Robert Frost The Most Beloved Poet - 1637 Words

â€Å"Two roads diverged in a wood and I took the one less travelled by, and that has made all the difference† (Beginning sentence of The Road not Taken Frost). Robert Frost is the most beloved poet in America and around the world. Many of his famous works in poetry include: â€Å"Stopping by Woods on a Snowy Evening,† â€Å"Birches,† â€Å"The Road Not Taken† (Which the first sentence of this poem is the beginning introit), â€Å"A Boys Will†, and many other great works. Many would not know, but Frost was not widely successful until he was thirty-eight years old. What happens to be the most surprising thing about Robert Frost was not only how fast he was known, but how he did it. In this composition it will describe the slow and steady rise of Robert Frost’s†¦show more content†¦Ã¢â‚¬Å"Robert and Elinor shared a deep interest in poetry, but their continued education sent Robert to Dartmouth and Elinor to St. Lawrence University.â₠¬  (Gerber 1) Aggravated with his education at Dartmouth College, Robert left his education straightaway and married his beloved sweetheart in 1985. Twelve years in to the Frost’s marriage came with great sadness. The first came when Frost yet decided again to leave college, â€Å"upon entering Harvard in 1897†¦ his experience at Harvard affected him more profoundly than that of Dartmouth†. (Potter 9) The second originated when the Frost’s lost two of their three children who were both severely ill with the son infected with Cholera and one the daughters with Postpartum infections. Only one of their children was able to survive the diseases. This devastated Robert and Elinor. Not only did the devastation of two of their children’s death, but also the death of Isabelle Frost, who was the victim of cancer. 1900 was both shocking and prosperous for the Frost’s. â€Å"Although the first year was darkened by Isabelle Frost’s death, the Der ry period became a generally happy time for the family†¦and encouraging.† (Potter 10) Three more children were born during the Derry period and Frost enjoyed this very much. Aside from playing and teaching his children poems and religious stories and many other great entities, both Robert and Elinor’s personal and nuptial relationship matured immensely and was at its paramount. After the death ofShow MoreRelatedBiography of Robert Lee Frost Essay650 Words   |  3 PagesBiography of Robert Lee Frost Biography of Robert Lee Frost A poem begins with a lump in the throat, a home-sickness or a love-sickness. It is a reaching-out toward expression; an effort to find fulfillment. A complete poem is one where an emotion has found its thought and the thought has found the words Robert Lee Frost once said. Robert Frost is widely admired and recognized for his literary works. He was an honored poet of the twentieth century. Frost may have lived a troubling lifeRead MoreRobert Frost s Poem After Apple Picking918 Words   |  4 PagesRobert frost was one of the most critically accepted and widely admired American poets in the twentieth century. He was honored for his achievement with multiple Pulitzer Prizes for his work in poetry. He uses vivid detail about nature and has been called a natural poet although, he denies such view. Robert frost work is more of the human condition which are they key aspect being related to being a human. He was so beloved because he understood the key aspect of being related to human an d wrote poetryRead MoreRobert Frost s The Gift Outright 1313 Words   |  6 PagesRobert Frost Emma Ramsey English 6th Hour December 8, 2012 â€Æ' Robert Frost According to PoetryFoundation.org, â€Å"Robert Frost holds a unique and almost isolated position in American letters.