This essay is attempting to analyse the Study Journal of Cserna György, (30) English major Russian Retrainee, from methodological point of view. The study journal, which was part of a Language Practice (LP) course, contains written dialogues between Cserna and his LP practice tutor, Horváth József (34). The tutor and the student could write to each other fortnightly.
The idea of such a study journal seems a bit wild at first hearing. After all, what can a 30- and a 34-year-old man, who can talk to each other both personally and on the telephone whenever they want to, write to each-other? Why do not they discuss their problems orally ? Is not it a bit artificial ? If one reads the dialogues the answers for these questions can be found easily. The topics they touch vary from house building, thesis writing, women's day, future plans to reflections of the previous classes. Obviously, Cserna and Horváth could have discussed these topics orally, but since the journal was part of the Language Practice syllabus and breaks between the classes are far too short, in addition they are usually needed for coffee drinking or going to the lavatory, it was quite practical to put down what they could not find time for.
The journal does not seem artificial since it contains real concerns about the LP classes, the author's thesis, the group Cserna belongs to, and besides, the tone of the dialogues is natural and honest. The length of the writings also suggests that the tutor and student have something to say to one another indeed, and in their content these written conversations go far beyond the usual shallow oral chatting. At one point for example Cserna writes: "Sometime I feel that "we" live a slavery life, never look back, don't have time to "chew on" a bit what we have been doing or what we are planning to do."
As it is evident from the previous quotation, the journal must have been an excellent device for deepening the personal relationship of the tutor and the student. Both of them had to devote a certain amount of time to each other, and nobody else. Through the personal matters the student and the tutor touched, such as house building, lesson planing, future plans, and other personal concerns they could see into each other's life to a certain extent, which formerly was not possible, thus they got closer this way.
The journal is a teaching device too. Cserna and Horváth consciously use everyday English on the course of their corresponding, and while they are conversing Horváth, by stealth, tries to teach his student by using idioms such as "pain in the neck", and everyday, informal expressions like "it would be smashing for me," or "... is most interesting". In the meantime the student tries to do his best to show his wit and knowledge, and uses expressions like "casetteful" or "I am an only boy", and even tries to create a new English word ("journalling").
This type of study journal is a feedback for the teacher. The tutor asked his student to comment on the previous LP classes, and the student did it, more than once. These pieces of information (i.e. the critical notes of the students) can be really useful for the teacher as it is clear from Horváth's reflections: "your observations are most valid and useful, I think". ".. this observation and the others you shared make perfect sense to me. " The students' reflections also have a washback effect because the teacher of course would not force the activities which had negative feedback, but will try to take the suggestions into consideration, thus the students can indirectly influence their classes by the study journal.
It is clear from the journal that this washback did work in practice since at one point Cserna suggests a "more dynamic lesson beginning", and he adds "I can even imagine some physical activity", and a few pages (and weeks) later he writes with enthusiasm: "Last lesson was brilliant. I mean the yoga exercises ... "
From methodological point of view the study journal is a very useful device both for the tutor and the student. It develops the personal relationship of the tutor and the student, develops the students written performance, provides feedback for the teacher, and makes course evaluation easier for the tutor, since a there is a concrete written material in his hand, which can inform him about the student's progress and diligence throughout the semester.
Thursday, May 10, 2007
R 146 F
This abbreviation stands for Computer Assisted Language Learning. In the books, articles I have read about CALL and its applications CALL was also referred to as "simply another medium", "new technology", "the latest in the series of modern aids to language learning" (Maley, 1990:6), "a mass phenomenon and the techniques traditionally associated with it" (Williams, 1991. Introduction) or simply art (Wolf, 1992:17).
CALL is most commonly used to describe the use of computers as part of a language course. It was first initiated in the early 8Os and by the 9Os computers are omnipresent in language schools throughout the world.
Christopher Jones has many times tried to deglorify the omniscient features of computers. He stressed the importance of teachers' attitude and ability, clarified that teachers and computers are not rivals but should be regarded as allies. The computer is not some "kind of inferior teacher substitute".
According to C. Jones the traditional description of CALL ("presenting, reinforcing and testing particular language items") is misleading:
---"It implies the substitution of computer for teacher.
---It suggests that CALL lessons are determined solely by the interaction between learner and computer, and thus neglects the vital methodological considerations in which the teacher plays a key role;
---By limiting the computer's role to that of "quizmaster", it ignores other equally valid roles of the machine.
---It suggests that there is a single "computer method", and one that is inextricably linked in many teachers' minds to the days of audiolingualism and pattern practice. The emphasis of formal correctness has caused many to reject the computer's role as quizmaster altogether.
---It implies a one-to-one ratio between learner and machine, which is usually neither practical nor particularly desirable.
---It implies that computers can be made omniscient, which they cannot."
/Jones,C. 1991. p:5/
C. Jones also emphasizes by contrast, that computers are flexible classroom aids, which can be used by teachers and students not only for in-class but out-of-class activities too. Call should be linked with ordinary classroom work. Lessons need to be planned carefully--computers are not teacher substitutes--and CALL materials should be embedded in classroom methodology.
II. What equipment do you need?
D. Hardisty and S. Windeatt provide some very practical advice on how to introduce CALL in a teaching facility.
2.1. You should buy and install computers for which a wide range of software is available.
2.2. Three or four students can share a computer. There are teaching situations when there are not enough machines.
In these cases you can organize the activities: pre-computer work, work at the computer and post-computer work.
2.3. You also have to decide whether to apply a network system or stand-alones. Computers that are linked together form a local area network. The advantage is that the teachers and students can communicate with one another.
III.CALL Methodology--An Introduction to D. Hardisty and S. Windeatt's Assumption
Computers are not teachers by themselves. The effectiveness of CALL depends on how the teacher and students use them. The two main aspects computers are different from any other media:
--- "They carry out task which are impossible in other media
(such as automatically providing feedback on certain kind of exercises);
--- (they) carry out tasks much more conveniently than any other
media (such as editing a piece of writing by deleting, moving and inserting text, etc...)."
(A. Maley, 1990. p:8)
The effects of the above features on methodology are:
---students can exercise on their own and they are marked automatically by the computer
---they can carry out exploratory work which allows them to see the result of
their decisions (word-processing, spreadsheet, simulation program)
The main characteristics of CALL methodology as D. Hardisty and S. Winbdeatt
concluded in their book are:
1. The use of a variety of interaction patterns in class which are possible with
computers: students can work individually, in groups or can interact with one an other, with the computer, with other groups or with the teacher.
What activities can be done by the students, by the teachers and by the computer?
"Students
writing/ editing/ commenting/ reading others' work/ asking for help/ learning terminology/ talking to each other/ operating computers/ listening to and implementing instructions/ laughing a lot/
Teacher
guiding/ explaining/ editing/ keeping control/ reassuring and encouraging/ doing other class work/ giving instructions/ observing/ correcting/
Computer
memorizing/ storing/ providing a stimulus/ moving and transfering information/ saving time/ anonymus editing/ printing/"
(Hardisty and Windeatt, 1990. p:9)
2. Information transfer and information- and opinion-gap task
Information transfer involves:--transfering information from one medium to another,
--from student to student,
--from group to group.
Using networked computers optimizes the information transfer activities.
Students can listen to a recorded story, they can sequence it, match sentences with characters in the story, load a written text into a word processor.
Information -gap: students or groups need information from one another or from the
computer, so partial or total deletion are activities on this task
Opinion-gap: students will have different opinions on certain scenario; creative opinion- gap is maintained by assigning different roles to students.
Fluency and accuracy practice: computers accept answers they have been programmed to. This requires students to be as accurate as they can. Word processing can be used for accuracy and fluency.
3. "Rules" to follow when using a computer:
--the software is more important than the hardware
--you need plenty of time to work through a CALL software
--software varies in its complexity so the time needed for their comprehension is varied as well
--a software won't run your lesson. The teacher can adapt, improve and compensate for the shortcomings in the software with the techniques s/he
adopts.
--co-operate with students; you can exchange your knowledge about the language for their experience of using the computer.
lV. Optimising the learning environment for CALL
(Reference: Jeremy Fox's, University of East Anglia, perfomance)
The Kossuth University in Debrecen arranged a symposium in November 1985 to show the foreign language teachers how CALL programs can be integrated into classroom work. Jeremy Fox was one of the invited CALL experts to lecture at that three-day long meeting.
In his introduction he assumed that:
--computers in education are distinct from computers in other fields, like industry, commerce etc.
Up to 1985 few CALL programs had used computerised databases.
--unfortunately it is not self-evident that students being told what is a wright a wrong answer can progress significantly in their learning process.
4.1. Three Phase Call
Up to 1985 CAll language Programs had been described as a three-component process which based on the behaviouristic learning theory and also formed the bases of audiolingualism. Behaviouristic learning theory also underlay Programmed Instruction from which the earliest forms of CALL derived from. According to this theory Phase 1 (question/task)corresponds to the stimulus, Phase 2 (respons/ attempt) to the student's response and Phase 3 (feedback/evaluation) to positive or negative reinforcement. From the 1980s behaviourist theory has lost its reputation, so the Drill and Practice language CALL -- with the right and wrong feedback mechanism -- has lost the theoretical support of behaviourism.
4.2. Feedback
Jeremy Fox refferd to Pusack's (1983) five types of feedback:
-- no evaluation
-- "pattern markup" ; this provides information about the nature of the error (grammatical, spelling etc.)
-- error anticipation; the program writer anticipates expected mistakes
-- parsing; students input is analysed and grammatical errors are indentified by the computer.
-- evaluation is limited to the "Right" or "Wrong"
These facilities are available only when the student gives a response. If the student does not know the answer s/he may guess or give up. This can be very fustrating for him/her. Pusack's third, fourth and fifth types do enrich the learning environment.
The problems with the three Phase approach are:
-- students are not challenged intellectually (being required to give only one word answers -- without context -- means that they are not asked to be initiative, creative, responsible or intelligent)
-- the mechanical Drill and Practice CAll does not use the possible capacities of a computer.
4.3. The Wherewithal and Four Phase CALL
What is the wherewithal principle?
Text manipulation programs (Textbag, Storyboard, Clozemaster...) set a task for the student but too offer him a range of clues, like:
graphological (first/last letter)
textual ( word, see the whole text )
grammatical/lexical (wordclass, opposite).
These "information" clues provide the student with methodological advance.
This procedure leads us to the four Phase CALL:
-- Phase 1 question / task
-- Phase 2 help ( information clue )
-- Phase 3 response / attempt
-- Phase 4 evaluation / feedback
So Four Phase CALL consistent with the " wherewithal principle " which means that the student is not asked to carry out tasks unless the necessary information is not supplied by (the computer ) CALL program.
In this way CALL program is not mechanical but rather a cognitive approach. This approach is consistent with humanistic orientation language learning where the student is made responsible of deciding what information to access to.
4.4. Content of the Wherewithal
Information files enable students to be deeply involved in their learning (responsibility and control ) and use their own creativity.
The University of East Anglia in Norwich suggested four main categories of information:
--- "general reference" information from published sources, e.g. dictionary entries giving definitions and examples in context.
--- "local reference" information entered locally, but accessible from any part of the programs. This would include information on general strategies on how to handle specific problems. Thus, reference files on how to recognise nouns, or break down
complex sentences, or how to identify reference features could all constitute part of a "reader's grammar".
--- "local specific " information, inserted by the programwriter or by the teacher using an authoring system. This would offer, for example, specific prompts as to the meaning of particular keywords in the form of teacher-like question.
--- "student-inserted" information. Chris Jones' Wordstore is already in existence, enabling students to build up their own computer-based lexicon. This student- inserted data would be incorporated into the database along with the general dictionary information, and the local hints and tips put in by the teacher.
/ J. Fox, 1985. p:141-142 /
In this way, the student accesses to information about individual vocabulary items, difficult words, about grammar points, e.g. particular elements of reading techniques: discourse features (anaphoric reference, concealed relatives etc.) This richer learning environment makes fuller use of the power of the computer.
The system can also benefit from the teacher's knowledge and expertise together with his/her familiarity with the students. Authoring system will allow the teacher to be involved in the content as well as in the use of the program.
4.5. An example
The main aim of the Computer Assisted Reading Project at the University of East Anglia is to develop reading skills. The intermediate and advance level materials include text-focused exercises (skimming, scanning, identifying the main aim of a text, working out meaning of unknown words etc. ) and skill focussed exercises.
At the former the student chooses a text to which all the practice relates, and in the latter the students to concentrate in a particular skill area.
At a certain stage the student is invited to type in unknown words from the text. The program checks whether the words are in the database, and offers the student to choose among three activities:
--- to work out the meaning by using a sequence of strategies (indentifying wordclass, examine immediate context, make guess)
--- to get some extra practice in wordclass recognition by playing one of the relevant games
--- to try to get some idea of the meaning by examining the reference files about the word
(J. Fox, 1985.p: 145)
A passage called "Mysteries of the Great Pyramid" containes, for example, the potentially difficult word "massive". It occurs in context:
Although it was built approximately 4500 years ago, it is the most massive stone structure ever erected...
The following options can be displayed for the student
Definition Very large and heavy. Huge and strong. Impressive and powerful, especially in its size.
Examples As a result of his massive investment in gold, he became a millionaire overnight.
The massive crowd at the pop concert was hard to control.
Prompt What is particularly remarkable about the pyramid, apart from its age?
Substitutes huge
enormous
gigantic
vast
Comments "Massive" is stronger than "large" and "the most massive stone structure ever built", as in the text, is considerably stronger than "the largest stone structure..."
(J.Fox, 1985. p:146)
At the present -- assumed J Fox --student could choose to have any one or two blocks to be displayed on the screen together. They can see them as often as they want and in any combination. This enables students to browse around the files to get more and more precise meaning of the word.
The above files are concerned with vocabulary items. But after the student guess the wordclass of the problem word other set of files are available: Noun, Verb, Adjective
and Adverb Identification files. These grammar files help the student recognize, for example, from the ending what part of the speech an unknown word is.
The important things are: --- it should be easy for the student to roam around the databases,
--- students should be able to jump forwards and backwards in any programs at will.
4.6. J. Fox’s Conclusion
An increase in access to "Information" files in CALL programs will require an increase in processing power especially if on-line access to dictionaries is to be incorporated or if the expanded system includes Artificial Intelligence. Even without AI, the extension in CALL programs will provide a much richer learning environment.
V. My experience with CALL --- How I benefited from this course?
When I signed for this course I had many expectations towards this subject.
To be honest, I have never heard about CALL earlier so the only thing I expected to be familiar with this "mysterious device". Me too fell in the very same state of being fustrated when something went wrong in the process of handling even the simplest exercises. Not only the teacher but some of my course mates were very helpful facilitators.
Of course it became clear very soon that the registration for this course expected the students not to be at the absolute beginner's level. In my oppinion a basic word processing course could help a lot in this area.
During the semester we learned about some of the basic CALL programs that can be applied at different levels and we could get a brief insight into the literature of CALL. What is more important we were also stimulated to continue deepening our knowledge in this field.
There are many insufficiences we have to work on. Teachers should be professionals or at least more professional than the students at the secondary schools in computing. In Hungary, I think there are some hardships which make introducing CALL into language learning - teaching difficult:
--- the older generation of teachers has hardly ever got close to computers
--- our government is gradually reducing funds for schools; so unless they had installed computers they would not be able to do it in the future
--- not only the hardware but the software too is very expensive (even more) and I do not think they are easily accessible in Hungary. Of course teachers could write programs using the word-processing feature of the computers --- I am sure that one of the main problems is that schoolmasters are a little bit stubborn persons. At schools where there is a computer laboratory one or two computer science teachers are responsible for it. These labs are almost always locked except for basic computer lessons, but definitely not for L2 learning.
As to my overall experience with this course, I am going to acquire much more knowledge and practice in CALL.
CALL is most commonly used to describe the use of computers as part of a language course. It was first initiated in the early 8Os and by the 9Os computers are omnipresent in language schools throughout the world.
Christopher Jones has many times tried to deglorify the omniscient features of computers. He stressed the importance of teachers' attitude and ability, clarified that teachers and computers are not rivals but should be regarded as allies. The computer is not some "kind of inferior teacher substitute".
According to C. Jones the traditional description of CALL ("presenting, reinforcing and testing particular language items") is misleading:
---"It implies the substitution of computer for teacher.
---It suggests that CALL lessons are determined solely by the interaction between learner and computer, and thus neglects the vital methodological considerations in which the teacher plays a key role;
---By limiting the computer's role to that of "quizmaster", it ignores other equally valid roles of the machine.
---It suggests that there is a single "computer method", and one that is inextricably linked in many teachers' minds to the days of audiolingualism and pattern practice. The emphasis of formal correctness has caused many to reject the computer's role as quizmaster altogether.
---It implies a one-to-one ratio between learner and machine, which is usually neither practical nor particularly desirable.
---It implies that computers can be made omniscient, which they cannot."
/Jones,C. 1991. p:5/
C. Jones also emphasizes by contrast, that computers are flexible classroom aids, which can be used by teachers and students not only for in-class but out-of-class activities too. Call should be linked with ordinary classroom work. Lessons need to be planned carefully--computers are not teacher substitutes--and CALL materials should be embedded in classroom methodology.
II. What equipment do you need?
D. Hardisty and S. Windeatt provide some very practical advice on how to introduce CALL in a teaching facility.
2.1. You should buy and install computers for which a wide range of software is available.
2.2. Three or four students can share a computer. There are teaching situations when there are not enough machines.
In these cases you can organize the activities: pre-computer work, work at the computer and post-computer work.
