The And The Babylonian Essay - 1568 Words

Lucas Morgan Mr. Hare Book Essay Despite the fact that of however constrained degree, this unobtrusive book indicates not just the fascinating way of the revelations made generally years in the region of Jraq, additionally the significance of the occupants of the Babylonian plain. Prior to the revelation of the Assyro-BabyIonian engravings, the name Sumerian was for all intents and purposes obscure. Right now no history of the Euphrates valley can be composed without giving them a huge place in that. Sumerian comes from the word Sumer which was the main urban human progress in the verifiable district of southern Mesopotamia, cutting edge southern Iraq, amid the Chalcolithic and Early Bronze ages, and ostensibly the principal development on the planet with Ancient Egypt. Living along the valleys of the Tigris and Euphrates, Sumerian ranchers could grow a plenitude of grain and different yields, the overflow of which empowered them to settle in one place. Proto-writing in the ancient times goes back to c. 3000 BC. The most punctual writings originate from the urban communities of Uruk and Jemdet Nasr and go back to 3300 BC; early cuneiform written work developed in 3000 BC. Cutting edge history specialists have recommended that Sumer was first for all time settled between c. 5500 and 4000 BC by some West Asian individuals who talked the Sumerian dialect (indicating the names of urban areas, waterways, fundamental occupations, and so forth., as proof), an agglutinativeShow MoreRelatedBabylonian, Babylonian And Babylonian Warfare766 Words   |  4 PagesEmmanuel Paredes Pd4 Assyrian and Babylonian Warfare The Assyrian and Babylonian military were great in older times.They were experts at the usage of the military during wars by using tactics and strategies to come out on top.Things as simple as chariots were critical and used in their unique way of war.Babylonia used creative ideas like damming out city-states water sources. Assyria was a huge force and army to feud with during any time of its existence because of their basic but smart waysRead MoreThe Babylonian Captivity1764 Words   |  8 Pagestheir God; I will remember them because of the covenant I made with their original ancestors whom I brought out from the land of Egypt, in the sight of the nations, so that I might be their God.†(Leviticus 26:44) The seventy-year period of the Babylonian captivity is an important part of Israel’s history, and demonstrates God’s faithfulness to His people, His judgment of sin, and the surety of His promises. Prior to the exile the Israelites were living in wickedness, disobeying the Decalogue ofRead MoreBabylonians and the Contributions to Math1605 Words   |  7 Pagescode and is still used today. Hammurabis dynasty was also called the First Dynasty of Babylonia. This dynasty ruled for about 200 years until 1530 BC. Under the control of this dynasty, Babylonia entered a period of prosperity and peace. The Babylonians developed an abstract form of writing based on wedge-shaped symbols. Their symbols were written on wet clay tablets that were baked in the hot sun. Many of thousands of these tablets have survived to this day. They had to use straight lines becauseRead MoreThe Babylonian Civilization Of Babylon Essay1185 Words   |  5 PagesThe Babylonian civilization About the civilization of Babylon: Babylonian civilization is considered as one of the most important civilizations in the ancient world. The Babylonians took and developed everything after the Sumerians civilization especially in the spiritual realm and in the field of building an integrated civilization. The earlier civilizations had big role in the Babylonians civilization period when Babylonians took all the cuneiform writing, mathematicalRead MoreCyrus And The Babylonian Of The Persian Empire1878 Words   |  8 Pagesgreatest historical conquerors, who in two decades (550-530) conquered all the major empires of the near east, including Media, Lydia and the Neo-Babylonian kingdoms; all these cities united created the largest empire the world had seen to that time . However in many ancient texts, such as the works of Xenophon, a number of sacred Jewish texts and the Babylonian peoples, Cyrus was often described as a ‘liberator’ as apposed to a conqueror . From a number of ancient writ ten sources, including the CyropaediaRead MoreEssay on The History of Babylonian Mathematics1569 Words   |  7 PagesThe History of Babylonian Mathematics The history of ancient Babylonia is really long, but this essay is a short and to the point summery of the entire history. The history of Babylonia started near the end of the year 2000 BC, when invaders were attacking the Sumer kingdom. Sumer was a powerful kingdom in the western part of Asia, and it some what occupied what would become Babylonia. After the kingdom of Sumer was destroyed the city-states of Larsa and Isin came into settle on the landRead MoreThe World Of The Babylonian Captivity1296 Words   |  6 PagesDuring the time of the Babylonian captivity, throughout the inter-testamental period, until the death, burial and resurrection of Christ, Israel endured abject and inhumane persecution at the hands of fellow citizens, government officials, and other nations. Although at times, they were miraculously delivered, this was not always the case, as demonstrated in the Maccabean revolt. The events that led to the Maccabean revolt are among the foremost of such degradat ion and persecution and shall be givenRead MoreThe King Of The Babylonian Dynasty977 Words   |  4 PagesIn the Babylonian Dynasty, Hammurabi became the sixth king to rule in 1792 B.C. He was undoubtedly invested in his kingdom and wanted to â€Å" bring about the rule of righteousness in the land, to destroy the wicked and the evil-doers.† 282 laws later, Hammurabi created a strict society that he wanted to do just that. His laws he created set out for justice and order and had a set punishment for every crime that could be committed within this society. Each law sets an example of how one should act ruledRead MoreThe Egyptian And Babylonian Mathematicians1257 Words   |  6 Pagesequation, Descartes, Riehmen Sphere, Tartaglia Introduction Building on the successes of their ancient predecessors the mathematicians of the European Renaissance searched for an algebraic solution to the cubic equation. The ancient Egyptian and Babylonian mathematicians produced solutions for the linear and quadratic equations. By 628, Brahmagupta, the Indian mathematician, developed the general quadratic formula for solving a quadratic equation. In the eighth century, the great Persian mathematicianRead MoreThe Babylonian Of The Assyrian Army1987 Words   |  8 PagesThis research paper is about one aspect of the ancient world that I have analyzed and the topic that I have done this research on is the Assyrian Army. I will give a detailed analysis with precise and concise information with well presented information with credible claims to support my paper and my thesis statement that â€Å".The Assyrian Army was the most organized Army in the Ancient near east; they conquered the Dark Age era with their tactical and physical nature of mil itant system which makes them