† Robert Frost is very popular for his realistic writings of rural life. He was a great poet and was honored frequently during his lifetime. Frost received four Pulitzer Prizes for Poetry and recited his poem, â€Å"The Gift Outright,† at President John F. Kennedy’s inauguration in January 1961 which got him nationalRead MoreNature Of A Man By Robert Frost1279 Words   |  6 Pagestheir work to be perceived. Robert Frost wrote his work in common folk dialect, unlike many writers of his time. Frost’s poems Design, Road not taken, and my November guest exemplify his use of diction, imagery, and word choice to show situations in a natural form, which made Frost so popular to so many varied audiences. Robert Frost’s poetry is in between the lines of modern poetry and 19th century works. In most of his poetry, he uses simple meter and verse. Frost believed that the form of aRead MoreLove and Nature in the Poems of Robert Frost Essay2313 Words   |  10 Pagesmade all the difference.† (Frost 697) Robert Frost was a unique writer of the 20th century. In his poems â€Å"Nothing Gold Can Stay† Birches Stopping by Woods on a Snowy Evening Fire and Ice and Mending Wall Robert Frost explores the theme of nature, and the human emotion love. Robert Frost is considered a humanist and is one of the most well-known American poets. â€Å"If the United States ever adopted a national poet, chances are it would be Robert Frost. By the time Frost died in 1963 at the ageRead MoreInfluential Factors Of The Audience s Understanding1425 Words   |  6 PagesInfluential Factors of the Audience’s Understanding Dead Poets Society is a 1989 American drama film that tells the story of an English teacher, Mr. Keating, who inspires his students through his teaching of poetry. The film received critical acclaim, and was a box office success. It won the BAFTA Award for Best Film and Cà ©sar Award and David di Donatello Award for Best Foreign Film (British Board of Film Classification, 2014). However, people still hold different opinions on it. Viewers haveRead MoreEdward Estlin Cummings Essay example1240 Words   |  5 Pages Edward Estlin Cummings was an American poet – the second most widely read poet in the United States, after Robert Frost – born in 1894. He was immensely popular, especially among younger readers for his work; he experimented radically with form, punctuation, spelling and syntax. The majority of his poems turn to the subjects of love, war, and sex, with such simplistic language, abandoning traditional techniques to create new means of poetic expression. â€Å"Somewhere I have never travelled†, is a veryRead MoreMany Factors Can Contribute To The Downfall Of A Relationship.1182 Words   |  5 Pages Many factors can contribute to the downfall of a relationship. In â€Å"Home Burial†, a modernist poem by Robert Frost, the death of s child causes said downfall. In â€Å"Your Love is Killing Me† by Sharon Van Etten, the cause of the decline in the relationship is unknown. Though similar in the way they depict the downfall of relationships, â€Å"Home Burial† and â€Å"Your Love is Killing Me† differ in their attitudes towards said relationships. â€Å"Your Love is Killing Me† by Sharon Van Etten deals with the breakingRead MoreAnalysis Of The Poem Stopping By Woods On A Snowy Evening Essay1275 Words   |  6 Pages â€Å"Stopping by Woods on a Snowy Evening† is, without a doubt, one of the most famous – and probably most misquoted and misunderstand – poems by Robert Frost. This poem clearly possesses pastoral elements; a beautiful, tranquil, and picturesque scene is eloquently painted through the careful use of descriptive language. This beautiful scene, however, is contrasted by the dark, elegiac undertones present in the text. Frost makes extensive use of metaphor in the poem to convey his message; while itRead MoreFrost, By Robert Frost1976 Words   |  8 PagesRobert Frost, an indigenous New England poet, is deserving of an ovation for his contributions and magnitude in American Literature. Frost advises his readers to be actively engaged in questioning the world we inhabit (49, Dickstein). In most of Frost’s work, readers and critics enjoy his choices of theme, likely being the outdoors and his surroundings. By using â€Å"emotions recollected in tranquilityà ¢â‚¬  and his organic and inviolable relationship with his countryside, he celebrates New England’s natural

The Greek Attitude Towards Women as seen in the Works of...