2.3. You also have to decide whether to apply a network system or stand-alones. Computers that are linked together form a local area network. The advantage is that the teachers and students can communicate with one another.
III.CALL Methodology--An Introduction to D. Hardisty and S. Windeatt's Assumption
Computers are not teachers by themselves. The effectiveness of CALL depends on how the teacher and students use them. The two main aspects computers are different from any other media:
--- "They carry out task which are impossible in other media
(such as automatically providing feedback on certain kind of exercises);
--- (they) carry out tasks much more conveniently than any other
media (such as editing a piece of writing by deleting, moving and inserting text, etc...)."
(A. Maley, 1990. p:8)
The effects of the above features on methodology are:
---students can exercise on their own and they are marked automatically by the computer
---they can carry out exploratory work which allows them to see the result of
their decisions (word-processing, spreadsheet, simulation program)
The main characteristics of CALL methodology as D. Hardisty and S. Winbdeatt
concluded in their book are:
1. The use of a variety of interaction patterns in class which are possible with
computers: students can work individually, in groups or can interact with one an other, with the computer, with other groups or with the teacher.
What activities can be done by the students, by the teachers and by the computer?
"Students
writing/ editing/ commenting/ reading others' work/ asking for help/ learning terminology/ talking to each other/ operating computers/ listening to and implementing instructions/ laughing a lot/
Teacher
guiding/ explaining/ editing/ keeping control/ reassuring and encouraging/ doing other class work/ giving instructions/ observing/ correcting/
Computer
memorizing/ storing/ providing a stimulus/ moving and transfering information/ saving time/ anonymus editing/ printing/"
(Hardisty and Windeatt, 1990. p:9)
2. Information transfer and information- and opinion-gap task
Information transfer involves:--transfering information from one medium to another,
--from student to student,
--from group to group.
Using networked computers optimizes the information transfer activities.
Students can listen to a recorded story, they can sequence it, match sentences with characters in the story, load a written text into a word processor.
Information -gap: students or groups need information from one another or from the
computer, so partial or total deletion are activities on this task
Opinion-gap: students will have different opinions on certain scenario; creative opinion- gap is maintained by assigning different roles to students.
Fluency and accuracy practice: computers accept answers they have been programmed to. This requires students to be as accurate as they can. Word processing can be used for accuracy and fluency.
3. "Rules" to follow when using a computer:
--the software is more important than the hardware
--you need plenty of time to work through a CALL software
--software varies in its complexity so the time needed for their comprehension is varied as well
--a software won't run your lesson. The teacher can adapt, improve and compensate for the shortcomings in the software with the techniques s/he
adopts.
--co-operate with students; you can exchange your knowledge about the language for their experience of using the computer.
lV. Optimising the learning environment for CALL
(Reference: Jeremy Fox's, University of East Anglia, perfomance)
The Kossuth University in Debrecen arranged a symposium in November 1985 to show the foreign language teachers how CALL programs can be integrated into classroom work. Jeremy Fox was one of the invited CALL experts to lecture at that three-day long meeting.
In his introduction he assumed that:
--computers in education are distinct from computers in other fields, like industry, commerce etc.
Up to 1985 few CALL programs had used computerised databases.
--unfortunately it is not self-evident that students being told what is a wright a wrong answer can progress significantly in their learning process.
4.1. Three Phase Call
Up to 1985 CAll language Programs had been described as a three-component process which based on the behaviouristic learning theory and also formed the bases of audiolingualism. Behaviouristic learning theory also underlay Programmed Instruction from which the earliest forms of CALL derived from. According to this theory Phase 1 (question/task)corresponds to the stimulus, Phase 2 (respons/ attempt) to the student's response and Phase 3 (feedback/evaluation) to positive or negative reinforcement. From the 1980s behaviourist theory has lost its reputation, so the Drill and Practice language CALL -- with the right and wrong feedback mechanism -- has lost the theoretical support of behaviourism.
4.2. Feedback
Jeremy Fox refferd to Pusack's (1983) five types of feedback:
-- no evaluation
-- "pattern markup" ; this provides information about the nature of the error (grammatical, spelling etc.)
-- error anticipation; the program writer anticipates expected mistakes
-- parsing; students input is analysed and grammatical errors are indentified by the computer.
-- evaluation is limited to the "Right" or "Wrong"
These facilities are available only when the student gives a response. If the student does not know the answer s/he may guess or give up. This can be very fustrating for him/her. Pusack's third, fourth and fifth types do enrich the learning environment.
The problems with the three Phase approach are:
-- students are not challenged intellectually (being required to give only one word answers -- without context -- means that they are not asked to be initiative, creative, responsible or intelligent)
-- the mechanical Drill and Practice CAll does not use the possible capacities of a computer.
4.3. The Wherewithal and Four Phase CALL
What is the wherewithal principle?
Text manipulation programs (Textbag, Storyboard, Clozemaster...) set a task for the student but too offer him a range of clues, like:
graphological (first/last letter)
textual ( word, see the whole text )
grammatical/lexical (wordclass, opposite).
These "information" clues provide the student with methodological advance.
This procedure leads us to the four Phase CALL:
-- Phase 1 question / task
-- Phase 2 help ( information clue )
-- Phase 3 response / attempt
-- Phase 4 evaluation / feedback
So Four Phase CALL consistent with the " wherewithal principle " which means that the student is not asked to carry out tasks unless the necessary information is not supplied by (the computer ) CALL program.
In this way CALL program is not mechanical but rather a cognitive approach. This approach is consistent with humanistic orientation language learning where the student is made responsible of deciding what information to access to.
4.4. Content of the Wherewithal
Information files enable students to be deeply involved in their learning (responsibility and control ) and use their own creativity.
The University of East Anglia in Norwich suggested four main categories of information:
--- "general reference" information from published sources, e.g. dictionary entries giving definitions and examples in context.
--- "local reference" information entered locally, but accessible from any part of the programs. This would include information on general strategies on how to handle specific problems. Thus, reference files on how to recognise nouns, or break down
complex sentences, or how to identify reference features could all constitute part of a "reader's grammar".
--- "local specific " information, inserted by the programwriter or by the teacher using an authoring system. This would offer, for example, specific prompts as to the meaning of particular keywords in the form of teacher-like question.
--- "student-inserted" information. Chris Jones' Wordstore is already in existence, enabling students to build up their own computer-based lexicon. This student- inserted data would be incorporated into the database along with the general dictionary information, and the local hints and tips put in by the teacher.
/ J. Fox, 1985. p:141-142 /
In this way, the student accesses to information about individual vocabulary items, difficult words, about grammar points, e.g. particular elements of reading techniques: discourse features (anaphoric reference, concealed relatives etc.) This richer learning environment makes fuller use of the power of the computer.
The system can also benefit from the teacher's knowledge and expertise together with his/her familiarity with the students. Authoring system will allow the teacher to be involved in the content as well as in the use of the program.
4.5. An example
The main aim of the Computer Assisted Reading Project at the University of East Anglia is to develop reading skills. The intermediate and advance level materials include text-focused exercises (skimming, scanning, identifying the main aim of a text, working out meaning of unknown words etc. ) and skill focussed exercises.
At the former the student chooses a text to which all the practice relates, and in the latter the students to concentrate in a particular skill area.
At a certain stage the student is invited to type in unknown words from the text. The program checks whether the words are in the database, and offers the student to choose among three activities:
--- to work out the meaning by using a sequence of strategies (indentifying wordclass, examine immediate context, make guess)
--- to get some extra practice in wordclass recognition by playing one of the relevant games
--- to try to get some idea of the meaning by examining the reference files about the word
(J. Fox, 1985.p: 145)
A passage called "Mysteries of the Great Pyramid" containes, for example, the potentially difficult word "massive". It occurs in context:
Although it was built approximately 4500 years ago, it is the most massive stone structure ever erected...
The following options can be displayed for the student
Definition Very large and heavy. Huge and strong. Impressive and powerful, especially in its size.
Examples As a result of his massive investment in gold, he became a millionaire overnight.
The massive crowd at the pop concert was hard to control.
Prompt What is particularly remarkable about the pyramid, apart from its age?
Substitutes huge
enormous
gigantic
vast
Comments "Massive" is stronger than "large" and "the most massive stone structure ever built", as in the text, is considerably stronger than "the largest stone structure..."
(J.Fox, 1985. p:146)
At the present -- assumed J Fox --student could choose to have any one or two blocks to be displayed on the screen together. They can see them as often as they want and in any combination. This enables students to browse around the files to get more and more precise meaning of the word.
The above files are concerned with vocabulary items. But after the student guess the wordclass of the problem word other set of files are available: Noun, Verb, Adjective
and Adverb Identification files. These grammar files help the student recognize, for example, from the ending what part of the speech an unknown word is.
The important things are: --- it should be easy for the student to roam around the databases,
--- students should be able to jump forwards and backwards in any programs at will.
4.6. J. Fox’s Conclusion
An increase in access to "Information" files in CALL programs will require an increase in processing power especially if on-line access to dictionaries is to be incorporated or if the expanded system includes Artificial Intelligence. Even without AI, the extension in CALL programs will provide a much richer learning environment.
V. My experience with CALL --- How I benefited from this course?
When I signed for this course I had many expectations towards this subject.
To be honest, I have never heard about CALL earlier so the only thing I expected to be familiar with this "mysterious device". Me too fell in the very same state of being fustrated when something went wrong in the process of handling even the simplest exercises. Not only the teacher but some of my course mates were very helpful facilitators.
Of course it became clear very soon that the registration for this course expected the students not to be at the absolute beginner's level. In my oppinion a basic word processing course could help a lot in this area.
During the semester we learned about some of the basic CALL programs that can be applied at different levels and we could get a brief insight into the literature of CALL. What is more important we were also stimulated to continue deepening our knowledge in this field.
There are many insufficiences we have to work on. Teachers should be professionals or at least more professional than the students at the secondary schools in computing. In Hungary, I think there are some hardships which make introducing CALL into language learning - teaching difficult:
--- the older generation of teachers has hardly ever got close to computers
--- our government is gradually reducing funds for schools; so unless they had installed computers they would not be able to do it in the future
--- not only the hardware but the software too is very expensive (even more) and I do not think they are easily accessible in Hungary. Of course teachers could write programs using the word-processing feature of the computers --- I am sure that one of the main problems is that schoolmasters are a little bit stubborn persons. At schools where there is a computer laboratory one or two computer science teachers are responsible for it. These labs are almost always locked except for basic computer lessons, but definitely not for L2 learning.
As to my overall experience with this course, I am going to acquire much more knowledge and practice in CALL.
R 145 F
This semester diary-writing was introduced in language practice lessons of the third-form Russian retrainees' group in order to develop several skills and sub-skills of the learners and to make their work more colourful. This interesting written task met the students' requirements and both they and their teacher of language practice have enjoyed this form of communication very much as the diaries were addressed to their tutor Mr. József Horváth. How can a diary-writing task develop the students' writing, reading and even communicating skills? This essay tries to answer this question in the following steps:
- Nature of diary-writing in general
- Diary-writing as a free writing activity in the classroom
- Conclusion
Nature of diary-writing
When people keep diaries they do it on the purpose to record the current events of their lives in order to remember their main interesting personal experiences. Sometimes they intend to give it as a present to the person whom they want to involve in their personal feelings. While writing a diary in any case they are highly motivated as they have an inner urge to express themselves. That is why they are open and frank and they write freely. When they propose to share their thoughts with others they do it on a communicative purpose, as they want to write about something which is important for them and they wait for the opinion or the reaction of the person they addressed their message to. In this way diaries are very similar to informal letters which are written by people that are very close to each other and know each other's minds very well.
Diary-writing as a free writing activity in the classroom
Diary-writing, in consequence of the characteristic features mentioned in the previous paragraph can be used efficiently in language learning as well, as the form of it is free. But what does the expression "free writing" mean?
When students are asked to keep a diary they are supposed to write in them about any topics and they can do it as they wish: they are allowed to form their thoughts in some words or they can write several lines or even pages about what they have got to say. This type of freedom of communication encourages the students as they do not feel being forced to write more than they would like to. They can choose the topic of their writing, so they will report on that things what they consider to be interesting and attractive for them. From this evidence comes that they will direct the flow of their diaries according to their interests. This possibility is a great factor of motivation which is a prerequisite thing for a successfully done task.
Although the teacher can take notes of the diaries, they should not be graded and corrected, in this way students can feel secure, they can concentrate on the content of their diaries and they do not worry about errors or the format of their works. Of course they will take care of grammatical correctness as they would like to make themselves understood entirely. The degree of motivation can be increased in the case of a good, relaxed and well-balanced relationship between the teacher and the students. A harmony between them, an ability of thinking in a similar way and a mutual confidence in each other can result not just more and more developed skills but interesting personal experiences while writing and - on behalf of the teacher - reading a diary.
As a diary can be written for somebody, in this case for the teacher, he or she can react on it. The teacher can take the opportunity to do so in some sentences written by him in the students' diary. In this way the teacher and his or her students will share their thoughts, views or opinions which can result a better collaboration in the future. - According to a golden rule language learning is always more effective when the relationship between the teacher and student is harmonious. -
In diary-writing the teacher can get some feedback about the teaching programme about his or her work and the students' responds to the events that have taken place in the classroom as the students tells him or her what they like and what they do not like in the lessons. Getting some useful pieces of information in this way can help the teacher to find the way to the children and it can help him or her to develop his or her own personality and teaching style as well.
Conclusion
Diary-writing as a free writing activity can be enjoyable and it can provide a great time both for the writer and the reader which can make the teaching - learning process more efficient and can bring some lightness in it. The students and their teachers can get closer to each other through diary-writing which can result some more awareness in the classroom on behalf of the students. In real life there are several situations in which people have to act or write spontaneously, but the way they have to do it can be practised through diary-keeping.
This semester the students of the third-form Russian retrainee's group had the chance to take part in a language practise course where one of the challenging tasks was diary-writing. Being practising teachers they could gain by this interesting task and use all the advantages of diary-writing in their work thanks for the teacher of language practice as he has aroused his students' interest of the potentialities in this activity.
- Nature of diary-writing in general
- Diary-writing as a free writing activity in the classroom
- Conclusion
Nature of diary-writing
When people keep diaries they do it on the purpose to record the current events of their lives in order to remember their main interesting personal experiences. Sometimes they intend to give it as a present to the person whom they want to involve in their personal feelings. While writing a diary in any case they are highly motivated as they have an inner urge to express themselves. That is why they are open and frank and they write freely. When they propose to share their thoughts with others they do it on a communicative purpose, as they want to write about something which is important for them and they wait for the opinion or the reaction of the person they addressed their message to. In this way diaries are very similar to informal letters which are written by people that are very close to each other and know each other's minds very well.
Diary-writing as a free writing activity in the classroom
Diary-writing, in consequence of the characteristic features mentioned in the previous paragraph can be used efficiently in language learning as well, as the form of it is free. But what does the expression "free writing" mean?
When students are asked to keep a diary they are supposed to write in them about any topics and they can do it as they wish: they are allowed to form their thoughts in some words or they can write several lines or even pages about what they have got to say. This type of freedom of communication encourages the students as they do not feel being forced to write more than they would like to. They can choose the topic of their writing, so they will report on that things what they consider to be interesting and attractive for them. From this evidence comes that they will direct the flow of their diaries according to their interests. This possibility is a great factor of motivation which is a prerequisite thing for a successfully done task.
Although the teacher can take notes of the diaries, they should not be graded and corrected, in this way students can feel secure, they can concentrate on the content of their diaries and they do not worry about errors or the format of their works. Of course they will take care of grammatical correctness as they would like to make themselves understood entirely. The degree of motivation can be increased in the case of a good, relaxed and well-balanced relationship between the teacher and the students. A harmony between them, an ability of thinking in a similar way and a mutual confidence in each other can result not just more and more developed skills but interesting personal experiences while writing and - on behalf of the teacher - reading a diary.
As a diary can be written for somebody, in this case for the teacher, he or she can react on it. The teacher can take the opportunity to do so in some sentences written by him in the students' diary. In this way the teacher and his or her students will share their thoughts, views or opinions which can result a better collaboration in the future. - According to a golden rule language learning is always more effective when the relationship between the teacher and student is harmonious. -
In diary-writing the teacher can get some feedback about the teaching programme about his or her work and the students' responds to the events that have taken place in the classroom as the students tells him or her what they like and what they do not like in the lessons. Getting some useful pieces of information in this way can help the teacher to find the way to the children and it can help him or her to develop his or her own personality and teaching style as well.
Conclusion
Diary-writing as a free writing activity can be enjoyable and it can provide a great time both for the writer and the reader which can make the teaching - learning process more efficient and can bring some lightness in it. The students and their teachers can get closer to each other through diary-writing which can result some more awareness in the classroom on behalf of the students. In real life there are several situations in which people have to act or write spontaneously, but the way they have to do it can be practised through diary-keeping.
This semester the students of the third-form Russian retrainee's group had the chance to take part in a language practise course where one of the challenging tasks was diary-writing. Being practising teachers they could gain by this interesting task and use all the advantages of diary-writing in their work thanks for the teacher of language practice as he has aroused his students' interest of the potentialities in this activity.
