Download A Teacher's Guide to Colonial America: A History in by James F. Adomanis PDF
By James F. Adomanis
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She explains, however, that the success of L2 practice with other Americans depends in large part on the willingness of the others to maintain that communication in the L2: “Would definitely speak, write, etc. only in Russian if I felt all the Americans were willing to do that. ” Camille also explains that in the first few days of living in the dormitory in Russia, she spoke in Russian with another student instead of with a native speaker: “The first 4 days I lived in the dorm. On one occasion Marlene and I spoke in Russian for a few hours.
I think she also loves speaking Eng. and doesn’t get much practice so I feel bad about being militant. Despite Camille’s sympathy for her friend’s need to practice English and the accessibility of English to both, she diligently works to communicate with her native speaker friend only in Russian. Camille also speaks Russian with the students to whom she teaches English when she interacts with them outside of the classroom. She describes an interaction with one of her students after class: “He walked to the metro w/ me and wouldn’t speak Russian at all.
The relationship may be summed up in a simple mathematical equation. By multiplying the probability of failure by the monetary cost of failure and subtracting it from the product of the probability of success times the monetary value of success, it is possible for gamblers to maximize the expected value of their actions and, thus, predict the most beneficial act for protecting themselves against loss while gaining as much benefit as possible. This equation, termed the expected-value theory (EV), was later modified to account for individual subjectivity in the assessment of expected benefit and loss (Kogan and Wallach 1967).