The Greek Attitude Towards Women as seen in the Works of Hesiod Hesiod leaves no doubt that the existence of women is on balance a terrible thing for men. Zeus ordered Hephaistos to create women as a punishment for his having been decieved.. Women were to be a poisoned gift for men, which all shall take to their hearts with delight, an evil to love and embrace (WD, 57-59). In the Theogony women are called a great plague because they are ill-suited to Poverty’s curse, but suited to Plenty (592-93), among other flaws. While Hesiod offers some well-turned phrases in praise of womens’ good qualities, it is unmistakable that these positive attributes are all put there by Zeus for the sole purpose of making woman an inescapable†¦show more content†¦Prometheus is given a (possibly) eternal torment, to be chained to a column and have his liver torn out daily. His brother Epimetheus is given what we may infer is punishment of comparable magnitude: the first woman. In the Works and Days, we learn she is called Pandora, The Gift of Al l. This gift comes with many alluring qualities: she looks like a goddess immortal, having the lovely shape of a virgin, she is taught by Athena weaving, and Aphrodite hasshed on her charm, †¦mak[ing] her an object of painful love and exhausting desire (Theogony, 62-66). She is dressed by Athena in a silver-white gown (575) and adorned by the Graces and our Lady Persuasion with golden necklaces, and crowned by Horai with flowers, as well as an intricately crafted golden crown, which, while a marvel to look at, depicts terrible monsters. And if these charms aren’t enough to lure a man into the clutches of woman, men who do not marry and have progeny are doomed to baneful old age with no one to care for his needs,(604-5) and his collateral heirs will divide his goods. At best, a man manages to get a virtuous wife, one endowed with good sense, throughout his life good and evil will alternate endlessly (606-8). The alternative is a wife who is not any good at all, and so the man will suffer without any respite all his life. Because in addition to woman’s inherently evil nature, that Hermes put in her mind a dog’s shamelessness and the deceit ofShow MoreRelatedAnimal Imagery And The Classical Period Essay2365 Words   |  10 Pagesuse of animal imagery in Greek literature initially appears easy to understand as it is one of the simplest types of comparison found in poetry from European tradition. In fact, Western culture seems to encourage us to contrast the human world with that of the animal. This habit makes it easy to assume that no profound meaning can truly be drawn from such a clichà ©d analogy. I have not found this to be the case however when analysing the use of animal imagery to describe women in the Classical periodRead Mo reWomen : At The Bottom Of The Grecian Man Pyramid1457 Words   |  6 PagesWomen: At the Bottom of the Grecian Man-Pyramid Listening and reading a great deal of Greek Mythology I often found myself asking what about the ladies? Well, re-reading these myths and looking past the epic heroes, I at first did not see how Greek mythology certainly undermined women and as a society were very misogynistic. Women were forcefully resting at the bottom of their man-pyramid due to the Greeks patriarchal way of thinking. In the Grecian myths women were pushed down the power hierarchyRead MoreWomen in Greece2882 Words   |  12 Pagesroles and status of women in ancient Greece are hard to asses since there is very little evidence from that period written or illustrated from a women’s perspective. Most literature and art from ancient Greece comes from men, thus making it hard to evaluate exactly what it was like to live has a women in those times. Sarah Pomeroy states in Goddesses, whores, wives and salves: women in classical antiquity the study of women in ancient literature is the study of mens views of wom en and cannot becomeRead MoreThe Gods vs. Man Essay1966 Words   |  8 Pages significance to the Greeks. It was something they feared and respected. Throughout history men have always wanted to be like the gods. It is something that is seen over and over, mans universal struggle to be like the gods. Is it mans fault that he wants to be like the gods? Or is it the gods fault? The story Oedipus Rex by Sophocles shows that mans arrogance and fallible personality is the cause of this struggle for superiority. The Greeks dealt the most with godsRead MoreHAMLET AND ORESTES10421 Words   |  42 PagesTraditional Types By Gilbert Murray, LL.D., D.Litt. Regius Professor of Greek in the University of Oxford Fellow of the Academy New York Oxford University Press American Branch 35 West 32nd Street London : Humphrey Milford THE BRITISH ACADEMY THE ANNUAL SHAKESPEARE LECTURE 1914 Hamlet and Orestes A Study in Traditional Types By Gilbert Murray, LL.D., D.Litt. Regius Professor of Greek in the University of Oxford Fellow of the Academy New York OxfordRead MoreManagement Challenges for the 21st Century.Pdf60639 Words   |  243 Pagesmost of the emerging ones (e.g., Korea or Turkey). They can already be identified, discussed, analyzed and prescribed for. Some people, someplace, are already working on them. But so far very few organizations do, and very few executives. Those who do work on these challenges today, and thus prepare themselves and their institutions for the new challenges, will be the leaders and dominate tomorrow. Those who wait until these challenges have indeed become â€Å"hot† issues are likely to fall behind, perhaps

What You Do Not Know About Books for Help Write Ged Essay Samples Might Surprise You