R 144 F
Human beings are rather stupid creatures, because they pollute that enviroment in which they have to live. They are sticked into the present and cannot think about the future, which is their childrens’ and grandchildrens’ future. The earth-pollution has grown to considerable size in the last decades and has become more and more dangerous. Nowadays it threatens the existance of the whole world. In spite of this only some people realise this danger and try to do something against it, while most of them don't feel responsibility for the Earth at all and go on with their dangerous activities.
These careless people unfortunately mostly are factory leaders managers, or on the higher level political and army leaders of countries, so they have enough power and money to do what they want to do and not bother about the earth-pollution and its consequencies in the future. They take in their mind only the present, and their present aims, plans and interests, and irresponsibly pollute the air, the water, the soil, the whole living enviroment. The most dangerous activities among these are the army nuclear experiments and atomic bomb testings. The radioactive pollution is the biggest sin against the Earth and human beings existence, because it can annihilate the whole life on the Earth and make it deserted and uninhabitable, where life can't appear again.
After the IInd World War and the era of Cold War, when American and Russian armies enlarged their nuclear arsenal in a lunatic way, the political and army leaders realised that their arsenal threatened not only the supposed enemy but their own existence and the whole world's existence. That’s why in 1963 they signed a treaty agreeing to stop testing new nuclear weapons in the atmosphere or under the water. It was a beginning of the "detante" between the United States and the Soviet Union. Later, in 1972 they began the SALT agreements, which were to slow down the arms race. In 1987 the INF (Intermediate Range Nuclear Force) treaty was signed, in which both countries agreed that within three years they would destroy all their land-based medium and shorter range nuclear weapons.
These agreements gave a relese to those people who bothered about the life and future, but meanwhile some smaller countries as France, Britain, China created their atomic bombs too, and the problem of the nuclear war emerged again. To avoid this danger the country leaders signed down the so called Nonproliferation Treaty, which restrected not only the number of nuclear weapons but the number of the nuclear experiments and bomb testings. So it seemed that the world could avoid the danger of nuclear war, but unfortunately couldn't avoid the danger of nuclear pollution by atomic bomb testings, because in spite of the Nonproliferation Treaty some countries, as for example China or France, from time to time put away the agreement and made experiments with reference to urgent and immidiate national interest.
Nowadays the French atomic bomb testing on the Muroroa atoll shocked the public opinion of the world. During the last two month France has been made 3 experiments in this area and is planning more three ones till the end of this year. This activity is one of the brightest examples of the human narrow-mindness. Before the first experiment the whole world was protesting against it during weeks, the Greenpeace activists were boating around the atoll during days, but the bomb was blown up by blinded army scientists and politicians although its consequences are incalculable. France, neglecting the world's protesting - after the third experiment Greenpeace activists collected 8 million signatures and posted them to the French leader - is going on with experiments. Of course, scientific researhes need concrete testings, but they shouldn't include such experiments which can be harmful to the whole world's existance.
Fortunately, nowadays there are more and more people who bother about the earth-pollution and try to do something against it. In a lot of countries different kinds of enviromental organisations work. The world-famous international enviromental organisation is the Greenpeace. Its activity spreads away onto all fields of life: it works against those government and industrial policies that threatens the world's natural resources, calls attention to the dangers of nuclear weapons testing and the dumping of radioactive wastes into oceans, opposes the spread of nuclear weapons, whaling and the human killing of animals.
The organisation uses nonviolent methods of protest during their work: there go to that place where is a probably dangerous activity planned and by their presence they try to stop the activity. For example, when they protested against whaling, the activists placed themselves between whales and whaling ships. Of course, this very dangerous for the members, because they often become hurt or even killed during their protesting.
This happened in 1985, when they planned to protest French nuclear tests in the South Pacific using their ship called Rainbow Warrior. The ship became sunk by an explosion in the harbour and a Greenpeace photographer became killed.
On the other hand they risk being arrested and expose theirselves to different tortures. In 1995 in Beinjing, China, in Tiananment Squere six activists were arrested by military and civilian police, because of calling on all nuclear nations to halt nuclear weapons testing by displaying the 5-metre banner reading" Stop All Nuclear Testing", and taken into the custody.
In spite of risks and dangers the activity of Greenpeace becomes more and more stronger and widespread. It was founded in 1969 by a group of Canadian enviromentalists but nowadays it is a world-wide organisation with offices in lots of countries, as for example Russia, France, Germany -to mention only the biggest ones. Its activity makes people think about the enviromental protection because, as Greenpeace's Damon Moglan in Beinjing said: "The clock must not be turned back now.", and more and more people feel that they must do something against the pollution of the enviroment.
This essay aimed to make its readers think about and feel responsibility of the living enviroment. Every people who can do something on behalf of the world's future existence, must do it, because, as the Indian saying says: "The Earth, where we live, isn't left to us by our fathers' will, but it is lent to us by our grandchildren."
These careless people unfortunately mostly are factory leaders managers, or on the higher level political and army leaders of countries, so they have enough power and money to do what they want to do and not bother about the earth-pollution and its consequencies in the future. They take in their mind only the present, and their present aims, plans and interests, and irresponsibly pollute the air, the water, the soil, the whole living enviroment. The most dangerous activities among these are the army nuclear experiments and atomic bomb testings. The radioactive pollution is the biggest sin against the Earth and human beings existence, because it can annihilate the whole life on the Earth and make it deserted and uninhabitable, where life can't appear again.
After the IInd World War and the era of Cold War, when American and Russian armies enlarged their nuclear arsenal in a lunatic way, the political and army leaders realised that their arsenal threatened not only the supposed enemy but their own existence and the whole world's existence. That’s why in 1963 they signed a treaty agreeing to stop testing new nuclear weapons in the atmosphere or under the water. It was a beginning of the "detante" between the United States and the Soviet Union. Later, in 1972 they began the SALT agreements, which were to slow down the arms race. In 1987 the INF (Intermediate Range Nuclear Force) treaty was signed, in which both countries agreed that within three years they would destroy all their land-based medium and shorter range nuclear weapons.
These agreements gave a relese to those people who bothered about the life and future, but meanwhile some smaller countries as France, Britain, China created their atomic bombs too, and the problem of the nuclear war emerged again. To avoid this danger the country leaders signed down the so called Nonproliferation Treaty, which restrected not only the number of nuclear weapons but the number of the nuclear experiments and bomb testings. So it seemed that the world could avoid the danger of nuclear war, but unfortunately couldn't avoid the danger of nuclear pollution by atomic bomb testings, because in spite of the Nonproliferation Treaty some countries, as for example China or France, from time to time put away the agreement and made experiments with reference to urgent and immidiate national interest.
Nowadays the French atomic bomb testing on the Muroroa atoll shocked the public opinion of the world. During the last two month France has been made 3 experiments in this area and is planning more three ones till the end of this year. This activity is one of the brightest examples of the human narrow-mindness. Before the first experiment the whole world was protesting against it during weeks, the Greenpeace activists were boating around the atoll during days, but the bomb was blown up by blinded army scientists and politicians although its consequences are incalculable. France, neglecting the world's protesting - after the third experiment Greenpeace activists collected 8 million signatures and posted them to the French leader - is going on with experiments. Of course, scientific researhes need concrete testings, but they shouldn't include such experiments which can be harmful to the whole world's existance.
Fortunately, nowadays there are more and more people who bother about the earth-pollution and try to do something against it. In a lot of countries different kinds of enviromental organisations work. The world-famous international enviromental organisation is the Greenpeace. Its activity spreads away onto all fields of life: it works against those government and industrial policies that threatens the world's natural resources, calls attention to the dangers of nuclear weapons testing and the dumping of radioactive wastes into oceans, opposes the spread of nuclear weapons, whaling and the human killing of animals.
The organisation uses nonviolent methods of protest during their work: there go to that place where is a probably dangerous activity planned and by their presence they try to stop the activity. For example, when they protested against whaling, the activists placed themselves between whales and whaling ships. Of course, this very dangerous for the members, because they often become hurt or even killed during their protesting.
This happened in 1985, when they planned to protest French nuclear tests in the South Pacific using their ship called Rainbow Warrior. The ship became sunk by an explosion in the harbour and a Greenpeace photographer became killed.
On the other hand they risk being arrested and expose theirselves to different tortures. In 1995 in Beinjing, China, in Tiananment Squere six activists were arrested by military and civilian police, because of calling on all nuclear nations to halt nuclear weapons testing by displaying the 5-metre banner reading" Stop All Nuclear Testing", and taken into the custody.
In spite of risks and dangers the activity of Greenpeace becomes more and more stronger and widespread. It was founded in 1969 by a group of Canadian enviromentalists but nowadays it is a world-wide organisation with offices in lots of countries, as for example Russia, France, Germany -to mention only the biggest ones. Its activity makes people think about the enviromental protection because, as Greenpeace's Damon Moglan in Beinjing said: "The clock must not be turned back now.", and more and more people feel that they must do something against the pollution of the enviroment.
This essay aimed to make its readers think about and feel responsibility of the living enviroment. Every people who can do something on behalf of the world's future existence, must do it, because, as the Indian saying says: "The Earth, where we live, isn't left to us by our fathers' will, but it is lent to us by our grandchildren."
R 143 F
A small group of persons differing from others in race, religion, language is the definition of the word "minority" in The Oxford Handy Dictionary. For centuries the law did not acknowledge and protect people belonging to such groups because the position on this issue was "one state one language.
Hungary declared similar view which was one of the reasons because of which the 1848 Hungarian War of Independence failed and the country lost enormous territories after the First World War.
In spite of deficiencies the position of minorities is much better than the situation of immigrants who are a kind of minority as well but do not belong to ethnical minorities and there is no law protecting them. From the point of view of international law immigrants are not human beings, only workers who can be sent home at any time. It is very interesting that host countries have problems always with immigrants from lower developed territories.
Botlik József writes that ethnic problem is the cancer of Europe and the fate of the continent depends on the fact how long different ethnics can live in peace with one another. In his opinion Hungary had a very shameful period after the Second World War when German ethnic people were resettled from country and it was the period when Czechoslovakia and Hungary changed inhabitants which means that Czechoslovakia sent Hungarian ethnic people and Hungary Slovak ethnic inhabitants. This article from "Magyar Nemzet" forgets to mention some very important facts: Resettlement was not a Hungarian decision but an International one made by the Great Powers. Czechoslovakia warded to get rid of the ethnic Hungarians ethnic Slovaks were alowed to take everything with themself but ethnic Hungarians had to escape with bundles in hands.
In another article of "Magyar Nemzet" am interesting article can be found about mixed villages. There is a small village in the North of Hungary /2000 inhabitants/ where Hungarians, Slovaks and Germans live together. The history of Mlinky or in Hungarian Pilisszentkereszt is typical for an ethnic settlement which means that minorities were settled after the Turkish era. People lived together without any problems with one another, boys and girls from different ethnic groups married each other. After the Second World War German names started to disappear and became slovakized. The article does not write but it is clear that Germans were frightened and was afraid of resettlement.
Nowadays two languages are official in Pilisszentkereszt: Hungarian and Slovak. Children can learn both languages at local school, but Hungarian is compulsory! An old man who does not want to disclose his name tells that people in the village have always wanted to work and get on, the nationality does not matter at all, simple people have got on well with one another but politicians are who have always caused trouble.
From the underlined sentence the reader can feel a very important and regrettable fact which is FEAR. This kind of feeling is unfortunately not baselles. People do not forget easily, minorities cannot get rid of the idea that the ruling nation has deceived them many times. A "wonderful" example is deportation of Germans after the Second World War. Mostly those persons were resettled who declared themselves German ethnics during a survey in 1942. The result of that survey should have been a secret.
Fear is the main reason of not having the punctual number of ethnics. According to an estimation in Hungary there are about a million people who belong to different ethic minorities.
German 200 - 220 thousand
Slovak 110 thousand
Croatian 80 thousand
Roman 25 thousand
Serbien 5 thousand
Slovenien 5 thousand
Bulgarien 2.5 thousand
Greek 6 thousand
Armenian 3 thousand
Polish 10 -15 thousand
AND Gipsy 400-600 thousand
From the article it is not clear why Gipsies are mentioned last. It seems that this group is really discriminated in a negative way. This ethnic is different from the others living in Hungary by the colour of the skin, lifestyle and not having a mother - country.
These days ethnic minorities seem to have all the rights that the ruling nation has. The Parliament produced new laws about the rights of national and ethnic minorities in 1993./ before it in 1947 /. According to this law those groups belong to the ethnic minorities which:
- have been living in Hungary at least for a century
- have less members than the ruling nation
- have Hungarian citizenship
- have different language, culture and tradicion
- have a strong sense of belonging.
This law does not cover refugees, immigrants, settled foreign citizens and exiles, but acknowledges that Ukrainians and Ruthenians are minorities as well.
Minorities are alowed to use their mother tongue, celebrate their family occasions, have contact with mother - countries. Many kindergardens, primary and secondary schools, collages have been founded for minorities. In the local authorities representatives of minorities must be chosen and the National Ethnic Self - Goverment protect their interests. Ethnic representatives can get into the Parliament with less votes. In Hungarian educational system Hungarian language is obligatory on each level. So this law guarantees equal rights for ethnic people.
Hungary seems to have positive attitude to ethnic questions according to the laws produced in Copenhagen. Minorities are supposed to be bridges between Hungary and the mother-countries.
A Christmas declaration of Hungarian Catholic Bishops emphasises that all people are brothers and sisters and the magic feeling that can solve problems is "LOWE".
Hungary declared similar view which was one of the reasons because of which the 1848 Hungarian War of Independence failed and the country lost enormous territories after the First World War.
In spite of deficiencies the position of minorities is much better than the situation of immigrants who are a kind of minority as well but do not belong to ethnical minorities and there is no law protecting them. From the point of view of international law immigrants are not human beings, only workers who can be sent home at any time. It is very interesting that host countries have problems always with immigrants from lower developed territories.
Botlik József writes that ethnic problem is the cancer of Europe and the fate of the continent depends on the fact how long different ethnics can live in peace with one another. In his opinion Hungary had a very shameful period after the Second World War when German ethnic people were resettled from country and it was the period when Czechoslovakia and Hungary changed inhabitants which means that Czechoslovakia sent Hungarian ethnic people and Hungary Slovak ethnic inhabitants. This article from "Magyar Nemzet" forgets to mention some very important facts: Resettlement was not a Hungarian decision but an International one made by the Great Powers. Czechoslovakia warded to get rid of the ethnic Hungarians ethnic Slovaks were alowed to take everything with themself but ethnic Hungarians had to escape with bundles in hands.
In another article of "Magyar Nemzet" am interesting article can be found about mixed villages. There is a small village in the North of Hungary /2000 inhabitants/ where Hungarians, Slovaks and Germans live together. The history of Mlinky or in Hungarian Pilisszentkereszt is typical for an ethnic settlement which means that minorities were settled after the Turkish era. People lived together without any problems with one another, boys and girls from different ethnic groups married each other. After the Second World War German names started to disappear and became slovakized. The article does not write but it is clear that Germans were frightened and was afraid of resettlement.
Nowadays two languages are official in Pilisszentkereszt: Hungarian and Slovak. Children can learn both languages at local school, but Hungarian is compulsory! An old man who does not want to disclose his name tells that people in the village have always wanted to work and get on, the nationality does not matter at all, simple people have got on well with one another but politicians are who have always caused trouble.
From the underlined sentence the reader can feel a very important and regrettable fact which is FEAR. This kind of feeling is unfortunately not baselles. People do not forget easily, minorities cannot get rid of the idea that the ruling nation has deceived them many times. A "wonderful" example is deportation of Germans after the Second World War. Mostly those persons were resettled who declared themselves German ethnics during a survey in 1942. The result of that survey should have been a secret.
Fear is the main reason of not having the punctual number of ethnics. According to an estimation in Hungary there are about a million people who belong to different ethic minorities.
German 200 - 220 thousand
Slovak 110 thousand
Croatian 80 thousand
Roman 25 thousand
Serbien 5 thousand
Slovenien 5 thousand
Bulgarien 2.5 thousand
Greek 6 thousand
Armenian 3 thousand
Polish 10 -15 thousand
AND Gipsy 400-600 thousand
From the article it is not clear why Gipsies are mentioned last. It seems that this group is really discriminated in a negative way. This ethnic is different from the others living in Hungary by the colour of the skin, lifestyle and not having a mother - country.
These days ethnic minorities seem to have all the rights that the ruling nation has. The Parliament produced new laws about the rights of national and ethnic minorities in 1993./ before it in 1947 /. According to this law those groups belong to the ethnic minorities which:
- have been living in Hungary at least for a century
- have less members than the ruling nation
- have Hungarian citizenship
- have different language, culture and tradicion
- have a strong sense of belonging.
This law does not cover refugees, immigrants, settled foreign citizens and exiles, but acknowledges that Ukrainians and Ruthenians are minorities as well.
Minorities are alowed to use their mother tongue, celebrate their family occasions, have contact with mother - countries. Many kindergardens, primary and secondary schools, collages have been founded for minorities. In the local authorities representatives of minorities must be chosen and the National Ethnic Self - Goverment protect their interests. Ethnic representatives can get into the Parliament with less votes. In Hungarian educational system Hungarian language is obligatory on each level. So this law guarantees equal rights for ethnic people.
Hungary seems to have positive attitude to ethnic questions according to the laws produced in Copenhagen. Minorities are supposed to be bridges between Hungary and the mother-countries.
