Analyze âThe Dangers of Cell Phones,” which has been linked below as both a video and a transcript. Identify the main points of the speech and the supporting materials used for each. Evaluate the speakerâs use of supporting materials in light of the criteria discussed in this chapter. There is no word count for this – I want to see your analysis, and I want to see you thinking through the effectiveness of each piece of supporting material. What is she using? How is she using it? How is it working? Why does it matter?
This is the video
https://youtu.be/cVxXUFIVUEI
Sample Solution
rning Vocabulary with Teaching Path It is based on learning the word through teaching, the attention of the students, the activities on which the words are presented (Sökmen, 1997). Teaching-learning is a very important part of vocabulary teaching programs. In this method, fast and long-term word learning is provided by reinforcements supported by meaningful input. Learning how to teach, how to teach and how to teach will be determined in advance, and it is aimed to have a broad vocabulary of the learners. Many techniques such as learning vocabulary through teaching, combining old learners with new vocabulary, frequent repetition of words, formation of a deeper procedural skill, and animation are helpful (Celce-Murcia, 2001: 286-287). Direct word learning provides effective learning in a real sense. In this way, each word is emphasized for a certain period of time and the structural, phonological and contextual features of the word. Another aim of learning vocabulary through teaching is to increase the level of consciousness of the students about certain words and to make them recognize them easily in their next encounter with those words. Learning vocabulary through instruction leads to the beginning of a cumulative learning. Another advantage of this learning is that this type of vocabulary learning helps to learn vocabulary and helps students to acquire the ability to grasp the strategic and systematic characteristics of the language. These features can be listed as sound, word alignment, word type information, underlying concept and semantic information, and syntactic constructions (Schmitt, 2002: 42). Only a small part of the vocabulary of a language and the semantic information of this vocabulary can be learned by teaching. The knowledge of vocabulary is so great that it is impossible to learn it all this way. Every word learned through instruction may not be able to reach the learnerâs lexical competence. For this reason, it would be wrong to expect that all of the word information will be learned this way. 4.3.1 Number of Words to Teach When learning vocabulary through teaching, the number of vocabulary to be taught needs to be>
rning Vocabulary with Teaching Path It is based on learning the word through teaching, the attention of the students, the activities on which the words are presented (Sökmen, 1997). Teaching-learning is a very important part of vocabulary teaching programs. In this method, fast and long-term word learning is provided by reinforcements supported by meaningful input. Learning how to teach, how to teach and how to teach will be determined in advance, and it is aimed to have a broad vocabulary of the learners. Many techniques such as learning vocabulary through teaching, combining old learners with new vocabulary, frequent repetition of words, formation of a deeper procedural skill, and animation are helpful (Celce-Murcia, 2001: 286-287). Direct word learning provides effective learning in a real sense. In this way, each word is emphasized for a certain period of time and the structural, phonological and contextual features of the word. Another aim of learning vocabulary through teaching is to increase the level of consciousness of the students about certain words and to make them recognize them easily in their next encounter with those words. Learning vocabulary through instruction leads to the beginning of a cumulative learning. Another advantage of this learning is that this type of vocabulary learning helps to learn vocabulary and helps students to acquire the ability to grasp the strategic and systematic characteristics of the language. These features can be listed as sound, word alignment, word type information, underlying concept and semantic information, and syntactic constructions (Schmitt, 2002: 42). Only a small part of the vocabulary of a language and the semantic information of this vocabulary can be learned by teaching. The knowledge of vocabulary is so great that it is impossible to learn it all this way. Every word learned through instruction may not be able to reach the learnerâs lexical competence. For this reason, it would be wrong to expect that all of the word information will be learned this way. 4.3.1 Number of Words to Teach When learning vocabulary through teaching, the number of vocabulary to be taught needs to be>
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