What You Do Not Know About Books for Help Write Ged Essay Samples Might Surprise You Then identify which type of essay you need compose. These forms of errors will impact the essay score only if they're so widespread they hinder the essay's readability. You are certain to find these and several different advantages if you request assistance with essay writing from Edusson! It's hard to pick a service to purchase your essay from. Alternately, you can search for essay topics online. Make an essay will not have any difficulty. If you realize that you are stuck in regards to writing an essay, request somebody's assistance that will help you proceed through writing an essay. Writing an essay at our company is completely stress-free. Books for Help Write Ged Essay Samples for Dummies Explain how you intend to achieve it. The GED asks test-takers to write on a number of subject issue. 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Linguistics Second Language Learning and Teaching

Question: Discuss about theLinguisticsfor Second Language Learning and Teaching. Answer: Part 1 Language is a complex system of sounds and humans generally gain the ability to learn and acquire language at an age of four to six years. However, the learning capability may vary from person to person. Research shows that humans have the capability to learn more at specific periods of their life. At certain stages, the brain learns to gain certain propensities from the environment in which he lives (VanPatten Williams, 2014). For instance, he learns the language of humans and slowly learns how to use it. Humans learn to use and implement language till puberty. In fact, in some cases it has been seen that children learn foreign language more quickly and efficiently than adults (Benson Voller, 2014). Humans learn a language through speech sounds, signs, and symbols. Saussure talks about acquisition of human language. Meaning is attributed to a word. The meaning itself is not contained within it. Sign comprises the linguistic form and the meaning. Both the signifier and the signified are contained within a word (Rock, 2016). When one teaches a child any language, he/she makes him her acquainted with the objects and the meaning contained within it. For instance, a child learns the word cat when he is shown a cat and told that this is a cat. He first sees the expressions that are created on the face of the speaker when the word is pronounced (Ortega, 2009). His understanding of the word cat may differ from the understanding of the speaker. He may take the word cat to be sat. It is pronunciation that is the only physical part of a language and demands programming through neuromuscular activities (Joseph, 2013). A child observes the motor skills in the tongue, lips, throat- precisely the lower face. It is to be noted that all these organs of the body are involved in the production of sound and speech. An individual thus, first learns by seeing, watching, and observing. However, the exact sound produced by the speaker is not always replicated by the listener. The listener may perceive the speech sound completely in a different way. Once a child learns to perceive speech sound, he slowly and gradually learns to associate the meanings attributed to words (Harris, Taylor, 1997) In case of second or foreign language, a person is likely to develop foreign sounding accents when he/ she has learned the first or native language completely. He then learns the second or foreign language in the later period of his life. Compared to adults, children learn languages very quickly and easily. An adult must struggle and toil to learn a new language. However, a child picks up any language out of thin air. For him, it is a part of a play. Children initially communicate using vocalizations and gestures (McGilvray, 2013). It is only through vocalizations and gestures that they make their intents known to others. Children then learn words and their usage. New functions slowly take over the old functions. They learn words and associate the meanings attributed to them. They learn to express their feelings through words which they earlier did through preverbal means. Though the language that humans learn differs from one place to another, the way in which children learn to use a language is universal. Children, with time, acquire the meanings, forms, and uses of utterances and words. In this regard, there are two methods in which the language skill of an individual is developed. There are two approaches for development of syntax. The first is the empiricist approach in which children learn the syntactic rules. The second is the nativist approach in which the principles of syntax are innate. In this approach, the principles are transmitted through genome (Mitchell et al., 2013). The nativist theory was proposed by Naom Comsky. According to him, children are able to learn and acquire a language since they have the innate ability of language acquisition. It is a unique accomplishment of humans. Children have language acquisition device or the LAD (Chomsky, 2014). The LAD is the area of the human brain wherein all the rules of a language are set. The syntactical rules of all languages are stored in the brain of a child. Hence children are able to construct novel words and sentences using their vocabulary. Chomsky claims that it is this innate quality because of which children are able to learn a new language (Moro et al., 2015). Whatever children hear, the external linguistic input is not sufficient to explain their ability to know and learn a language. Naom Chomsky argues that the external input from the environment has limitations and is full of errors. It is thus impossible for a child to learn a language solely from the external environment until and unless he has the innate quality of acquisition. It is because of the language acquisition device that children are able to learn a language wholly and completely despite errors and incomplete information from the external environment (Cohen, 2014). On the other hand, the empiricist theory contrasts Chomskys