A Christmas declaration of Hungarian Catholic Bishops emphasises that all people are brothers and sisters and the magic feeling that can solve problems is "LOWE".
R 142 F
Writing my thesis about Computer Assisted Language Learning (CALL) in EFL teaching, I worked with the corpus based on the texts of the twelve units from Headway Advanced Student's Book (John & Liz Soars 1989). As one of the results of my research I have found several interesting data in connection with the wordlists and frequency tables of the corpus. Finishing my thesis I found it challenging to have the same analysis of the wordlists and frequency tables using the text of the thesis as the corpus. In the following I will describe the results of this analysis and will compare the two corpora.
In the preparatory work of the corpus I had to delete all the prints of the screens, all the tables, the appendices and graphs from the thesis to get the plain text part and saved it in text only format to produce the plain ASCII codes. Then, I used Longman Mini Concordancer to prepare the wordlists and frequency tables. As the next screen shows, the thesis corpus (TC) consists of 9,257 occurrences of 1,590 different words. The token/type ratio is 5.82. 17 types of punctuation occur 1,861 times.
Though the two corpora are different in size (15,515 occurrences of 3,636 words in the Headway Advanced corpus (HAC)), from the token/type ratio (4.26 in HAC) and from the number of punctuation we can say characteristics of the texts. The 5.82 value of token/type presents that only almost every sixth word is different in the thesis, while in the HAC every forth word is different. In the following tables we can see the different types of punctuation and their frequency values both in the TC and in the HAC. The signed types show those, which occur only in that specific corpus and concerning the differences in the corpora types it is quite understandable (@ * \ / signs are used in computer texts).
Type of punctuation and its frequency:
Assuming, that the punctuation sign '.' usually means the end of a sentence, we can figure out that in the TC a sentence consists of about 10 words (the ratio is 10.2), while in the HAC there are 15 words in a sentence (the ratio is 14.6) as an average. This can suggest that the texts in Headway Advance are more complex and longer than in the thesis.
From the next table, containing the word frequency values and the number of the words with that frequency, it can be noted that there are 757 (47.61%) words from 1,590 which occurred only once in the thesis. This value is about the same as the average mentioned by other authors. Compared to the HAC value - 60.34% - it is obvious, that in an advanced level coursebook the repetition of the words is more rare than in a thesis concentrating on a quite narrow topic.
Examining the wordlist with frequency values in more detail (see Appendix), we can find that the first content word, "word" - not a pronoun, article, auxiliary, or preposition - is the twelfth in the list with a frequency value of 89. When we add the frequency value of the other appearance of the same word - "words" ( 66) - to the previous value, we can see that it becomes forward to the seventh place in the list. This is a very high value compared to the result from the HAC, as there, the first content word, "said" was only the 37th in the similar list. The reason of the differences is natural again, as in a coursebook the topics are highly varied, - extracts from literature, articles from different types of magazines, newspaper reports, autobiographies - so content words are not so often repeated.
We can have the theory, that the first most frequent content word in any text is to describe the theme of the text - what it is about - in the HAC it is "life" in the 48th place, and "word(s)" in the TC in the 7th place. It seems to be relevant as a good authentic coursebook is about life, while this analysed thesis is about words. The values of the placement describe how much narrower the topic is in a thesis than in a coursebook.
The next graph shows the ratio of frequencies of the eleven most frequent words and demonstrates that the definite article "the" is more than twice as frequent than the next most common word in the TC, "of".
This result is basically the same as what I found in the HAC in connection with the ratio of the nine most frequent words. If we compare the first nine words in each corpus - TC: the, of, a, in, to, and, is, as, can. HAC: the, of, a, and, to, in, he, was, it. - we can find that there is no personal pronoun in the TC and present tense is characteristic, while in the coursebook past tense is used most regularly in conventional narration with the personal pronoun, "he".
I think, that even this short analysis is enough to prove that with the help of wordlists and frequency tables there are many possibilities and ways of getting information about even unknown texts. And that these pieces of information shows similarities and due to this are relevant and reliable.
In the preparatory work of the corpus I had to delete all the prints of the screens, all the tables, the appendices and graphs from the thesis to get the plain text part and saved it in text only format to produce the plain ASCII codes. Then, I used Longman Mini Concordancer to prepare the wordlists and frequency tables. As the next screen shows, the thesis corpus (TC) consists of 9,257 occurrences of 1,590 different words. The token/type ratio is 5.82. 17 types of punctuation occur 1,861 times.
Though the two corpora are different in size (15,515 occurrences of 3,636 words in the Headway Advanced corpus (HAC)), from the token/type ratio (4.26 in HAC) and from the number of punctuation we can say characteristics of the texts. The 5.82 value of token/type presents that only almost every sixth word is different in the thesis, while in the HAC every forth word is different. In the following tables we can see the different types of punctuation and their frequency values both in the TC and in the HAC. The signed types show those, which occur only in that specific corpus and concerning the differences in the corpora types it is quite understandable (@ * \ / signs are used in computer texts).
Type of punctuation and its frequency:
Assuming, that the punctuation sign '.' usually means the end of a sentence, we can figure out that in the TC a sentence consists of about 10 words (the ratio is 10.2), while in the HAC there are 15 words in a sentence (the ratio is 14.6) as an average. This can suggest that the texts in Headway Advance are more complex and longer than in the thesis.
From the next table, containing the word frequency values and the number of the words with that frequency, it can be noted that there are 757 (47.61%) words from 1,590 which occurred only once in the thesis. This value is about the same as the average mentioned by other authors. Compared to the HAC value - 60.34% - it is obvious, that in an advanced level coursebook the repetition of the words is more rare than in a thesis concentrating on a quite narrow topic.
Examining the wordlist with frequency values in more detail (see Appendix), we can find that the first content word, "word" - not a pronoun, article, auxiliary, or preposition - is the twelfth in the list with a frequency value of 89. When we add the frequency value of the other appearance of the same word - "words" ( 66) - to the previous value, we can see that it becomes forward to the seventh place in the list. This is a very high value compared to the result from the HAC, as there, the first content word, "said" was only the 37th in the similar list. The reason of the differences is natural again, as in a coursebook the topics are highly varied, - extracts from literature, articles from different types of magazines, newspaper reports, autobiographies - so content words are not so often repeated.
We can have the theory, that the first most frequent content word in any text is to describe the theme of the text - what it is about - in the HAC it is "life" in the 48th place, and "word(s)" in the TC in the 7th place. It seems to be relevant as a good authentic coursebook is about life, while this analysed thesis is about words. The values of the placement describe how much narrower the topic is in a thesis than in a coursebook.
The next graph shows the ratio of frequencies of the eleven most frequent words and demonstrates that the definite article "the" is more than twice as frequent than the next most common word in the TC, "of".
This result is basically the same as what I found in the HAC in connection with the ratio of the nine most frequent words. If we compare the first nine words in each corpus - TC: the, of, a, in, to, and, is, as, can. HAC: the, of, a, and, to, in, he, was, it. - we can find that there is no personal pronoun in the TC and present tense is characteristic, while in the coursebook past tense is used most regularly in conventional narration with the personal pronoun, "he".
I think, that even this short analysis is enough to prove that with the help of wordlists and frequency tables there are many possibilities and ways of getting information about even unknown texts. And that these pieces of information shows similarities and due to this are relevant and reliable.
R 141 F
Poets can be characterised as people who have an intense sensitivity to social issues and who with their gift for language are able to convey their thoughts and feelings to their readers. Stephen Harold Spender is no exception. Born in 1909, he attained literary acclaim in the thirties. His poetry is defined by the events of that period in history. Politics in the thirties was dominated by Nazism and Marxism. Spender was born to an upper class English family yet his sympathy for the poor and his desire for a more just distribution of wealth caused him to lean towards socialist ideals. He longs for a fairer world, one that is classless and free of poverty. Like other poets of that era, the Spanish Civil War caught his imagination and so in February of 1937 he moved to Madrid to witness the war first hand as a journalist. The romantic beliefs he has about the socialists fighting against Franco is soon shattered as he sees the horrors of war for himself. He soon becomes disillusioned by the tremendous loss of innocent lives and he comes to believe that nothing can justify the massacre of young men that is taking place all in the name of politics.
The early part of the twentieth century is a period of great advancement in science and technology. Unfortunately much of this technology is used to invent war machines that cause mass death and destruction. Spender is suspicious of technology which he sees as an instrument for the destruction of nature. He loves nature and especially adores the English landscape. His patriotic feelings towards pre-industrial England are seen in the powerful language he uses in many of his poems to describe the English countryside. This rather naive idealising of England came to be known "Little Englandism". In many of his poems, especially those dealing with the Spanish Civil War and the Second World War, he contrasts war and destruction to the beauty of untouched landscapes by using striking images to depict the landscape as an antidote to war. In "A Stopwatch and an Ordnance Map" Spender describes a young soldier who wounded in battle crawls under an olive tree where he dies. The olive tree, whose fruits nourish and whose branches are an international symbol of peace ironically becomes a grave and the site of an ugly war .
In the poem "Air Raid across the Bay at Plymouth" Spender's antiwar, anti technology and patriotic feelings towards England are depicted using vivid imagery. The aeroplane, described as "Delicate aluminium girders" built by man as testimony to mans ingenuity drops bombs and destroy the God made beauty of the landscape.
In 1939 the Second World War breaks out, a war much bigger and more destructive than the Spanish war. Spender falls into despair and in his poems he manifests his disappointment in humankind. In the poem "June 1940" war has broken out in France but the English landscape is still beautiful and untouched but not for long. War soon kills millions and the world is reduced to "....man's black malicious box". The poet's despair and disdain for humanity is expressed colourfully. "I am cold as cold world alone/ Voyaging through space without faith or aim...".
Spender is not considered a great poet by everybody yet no one can deny that he has an excellent command of the English language with which he conveys dismay at man's cruelty to man. In his view nothing can justify the destruction of what God has created. His feelings towards technology are ambivalent. He sees it as an inevitable consequence of man's ingenuity but he laments its use in war. His last poems describe a pessimistic view of humankind with whom he is disillusioned.
In summary Spender can be described as a traditionalist, a man reluctant to embrace change. He admires the past, the pre-industrial beauty and serenity of the natural landscape and he believes that war is never justified. He abhors war and according to him humanity never learns from history and war is bound to repeat itself. It is a pessimistic view which unfortunately has been proved correct time and time again.
The early part of the twentieth century is a period of great advancement in science and technology. Unfortunately much of this technology is used to invent war machines that cause mass death and destruction. Spender is suspicious of technology which he sees as an instrument for the destruction of nature. He loves nature and especially adores the English landscape. His patriotic feelings towards pre-industrial England are seen in the powerful language he uses in many of his poems to describe the English countryside. This rather naive idealising of England came to be known "Little Englandism". In many of his poems, especially those dealing with the Spanish Civil War and the Second World War, he contrasts war and destruction to the beauty of untouched landscapes by using striking images to depict the landscape as an antidote to war. In "A Stopwatch and an Ordnance Map" Spender describes a young soldier who wounded in battle crawls under an olive tree where he dies. The olive tree, whose fruits nourish and whose branches are an international symbol of peace ironically becomes a grave and the site of an ugly war .
In the poem "Air Raid across the Bay at Plymouth" Spender's antiwar, anti technology and patriotic feelings towards England are depicted using vivid imagery. The aeroplane, described as "Delicate aluminium girders" built by man as testimony to mans ingenuity drops bombs and destroy the God made beauty of the landscape.
In 1939 the Second World War breaks out, a war much bigger and more destructive than the Spanish war. Spender falls into despair and in his poems he manifests his disappointment in humankind. In the poem "June 1940" war has broken out in France but the English landscape is still beautiful and untouched but not for long. War soon kills millions and the world is reduced to "....man's black malicious box". The poet's despair and disdain for humanity is expressed colourfully. "I am cold as cold world alone/ Voyaging through space without faith or aim...".
Spender is not considered a great poet by everybody yet no one can deny that he has an excellent command of the English language with which he conveys dismay at man's cruelty to man. In his view nothing can justify the destruction of what God has created. His feelings towards technology are ambivalent. He sees it as an inevitable consequence of man's ingenuity but he laments its use in war. His last poems describe a pessimistic view of humankind with whom he is disillusioned.
In summary Spender can be described as a traditionalist, a man reluctant to embrace change. He admires the past, the pre-industrial beauty and serenity of the natural landscape and he believes that war is never justified. He abhors war and according to him humanity never learns from history and war is bound to repeat itself. It is a pessimistic view which unfortunately has been proved correct time and time again.
R 140 F
In my essay I would like to focus on one of the productive skills, writing. During my first year of teaching at a secondary technical school I had to realise that my students have got difficulties in writing in English. ‘Well’, I said, ‘never mind, however long process it is, I will teach them how to write compositions properly.’ But after reading their writings, I discovered that I have got a more serious problem than my students. I have never been taught how to correct, evaluate and grade them. So I am going to deal with the correction and evaluation of students’ writings in details. I think this project will be a good opportunity for me to set up my own system of correcting and grading their written works.
First of all I would like to point out the differences between written and spoken English. Speakers have a great range of possibilities to express what they intend to say. They can vary the intonation and the pitch, indicate interest or lack of it, speak up or slow down. In a face to face interaction they can use a lot of facial expressions, like gestures or body language. And they are always provided with a feedback from their listeners. While speaking even native speakers tend to make mistakes. They hesitate and often change the subject of what they are talking about. They rather use simple structures than complex ones. On the other hand the writer sometimes does not get any feedback at all. Body language, intonation or stress cannot be used in a written text. Writers have to pay attention to grammar or stylistic techniques etc. In other words any piece of writing has to be planned beforehand and thought about carefully. (J. Harmer, The Practice of English Language Teaching, Longman 1993, p 52-53)
To demonstrate my ideas I will use the compositions of my first year students, aged 15, at Hunyadi Mátyás Secondary Technical School, in Székesfehérvár. They are pre-intermediate students. They had to introduce their hometowns for which they were given 35-40 minutes, and they were allowed to use dictionaries as well.
At first I am going to look at the correcting techniques by means of one of the compositions. ( I am not using the original version, but a typed one, for the sake of easier legibility. )
Hometown Gábriel Ágnes 1.a
My hometown is Székesfehérvár. This is a big town, where a lot of people live in. In the town there are a lot of shops, factorys, buildings, and cars. The cars are polluting the natural. Székesfehérvár is a famous town. There are a lot of schools in the town. These schools are very big. The students are learning a lot of subjects in the schools. In the Székesfehérvár more the secondary schools, than other towns. These secondary schools are very difficults, because the students are learning a lot of. In the town there are two college : Kandó Kálmán- and Kodolányi College. The most people don’t like for the city, because is very expensive. In the shops there are a lot of product. The most people haven’t got any money. The mans are very poor. But in the town there are exceptions.
I like this town because in the city are my friends, parents (although they divorced), my school....in a word: I like this town, because I’m here living.
First of all I would like to point out the differences between written and spoken English. Speakers have a great range of possibilities to express what they intend to say. They can vary the intonation and the pitch, indicate interest or lack of it, speak up or slow down. In a face to face interaction they can use a lot of facial expressions, like gestures or body language. And they are always provided with a feedback from their listeners. While speaking even native speakers tend to make mistakes. They hesitate and often change the subject of what they are talking about. They rather use simple structures than complex ones. On the other hand the writer sometimes does not get any feedback at all. Body language, intonation or stress cannot be used in a written text. Writers have to pay attention to grammar or stylistic techniques etc. In other words any piece of writing has to be planned beforehand and thought about carefully. (J. Harmer, The Practice of English Language Teaching, Longman 1993, p 52-53)
To demonstrate my ideas I will use the compositions of my first year students, aged 15, at Hunyadi Mátyás Secondary Technical School, in Székesfehérvár. They are pre-intermediate students. They had to introduce their hometowns for which they were given 35-40 minutes, and they were allowed to use dictionaries as well.
At first I am going to look at the correcting techniques by means of one of the compositions. ( I am not using the original version, but a typed one, for the sake of easier legibility. )
Hometown Gábriel Ágnes 1.a
My hometown is Székesfehérvár. This is a big town, where a lot of people live in. In the town there are a lot of shops, factorys, buildings, and cars. The cars are polluting the natural. Székesfehérvár is a famous town. There are a lot of schools in the town. These schools are very big. The students are learning a lot of subjects in the schools. In the Székesfehérvár more the secondary schools, than other towns. These secondary schools are very difficults, because the students are learning a lot of. In the town there are two college : Kandó Kálmán- and Kodolányi College. The most people don’t like for the city, because is very expensive. In the shops there are a lot of product. The most people haven’t got any money. The mans are very poor. But in the town there are exceptions.
I like this town because in the city are my friends, parents (although they divorced), my school....in a word: I like this town, because I’m here living.
R 139 F
Arranging the impressions after reading Forster's novel, Passage to India, that emerge insinctively from the writer's thoughts woven into the characters, events and in the virtuosic and meaningful description of the surrounding area, some thoughts can be clearly formulated, but I must realise that language is too poor to give the exact equivalent of these emotions. There is always a gap between a word and thought, between intention and act inside a person and between two characters as well as there is between a human being and the natural world. The gap can get narrower or wider developing friendship or separation in the relationships.
The aim of my interpretation is to explore how the gaps and the arising echoes form and change the relationships between the characters, and what inherent features and interactions draw them closer or make them alienated and even hostile. I chose four characters from the novel: Aziz, Mrs Moor, Miss Quested and Mr Fielding.