The Effects Of Violence On Children Today - 1633 Words

The purpose of this paper is to critically examine research of how violence in the media affects children today. This paper critiques the research by W. James Potter and his article â€Å"On Media Violence.† Facts and personal opinions on the author’s beliefs regarding the affects of violence in the media will also be included. This article talks about how violence in the media is affecting our children today. We have become phlegmatic by the affect violence has on us, when regularly watching television shows, news reports, and playing violent games we become numb to the constant brutality that seems to secrete into them. As people being presented to countless acts of violence constantly will often show a negative affect in the way we go about life, treating others, and handling daily situations we face may have a added negative approach after viewing endless acts of cruelty. There are ten laws that appear multiple times in numerous studies that show violence in the m edia is harmful to children and young adults. The first six of the laws are portrayed to immediate effects that violence in the media has on our nation, what happens when a child watches his favorite character in a television show get away with picking on his sibling? Will the young boy be more opt to pick on his sibling thinking he may get away with it as well? The last four laws are portrayed to the long-term effects that violence has on us, after seeing a fictional character get away with misbehavior or aShow MoreRelatedChild Exposure to Domestic Violence1163 Words   |  5 PagesChild Exposure to Domestic Violence Introduction: Domestic Violence is any willful intimidations, sexual assault, physical assaults, or any other forms of physical or verbal violent behavior by one intimate partner towards another. Domestic Violence can create both psychological and emotional effects on both the intended victim and anyone that witnesses it to include children. Some children that witness domestic violence are experiencing serious effects that they have to deal with all theirRead MoreMedia Essay1335 Words   |  6 Pagesï » ¿Samuel OGarro Media and Society Professor Stephanie Morrow Media portrayal of sex and violence between today and my past. Media is a mode of communication which acts to be a link between the people in today’s society. There were many different issues presented between today and earlier days in the case of media portrayal of sex and violence. Today the media represents the stories of sex and violence in every single newspaper, video, radio and channels as opposed to the past, the media wasRead MoreViolence in Youth1171 Words   |  5 PagesIntroduction Youth violence is defined as violent behaviour that begins early in life and continues throughout subsequent stages of life. Youth violence may include physical and emotional harm, and minor crimes, escalating to murder (Centers for Disease Control and Prevention, 2013). Youth are recognized as being between the ages of twelve and twenty-four however, teens are the most affected by violence than any other group of youths as they are habitually perceived as the most violent age groupRead MoreMedia Violence And The Effect It Has On Actual Behavior1500 Words   |  6 PagesTitle: Media Violence And The Effect It Has On Actual Behaviour. While many argue that film violence has little or no influence on actual behaviour, this essay will argue that media violence has a direct influence on actual behaviour in adolescence and adults. The main ideas I will put forward are. How Media Violence Increases Children’s tolerance of Real-Life Aggression, Violence Exposure in real-life, Violent Film Characters and their portrayal of violent acts, the effects of violence in emergingRead MoreTelevision Is Destroying Todays Youth, but Dont Blame T.V., Blame the Parents.1302 Words   |  6 Pagesbeen Americas favorite source of entertainment. As society has changed, violence and sexual content have been added ever so increasingly over the years. After all, isnt that what makes T.V. shows interesting? Isnt that why we all want to go see that new movie that came out which is rated R instead of that movie rated PG? Although this violence and sexual content on television and in movies is having devastating effects on Americas youth, you cannot blame television. Instead, we must blameRead MoreEffects of Domestic Violence on Children1124 Words   |  5 Pagesbiggest victims of domestic violence are the littlest. The home is a suppose to be a safe and secure environment for children with loving parents and free from violence. Children need a secure environment where they can come home to when the outside world is unsafe. However, every year there are millions of children who’s homes are not a safe haven. Millions of children are exposed to a parent being violently assaulted. Domestic violence is a prevalent social issue in America today. First, who is affectedRead More Juvenile Crime Essay528 Words   |  3 Pagespoverty, repeated exposure to violence, drugs, easy access to firearms, unstable family life and family violence, delinquent peer groups, and media violence. Especially the demise of family life, the effect of the media on the juveniles today, and the increase of firearms available today have played a big role in the increase of juveniles crimes. nbsp;nbsp;nbsp;nbsp;nbsp;The most common risk factor is the demise of the family life and the increase in family violence. Between 1976 and 1992 the numberRead MoreThe Effects of Television Violence on Children Essay1338 Words   |  6 Pages Thesis Statement: Unsupervised children who watch violence on television exhibit violence in their everyday lives and develop into aggressive adults. â€Å"Research shows that television violence increases levels of aggression, fear, and desensitization among some who consume it† (Hamilton). This quotation by James Hamilton briefly summarizes the potentially negative effects of television on young minds. A child’s favorite television show can keep a child occupied while