, and this shows irony and characterization. His name shows how unfortunate he will be at the end of the story because he is left to die in the catacombs. The setting of the carnival showed the reader Monstresor and Fortunato’s situation because it represents Monstresor’s action towards him. The carnival is a place of games and shows full of trickery. Monstresor is acting as if he has no problem with Fortunato but he really has a grudge; and just like that situation, the carnival puts on shows that seem like one thing but are really something else. The main literary device is irony and irony is throughout â€Å"the Cask of Amontillado† in all different ways. We will go back; your health is precious. You are rich, respected, admired, beloved; you are happy, as once I was. You are a man to be missed. For me it no matter. We will go back; you will be ill, and I cannot be responsible. † Monstresor really doesn’t feel like this at all, and is doing a very good job of faking how he feels. As Monstres or and Fortunato are down in the catacombs, Fortunato keeps coughing and the more he coughs the more Monstresor’s plan is going to work because he keeps saying that he will help and that the cough is nothing. Fortunato is slowly being blindly led to his death, by ironically his so called friend. More irony is the fact that Fortunato should have died multiple times in the catacombs but he doesn’t really know that because he is so drunk and he ironically trusts this so called friend Monstresor. â€Å"a moment more and I had fettered him to the granite† Fortunato is expecting that he will be receiving this Amontillado but he then out of nowhere gets chained to the wall by Monstresor. The Amontillado is the perfect plan to lure this drunk to his death and finally get is revenge. Then Monstresor avoids the question if he is of the brotherhood or the mason, so he can use the trowel to bury Fortunato alive. Right before Monstresor is down with the wall he says to Fortunato â€Å"in pace requiescat† which means rest in peace. In conclusion, Poe uses many literary devices to portray the type of story that he wants to; characterization and irony illustrates the theme of revenge perfectly. The reader can take this story in many views such as; the reader can side with Monstresor and see how he needed his revenge, in the darkest way possible. The reader can also side with Fortunato and how naive he is with the desire of the rare Amontillado and his complete unwilling trust in Monstresor. Work Cited Poe, Edgar Allan. â€Å"The Cask Of Amontillado† The Norton Introduction to Literature. Ed. Alison Booth and Kelly J. Mays. New York: Norton, 2010. Print. The Cask of Amontillado. The Cask of Amontillado. wordpress, n. d. Web. 21 Mar 2013. lt;http://www. thecaskofamontillado. net/gt;. Poes Short Stories Summary and Analysis. Grade Saver. Glamfamily, n. d. Web. 21 Mar 2013. lt;http://www. gradesaver. com/poes-short-stories/study-guide/section4/gt;.