From the mean streets and depressing, suffocating area, as the Indian scenery is described in the first chapter, Aziz, the Indian doctor, is brought into life. He is a member of a subordinated race. On the one hand he is against the British, whose ignorant, disdainful and humiliating behaviour caused him and his Indian fellows so many disappointments. On the other hand he is longing for the benevolance and appreciation of the other race, and wants to cross a bridge above the rif.
Mrs Moor is the first person who arouses his belief that there may be that kind of bridge. Their encounter is arranged in the mosque, where both of them are looking for peace and relief, where people can read 'the ninety-nine names of God on the friezes, and pray for their wishes to become true. Mrs Moor regards Aziz as a human while listening to his wrongs. This is the first step that makes the gap narrower between an English and an Indian. The hopes burst into flames in Aziz:
"She had proved her sympathy by criticizing her fellow countrywoman to him, but even earlier he had known. The flame that not even beauty can nourish was springing up, and though his words were querulous his heart began to glow secretly. Presently it burst into speech. 'You understand me, you know what I feel. Oh, if others resembled you!'(45)
Mr Fielding is the principal of the Government College, and he is the only English person who is popular among Indians. He is represented characteristically at the bridge party, which was organized by the Collector in a slight, vain attemption to smoothen away the racial problems, "to bridge the gulf between East an West". Fielding knows not too much about Indians, but deriving from his own moral conviction, he despises the 'Anglo-Indian attitude, feels unfair their treatment to Indians. As Fielding's views are in accordance with the views of the 'newcomers', Mrs Moor and Adela, who want to meet and know more about the inhabitants, their encounter is inevitable. Adela expresses her view, as she is talking to Fielding:
"I think my countrymen out here must be mad. Fancy inviting guests and not to treat them properly!" (65)As Mrs Moor, Adela and Fielding share their views, which are opposite of 'the Turtons' or 'Callendars' as to humane behaviour, they cannot have the title 'pukka', which is only deserved by those English who feel superior to Indians. Mrs Callendar's words show what belief conducts 'the pukkas' behaviour: "... the kindest thing one can do to a native is to let him die." (48)
Thinking over her future Adela, who is 'much too individual' as Mrs Moor describes her, does not wish to be alone, excluded from both English and Indian side. Adela's thoughts are formed into an idea: " ... she knew that she had come up against something that was both insidious and though, and against which she needed allies. She must gather around her at Chandrapore a few people who felt as she did,..."
The relationship between Fielding, Adela, Mrs Moor and Aziz starts to develop into friendship when Fielding invites the ladies and Aziz to his house. Before their encounter Forster puts his belief into words embodied in Fielding's character.
"The world, he believed, is a globe of men who are trying to _ reach one another and can best do so by the help of goodwill plus culture and intelligence ... . He had no racial feeling – not because he was superior to his brother civilians, but because he had matured in a different atmosphere, where the herd-instinct does not flourish." (80)
Fielding with his individual belief and pleasant manner towards the subordinated nation is not accepted by his countrymen, especially women and is not visited or invited by them either. But he does not mind being excluded and would rather 'pay the price' (81) than giving up his conviction set up as a member of a superordinate race.
Fielding's characterization is settled in just before Aziz arrives at Fielding's house. Unlike Aziz, the reader is not surprised at Fielding's amiable welcome "shouted from the bedroom, 'Please make yourself at home'." (81) Their conversation flows as if it were either between two Englishmen or between two Indian fellows. Both the scene, the room where is "nothing to intimidate poor Indians" (81), and Fielding's lovely voice encourage Aziz to feel equal. The following movements, the game in which Fielding tries to guess what Aziz looks like, and that Aziz helps out Fielding with his own collar-stud, even puts it in, are gradually filling in the gap and deepening their intimacy. It does not reach the peak point, however, as hearing about the ladies' arrival Aziz feels being disturbed, because he can not "be alone with his new friend". (84) It causes a sudden shift in Aziz's emotions and ends up in a misunderstanding followed by Aziz's question about Adela. "Is she a Post-Impressionist?" (84) Is it accidental to come up with just this trend of art? It must be not. As there is nothing just a coincidence in the novel. Forster builds up the structure, the scenery, characterizes the figures with the greatest consciousness. A Post-Impressionist artist makes the spectator move far from the painting to observe the contourless paint blobs as a whole, and search for the internal meaning. But how differently can a painting be interpreted! Aziz misinterprets Fielding's sentences, "Come along to tea. This world is getting too much for me altogether". (84) Aziz feels being hurt and his sulkiness makes him say the words almost unintentionally "I do not consider Mrs Moor my friend". (84)
Forster makes perceptible to what a great extent inner features are responsible for personal interactions.
"... he [Aziz] was sensitive rather than responsive. In every remark he found meaning, but not always the true meaning, and his life, though vivid, was largely a dream. Fielding [...] had not meant that Indians are obscure, but that Post-Impressionism is» a gulf devided his remark from Mrs Turton's 'Why, they speak English,' but to Aziz the two sounded alike." (84)
A friendly discourse with the benevolant ladies smoothens away the waves of Aziz's grumbling soul. Adela, Mrs Moor and Fielding’s kindness, their humane attitude fill Aziz with enthusiasm. Penetrated with goodwill and love, his emotions produce imaginary of fraternity and justice. Justice for everyone: guilty or innocent, English or Indian; peace, love and joy for every human. His emotions were born from the desire for ceasing the animosity between races but they alienate him from rationality. This is the point where Forster makes the reader feel the sinister sign of the following events. "Wings bore him up, and flagging would deposit him." (89)
On the other hand Forster suggests in the course of the conversation what an important role the unintentionally pronounced words have in personal relationships and later makes it clear what consequences these words carry. (Adela spontaneuosly reacts to Aziz's question: 'Why not settle in India?' 'I'm afraid I can't do that.' "She made the remark without thinking what it meant." (90) Aziz invites the ladies and Fielding to his house, but later he thinks of his 'bungallow with horror', and though has not even been to the Caves himself, he cannot come up with better idea than "I invite you all to see me in the Marabar Caves'. (91)
Besides exposing the features of his characters, Foster gradually builds up the mistery round the Marabar Caves. There is no person who can describe them, not even Professor Godbole, who has already been to the caves but cannot say anything that may be worth seeing there. He cannot, because there is nothing to be said about them. There are no ornaments, sculptures or stalactites, the caves exist as they are. Professor Godbole conceals the only thing which is bound up with the caves, and cannot be explained or defined by a human mind: 'Ancient Night', the genesis of mankind. The reader must realize that Forster's intention is much more than disclosing racial opposites and the efforts to cease the barriers between the Indian creeds or between the Indian and English races. There is something more above racial problems, personal relationships, which is far independent from any human efforts.
At Fielding's house an allience is woven, involving Mrs Moor, Adela and Fielding. The gaps become narrower. Forster unite them not only for the purpose of bringing the races together, but they set off to approach a mistery. But all the same the writer predicts right in advance the failure of any kind of effort which is to reach the inconceivable. This thought occurs when Aziz remembers his wife in chapter 6."...[Aziz] had thought she [his wife] could live in his mind, not realizing that the very fact that we have loved the dead increases their unreality, and that the more passionately we invoke them the further they recede." (:75)
The allience is woven, but not strong. Adela first breaks off the engagement with Ronny Heaslop, as she cannot accept his behavior to Indians. But after the car accident the longing for love arouses, she changes her mind, and wants to be engaged. Adela’s hesitating, uncertain acts weaken the allience.
When Fielding visits Aziz at his home, encircled by his Indian friends, it becomes clear that no other Indian can join this union. "The Indians were bewildered" (124) hearing Fielding’s honest words about why he is in India, and that he cannot explain why the English are there. Aziz and Fielding get closer to each other, but Forster, though deepens their friendship, yet does not let it develop uncloudedly. He breaks off the scene in chapter ten, as the Indian friends are leaving Aziz's house. The sinister signs resound now in a higher voice. "The heat had leapt forward in the last hour, the street was deserted as if a catastrophe had cleaned off humanity during the inconclusive talk." (126) Forster discloses to what a great extent the natural world embraces and determines the humankind. "It matters so little to the majority of living beings what the minority, that calls himself human, desires or decides." (126) The catastrophe is inevitable for the human who lives under the "overarching sky", whose "Strength comes from the sun" (32). The sinister voice becomes louder as pushing off the ground, brings the inaccessible sun closer, and reveals its power, which determines and subordinates everything in the earth." April, herald of horrors, is at hand. The sun was returning to his kingdom with power but without beauty – that was the sinister feature." (127) Fielding and Aziz do not care of sinister signs, or the heat which penetrates the Indian earth. Aziz, overcoming his shame for his deplorable shanty, calls back Fielding, and shows his only and deepest secret, his wife's picture, providing proof of his friendship. He pours his heart out to Fielding. "... No one can even realize how much kindness we Indians need, we do not even realize it ourselves." (128) This is the peak point of their intimacy, but as soon as becomes deeper, it starts to decline as well. Fielding cannot show anything from his life in return, and thinks there is nothing that Aziz would be interested in. He realizes that all he can give is kindness, which probably can not be effective cure for Indians. " I shall not really be intimate with this fellow, ..." (129)Their intimacy can not be deeper, but their friendship remains. "... their compact had been subscribed by the photograph, they _ trusted one another, affection had triumphed for once in a way." _ (133)
Forster makes perceptible the achronism and the eternal laws of nature by leading the reader back into prehistoric times when " India we call immemorial came into being". (137) The Marabar Caves keep the secret of life. But they have nothing to be seen only the walls, which are smooth like mirror, and where echoes arise. Caves where life may be born are the gaps, which through the echoes separate the individuals from one another and the humankind from the natural world.
The echo frightens Mrs Moor," For an instant she went mad” and causes an irreversable change in the old lady's soul. "The crush and the smells she could forget, but the echo began in some indescribable way to undermine her hold of life. (158)She gives up joining to both Indians and English, gives up explaining the echoes to Adela, even giving the evidence for Aziz’s innocence. She becomes estranged from Adela, his son, and from India, from everything and fades away. But she remains alive in Aziz's mind as he is the last person who is informed about her death.
As Professor Godbole and Fielding miss the train, Aziz is alone to be the host and guide of the English ladies. His proud and dignity dazzle his rational part of his mind to realize the that something goes wrong. Fielding, joining the campany later suspects the catastrophe, but it gets only clear when they return back to Chandrapore. Aziz's world is shattered. The rift between the races becomes tremendous. Every human effort is absorbed by the universe, and proves vain as well as the echo reflecting from the walls, blends the voices into a 'boum'. "If one had spoken with the tongues of angles and pleaded for all the unhappinness and misunderstanding in the world, past, present, and to come, for all the misery men must undergo whatever their opinion and position, and however much they dodge or bluff – it would amount to the same, ..." (161) Though Adela withdraws the accusation, the opposites between Indians and English become irreconcilable, and she gets excluded from both side. So does Fielding, who Fielding stands for Aziz, and claims even in the clue that he believes in his innocence. Aziz and Fielding's friendship gradually breaks up, as Fielding, though loves Aziz as a brother, always stands on the weak side, and gives a shelter to Adela. Fielding also convince Aziz to remitting the consolation price, and Aziz becomes estrange from Fielding. "Aziz had no sence of evidence. The sequence of his emotions decided his beliefs, and led to the tragic coolness between himself and his English friend." (268) Aziz feels being hurt again, as at the beginning of their friendship. He believes the rumour about Fielding and Adela, "whom he still regarded as his enemy» also why had he not been told? What is friendship without confidence?" (268) Misunderstandings, or gaps reoccur again in which words, intentions reaching the other person, have other meaning. As Fielding says in his more rational mind: "That is nothing, of course, we all make mistakes. In a friendship such as ours a few slips are of no consequence." (275) But Fielding perceives the their relationship in a different way. He "was conscious of something hostile, and because he really was fond of Aziz his optimism failed him." (276)
The alienation increases when Aziz misunderstands the news about Fielding's marriage. By this point he is full of his own traditions, and can not see through his prejudice, which is rooted in his disgraded race.
Retiring into his work in a remote state, "Some hundreds of miles westward of the Marabar Hills" (281), he does not wish to hear about the English not even Fielding. "And, though at the back of his mind he felt that Fielding had made sacrifices for him, it was now all confused with his genuine hatred of the English." (289) Misunderstandings become clear by the end of the novel, but the traces they draw can not be swept out for good. When Aziz learns the truth that Fielding's wife is not Miss Quested, but Mrs Moor’s daughter, it is far too late to bring the friendship as close as it was before. Aziz is reconciled with Fielding and writes an apologizing letter to Adela, saying thanks for her courage.
Their friendship can not cross the barriers, which are built up by the prejudice of both races and confirmed by the laws of nature. Every human is born with his own different genes, features, has different experience in his land and is sentenced to carry gaps, which can be approached, but never ceased. When someone yet tries to grasp and penetrate the empty space, enigmatical forces impede his effort, and crying "in their hundred voices, 'No, not yet', [..] 'No, not there'."
The aim of my interpretation is to explore how the gaps and the arising echoes form and change the relationships between the characters, and what inherent features and interactions draw them closer or make them alienated and even hostile. I chose four characters from the novel: Aziz, Mrs Moor, Miss Quested and Mr Fielding.
From the mean streets and depressing, suffocating area, as the Indian scenery is described in the first chapter, Aziz, the Indian doctor, is brought into life. He is a member of a subordinated race. On the one hand he is against the British, whose ignorant, disdainful and humiliating behaviour caused him and his Indian fellows so many disappointments. On the other hand he is longing for the benevolance and appreciation of the other race, and wants to cross a bridge above the rif.
Mrs Moor is the first person who arouses his belief that there may be that kind of bridge. Their encounter is arranged in the mosque, where both of them are looking for peace and relief, where people can read 'the ninety-nine names of God on the friezes, and pray for their wishes to become true. Mrs Moor regards Aziz as a human while listening to his wrongs. This is the first step that makes the gap narrower between an English and an Indian. The hopes burst into flames in Aziz:
"She had proved her sympathy by criticizing her fellow countrywoman to him, but even earlier he had known. The flame that not even beauty can nourish was springing up, and though his words were querulous his heart began to glow secretly. Presently it burst into speech. 'You understand me, you know what I feel. Oh, if others resembled you!'(45)
Mr Fielding is the principal of the Government College, and he is the only English person who is popular among Indians. He is represented characteristically at the bridge party, which was organized by the Collector in a slight, vain attemption to smoothen away the racial problems, "to bridge the gulf between East an West". Fielding knows not too much about Indians, but deriving from his own moral conviction, he despises the 'Anglo-Indian attitude, feels unfair their treatment to Indians. As Fielding's views are in accordance with the views of the 'newcomers', Mrs Moor and Adela, who want to meet and know more about the inhabitants, their encounter is inevitable. Adela expresses her view, as she is talking to Fielding:
"I think my countrymen out here must be mad. Fancy inviting guests and not to treat them properly!" (65)As Mrs Moor, Adela and Fielding share their views, which are opposite of 'the Turtons' or 'Callendars' as to humane behaviour, they cannot have the title 'pukka', which is only deserved by those English who feel superior to Indians. Mrs Callendar's words show what belief conducts 'the pukkas' behaviour: "... the kindest thing one can do to a native is to let him die." (48)
Thinking over her future Adela, who is 'much too individual' as Mrs Moor describes her, does not wish to be alone, excluded from both English and Indian side. Adela's thoughts are formed into an idea: " ... she knew that she had come up against something that was both insidious and though, and against which she needed allies. She must gather around her at Chandrapore a few people who felt as she did,..."
The relationship between Fielding, Adela, Mrs Moor and Aziz starts to develop into friendship when Fielding invites the ladies and Aziz to his house. Before their encounter Forster puts his belief into words embodied in Fielding's character.
"The world, he believed, is a globe of men who are trying to _ reach one another and can best do so by the help of goodwill plus culture and intelligence ... . He had no racial feeling – not because he was superior to his brother civilians, but because he had matured in a different atmosphere, where the herd-instinct does not flourish." (80)
Fielding with his individual belief and pleasant manner towards the subordinated nation is not accepted by his countrymen, especially women and is not visited or invited by them either. But he does not mind being excluded and would rather 'pay the price' (81) than giving up his conviction set up as a member of a superordinate race.
Fielding's characterization is settled in just before Aziz arrives at Fielding's house. Unlike Aziz, the reader is not surprised at Fielding's amiable welcome "shouted from the bedroom, 'Please make yourself at home'." (81) Their conversation flows as if it were either between two Englishmen or between two Indian fellows. Both the scene, the room where is "nothing to intimidate poor Indians" (81), and Fielding's lovely voice encourage Aziz to feel equal. The following movements, the game in which Fielding tries to guess what Aziz looks like, and that Aziz helps out Fielding with his own collar-stud, even puts it in, are gradually filling in the gap and deepening their intimacy. It does not reach the peak point, however, as hearing about the ladies' arrival Aziz feels being disturbed, because he can not "be alone with his new friend". (84) It causes a sudden shift in Aziz's emotions and ends up in a misunderstanding followed by Aziz's question about Adela. "Is she a Post-Impressionist?" (84) Is it accidental to come up with just this trend of art? It must be not. As there is nothing just a coincidence in the novel. Forster builds up the structure, the scenery, characterizes the figures with the greatest consciousness. A Post-Impressionist artist makes the spectator move far from the painting to observe the contourless paint blobs as a whole, and search for the internal meaning. But how differently can a painting be interpreted! Aziz misinterprets Fielding's sentences, "Come along to tea. This world is getting too much for me altogether". (84) Aziz feels being hurt and his sulkiness makes him say the words almost unintentionally "I do not consider Mrs Moor my friend". (84)
Forster makes perceptible to what a great extent inner features are responsible for personal interactions.