the mother preparesRead MoreChildren as Witnesses of Domestic Violence 1598 Words   |  7 Pages2014, pp. 273). This dark side is the violence that occurs within the family, whether it be child abuse or domestic violence. Domestic violence is defined as violent or aggressive behaviour within the home, typically involving the violent abuse of a spouse or partner (Oxford Dictionary). Although there are instances where women are violent, Kimmel and Holler (2011) state â€Å"most family violence is perpetrated by males - husbands beating wives, fathers hitting children, sons hitting their parent, boys hittingRead More Youth Violence Essay597 Words   |  3 Pages Youth Violence nbsp;nbsp;nbsp;nbsp;nbsp;Ever since the terrible tragedy at Columbine High School, there has been a numerous list of recent school shootings in America. Youth violence is a major issue in today’s society. Many people dread what causes adolescents to be so violent, committing horrible crimes.nbsp;nbsp;nbsp;nbsp;nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;There are many wonders that go around about why young adolescents commit such violent crimes. These questions vary from why kids

What I Saw and How I Lied Free Essays

What I saw and how I lied, by Judy Blundell, tells the story of a young plain Jane, Evie, who takes an adventurous trip with her family, but what doesn’t know is that she will be thrown into the middle of a suspicious death, or worse, murder. This elegant, detail-driven tale smoothly segues into a whodunit page turner, while unwinding a web of lies and fake people. Placed back in 1947 after World War II, Evelyn Spooner and parents, Beverly and Joe Spooner, just began to fall back to a normal routine after the return of her step -father. We will write a custom essay sample on What I Saw and How I Lied or any similar topic only for you Order Now Although, Joe brought back with him more than just war stories, he brought back the idea of an elaborate trip to Florida. Little did any of them know, by driving to Florida for their vacation they were driving straight into a tragedy that would shatter their family and break their life’s in two. The drive was long, at some points I thought it would never end. I wanted to be there be in the Florida sun and feel what Joe had been talking about for the last week. He had told me and mom that when we reach Florida you can taste to oranges in the air and smell the ocean for miles away.Mom sat in the front seat, she was beautiful, the envy of the whole town all the men stared at her as she walked by. She is tan, skinny, and toned, her long blonde hair tumbled down her back in perfect curls almost making the effect of a waterfall. The way she carries herself, the way she could light a cigarette with one swift motion. Then there was Joe, he reminds me more of a Ken doll, he had big muscle that showed through his shirt and he had short hair from the war together they were like beauty and the beast. Then there was me people always told me I was beautiful but until last summer I never notice that when people said I was beautiful they just lumped me together with me mother, it kind of went like â€Å" Sure your beautiful kido, look where you came from. † When we finally reach Florida it was hot and humid, nothing like Joe had explained. The hotel was huge and grand. All the men walked through the lobby with a woman linked to their arm or tangled through their fingers. The woman looked as if they were gliding with their long dresses and diamond ecklaces draped over their chest which were perfectly place in nice lace bras with the fringe slightly peek out of silk dresses. I felt like fish out of water, with my shorts and red face, my hair was drenched in sweat, all I wanted was a bath. Mom look like gold, she had her favorite blue sundress on it reach the floor, it came in tightly around the waist making any girl jealous of her petit frame her hair looked as it did just after she had fixed it this morning her face was freshly powered and her red lipstick was a very flattering shade. I was glad to see that Joe didn’t look so perfect he was sweating heavily and his right arm was sunburned from hanging out the window the whole ride down. The suite had two rooms and living room and kitchen, mom quickly chose her room and hung up all of her dresses, laid out all her perfumes in a row on the dresser, and set out her make up in the bathroom. The first two weeks had flown by and we were starting to get bored. Then we meet Peter he was a young ex-GI, and had come to Florida to take care of some business for his father.I and mom began to spend much time with him we would go to the movie and to the beach sometimes even all day car rides through the country. I began to fall in love with Peters charm he was just like mom he had Blonde hair and bright blue eyes, he was tan and toned. My love for him became stronger and stronger to the point where I would think about him all the time and when I wasn’t with him I would want to be. Father spent most of his time going places with Mr. Garson, whom he had meet and they were planning a business together when we got back to New York.There was something about Peter that father didn’t like, but I hadn’t noticed it back then. I was too busy finding ways to see Peter, but when he would ask me to go somewhere mom would always tag along. I wanted just to be alone with him and let him see how I was when my mommy wasn’t there. One night we all went out to dinner at one of the nicest restaurants in town. Mom and Mrs. Garson and dressed me they had put powder on my face and even let me wear lipstick.I know I look stupid but I wanted to prove Peter that I could be look like and adult and not a 15 year girl. After dinner we went outside and wanted for the cars. Peter put his arm around me and something just felt right, well at least to me it did. Joe saw and smoke blow out of his head. HE took a swing at Peter but Peter had duck just in time to miss Joe’s muscular hand. The next day at breakfast Joes tone had changed. He was asking mom and peter he they wanted to out on the ocean on a boat he had rented.Mom said she didn’t want to go because people were talking g about how there was going to be a hurricane that day, but in the end mom, Joe, and Peter all ended up going. Being at the hotel alone was boring, I mainly walked around the lobby and just did nothing. Until, later that evening the maid came knocking o my hotel door and said that everyone was evacuating the hotel. I quickly pack mine, Joes and moms things. In the lobby there were few people turns out a lot of guest and left earlier that day.They took us all down to the court house, where there was a basement. Almost the whole town was there and Peter and everyone else had not returned. I was nervous and I wanted them to be here, holding me telling me it would be okay. I had fallen asleep sometime during the, but when I wake up I was in the police station. The told me that my mom and father had got off the boat and found shelter but for the young me he had fallen of board and was missing. My heart sunk, for the fact my parents had been found, but also for the fact that Peter was missing. How to cite What I Saw and How I Lied, Papers

