Microeconomics Term Paper Example | Topics and Well Written Essays - 2000 words

Microeconomics - Term Paper Example The various market structures that are discussed within microeconomics are perfect competition, monopoly, monopolistic competition, and oligopoly. One of the objectives of microeconomics is to analyze the mechanisms of market. Microeconomics sets up the relative prices amongst the services and the goods and allocates the available amount of limited resources among the alternative uses. Some of the significant fields of study under this branch of economics include asymmetric information, general equilibrium, game theory and choices under uncertainty. All wealth that fulfills the wants of consumers constitutes the wealth of a nation. Therefore, the aim behind expanding wealth is broadening the choices of the consumers in terms of quality, quantity and variety. Economists are involved in researches on the idea of free market with socially optimal allocation. The notion of competition constitutes the central part of economic theory. The objects of the choices available to the consumer are called the consumption bundle. The consumer has the objective of maximizing the well being. They are well informed about the availability of the goods in the market and desires variety in their consumption bundle. There are two sets of consumption bundles (x1, x2) and (y1, y2). The consumer ranks the availabilities according to their affordability. When the consumer is just satiated consuming the bundle of x goods as compared to the satisfaction he would have earned consuming the other bundle of y goods, according to his own preferences, then it is said that the consumer is indifferent. The axioms of consumer theory are complete, reflexive and transitive (Samuelson, 1956. p.3). The two axes represent a typical consumption pattern of goods 1 and 2. A consumption bundle (x1, x2) is offered along with the other bundles of consumption that are weakly preferred to the selected bundle. The other consumption bundles are called the weakly preferred sets. The indifference

Learning Vocabulary for Saudi Arabian Students Research Proposal

Learning Vocabulary for Saudi Arabian Students - Research Proposal Example Focusing on the methods of teaching the English language, vocabulary was disregarded and reduced, while grammar and pronunciation were given more emphasis (Al-Jabri, 2005). According to Harmer (2007), teachers are very unsure of how to determine a suitable method of teaching English because of the variety of different approaches and methods available. They can gradually, with experience, create their own method of teaching. This could be the most appropriate method they can use according to the context they teach in (Scrivener, 2005). Students usually choose a low-effort strategy when they are required to do a task (Krashen, 1987). They seem to prefer translation of new vocabulary rather than getting their meanings from the contexts or from doing pair-works (Prince, 1996). It is significant to shed light on the effectiveness of the English teaching methodologies in order to increase the awareness of English teachers to re-evaluate their teaching methods, considering the applicability of these methods on the social and cultural situations. Based on my teaching experience, therefore, I propose to investigate whether the Grammar- Translation method is more effective than CLT approach at the vocabulary level. Much has been said and talked about the traditional ways of teaching. One of the ways is the Grammar Translation Method which dates back to the 17th, 18th, and 19th centuries when foreign language learning was associated with the learning of Latin and Greek. In the process of teaching and learning English, translation is used in the Grammar Translation Method. According to Boey (1970) the student is first required to learn the vocabulary lists consisting of L2 words and its equivalent L1 words. L1 is used to teach the grammatical rules of L2. Thereafter, practice exercises are given to students where they have to translate the L1 sentences into L2 sentences by applying the grammatical rules to the vocabulary learnt. On the other hand, the main aim of the Communicative Language Approach (CLT) is to produce churn out students who are communicatively competent. In this method, the teacher first gives a presentation and thereafter, students are made to use the language through activities, such as games, role plays and problem solving tasks. (Larsen, 1987) According to Maleki (2005), the main purpose of these two languages - GTM and CLT was to promote the intellectual skills of its speakers. Therefore, it was extremely important to focus on sentence structure, grammatical rules, learning of vocabulary and translation of literary texts. The other method which is now more prevalent for teaching is the Communicative Language Approach. Wen Wu (2008) stated that Communicative Language Approach is mainly based on the idea that the primary function of language use is communication. According to Al-Shabbi (1994), due to its emphasis on fluency over accuracy approach, the Communicative Language Method has not paid much attention to spelling in the EFL (English as a Foreign Language) classroom. Even the great appeal of Communicative Language Teaching has not been able to overcome the psychological barriers which becomes a hindrance in the learning process. Though it's unfortunate, that CLT is quite in use,