"... he [Aziz] was sensitive rather than responsive. In every remark he found meaning, but not always the true meaning, and his life, though vivid, was largely a dream. Fielding [...] had not meant that Indians are obscure, but that Post-Impressionism is» a gulf devided his remark from Mrs Turton's 'Why, they speak English,' but to Aziz the two sounded alike." (84)
A friendly discourse with the benevolant ladies smoothens away the waves of Aziz's grumbling soul. Adela, Mrs Moor and Fielding’s kindness, their humane attitude fill Aziz with enthusiasm. Penetrated with goodwill and love, his emotions produce imaginary of fraternity and justice. Justice for everyone: guilty or innocent, English or Indian; peace, love and joy for every human. His emotions were born from the desire for ceasing the animosity between races but they alienate him from rationality. This is the point where Forster makes the reader feel the sinister sign of the following events. "Wings bore him up, and flagging would deposit him." (89)
On the other hand Forster suggests in the course of the conversation what an important role the unintentionally pronounced words have in personal relationships and later makes it clear what consequences these words carry. (Adela spontaneuosly reacts to Aziz's question: 'Why not settle in India?' 'I'm afraid I can't do that.' "She made the remark without thinking what it meant." (90) Aziz invites the ladies and Fielding to his house, but later he thinks of his 'bungallow with horror', and though has not even been to the Caves himself, he cannot come up with better idea than "I invite you all to see me in the Marabar Caves'. (91)
Besides exposing the features of his characters, Foster gradually builds up the mistery round the Marabar Caves. There is no person who can describe them, not even Professor Godbole, who has already been to the caves but cannot say anything that may be worth seeing there. He cannot, because there is nothing to be said about them. There are no ornaments, sculptures or stalactites, the caves exist as they are. Professor Godbole conceals the only thing which is bound up with the caves, and cannot be explained or defined by a human mind: 'Ancient Night', the genesis of mankind. The reader must realize that Forster's intention is much more than disclosing racial opposites and the efforts to cease the barriers between the Indian creeds or between the Indian and English races. There is something more above racial problems, personal relationships, which is far independent from any human efforts.
At Fielding's house an allience is woven, involving Mrs Moor, Adela and Fielding. The gaps become narrower. Forster unite them not only for the purpose of bringing the races together, but they set off to approach a mistery. But all the same the writer predicts right in advance the failure of any kind of effort which is to reach the inconceivable. This thought occurs when Aziz remembers his wife in chapter 6."...[Aziz] had thought she [his wife] could live in his mind, not realizing that the very fact that we have loved the dead increases their unreality, and that the more passionately we invoke them the further they recede." (:75)
The allience is woven, but not strong. Adela first breaks off the engagement with Ronny Heaslop, as she cannot accept his behavior to Indians. But after the car accident the longing for love arouses, she changes her mind, and wants to be engaged. Adela’s hesitating, uncertain acts weaken the allience.
When Fielding visits Aziz at his home, encircled by his Indian friends, it becomes clear that no other Indian can join this union. "The Indians were bewildered" (124) hearing Fielding’s honest words about why he is in India, and that he cannot explain why the English are there. Aziz and Fielding get closer to each other, but Forster, though deepens their friendship, yet does not let it develop uncloudedly. He breaks off the scene in chapter ten, as the Indian friends are leaving Aziz's house. The sinister signs resound now in a higher voice. "The heat had leapt forward in the last hour, the street was deserted as if a catastrophe had cleaned off humanity during the inconclusive talk." (126) Forster discloses to what a great extent the natural world embraces and determines the humankind. "It matters so little to the majority of living beings what the minority, that calls himself human, desires or decides." (126) The catastrophe is inevitable for the human who lives under the "overarching sky", whose "Strength comes from the sun" (32). The sinister voice becomes louder as pushing off the ground, brings the inaccessible sun closer, and reveals its power, which determines and subordinates everything in the earth." April, herald of horrors, is at hand. The sun was returning to his kingdom with power but without beauty – that was the sinister feature." (127) Fielding and Aziz do not care of sinister signs, or the heat which penetrates the Indian earth. Aziz, overcoming his shame for his deplorable shanty, calls back Fielding, and shows his only and deepest secret, his wife's picture, providing proof of his friendship. He pours his heart out to Fielding. "... No one can even realize how much kindness we Indians need, we do not even realize it ourselves." (128) This is the peak point of their intimacy, but as soon as becomes deeper, it starts to decline as well. Fielding cannot show anything from his life in return, and thinks there is nothing that Aziz would be interested in. He realizes that all he can give is kindness, which probably can not be effective cure for Indians. " I shall not really be intimate with this fellow, ..." (129)Their intimacy can not be deeper, but their friendship remains. "... their compact had been subscribed by the photograph, they _ trusted one another, affection had triumphed for once in a way." _ (133)
Forster makes perceptible the achronism and the eternal laws of nature by leading the reader back into prehistoric times when " India we call immemorial came into being". (137) The Marabar Caves keep the secret of life. But they have nothing to be seen only the walls, which are smooth like mirror, and where echoes arise. Caves where life may be born are the gaps, which through the echoes separate the individuals from one another and the humankind from the natural world.
The echo frightens Mrs Moor," For an instant she went mad” and causes an irreversable change in the old lady's soul. "The crush and the smells she could forget, but the echo began in some indescribable way to undermine her hold of life. (158)She gives up joining to both Indians and English, gives up explaining the echoes to Adela, even giving the evidence for Aziz’s innocence. She becomes estranged from Adela, his son, and from India, from everything and fades away. But she remains alive in Aziz's mind as he is the last person who is informed about her death.
As Professor Godbole and Fielding miss the train, Aziz is alone to be the host and guide of the English ladies. His proud and dignity dazzle his rational part of his mind to realize the that something goes wrong. Fielding, joining the campany later suspects the catastrophe, but it gets only clear when they return back to Chandrapore. Aziz's world is shattered. The rift between the races becomes tremendous. Every human effort is absorbed by the universe, and proves vain as well as the echo reflecting from the walls, blends the voices into a 'boum'. "If one had spoken with the tongues of angles and pleaded for all the unhappinness and misunderstanding in the world, past, present, and to come, for all the misery men must undergo whatever their opinion and position, and however much they dodge or bluff – it would amount to the same, ..." (161) Though Adela withdraws the accusation, the opposites between Indians and English become irreconcilable, and she gets excluded from both side. So does Fielding, who Fielding stands for Aziz, and claims even in the clue that he believes in his innocence. Aziz and Fielding's friendship gradually breaks up, as Fielding, though loves Aziz as a brother, always stands on the weak side, and gives a shelter to Adela. Fielding also convince Aziz to remitting the consolation price, and Aziz becomes estrange from Fielding. "Aziz had no sence of evidence. The sequence of his emotions decided his beliefs, and led to the tragic coolness between himself and his English friend." (268) Aziz feels being hurt again, as at the beginning of their friendship. He believes the rumour about Fielding and Adela, "whom he still regarded as his enemy» also why had he not been told? What is friendship without confidence?" (268) Misunderstandings, or gaps reoccur again in which words, intentions reaching the other person, have other meaning. As Fielding says in his more rational mind: "That is nothing, of course, we all make mistakes. In a friendship such as ours a few slips are of no consequence." (275) But Fielding perceives the their relationship in a different way. He "was conscious of something hostile, and because he really was fond of Aziz his optimism failed him." (276)
The alienation increases when Aziz misunderstands the news about Fielding's marriage. By this point he is full of his own traditions, and can not see through his prejudice, which is rooted in his disgraded race.
Retiring into his work in a remote state, "Some hundreds of miles westward of the Marabar Hills" (281), he does not wish to hear about the English not even Fielding. "And, though at the back of his mind he felt that Fielding had made sacrifices for him, it was now all confused with his genuine hatred of the English." (289) Misunderstandings become clear by the end of the novel, but the traces they draw can not be swept out for good. When Aziz learns the truth that Fielding's wife is not Miss Quested, but Mrs Moor’s daughter, it is far too late to bring the friendship as close as it was before. Aziz is reconciled with Fielding and writes an apologizing letter to Adela, saying thanks for her courage.
Their friendship can not cross the barriers, which are built up by the prejudice of both races and confirmed by the laws of nature. Every human is born with his own different genes, features, has different experience in his land and is sentenced to carry gaps, which can be approached, but never ceased. When someone yet tries to grasp and penetrate the empty space, enigmatical forces impede his effort, and crying "in their hundred voices, 'No, not yet', [..] 'No, not there'."
R 138 F
There are a number of good reasons for bringing writing into a more central position in language learning. In contrast to oral classroom work, writing can offer students the opportunity to work at their own place and to think while they are producing language. Many students feel very anxious when they are called upon to speak in front of others and this anxiety effectively blocks their ability to think clearly. Handled correctly, writing can be less stressful. It can give students a chance to retrace their steps, to check and correct what they have written before they are required to show it to another person. This can allow more room for students to develop confidence in their language abilities.
A writing journal is a less usual way of effective language learning in average courses. The potential role of it is to develop general language proficiency. According to an exact methodological term it is an indirect strategy to take the learner's emotional temperature in order to overcome limitations in language knowledge. A study journal records the learner's thought and feelings about events significant to him/her. An entry can be about ordinary or extraordinary events in a person's life and the person's mental and emotional reactions to them. The journal writer selects and concentrates on an incident and tells what the event meant to the writer. A journal entry explains something personal about the writer because it is a self-
-expressive form. (Lorch 1984:38)
The III/2 group of Russian-retrainers at Janus Pannonius University took part in a special study journal writing as a part of language practice lessons in the spring semester 1996. It was special, because journals were written by each student and the tutor. Their personal dialogues as continuons, written feedback were collected every other week and the main function of them was "... for both parties to share their views on the content and activities of previous sessions, and for students to practice fluent writing". - the syllabus says. The journals could be tailored to suit the individuals. The topic, form and extent were only partly directed; Students were not afraid of grading or other kinds of evaluation of their notes. Everybody could chose the most optimal day and hour of the week for writing and could feel this activity quite free. These journals can be analysse from several points of view: they can be observed as a piece of literature; in methodological aspect it was a funny and useful language practice process which opened a new relationship between two people, therefore it had a lot of psychological / sociological benefits.
Literature in its broadest sense, is everything that has ever been written. In a narrow sense there are various kinds of "literatures", and diaries, journals also can be included with the chief forms. Most of them are "nonfictions" actually because they are factual writings about real-life and situations. Writing, to become literature requires a reader who helps create literature by responding to the writer's thoughts, emotions and beliefs. In the case of these study journals the tutor and the students were writers and readers alternately. So these entries could bring about different impressions, feelings and memories from the writer's or the reader's side. The reader brought his/her experiences of life to the experiences the writer presented. This type of "creative" reading led to enjoyment of diary notes, because people read literature mostly because they enjoy it. Besides this, several elements of literary work, such as characters with motivations; theme or statements, plots and style could be discovered in these journals. Also, different types of discourses - as types of communication - realized between the two people: expositions, arguments, descriptions or narrations. (Zeleny 1990:353)
It was a completely new approach to writing but to the teacher - student relationship too. Even the most reticent person needs to contact somebody and to share his/her ideas and feelings. Also, each learner should feel the teacher's individual attention in the interest of proper motivation. Students were encouraged to produce "creative free writings". Everybody could give the real him/herself in any respect. The journals had powerful effects in personal contacts because the teacher and the students knew lots of new things about each other. They could become nearer to each other, and the mutual interest made their relationship more humanistic which is the base of sussesful co-operation.
This type of regularly writing could be a useful way of development of self-knowledge. To relive and rethink events again, mainingful or less mainingful to the person, inspire also a kind of constant self-examination and self-observation. Writing about one's own ideas, attitudes and emotions helps one to be more self-aware. Facing oneself impartially is sometimes not easy but necessary several times in life. Therefore, acquisition of this ability should be very important. To listen to each other, to be interested in, or at least to be sensitive to another person's problems, demands an emphatic ability. These dialogues with the tutor in written form helped both of them to think of a lot of things in connection the set topics. Searching for common features in each other's life or ideas, which is natural when people interact, made these journals exciting and enjoyable for both.
At the and of the retraining program this writing activity - besides the considerable psychological/sociological effects - gave opportunities to arrange and systematize the obtained language knowledge. The tutor could see and summarize the results of his work over several semesters. And the students could look back on what they have done, improve, check things and refresh their memory of what they learnt in class. They could increase their vocabulary, refine their knowledge of the grammar and develop their understanding of how things are best expressed and how well their message is understand. "Four hundred years ago Bacon said that writing made people "exact", and that is still true today". (Lorch 1984:41) Journal keeping provided excellent practice in becoming more precise. Students - as further English teachers - could get useful experiences also from a methodological point of view, which they could put into their further practice effectively. Hopefully, as teachers, they will enjoy similar journals in the same way as students now.
A writing journal is a less usual way of effective language learning in average courses. The potential role of it is to develop general language proficiency. According to an exact methodological term it is an indirect strategy to take the learner's emotional temperature in order to overcome limitations in language knowledge. A study journal records the learner's thought and feelings about events significant to him/her. An entry can be about ordinary or extraordinary events in a person's life and the person's mental and emotional reactions to them. The journal writer selects and concentrates on an incident and tells what the event meant to the writer. A journal entry explains something personal about the writer because it is a self-
-expressive form. (Lorch 1984:38)
The III/2 group of Russian-retrainers at Janus Pannonius University took part in a special study journal writing as a part of language practice lessons in the spring semester 1996. It was special, because journals were written by each student and the tutor. Their personal dialogues as continuons, written feedback were collected every other week and the main function of them was "... for both parties to share their views on the content and activities of previous sessions, and for students to practice fluent writing". - the syllabus says. The journals could be tailored to suit the individuals. The topic, form and extent were only partly directed; Students were not afraid of grading or other kinds of evaluation of their notes. Everybody could chose the most optimal day and hour of the week for writing and could feel this activity quite free. These journals can be analysse from several points of view: they can be observed as a piece of literature; in methodological aspect it was a funny and useful language practice process which opened a new relationship between two people, therefore it had a lot of psychological / sociological benefits.
Literature in its broadest sense, is everything that has ever been written. In a narrow sense there are various kinds of "literatures", and diaries, journals also can be included with the chief forms. Most of them are "nonfictions" actually because they are factual writings about real-life and situations. Writing, to become literature requires a reader who helps create literature by responding to the writer's thoughts, emotions and beliefs. In the case of these study journals the tutor and the students were writers and readers alternately. So these entries could bring about different impressions, feelings and memories from the writer's or the reader's side. The reader brought his/her experiences of life to the experiences the writer presented. This type of "creative" reading led to enjoyment of diary notes, because people read literature mostly because they enjoy it. Besides this, several elements of literary work, such as characters with motivations; theme or statements, plots and style could be discovered in these journals. Also, different types of discourses - as types of communication - realized between the two people: expositions, arguments, descriptions or narrations. (Zeleny 1990:353)
It was a completely new approach to writing but to the teacher - student relationship too. Even the most reticent person needs to contact somebody and to share his/her ideas and feelings. Also, each learner should feel the teacher's individual attention in the interest of proper motivation. Students were encouraged to produce "creative free writings". Everybody could give the real him/herself in any respect. The journals had powerful effects in personal contacts because the teacher and the students knew lots of new things about each other. They could become nearer to each other, and the mutual interest made their relationship more humanistic which is the base of sussesful co-operation.
This type of regularly writing could be a useful way of development of self-knowledge. To relive and rethink events again, mainingful or less mainingful to the person, inspire also a kind of constant self-examination and self-observation. Writing about one's own ideas, attitudes and emotions helps one to be more self-aware. Facing oneself impartially is sometimes not easy but necessary several times in life. Therefore, acquisition of this ability should be very important. To listen to each other, to be interested in, or at least to be sensitive to another person's problems, demands an emphatic ability. These dialogues with the tutor in written form helped both of them to think of a lot of things in connection the set topics. Searching for common features in each other's life or ideas, which is natural when people interact, made these journals exciting and enjoyable for both.
At the and of the retraining program this writing activity - besides the considerable psychological/sociological effects - gave opportunities to arrange and systematize the obtained language knowledge. The tutor could see and summarize the results of his work over several semesters. And the students could look back on what they have done, improve, check things and refresh their memory of what they learnt in class. They could increase their vocabulary, refine their knowledge of the grammar and develop their understanding of how things are best expressed and how well their message is understand. "Four hundred years ago Bacon said that writing made people "exact", and that is still true today". (Lorch 1984:41) Journal keeping provided excellent practice in becoming more precise. Students - as further English teachers - could get useful experiences also from a methodological point of view, which they could put into their further practice effectively. Hopefully, as teachers, they will enjoy similar journals in the same way as students now.
R 137 F
There are three years provided for any mothers to spend with their newborn babies in order to introduce them into the surrounding world until they have acquired enough knowledge to make their first independent steps without their mothers' care. This should be the ideal situation for both all babies and mothers, though today very few of them can afford to carry it out due to basically social reasons that make mothers oppose with their motherhood and consider the importance of their own role as mothers and wage-earners. According to their decision they shorten either the mental and psychical care they take of their children or the financial one which has nearly the same importance. Most families decide against their child and mothers try to get back their jobs as soon as they find an institution where they can leave their babies. There are several reasons why this is not so simple and obvious after even a few months interruption of work.