How To Write An Essay On Second Language Acquisition - Experts Reviews

Question: Write an essay on Second Language Acquisition? Answer: 1.Introduction There has been a rising interest in the relationship among motivation towards second language acquisition (SLA). Interest in individual differences has grown since the 1970s to the point where it has become a major area of enquiry in SLA (Ellis, 2004). Traditional motivation research has focused on trait levels of motivation and has discussed the relationships between ID variables and language achievement; most of these studied have found that trait motivation had a direct effect on achievement (e.g., Gardner et al., 1997; Masgoret and Gardner, 2003; Tremblay and Gardner, 1995, cited by Koga, 2010). Language teachers use the same material and language to instruct; however, the academic performance of each learner is totally not the same since each learner has individual difference. For second language learners to make maximum progress with their own learning styles, their individual differences must be recognized and attended to (Zhang, 2006). Personality, cognitive and affective pla y the essential roles in motivation. In the case of second language acquisition, learners vary not only in the speed of acquisition but also in their ultimate level of achievement, with a few achieving native-like competence and others stopping far short (Ellis, 2004). Personality is an important factor that influence deeply the learning of L2. Scholars and experts have used different methods and designed questionnaires to study how important that personality affects L2 learning. The results clearly indicate that different personalities affect the L2 learning result. This can be concluded partly why some L2 learners can achieve the success in L2, even close to native speakers and others cannot. The other factor is cognitive. Benson and Lor (1999) de ne conceptions as concernedwith what the learner thinks the objects and processes of learning are, whereas beliefs are what the learner holds to be true about these objects and processes ( Ellis, 2004). Human beings are born with a co gnitive learning capability that is genetically transmitted (Escribano, 2004) The motivation research has been heavily influenced by Gardners socio-educational model of second language acquisition ( Gardner 1985; Gardner and Lambert 1972, cited by Kyriacou and Zhu, 2008) and in particular, his distinction between pupils holding an intergrative orientation and holding an instrumental orientation (Kyriacou and Zhu, 2008). There are three dimensions of motivation (e.g., Belmechri and Hummel 1998; Chambers 1999; Kyriacou and Kobori 1998). Intrinsic motivation, extrinsic motivation and integrative motivation show that different goal of learning second language. It is noticeable that some learners have been changing their dimensions of motivation during their L2 learning process. In Ellis (2004) opinion, in the earlier era the primary concern was to provide a basis for selecting which learners should be chosen to receive foreign language instruction.However, to this end, the main purpose of individual difference research was to predict which learners would succeed. I think this is an interesting claim and it gives us insight into SLA research. In this paper, I would like to use motivation theory and the analysis of personality and cognitive to reflect the SLA process and the results of my students. Also, I will take the scholars questionnaires result to compare with my students and to examine whether they respond my students results. This essay is divided into four sections. I would like to briefly discuss my former working context in the first section. As for the second section, personality and cognitive will be analyzed and collocate with my students learning process. Also, the syllabus and curriculum are going to be discuss in this section. Because of the design of them, my students have different achievement. The following section is three dimensions of motivation (e.g., Belmechri and Hummel 1998; Chambers 1999; Kyriacou and Kobori 1998). I think most of my stud ents have the same motivation; however, a few of them are different. It is interesting to observe some of my students motivation have been changing during the learning process. My teaching strategies would be briefly discussed here for that they are related to the achievement of my students. The last section are the implications towards SLA and conclusion. 2.Context The context in this essay is where Iam from, New Taipei City, Taiwan. After I graduated from the university, I have been teaching English for the past one year. I worked in a Foreign Language Center which is called English Generation Language Institute. The subject I taught is Test of English for International Communication (TOEIC). It is divided into four parts, listening, speaking, reading and writing. The average number of students in my class is fifteen. They are university students and people who have already graduated from the university. The reason why they need to learn this subject is because they must to have the test of it before they graduate from the university and need to present the score of it when applying for jobs. Teaching English as a Second Language Teaching English is an important task which produces a number of rewards. The teachers may feel proud as they are teaching the students or learners a different way of life. When you are teaching English, you are contributing towards the international community by fabricating a new speaker of the English language, a person who can converse with people worldwide and across the cultures. The learners of the English language maybe the business people, immigrants, artists or students, who share their love of learning the language. Teaching English to students as the second language is that we are sharing the tools to students, which they need to take on new ventures and reach their dreams (Cohen, 2014). When the speaker from a foreign country or non-native English speaker learns English, they can create