nativist theory. The empiricist theory suggests that since there is enough information in the external environment and children are able to receive that information properly, they do not need any innate language acquisition device (De, 2014). The existence of an innate device is purely based on assumption. Since external sources are available, there is no need to assume that there exists an innate device and it is only because of this innate device that children are able to learn and acquire a language. Empiricists believe that the brain processes in a human are sufficient for the acquisition of a language. It is of utmost importance that a child is actively engaged with the environment while learning a language (Culler, 1976). The adult or teachers must communicate with the child appropriately that is, he must carry out child directed speech or the CDS. It is through the child directed speech that the children are given the information required to learn a language. According to the statistical language acquisition, children acquire and learn language through perception of patterns (Givn Ranch, 2013). According to the interactionist perspective, children learn language through interaction and communication. Learning a language means creating meaningful ways of communication. It is only through interaction that children are able to learn a language. Language, is, in fact, a mode of communication. It is in the first six years of a human life that a child learns a language. In the first three to twelve months, a baby is merely able to laugh and make cooing sounds. He communicates through symbols and gestures. Children start producing babbling sounds by the age of twelve months (Hoff, 2013). This is followed by jargon phase whereby children start producing unintelligible strings forming a conversation like tone. The babbling sound thus sounds meaningful. In the next twelve to eighteen months, children start uttering words that are rich in meaning. More words are added to the vocabulary and children gain understanding of words and their surrounding environment (de Saussure, 1983). In t he next eighteen months to two years, children start putting the words in their vocabulary together to form meaningful phrases and sentences. In the next three to five years, the child becomes a preschooler and is able to construct longer and more meaningful sentences. He/ she can now put words and sentences together in a variety of ways. Finally, once the child turns six, he/ she begins to understand the working of language. They learn how to use them and are able to find out meanings out of their framed sentences (Hyams, 2012). A child thus first learns to produce sounds by listening and watching others in the environment. It is only after acquisition of speech sounds that a child develops the ability to learn a language. Speech is completely a physical activity controlled by the brain and needs the organs of the lower face such as lips and the vocal cords. Language involves both written and spoken language (Schtze, 2016). Part 2 Teaching English as a second language to the non-native speakers, can in itself be a highly challenging task. The main challenge while teaching English to a non-native English speaker, lies in the fact that a child takes a long time in acquiring the phonemes and speech sounds of the new language. I have a personal experience of teaching English to a 5 year old child, who had been learning English for the first time in the English class. In this part, I intend to discuss as well as critically analyze the language acquisition process of the particular child, as observed by me. The child had been raised by a Chinese couple, and as a result the child had been accustomed to the Chinese language since his childhood. As it is a well-known fact, that any child mostly acquires a new language between 18 months to 4 years, this particular child failed to receive sufficient exposure to English language, during the very early phase of his life. Consequently, the biggest challenge has been to create an organic need for the child to employ the words of the minority language (here English). However, language learning process does not start off very fast. During the very first few weeks, (approximately a period of 2 weeks), the child was acquainted with his native language only, and consequently refused to communicate via the newly learnt English language. This period can be referred to as the silent period, when the child had been more of an observer, trying to observe, and willing to imitate the facial expression, gestures or speech sounds of the teacher. The way I was enunciating common words, such as Book, Ball, or Play, was being observed by the child, who however refused to communicate with me in the foreign language. Once, the silent period has passed, from the third week onwards, the child started enunciating indistinct words, though the sound utterances were not always right. In this stage, although the child have been acquiring new words of English language, he had been hearing n the last couple of weeks, he was unable to form a symbolic association (lantolf et al., 2015). Each word, as even Saussure, had pointed out in his structuralism theory signifies a specific concept that becomes a symbol for the learner, in the language acquisition process. Thus, the picture teaching technique becomes a very fruitful way of teaching new language. The child already had clear acquaintance with the idea of common objects or things, such as play, food, or boy, and hence I used pictures, for each object, to signify the object as well as the concept, it was denoting (Mitchell et al., 2013). The child started forming pictorial association between the objects seen, and the English words signifying the same that helped him remember the words. However, it should be noted that the