One of the most important reasons is the uncertainity in the job market. There is a great amount of highly qualified experts waiting for the jobs and the competition for a certain workplace is getting to be more and more rude and even unfair in the bad need. People go to the edge of ruin to show their bests meanwhile often forgetting about reality.
The most energetic women who devoted their lives to their professions and had spent a long period of their lives to learning for them can easily compete with their labour rivals and they can organise the everyday life of their families, though sometimes exhaustedly. These women reflect the Hungarian attitude to maternity by which girls are not educated to be mothers and to regard child raising as their main jobs.
This is why some of them who stick to the convencional roles of the family members have real reason for the sense of fear of being discharged. They have real fights for their jobs and a struggle against their feelings inside at the same time.
The other cause of the difficulties in getting back to the same workplaces is the lack of time of mothers for professional practice and experience that keeps up with the rapidly changing and improving factual knowledge in all walks of life. Three years at home is regularly too long time to maintain the existent experience if there is any after leaving school or the job. Getting back to work is almost like a new start with new, many times completely different instruments and requirements to cope with. The rigid rules of the labour conditions do not allow much time to get the hang of the work again and show hesitation. Only the ones who devote nights to refresh their knowledge and also go to vocational training’s either during the three years at home or later can survive and keep their jobs for some more but uncertain length of time.
At best, women with an intention to become mothers and earn money as well will choose a profession of which there is need or find suitable baby-sitters to substitute for themselves, which is to be a job like that. They will also have strength to do night duty either at their workplaces or at home, or at last they will decide to give up one of the two goals between which either is a full job for a whole person for a whole life.
One of the most important reasons is the uncertainity in the job market. There is a great amount of highly qualified experts waiting for the jobs and the competition for a certain workplace is getting to be more and more rude and even unfair in the bad need. People go to the edge of ruin to show their bests meanwhile often forgetting about reality.
The most energetic women who devoted their lives to their professions and had spent a long period of their lives to learning for them can easily compete with their labour rivals and they can organise the everyday life of their families, though sometimes exhaustedly. These women reflect the Hungarian attitude to maternity by which girls are not educated to be mothers and to regard child raising as their main jobs.
This is why some of them who stick to the convencional roles of the family members have real reason for the sense of fear of being discharged. They have real fights for their jobs and a struggle against their feelings inside at the same time.
The other cause of the difficulties in getting back to the same workplaces is the lack of time of mothers for professional practice and experience that keeps up with the rapidly changing and improving factual knowledge in all walks of life. Three years at home is regularly too long time to maintain the existent experience if there is any after leaving school or the job. Getting back to work is almost like a new start with new, many times completely different instruments and requirements to cope with. The rigid rules of the labour conditions do not allow much time to get the hang of the work again and show hesitation. Only the ones who devote nights to refresh their knowledge and also go to vocational training’s either during the three years at home or later can survive and keep their jobs for some more but uncertain length of time.
At best, women with an intention to become mothers and earn money as well will choose a profession of which there is need or find suitable baby-sitters to substitute for themselves, which is to be a job like that. They will also have strength to do night duty either at their workplaces or at home, or at last they will decide to give up one of the two goals between which either is a full job for a whole person for a whole life.
R 136 F
The Russian retraining program was started by the government in 1989. After political changes in Hungary the Educational Ministry allowed schools to teach any foreign languages. Students didn't want to learn the hated Russian any more but at the same time there was a huge lack of other foreign language teachers. The aim of this program is to train former Russian teachers for teachers of other modern languages such as German, English or Spanish. This process takes at least four years from most of participants. First step is to take a language exam, which takes one year if learner is beginner, the second step is to get a degree on a three-year-old course. This essay examines personal feelings and personal changes of participant caused by this program.
The author of this essay made a research on this theme in one of the leaving groups in Janus Pannonius University in Pécs. There were three main fields of the questionary. First is the university - why retrainee takes part in the program, whether the participant enjoys the course or not and comments on expectations and realization. The second field is relationship between studying, work and work place - how the university influences participant's work at school, whether colleagues appreciate the retrainee's studies. The third field is personal life: friends, family and inner sphere of the participant - changes in relationship with friends, how members of family maintain a relation to retrainee's studies. This essay draws an interference using up the answers of above mentioned questionary.
The first field examined by the author is university and reasons of participation. Most of participants are former Russian teachers and educational laws pushed them to the university. They would not like to become dismissed. But there are other reasons why the retrainee takes part in program such as to get a qualification, to improve English, to widen knowledge of American and British civilization. In general participants enjoy retraining program because of picking up useful methodological ideas which can be used in their own lessons, forcing of speaking English, love of literature, chatting with colleagues, enjoyment of their group.
Enjoyment of course depends on material and teachers, too. Some think that most of lessons do not give any practical knowledge, some lessons are boring and useless, expectations in literature are exaggerated with regard to the kind of diploma participant would get. Participants are often frustrated by overwhelming tasks and at the same time in many cases they feel that they do not profit anything from that class. Retrainees miss possibility of chosing teachers and subjects, real opportunity to improve speaking skills and developing lexical knowledge. Some would change the examination system. They would like more exams but on smaller parts. Some participants are not satisfied with their progress and they enjoy the program less and less. Retrainees hate stress caused by length of studies, expectations of some tutors or other sides of life.
The second field is relationship between work place, teaching and colleagues. It is a very complex field. There are negative and positive parts of it. Some colleagues of participant tolerate retrainee's studies and feel sympathy but there are some who think and say retrainees go on holiday on Thursdays and Fridays. Participants do not have enough time to prepare for lessons, they are often superficial, do not have any time to relax or cannot do any extra work. But most of them mention good effects of studies like some improvement in teaching practice due to methodology, more competence in British and American civilization. There are many contradictions in this field but retrainees try to manage them.
The field most changed is retrainees' personal life. Retrainees see their friends less, moreover some lost some people but some gained good friends due to retraining program. Members of their families have different attitude to it. Adults are understandable and helpful, try to cope with the difficulties created by retrainees for them but they are looking forward to finishing participants' studies. Children, mainly younger ones do not like the situation, they feel lack of mother's presence, they fed up with this circumstances. Participants have transformed, too. Most of retrainees are always tired, worn-out, more nervous, impatient, unsatisfied. Retrainees suffer from the situation that they are not able to fulfil the requirements at work, at studies or in their families. But this program force participants to organize their life better, overstep their laziness. Some of them have become more understanding, more mobile and consequent. Participants' personality has transformed in a way but at the same time it developed in an other way.
Retraining deforms somehow participants' life and their families', too. Size of deformation depends on participants' circumstances. Retrainees have got at least thirteen lessons in three days but most of them work overtime. Retrainees have family with or without child(ren). Retrainees have to do housework and twice a week they learn at a university and they have to prepare for lessons which takes lots of time. Where do retrainees deprive time from? It is impossible to deprive time from teaching so time is taken from family and preparing. Success of retrainees is depends on these facts. The way to the degree is very long and tiring and the price of it is very high. Many contradictions in retrainees' personal life were brought to surface by the program but one fact is indisputable: English has become a very integral part of retrainees' life.
The author of this essay made a research on this theme in one of the leaving groups in Janus Pannonius University in Pécs. There were three main fields of the questionary. First is the university - why retrainee takes part in the program, whether the participant enjoys the course or not and comments on expectations and realization. The second field is relationship between studying, work and work place - how the university influences participant's work at school, whether colleagues appreciate the retrainee's studies. The third field is personal life: friends, family and inner sphere of the participant - changes in relationship with friends, how members of family maintain a relation to retrainee's studies. This essay draws an interference using up the answers of above mentioned questionary.
The first field examined by the author is university and reasons of participation. Most of participants are former Russian teachers and educational laws pushed them to the university. They would not like to become dismissed. But there are other reasons why the retrainee takes part in program such as to get a qualification, to improve English, to widen knowledge of American and British civilization. In general participants enjoy retraining program because of picking up useful methodological ideas which can be used in their own lessons, forcing of speaking English, love of literature, chatting with colleagues, enjoyment of their group.
Enjoyment of course depends on material and teachers, too. Some think that most of lessons do not give any practical knowledge, some lessons are boring and useless, expectations in literature are exaggerated with regard to the kind of diploma participant would get. Participants are often frustrated by overwhelming tasks and at the same time in many cases they feel that they do not profit anything from that class. Retrainees miss possibility of chosing teachers and subjects, real opportunity to improve speaking skills and developing lexical knowledge. Some would change the examination system. They would like more exams but on smaller parts. Some participants are not satisfied with their progress and they enjoy the program less and less. Retrainees hate stress caused by length of studies, expectations of some tutors or other sides of life.
The second field is relationship between work place, teaching and colleagues. It is a very complex field. There are negative and positive parts of it. Some colleagues of participant tolerate retrainee's studies and feel sympathy but there are some who think and say retrainees go on holiday on Thursdays and Fridays. Participants do not have enough time to prepare for lessons, they are often superficial, do not have any time to relax or cannot do any extra work. But most of them mention good effects of studies like some improvement in teaching practice due to methodology, more competence in British and American civilization. There are many contradictions in this field but retrainees try to manage them.
The field most changed is retrainees' personal life. Retrainees see their friends less, moreover some lost some people but some gained good friends due to retraining program. Members of their families have different attitude to it. Adults are understandable and helpful, try to cope with the difficulties created by retrainees for them but they are looking forward to finishing participants' studies. Children, mainly younger ones do not like the situation, they feel lack of mother's presence, they fed up with this circumstances. Participants have transformed, too. Most of retrainees are always tired, worn-out, more nervous, impatient, unsatisfied. Retrainees suffer from the situation that they are not able to fulfil the requirements at work, at studies or in their families. But this program force participants to organize their life better, overstep their laziness. Some of them have become more understanding, more mobile and consequent. Participants' personality has transformed in a way but at the same time it developed in an other way.
Retraining deforms somehow participants' life and their families', too. Size of deformation depends on participants' circumstances. Retrainees have got at least thirteen lessons in three days but most of them work overtime. Retrainees have family with or without child(ren). Retrainees have to do housework and twice a week they learn at a university and they have to prepare for lessons which takes lots of time. Where do retrainees deprive time from? It is impossible to deprive time from teaching so time is taken from family and preparing. Success of retrainees is depends on these facts. The way to the degree is very long and tiring and the price of it is very high. Many contradictions in retrainees' personal life were brought to surface by the program but one fact is indisputable: English has become a very integral part of retrainees' life.
R 135 F
In my essay I attempt to reveal how the relationship between the two main characters, Dr Aziz and Fielding, changes during the novel Passage to India written by E.M. Forster. Here I would like to show how their relationship and their attitude towards each other and towards the other characters undergoes the change, what events motivate the gradual shift in their behaviour.
Their characters are very important in the novel, as their figures represent the connection between the two cultures, the meeting of the Indian and English culture. In the novel we can see what effects and consequences may derive from this unity that is manifested in the relationship of Aziz and Fielding. As the novel develops, different changes can be noticed in their characters and feelings that is due to the new experiences they get in India. In the followings let us see how the change is taking part in their characters, how the gradual transformation develops during the stages of the novel.
In the relationship between Aziz and Fielding we can discover autobiographical inspirations. Forster became the tutor of an Indian young man, who arose Forster's interest in the Indian culture which had been almost unknown for him before. Forster's emotions were really deep and warm towards him, as he said, he made the experience real and exciting for him. According to his remark, he could not have written this novel without him. To express his gratitude and love, Forster dedicated the novel to Masood, his Indian friend, and to their 17 years of friendship. As the main theme, Forster's belief in friendship is reflected in the relationship of Aziz and Fielding in the novel.
Aziz is an Indian doctor, who lives among the natives according to their culture. His first contact with the English that has a significant effect on him is the scene in the Mosque, where he meets Mrs Moore, who really impresses him. Aziz's harsh behaviour that is due to his surprise changes immediately and he becomes kind and gentle leaving good impression on Mrs Moore. Their mutual sympathy remains alive through the novel, even after the trial. However, Mrs Moore do nothing particular against Aziz's charge, she even travels away from India. She does not give voice to her opinion in public, she just believes it being sure about his innocence.
The characters' attitude towards Aziz is different. The general opinion that is held in the English community about natives relates to his personality as well. The English unwillingly meet the Indians, only if it is really necessary. There are many references about this behaviour, for instance when we can hear the conversation of Mrs Lensey, Mrs Callendar, Ronny and the newcomer ladies. Here the most typical opinions are reflected in their comments when they reflect on Adela's wish to see real Indians. In the followings I have collected some remarks which express their views:
'Wanting to see Indians! How new that sounds!....Natives don't respect one any the more after meeting one, you see.'
'Why, the kindest thing one can do to a native is to let him die,.... He can go where he likes as long as he doesn't come near me.'(p.48).
Ronny's attitude towards the natives and also towards Aziz is similar to the others', let us think of the scene where Mrs Moore speaks about her experiences with Aziz in the Mosque. The first suggestion by Ronny is that Aziz must have been impudent when he started the conversation with his mother. Ronny refuses the idea of having picnic, and he can not understand Adela's inquiry about India either. He lacks of empathy that is reflected in his character. In his figure we can find a very strong antiphaty and resistance against the natives and their culture.
Being an Indian, Aziz is not accepted by the English community that is manifested in the fact that he is not allowed in the Club. He does not complain about this situation, he seems to accept it. Inspite of his exclusion he has positive rather than negative attitude towards the English, especially if we think of Mrs Moore, who is a special person in his eyes. His feelings include admiration, as he says at the beginning of the novel, 'The English take and do nothing. I admire them.' (p.34). His admiration appears together with respect.
The strongest friendship Aziz builds up is his relation to Fielding. Even for the first time they meet personally, Aziz behaves in a rather informal manner: he looks around in Fielding's room making comments about it, he speaks freely and easy. He behaves as if they had known each other for a long time.
The immediate sympathy is not accidental. Aziz and Fielding have many things in common. They both have been living among natives for a long time with having the chance to experience the differences between the two cultures. For Aziz the English experience is the new, while for Fielding, who comes from England, the Indian culture meant the fresh experience.
Aziz and Fielding get close to each other and become very good friends. Aziz's friendship is proved when he shows Fielding the photograph of his wife. With this act he ensures his trust and confidence in Fielding. As Aziz sais, 'I believe in the purdach, but I should have told her you were my brother, and she would have seen you....All men are my brothers, and as soon as one behaves as such he may see my wife.' (p.128). This event makes their friendship deeper, and they become more open and sincere towards each other. Even intimate detailes of their lives are discussed, for instance when they speak about getting married.
Aziz is attached to Fielding, as he is the only person he knows well from the English community. His figure represents the connecting link between Aziz and the English. Aziz feels him to be in safe only when Fielding is also present. This can be seen when the tea party is organised, or when the company is ready to go to the picnic and Fielding misses the train. Aziz feels rather disappointed about this accident, because he has counted on the presense of Fielding. As Aziz sais, 'Jump on, I must have you. .....Mrs Moore, Miss Quested, our expedition is a ruin.' (p.144). We can perceive this remark as a reference to the later events, as well, as if he foretold the fatal consequences of their trip.
Fielding arrived to India in his early middle–age, but still the country made significant impression on him. He is the one in the English company who feels sincere sympathy towards the Indian natives. 'He had no objection to adding Indians.... He had no ratial feeling.... He had found it convenient and pleasant to associate with Indians and he must pay the price.'(p.79–81). This is the feature about his character why Aziz feels sympathy towards him, and that is what the members of the community cannot understand. He is accepted by them, of course, but because he is English.
Fielding's thoughts and feelings differ from the others' to a great extent. As for his creed, 'The world, he believed, is a globe of men who are trying to reach one another and can best do so by the help of goodwill plus culture and intelligence.' (p.80). This statement expresses his belief in humanity and in the possibility of reaching equal relationships and understanding. This is the idea that governs his behaviour. The feature of humanity raises him out from the group of the other characters, and this is his value which is recognised by Aziz as well.
Similarly to Fielding, Aziz also shares this characteristic feature. He is a goodwilled person, who is eager to help people – let them be his patients or the newcomer English woman. Aziz offers his service and help to Mrs Moore and Adela immediately when he meets them for the first time. This act proves his absolute benevolence.
Except for Fielding and the newcomers, the other members of the English community are separated from the natives, they live in their closed world keeping away from the contact with them. Their only attempt to meet Indians by the request of Mrs Moore and Miss Quested – the 'Bridge Party' – fails, which is due to its artificial nature. Neither Mrs Moore, nor Adela is impressed. They are looking for natural and spontanious relationship with the Indian culture, which seems to be a valid but still a bit naive idea. They are seeking for new experiences and impressions, which they hope to find during their trip to the Marabar Caves.
The most significant point in the novel that initiates the change in the two main male characters is the scene in the caves. Mrs Moore and Adela have mystical experience in the caves, where something unknown happens to them. As they experience the unknown in the caves they experience this within themselves. I think, the caves here may symbolize the inner self of the characters, they get to recognize certain things as they discover themselves through the echoes that are present. After this recognition Adela seems to grow up with getting rid of her former naivity and uncertainity about herself.