a deal of potential inspiration and success in life of a person. To create a positive space of English learning, one should have a positive attitude, courage and dedication. Without the attitude factor, one may get frustrated for the long time to learn the language and may be they give up the effort to learn English (Moskovsky, et.al 2013). There is researches to examine the relationship between three selected factors, i.e. foreign language motivation, foreign language anxiety and foreign language learning strategies. To research the educational phenomena, the various methods used by the researchers. Ary, Jacobs, Razavieh and Sorensen (2010) explained the qualitative research methods as examining the setting in connection with context not attempting to predict the future by producing a rich account of the events. Quantitative research methods, attempting to predict the future by determining dependant factors associated with the phenomenon under examination by testing the relationships. After analysis, the conclusion would be formed by the deductive reasoning and would be dictated by statistical analysis of the results (Ary et al. 2010). This study also examines the relationships between various factors as foreign language motivation, foreign language learning strategies and foreign language anxiety learning the second language. These factors try to predict the factor which collectively or individually influenced the achievements to learn the foreign language. The three basic instruments that have been used in the present study is extensively tested, developed and implemented in various situations of language learning program. These instruments are found to be highly reliable and fit for the purpose. So, quantitative research methodology deploying established the survey instruments used for this study appropriately (Dahmardeh and Hunt, 2012). The studies of motivation in learning a second language requires the additional methods to enhance the usual methods of data gathering and analysis. Statistical and quantitative methods are typical, where individual differences usually explored and identified on the basis of the responses of that individual on the questions asked. Responses gathered from the individual are subjected to several types of correlation analysis and the factor analysis. The research on second language acquisition motivation usually followed the other branches of the educational psychology in the ascendancy of the cognitive dimension (Hinkel, 2011). 3.Personality and Cognitive Since personality and cognitive are related to each other, so in this paper I would like to discuss them together. Intuitively, personality is a key factor for explaining individual differences in L2 learning (Ellis, 2004) as well as cognitive. Learners have different level of success in L2, one of the essential reason is their personality. Studies have shown that extraverts (or unreserved and outgoing people) acquire a second language better than introverts (or shy people).Benson and Lor (1999) de ne conceptions as concerned with what the learner thinks the objects and processes of learning are, whereas beliefs are what the learner holds to be true about these objects and processes (Ellis, 2004). Learning English Language: There are several misconceptions about how personality traits are relared to language learning. Many people falsely believe that introvert section of the society have congnitive ability that helps them in understanding a new language. At the same time, few section of the socrity feel that extroverts are better at human communication in general, so this helps them to speak new languages better. In order to learn a English language, it takes determination and a variety of practice techniques and introverts and extroverts together can become fluent speakers of any language they work hard at,regardless of personality type. However, both introverts and extroverts have different ways of learning new languages, even if both the personality types mentioned have the same result. While conversing with a introvert person, they have the tendency of listening to other people and are more comfortable weighing the exact meaning of the words before they start talking to other people. Wheras, many p eople learn grammar and syntax rukes through textbook learning and some introverts can absorb grammar rules by simply paying heed to what one says. While, on the other hand an extrovert concentrates more social experiences that is energizing and motivational. Introverts on the other hand have large passive vocabulary,meaning that they can understand the words more quickly when in a written format than while communicated with others. Since extroverts have more speaking capability therefore, they rely more on actual experiences. Whereas introverts use more hypothetical situations when talking with others. Learning a second language is a highly personal experience and people simply learn best in variety of ways. Although there are slight differences in their way of learning yet they may prefer different language practice techniques but ultimately there is no evidence that one set of technique is more than another set. Relationship of Personality with Second Language Acquisition Due to some social factors, second language acquisition becomes difficult for people. The highly studied factor in regard of language development is the issue of the difference between extroverts and introverts. By various researches, it is shown that extrovert or outgoing people can acquire the second or foreign language better than that of an introvert or shy people. Many researches showed that in learning the second language, extroverts try to communicate with the others, even though not sure that they will succeed to speak. With introversion, a person cannot be succeeded in studying the second language, and has the negative effect over the second language acquisition. Extroversion is one kind of social skill that is involved in the acquisition of the second language (Hosoda et.al 2013). Wesche (1977) found that there is a correlation between the proficiency in role-playing, listening comprehension and speaking skills. Role-playing means the student has willingness to participate in a role-playing situation. It reflects the satisfaction, extroversion, and/or self-confidence with learning situation, with the level of general anxiety. Many students avoid any interaction with the native speakers as they are not comfortable to speak their language. On contrary, some people will grab the opportunity to talk with the native speaking people because they can speak the other language. People, who avoid