Create advertisement brochure that would attract target market to this product (my business is beauty salon
owner, and we specialize in hair, nails, makeup application, and eyelash extentions) The focus is on the
eyelash extention service. The company name is” Lovely Lashes Beauty Salon” brochure should contain
contact info.( This information will be available for the assigned writer) along withdescription and images of
products and services. show the business and value that this product holds for the target market(18 and up)
and demonstrate how it can meet their needs. Include at least 3 features of product or service and then the
three benefits thatthose features provide to the customers. professionally formatted and free of errors.
Sample Solution
nd not only recasts (Lyster&Ranta 1997, p.56). The purpose of Schultzâs (1996) exploratory study was to compare studentsâ and teachersâ beliefs about explicit grammar teaching, particularly in connection to error correction. The subjects were second and foreign language students and teachers in both commonly taught (CTL) and less-commonly taught (LCTL) languages at the University of Arizona, where the data was collected with the help of a questionnaire. In terms of grammar teaching, Schultz discovered that the students had more favorable attitudes towards formal grammar study than their teachers did, and that even though a large majority of both groups believed that studying grammar helps in foreign language learning, the students shared the belief more often than the teachers (Schultz, 1996, p.345). Overall, the studentsâ responses indicated a strong belief about the usefulness of grammar teaching (Schultz 1996, p. 345). When it comes to error correction, the students reported notably positive attitudes towards negative feedback with only 4% of them reporting feelings of displeasure when corrected in class (Schultz, 1996, p.346). When the students were asked whether they want the teacher to correct their errors, the vast majority answered âYesâ, both in terms of written and spoken errors (97% and 90% respectively) (Schultz, 1996, p. 346). There was a great disparity between the studentsâ and the teachersâ opinions, as only 34% of the CTL teachers and 50% of the LCTL teachers felt that the student should be corrected every time they make an oral error (Schultz, 1996, p.347). To conclude, Schultz (1996, p.348) states that the studentsâ favorable attitudes towards explicit grammar study and error correction may be due to three factors: 1) they may be based on a generally agreed myths that pass along from generation to generation, 2) they may be strongly affected by the grammar-focus curriculum and prevalent instructional practices, and 3) they may be based on personal experiences convincing the students about the usefulness of grammar and corrective feedback. In Iranian EFL context, numerous researches have been done to date. Vaezi, Zand-Vakili and Kas>
nd not only recasts (Lyster&Ranta 1997, p.56). The purpose of Schultzâs (1996) exploratory study was to compare studentsâ and teachersâ beliefs about explicit grammar teaching, particularly in connection to error correction. The subjects were second and foreign language students and teachers in both commonly taught (CTL) and less-commonly taught (LCTL) languages at the University of Arizona, where the data was collected with the help of a questionnaire. In terms of grammar teaching, Schultz discovered that the students had more favorable attitudes towards formal grammar study than their teachers did, and that even though a large majority of both groups believed that studying grammar helps in foreign language learning, the students shared the belief more often than the teachers (Schultz, 1996, p.345). Overall, the studentsâ responses indicated a strong belief about the usefulness of grammar teaching (Schultz 1996, p. 345). When it comes to error correction, the students reported notably positive attitudes towards negative feedback with only 4% of them reporting feelings of displeasure when corrected in class (Schultz, 1996, p.346). When the students were asked whether they want the teacher to correct their errors, the vast majority answered âYesâ, both in terms of written and spoken errors (97% and 90% respectively) (Schultz, 1996, p. 346). There was a great disparity between the studentsâ and the teachersâ opinions, as only 34% of the CTL teachers and 50% of the LCTL teachers felt that the student should be corrected every time they make an oral error (Schultz, 1996, p.347). To conclude, Schultz (1996, p.348) states that the studentsâ favorable attitudes towards explicit grammar study and error correction may be due to three factors: 1) they may be based on a generally agreed myths that pass along from generation to generation, 2) they may be strongly affected by the grammar-focus curriculum and prevalent instructional practices, and 3) they may be based on personal experiences convincing the students about the usefulness of grammar and corrective feedback. In Iranian EFL context, numerous researches have been done to date. Vaezi, Zand-Vakili and Kas>
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