The ladies' experience has an affect on the behaviour of the other characters as well. The antiphaty towards the natives culminates and manifests in the judgement of one single character, Dr Aziz. The charge seems to justify their presupposition and prejudice about Aziz being a native. The English charge Aziz unanimously exept for Fielding. He is the one who believes in Aziz's innocence, and who insists on maintaining his opinion during the case. Being close friends, Fielding can not think of Aziz to be guilty. As he says, 'The news gave me a very great shock, so I must ask you to forgive me. I cannot believe that Dr Aziz is guilty....The man's manner is perfectly natural; besides, I know him to be incapable of infamy.' (p.173).
Human prejudice works very hard in the English, especially if we think of Mr McBrycle's character, who represents the official power. His theory reflects the sense of superiority as a characteristic feature of the English colonists, which appears in the opinion of the other characters as well, let us think of the Turtons or Ronny for example. As Mr McBrycle says, 'All unfortunate natives are criminals at heart, for the simple reason that they live south of latitude 30. They are not to blame, they have not a dog's chance – we should be like them if we settled here.' (p.176). This approach highly contradicts Fielding's humanism, and it makes him cling to his opinion more strongly. In this respect the conversation between Mr McBrycle and Fielding has a crucial significance. Fielding wants to ask Adela personnaly about the incident, as someone, who is on the natives' side. As he says, 'But I wanted to ask her. I want someone who believes in him to ask her....She is among people who disbelieve in Indians.' (p.179).
Because of his feelings he is not understood by the English, their attitude towards the natives is conveyed to him as well. Their conflict culminates when he cuts the contact with the Club members. On one hand, he does not want to belong to their world any more, on the other hand his believes are not accepted either. That way no connection can be held. 'He was glad that he had broken with the Club, for he would have picked up scraps of gossip there, and reported them down in the city, and he was glad to be denied this opportunity.' (p.198). He does not mind to quit the ideas he does not share.
Fielding's character changes after the incident, especially as far as his feelings and opinion about Miss Quested is concerned. He gets in contact with her after the trial, and starts to understand her behaviour and character. Fielding appreciates her strength and bravery to withdraw her charge when she recognizes her mistake inspite of the strong pressure of her environment. To be merciful is what Fielding suggests to Aziz, to forgive her.
For Aziz the case causes a significant change in his life, especially as far as his attitude towards Adela and Fielding is concerned. As Fielding gets closer to Adela, he starts to get away from his friend. Aziz becomes offended and disappointed after the trial, even the provement of his innocence can not modify his feelings. He did everything to delight the ladies, to show them the real India, even if it costs too much for him. The prize of his intention is the spiritual harm he got that is impossible to forget. In his state of offence he is about to cut all the relations which contact him to the English community. He can not even stay in the British–Indian territory. The only solution for him is to escape from the slightest connection to the English world. As he says, 'You think that by letting Miss Quested off easily I shall make a better reputation for myself and Indians generally. No, no. It will be put down to weakness and the attempt to gain promotion officially. I have decided to have nothing more to do with British India, as a matter of fact. I shall seek service in some Moslem state,..., where Englishmen cannot insult me any more.' (p.251).
The changes in Aziz's feelings do not avoid his relation to Fielding. In their conversation (XXVII.ch.) the increasing tention between them can be discovered, where they speak about Aziz's strange behaviour and about their friendship. At the end of the conversation we can see how Aziz looses his belief in Fielding, which is due to the harm he has got from the others. Aziz can not believe that Mrs Moore is dead, the only person who was important for him.
Aziz feels that their friendship is spoiled, and a 'tragic coolness between him and his English friend' takes the place of their former warm and sincere friendship. They both feel they have to part which will put an end to their friendship.
In the last part of the novel –Temple– their parting comes to be real. Fielding decides to go to England, which means he has to cut his Indian relations. As he says at the beginning of the novel, 'He had discovered that it is possible to keep in with Indians and Englishman, but that he who would also keep in with Englishwoman must drop the Indians, The two wouldn't combine.' (p.80). He has made his choice, but still he travells away with ambivalent feelings, because he knows that with his departure their relationship is broken off. Aziz refuses to answer his letters that indicates his final decision about cutting all the links that connected him to the 'other' world.
Fielding's last visit in India is a crucial part in the novel relating to the development of their relationship. Here Fielding is the one, who initiates the meeting, and who tries to make the misunderstanding clear. Their conversation brings them close again, but they both know their parting is necessary. They are 'friends again, yet aware they would meet no more.' (p.310). They go to their 'last ride', where – once more– they can be together.
Aziz tries to wipe out the harms caused by the incident by forgiving his 'enemy', Adela , and Fielding as well. They would be ready for a new start of their friendship, but the external circumstances do not allow them to complete their intention. The differences that occur make a gap between them, which is too wide to across. " 'Why can't we be friends now? ...It's what I want. It's what you want. ‘But the horses didn't want it– they swerved apart; the earth didn't want it, sending up rocks through which riders must pass single–file...they didn't want it, they said in their hundred voices, ‘No, not yet, ‘and the sky said, 'No, not there.' " (p.316).
Political references appear in the novel constantly, where the British and Indian conflicts are emphasised. Inspite of the explicit presense of political standpoints, it is not the main purpose of the novel to give political propaganda. As Forster said, it is 'about something wider than politics'. The real conflicts in the novel are present on the level of personal relationships, which is manifested in the friendship of Aziz and Fielding. The gaps and rocks that rise between them indicates the cultural differences that may appear, but it also symbolises the common differences that can exist between two people when they get in contact with each other. The way the writer presents the fundamental personal relations makes the novel special: the personal differences are emphasised by the image of cultural and ratial oppositions.
Their characters are very important in the novel, as their figures represent the connection between the two cultures, the meeting of the Indian and English culture. In the novel we can see what effects and consequences may derive from this unity that is manifested in the relationship of Aziz and Fielding. As the novel develops, different changes can be noticed in their characters and feelings that is due to the new experiences they get in India. In the followings let us see how the change is taking part in their characters, how the gradual transformation develops during the stages of the novel.
In the relationship between Aziz and Fielding we can discover autobiographical inspirations. Forster became the tutor of an Indian young man, who arose Forster's interest in the Indian culture which had been almost unknown for him before. Forster's emotions were really deep and warm towards him, as he said, he made the experience real and exciting for him. According to his remark, he could not have written this novel without him. To express his gratitude and love, Forster dedicated the novel to Masood, his Indian friend, and to their 17 years of friendship. As the main theme, Forster's belief in friendship is reflected in the relationship of Aziz and Fielding in the novel.
Aziz is an Indian doctor, who lives among the natives according to their culture. His first contact with the English that has a significant effect on him is the scene in the Mosque, where he meets Mrs Moore, who really impresses him. Aziz's harsh behaviour that is due to his surprise changes immediately and he becomes kind and gentle leaving good impression on Mrs Moore. Their mutual sympathy remains alive through the novel, even after the trial. However, Mrs Moore do nothing particular against Aziz's charge, she even travels away from India. She does not give voice to her opinion in public, she just believes it being sure about his innocence.
The characters' attitude towards Aziz is different. The general opinion that is held in the English community about natives relates to his personality as well. The English unwillingly meet the Indians, only if it is really necessary. There are many references about this behaviour, for instance when we can hear the conversation of Mrs Lensey, Mrs Callendar, Ronny and the newcomer ladies. Here the most typical opinions are reflected in their comments when they reflect on Adela's wish to see real Indians. In the followings I have collected some remarks which express their views:
'Wanting to see Indians! How new that sounds!....Natives don't respect one any the more after meeting one, you see.'
'Why, the kindest thing one can do to a native is to let him die,.... He can go where he likes as long as he doesn't come near me.'(p.48).
Ronny's attitude towards the natives and also towards Aziz is similar to the others', let us think of the scene where Mrs Moore speaks about her experiences with Aziz in the Mosque. The first suggestion by Ronny is that Aziz must have been impudent when he started the conversation with his mother. Ronny refuses the idea of having picnic, and he can not understand Adela's inquiry about India either. He lacks of empathy that is reflected in his character. In his figure we can find a very strong antiphaty and resistance against the natives and their culture.
Being an Indian, Aziz is not accepted by the English community that is manifested in the fact that he is not allowed in the Club. He does not complain about this situation, he seems to accept it. Inspite of his exclusion he has positive rather than negative attitude towards the English, especially if we think of Mrs Moore, who is a special person in his eyes. His feelings include admiration, as he says at the beginning of the novel, 'The English take and do nothing. I admire them.' (p.34). His admiration appears together with respect.
The strongest friendship Aziz builds up is his relation to Fielding. Even for the first time they meet personally, Aziz behaves in a rather informal manner: he looks around in Fielding's room making comments about it, he speaks freely and easy. He behaves as if they had known each other for a long time.
The immediate sympathy is not accidental. Aziz and Fielding have many things in common. They both have been living among natives for a long time with having the chance to experience the differences between the two cultures. For Aziz the English experience is the new, while for Fielding, who comes from England, the Indian culture meant the fresh experience.
Aziz and Fielding get close to each other and become very good friends. Aziz's friendship is proved when he shows Fielding the photograph of his wife. With this act he ensures his trust and confidence in Fielding. As Aziz sais, 'I believe in the purdach, but I should have told her you were my brother, and she would have seen you....All men are my brothers, and as soon as one behaves as such he may see my wife.' (p.128). This event makes their friendship deeper, and they become more open and sincere towards each other. Even intimate detailes of their lives are discussed, for instance when they speak about getting married.
Aziz is attached to Fielding, as he is the only person he knows well from the English community. His figure represents the connecting link between Aziz and the English. Aziz feels him to be in safe only when Fielding is also present. This can be seen when the tea party is organised, or when the company is ready to go to the picnic and Fielding misses the train. Aziz feels rather disappointed about this accident, because he has counted on the presense of Fielding. As Aziz sais, 'Jump on, I must have you. .....Mrs Moore, Miss Quested, our expedition is a ruin.' (p.144). We can perceive this remark as a reference to the later events, as well, as if he foretold the fatal consequences of their trip.
Fielding arrived to India in his early middle–age, but still the country made significant impression on him. He is the one in the English company who feels sincere sympathy towards the Indian natives. 'He had no objection to adding Indians.... He had no ratial feeling.... He had found it convenient and pleasant to associate with Indians and he must pay the price.'(p.79–81). This is the feature about his character why Aziz feels sympathy towards him, and that is what the members of the community cannot understand. He is accepted by them, of course, but because he is English.
Fielding's thoughts and feelings differ from the others' to a great extent. As for his creed, 'The world, he believed, is a globe of men who are trying to reach one another and can best do so by the help of goodwill plus culture and intelligence.' (p.80). This statement expresses his belief in humanity and in the possibility of reaching equal relationships and understanding. This is the idea that governs his behaviour. The feature of humanity raises him out from the group of the other characters, and this is his value which is recognised by Aziz as well.
Similarly to Fielding, Aziz also shares this characteristic feature. He is a goodwilled person, who is eager to help people – let them be his patients or the newcomer English woman. Aziz offers his service and help to Mrs Moore and Adela immediately when he meets them for the first time. This act proves his absolute benevolence.
Except for Fielding and the newcomers, the other members of the English community are separated from the natives, they live in their closed world keeping away from the contact with them. Their only attempt to meet Indians by the request of Mrs Moore and Miss Quested – the 'Bridge Party' – fails, which is due to its artificial nature. Neither Mrs Moore, nor Adela is impressed. They are looking for natural and spontanious relationship with the Indian culture, which seems to be a valid but still a bit naive idea. They are seeking for new experiences and impressions, which they hope to find during their trip to the Marabar Caves.
The most significant point in the novel that initiates the change in the two main male characters is the scene in the caves. Mrs Moore and Adela have mystical experience in the caves, where something unknown happens to them. As they experience the unknown in the caves they experience this within themselves. I think, the caves here may symbolize the inner self of the characters, they get to recognize certain things as they discover themselves through the echoes that are present. After this recognition Adela seems to grow up with getting rid of her former naivity and uncertainity about herself.
The ladies' experience has an affect on the behaviour of the other characters as well. The antiphaty towards the natives culminates and manifests in the judgement of one single character, Dr Aziz. The charge seems to justify their presupposition and prejudice about Aziz being a native. The English charge Aziz unanimously exept for Fielding. He is the one who believes in Aziz's innocence, and who insists on maintaining his opinion during the case. Being close friends, Fielding can not think of Aziz to be guilty. As he says, 'The news gave me a very great shock, so I must ask you to forgive me. I cannot believe that Dr Aziz is guilty....The man's manner is perfectly natural; besides, I know him to be incapable of infamy.' (p.173).
Human prejudice works very hard in the English, especially if we think of Mr McBrycle's character, who represents the official power. His theory reflects the sense of superiority as a characteristic feature of the English colonists, which appears in the opinion of the other characters as well, let us think of the Turtons or Ronny for example. As Mr McBrycle says, 'All unfortunate natives are criminals at heart, for the simple reason that they live south of latitude 30. They are not to blame, they have not a dog's chance – we should be like them if we settled here.' (p.176). This approach highly contradicts Fielding's humanism, and it makes him cling to his opinion more strongly. In this respect the conversation between Mr McBrycle and Fielding has a crucial significance. Fielding wants to ask Adela personnaly about the incident, as someone, who is on the natives' side. As he says, 'But I wanted to ask her. I want someone who believes in him to ask her....She is among people who disbelieve in Indians.' (p.179).
Because of his feelings he is not understood by the English, their attitude towards the natives is conveyed to him as well. Their conflict culminates when he cuts the contact with the Club members. On one hand, he does not want to belong to their world any more, on the other hand his believes are not accepted either. That way no connection can be held. 'He was glad that he had broken with the Club, for he would have picked up scraps of gossip there, and reported them down in the city, and he was glad to be denied this opportunity.' (p.198). He does not mind to quit the ideas he does not share.
Fielding's character changes after the incident, especially as far as his feelings and opinion about Miss Quested is concerned. He gets in contact with her after the trial, and starts to understand her behaviour and character. Fielding appreciates her strength and bravery to withdraw her charge when she recognizes her mistake inspite of the strong pressure of her environment. To be merciful is what Fielding suggests to Aziz, to forgive her.
For Aziz the case causes a significant change in his life, especially as far as his attitude towards Adela and Fielding is concerned. As Fielding gets closer to Adela, he starts to get away from his friend. Aziz becomes offended and disappointed after the trial, even the provement of his innocence can not modify his feelings. He did everything to delight the ladies, to show them the real India, even if it costs too much for him. The prize of his intention is the spiritual harm he got that is impossible to forget. In his state of offence he is about to cut all the relations which contact him to the English community. He can not even stay in the British–Indian territory. The only solution for him is to escape from the slightest connection to the English world. As he says, 'You think that by letting Miss Quested off easily I shall make a better reputation for myself and Indians generally. No, no. It will be put down to weakness and the attempt to gain promotion officially. I have decided to have nothing more to do with British India, as a matter of fact. I shall seek service in some Moslem state,..., where Englishmen cannot insult me any more.' (p.251).
The changes in Aziz's feelings do not avoid his relation to Fielding. In their conversation (XXVII.ch.) the increasing tention between them can be discovered, where they speak about Aziz's strange behaviour and about their friendship. At the end of the conversation we can see how Aziz looses his belief in Fielding, which is due to the harm he has got from the others. Aziz can not believe that Mrs Moore is dead, the only person who was important for him.
Aziz feels that their friendship is spoiled, and a 'tragic coolness between him and his English friend' takes the place of their former warm and sincere friendship. They both feel they have to part which will put an end to their friendship.
In the last part of the novel –Temple– their parting comes to be real. Fielding decides to go to England, which means he has to cut his Indian relations. As he says at the beginning of the novel, 'He had discovered that it is possible to keep in with Indians and Englishman, but that he who would also keep in with Englishwoman must drop the Indians, The two wouldn't combine.' (p.80). He has made his choice, but still he travells away with ambivalent feelings, because he knows that with his departure their relationship is broken off. Aziz refuses to answer his letters that indicates his final decision about cutting all the links that connected him to the 'other' world.
Fielding's last visit in India is a crucial part in the novel relating to the development of their relationship. Here Fielding is the one, who initiates the meeting, and who tries to make the misunderstanding clear. Their conversation brings them close again, but they both know their parting is necessary. They are 'friends again, yet aware they would meet no more.' (p.310). They go to their 'last ride', where – once more– they can be together.
Aziz tries to wipe out the harms caused by the incident by forgiving his 'enemy', Adela , and Fielding as well. They would be ready for a new start of their friendship, but the external circumstances do not allow them to complete their intention. The differences that occur make a gap between them, which is too wide to across. " 'Why can't we be friends now? ...It's what I want. It's what you want. ‘But the horses didn't want it– they swerved apart; the earth didn't want it, sending up rocks through which riders must pass single–file...they didn't want it, they said in their hundred voices, ‘No, not yet, ‘and the sky said, 'No, not there.' " (p.316).
Political references appear in the novel constantly, where the British and Indian conflicts are emphasised. Inspite of the explicit presense of political standpoints, it is not the main purpose of the novel to give political propaganda. As Forster said, it is 'about something wider than politics'. The real conflicts in the novel are present on the level of personal relationships, which is manifested in the friendship of Aziz and Fielding. The gaps and rocks that rise between them indicates the cultural differences that may appear, but it also symbolises the common differences that can exist between two people when they get in contact with each other. The way the writer presents the fundamental personal relations makes the novel special: the personal differences are emphasised by the image of cultural and ratial oppositions.
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