the interaction with the native speakers are typically reserved, quiet, or introvert people. Therefore, if the teachers correct any mistakes of introvert students, then those students feel embarrassed and shy. This situation may isolate the learners or students in their classes (Beauvois and Eledge, 2013). The Affective Domain Language is central in our lives. In our society, this is the case not only of our mother tongue, but also of other second languages required to communicate within the international society in different contecxts. Knowing a language involves more than knowing what form it takes and what are the involvements and how it functions too. According to Widdowson, in context of adults, what is different about learning a linguistic language is abstract and requires the potential of explaining language itself. Language may be considered from different complimentary points and the ability to acquire it and to use it in concrete situations. Both the aspects should be considered by the teachers of L2 while teaching the learners different approach of understanding second language. The ability to learn languages is the cognitive specialization of our species thus, language is considered to be an essential human feature. Language is the only way that distinct other people from animals.This explains why explain why children are capable of learning complex grammar rules in contrast with how parrots pick up isolated sentences. Human beings are higher in nature than animals. Linguistic communication is the strongest way of communication and that is possible because we are capable of assigning semantic representations to verbal expressions which imply mental representation of words. Thus, it is through words we are capable of acquiring semantic representations to verbal expressions. Language and communication build the gap between heart and blood. Language is the creation of human congnition and instrument in its services. Therefore, essential nature of humans to learn language is reciprocal. Based on Kyriacou and Zhus (2008) research, they designed a questionnaire which includes five sections. There are three items in each section. All sections are on a five-point Likert response scale ranging from dislike very much to like very much (scored 1 to 5 respectively) (Kyriacou and Zhus, 2008). The participants are high school students in China. The result indicates that the item which has the highest score is It will help me in my future career development. The item Learning English is fun has very low score. From the finding, we can find that Chinese L2 learners motivation is because of instrumental reason such as future careers and exams. A principal component analysis of these 15 items identified three factors that were then subjected to varimax rotation with an orthogonal solution (Kyriacou and Zhus, 2008). The first factor is life/career aspect, accounting for 24.5% of the total variance. The second factor is integrative orientation, accounting for 18.1% of the total variance. The last one is external pressure, accounting for 10.2%of the total variance. Actually, their reasons for English learning are same as my student. They are dominated by instrumental or extrinsic motivation. Self-esteem Mainly, self-esteem is the frequent feature of the human activities. The cognitive or affective activity cannot be performed without any quantity of self-confidence, self-esteem, believe in own capabilities and knowledge about that activity. Some researchers stated that all the human beings have a need for the phatic communion, finding acceptance and defining oneself in expressing that self in relation to valued others. To describe self-esteem, Coopersmith stated that self-esteem would be a personal opinion of worth, which is articulated in the approaches that individuals embraces for themselves. Person obtain self-esteem from the gathering of experiences from others,from the external world around them and themselves also (Dixon et al. 2012). The self-esteem of oneself has been discussed for capturing its multi-dimensionality: Global or general self-esteem must be stable in mature adult and is opposed to the alter except by vigorous and comprehensive therapy.The general evaluation can be made of one's own worth over the time and did not depend on any situation. The situational or specific self-esteem means in a particular life situations ones self-appraisals. The quantity of specific self-esteem could be varied on situations depending on the attribute in question. The task of self-esteem describes to specific tasks within one particular situation.For example, the self-evaluation of one in particular aspect of second language acquisition process like speaking, writing, a particular class in a second language (Bitchener and Ferris, 2012). Anxiety Anxiety is a major characteristic of personality that influenced the learning of the second or foreign language. Brown described that anxiety is the emotional state that associated with the thoughts of worry, frustration, uneasiness and self-doubt. MacIntyre and Gardner distinguished the anxiety in two types. They are trait anxiety, which is a general tendency to be anxious and the state anxiety, i.e. one may experience in a specific situation. In addition, they explain that there are three mechanisms of anxiety in learning a second language, which are communication uneasiness, fear for pessimistic social evaluation and test anxiety (MacIntyre and Gardner, 1989). Some researches stated and examined the motive of the state anxiety in any classroom. Bailey opined that the relationship of the students with a teacher, students competition among themselves and tests might increase the anxiety. Skehan found that anxiety can be a consequence of low achievement. Average and poor students are very rapidly meet the failure due to debilitating anxiety than the high-ability students. You can find different types of anxiety in every level of students. The more facilitating anxiety the learners have experienced, the learners become more proficient (Plonsky, 2011). 4. Three Dimensions of Motivation There are different reasons for learners to learn second language. In many countries, English is a compulsory subject and it is a requirement when entering university or graduate school. Moreover, it is also a condition of applying for work or getting the promotion. Some recent research in China indicates that while many pupils in China strive to do well in English, this is largely motivated by extrinsic reasons with little genuine interest in the subject (Ge 2006; Jiang 2003; Liu 2001; Qing 2002; Wang and Zhang 2005; Wen 2001, cited by Kyriacou and Zhu, 2008). a.Integrative and Instrumental Motivation Gardners dichotomy of integrative and instrumental motivation, which is clearly related to the integrative and instrumental types of orientations (Orio, 2013). In Dornyeis (1994:274) opinion, integrative motivation refers to the positive one of L2 learners because they would like to be part of the member of L2. On the other hand, instrumental motivation can be considered as the potential pragmatic gains of L2 proficiency, such as getting a better job or higher salary. There are about fifteen students in my class. They can divided into two groups. One group instrumental motivation. The reasons why they signed up for TOEIC course are because they need to pass the English standard test in their university. When I was telling the strategies of how to solve the questions quicker, they were always paying lots of attention to it and taking note. However, when the speaking section was conducted, they become very quiet and did not want to speak out and improve their speaking ability. The other group is integrative motivation. They have already pass the standard score but they set higher goal and would like to get better grades. They always enjoyed the speaking section and were willing to share their ideas among the topics. Learners, who possessed integrative motivation, use to learn a language other than his or her mother tongue in order to integrate with the orators of the native place. In contrast, the instrumental motivation means that one uses the language uses a tool or instrument that allows him or her to attain a goal for some reason (Salazar-Campillo, 2015). The famous researcher is Robert Gardner in the field of motivation, who has been researching on the topic since 1970s. Gardner has developed socio-educational model made by him from time to time and has examined the motivation from the instrumental and integrative perspective. Integrative motivation embraces the wish to integrate one person into one target culture chosen by him by adapting the parts of it into ones identity. For example, Taiwanese students always use their English name. Instrumental motivation described as desiring awards by which action can be taken. For example, increasing rate in job opportunities and meeting requirements to the graduates (Gardner, 2005). Mao executed the research on motivation of a second language and its application in a reading class of senior division of the high school to recognize consequence of motivation on studying. He has collected data and concluded that the integrative and instrumental motivation together can influence on the improvement of the reading class. English teachers can take initiative to awaken students motivation by effective application in the reading class, and can assist the students to develop their integrative motivation in approaching the English learning (Mao, 2011). b.Extrinsic and Intrinsic Motivation Deci and Ryan (1985) used another division. They find two types of motivations: extrinsic and intrinsic. The former takes place when the learner does an activity because of the existence of external rewards or in order to avoid punishment. On the contrary, the latter has to do with the joy the learner experiences he/she is learning the language (Dornyei 1994:275, cited by Orio, 2013). That is to say, one group of my students is extrinsic motivation. They were really afraid of that they could not graduate from the university successfully in case of they have had the TOEIC test for several times but failed to achieve the score. From the first class of speaking section, some students who have graduated from the university shared that they need to achieve the certain goal for applying for the position in foreign company.However, some of them have already pass the test, they still want to have higher grade. If the students achieve the certain score, the Official Test Institute will give the golden certificate and rewards. The other group of my students is intrinsic motivation. They do not focus a lot on the strategies of solving question quickly. Instead, they like to ask some questions about syntax. In speaking section, when we were discussing the business negotiation, they would like to know more about the skills of negotiation, not only the dialogue practice in the textbook. They enjoyed learning English and hope to speak like native speaker. Every time, before the class, I needed to prepare a lot and during the class, I needed to be well-prepared for being asked lots of question. The intrinsic motivation means the learning motivation, which comes from within. The extrinsic motivation means one is motivated to learn any other language as someone else can penalize or recompense for it. By intrinsic motivation, one will get long-term success, and extrinsic motivation gives a short-term gain (Salazar-Campillo, 2015). There are many theories regarding motivation. One of them is Self-Determination Theory (SDT) proposed by Deci and Ryan. This theory speaks about the intrinsic and extrinsic motivation. Interesting, enjoyable or funny tasks are considered as intrinsic motivation. The tasks, which are not interesting, but done for useful purposes, considered as extrinsic motivation (Csizr et al. 2015). Eccles and Wigfield proposed anothermotivational theory called Expectancy-Value theory. They recommended that the four components of motivation are the intrinsic value, the extrinsic utility value, the attainment value and the cost. The intrinsic value means happiness, what one enjoys at the time of completing the task. The extrinsic value is anticipated usefulness of a completed task relating to the goals of the future of the individual. The attainment value described as perception of individual about the importance of the task. Cost described as recognized negative consequences of completing a task, including financial, emotional and physical cost (Jafari, 2013). The Self-Determination Theory and the Expectancy-Value Theory examined within a general surroundings of education. The socio-educational model always examined within a second language acquisition atmosphere. English still is not considered as the second language in Taiwan, but a foreign language. The development of socio-educational model specifically based on the context of acquisition of second/foreign language and not in a general setting as adopted for the development of the two theories (Jamil and Atta, 2012). Though English is not the second language of Taiwan, still the students of Taiwan have the opportunity to interact with English culture and language. Motivation is the socio-educational model and a complex phenomenon that offers a holistic approach. Thirdly, the AMTB used in some studies around the world that is found to be reliable, useful and relevant to identifying the components of learner motivation as well as the impact of motivation on learning outcomes (Gardner, 20 01). C.Change of the motivation Some L2 learners keep the same dimension of motivation during their learning process. However, some of my students have changed it. The whole course of TOIE is three month. Students often take the test after they finish the course. A few of my students had the extrinsic motivation at the beginning of the course. They only wanted to learn the strategies. However, after they have passed the test, they came back and have the course again. They used a different aspect and attitude in the class. That time they had intrinsic motivation. They found the enjoyment in learning English since they Many research indicates that personality and motivation dimension play the important factor on SLA. Learners will perform differently due to these factors. Since many studies have shown that extroverts or unreserved and outgoing people acquire a second language better than introverts or shy people, it seems also important for second language learners to develop personality (Suliman, 2014). I contend that developing the personality by learners own is not enough. In language teacher training section, the focus will not only put on teachers proficiency in English or the design of syllabus. The emphasis should be put more on the understanding of learners personalities and the motivation dimensions. Treating equally to every learner is important, but some learners need to be instructed in another way. That is to say, language teachers need to guide the shy and outgoing leaners; the learners who have the intrinsic and extrinsic motivation in different ways. By doing so, each student can ac quire the equal instruction and their chance of achieving success to the SLA will be nearly the same. The other implication is that teachers need to be aware of what their learners beliefs are as this will enable to assess their readiness for autonomy. They also need to determine whether their beliefs are functional (i.e., being acted on) or dysfunctional (Ellis, 2004). It is significant to discuss that the study of second language acquisition does not imply that there are no inferences, which can be drawn from second language acquisition to the related regulation of language teaching. For example, acquisition of second language resulted in speaking and not to its cause. The speech given by one cannot be trained directly, but appears on its own as the result of constructing competence by comprehensible input. If the input is unstated, the necessary grammar is provided by the teachers. The several models agree that it as a feature with important implications for the individual (Lepp-Kaethler and Drnyei, 2013). Authors differ each other in terms of its correlates and/or antecedents, as well as in how it might be reviewed. With respect to the language learning, the individual would have several approaches that could be applied to the language learning, ideas about its meaningfulness, value, and the implications, expectations of one person about what on e can or cannot be achieved, and the significance of several personality distinctiveness in the learning process (Ary et al. 2010). English is trained as the second or foreign language throughout the Taiwanese education system, yet Taiwan has slipped its position in the world rankings. The gestures of teaching English in the classroom are the combination of many factors. Previously, the research focus on specialised areas which helped gaining an insight into a part of the psychology of the language learners (Rubin, 2014). The areas discussed above are the motivation, learning a second or foreign language, anxiety in the foreign language classroom and language learning strategies. Individually, the researchers were guided by these factors over the years. But these instruments and factors have been proven measures. It is time to combine these factors together and seek to reveal more of the holistic picture of foreign language acquisition (Mitchell et al. 2013). Motivation is the complex human contrast, which has long difficulties for those persons who try to understand and explain it. Human psychology described th e a motivation in a very wide range, like from instincts to needs, drives, and conditioned behavior. For this reason, the word motivation becomes very broad. Due to widen cognitive theories by the educational psychology the understanding of motivation becomes more prominent in the role of mental processes and social factors (Swain, Kinnear and Steinman, 2011). The issues related to the motivation are intricate, but we can say that motivation of every individual to learn the second language is very flexible, rather than fixed. The teachers can directly approach and influence the motivation of students or learners to learn English. With classroom motivation trainings, students will become more motivated. Both the teachers and students knew that more emphasis should be placed on other skills incorporating interesting life relating materials of their university courses, writing and their later professions. The teachers may help to motivate the students by involving them in choosing mate rial for the class (Horwitz, 2014). did not have the pressure when learning it. Also, hoping to be part of the L2 community was their higher goal. On the contrary, some of my students have already passed the test, so they were not like those who were under pressure and have instrumental motivation. However, after a few classes, they asked me some questions related to the test-based problems. They said they need to achieve the higher goal since they would like to apply for the promotion. Their dimension of motivation transferred from intrinsic to extrinsic. Overall, L2 learning is a process, we may find that our motivation changes in different phase. We, language teachers, need to understand learners motivation and can offer better and more appropriate teaching way. 3.Implications and Conclusion References: Ary, D., Jacobs, L.C., Razavieh, A. and Chris Sorensen, C., 2010. Introduction to research in education: Cengage Learning. Bean, J.C., 2011. Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom. John Wiley and Sons. Beauvois, M.H. and Eledge, J., 2013. Personality types and megabytes: Student attitudes toward computer mediated communication (CMC) in the language classroom. Calico Journal, 12(2-3), pp.27-45. 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