utterances or the speech sounds of the child were far different from that of the native English students. The English phonemes do not exist in the Chinese language, and more importantly the stress and the intonation patterns of the English language are completely different from those of the Chinese language. The child was unable to distinguish between the pronunciation of ship, and sheep, or full and fool, and he was pronouncing both the words in each set alike. Besides, often when the child was being shown the picture of sheep, he confused it with ship, and wrote the same. Each word in itself stands for, and signifies a specific concept, and in case of a new language learning process, I observed the child got confused between the two similarly spelt and almost similarly pronounced words. I realized that the phoneme video and audio lessons became imperative to solve the problem. During the next stage, although this kind of confusion was not occurring frequently, I observed that the child struggled to comprehend the underlying structure of the language. While he was well-aware of the commonly used inputs of language, the child was unable to understand the rules of word segmentation. The question is how to frame a grammatically correct sentence, or how to absorb the statistical regularities of apparently meaningless acoustic events. I observed that the child had rather shown a fast progress in detecting the probabilities with which one syllable predicts the other. Again, I also observed that the child encountered a huge challenge in assessing the distribution of language elements, and consequently he was not able to understand the significance of grammatical endings ( -s, -ed) or even the function words (to, of ), while constructing a sentence in English. While trying to say, My mom brought me the bag, the students said I brought my mom a bag (Cook, 2013). Thu s, the parsing process, which forms an important part of the language comprehension process, was not developed in the child. However, gradually when I introduced classroom reading sessions and made story-telling sessions a mandate, I was able to solve this problem. Gradually, by engaging in the story-telling and hearing process, the child was finally able to assemble a string of elements among the different inputs of English language. In case I wish to evaluate the teaching method, I would like to appreciate the video and audio method that was being adopted for improving the phoneme and the speech sound of the child. Besides, the video lessons can help in grabbing the attention of a child in a more effective way, and can eliminate his unwillingness or fear of learning a new language. These lessons can easily appeal to the sense of the child, enthuse him to actively participate in the learning process, and can also improve his vocabulary as well (Rost Candlin, 2014). The story-telling sessions, also was a good thing as it helped in fascinating the child, thereby making him a more active and fast learner. However, I feel that I should have also used familiar Chinese images, themes or mythological stories, while explaining concepts or narrating stories in English. Instead of telling him story of Cinderella, I could have used stories of Yeh-Shen, so that the child can easily recognize the inner meaning. Besides, I co uld also have recommended the use of mobile apps to the child, that could help in the effective, faster language learning process. A child developing and acquiring a new language, requires huge effort and time as well as guidance from the teacher and the family. It is not merely about the words, or the grammatical rules, but it is all about learning the new concept and a new framework as a whole. In order to learn a language in an integrated way, the teacher requires focusing on the development of more advanced vocabulary and phrases. The child must not be taught a new language, but must be encouraged and inspired to experiment new words and phrases. In order to prevent the boredom of the learning process, new, fresh and innovative as well as student-friendly techniques of language techniques, should be adopted by the instructor. References Benson, P., Voller, P. (2014).Autonomy and independence in language learning. Routledge. Bygate, M., Swain, M., Skehan, P. (2013).Researching pedagogic tasks: Second language learning, teaching, and testing. Routledge. Chomsky, N. (2014).Aspects of the Theory of Syntax(Vol. 11). MIT press. Cohen, A. D. (2014).Strategies in learning and using a second language. Routledge. Cook, V. (2013).Second language learning and language teaching. Routledge. Culler, J. (1976). Saussure. Sussex: The Harvester Press. Chapter 2: Saussures theory of language - pp. 18-52. de Saussure, F. (1983). Course in general linguistics (R. Harris, Trans.). London: Duckworth. Part II, Chapter IV: Linguistic value; Part II Chapter V: Syntagmatic relations and associative relations - pp. 110-125. De, R. (2014).Linguistic theory: The discourse of fundamental works. Routledge.. Givn, T., Ranch, W. C. (2013). On the intellectual roots of functionalism in linguistics.Functional Approaches to Language,248, 9. Harris, R., Taylor, T. J. (1997). Landmarks in linguistic thought I (2nd ed.). London and New York: Routledge. Introduction - pp. xiii-xxi. Hoff, E. (2013).Language development. Cengage Learning. Hyams, N. (2012).Language acquisition and the theory of parameters(Vol. 3). Springer Science Business Media. Joseph, J. E. (Ed.). (2013).Ferdinand de Saussure: Saussure, Structuralism and Post-structuralism. Routledge. Koerner, E. F. (2013).Ferdinand de Saussure: origin and development of his linguistic thought in Western studies of language(Vol. 7). Springer-Verlag. Lantolf, J. P., Thorne, S. L., Poehner, M. E. (2015). Sociocultural theory and second language development.Theories in second language acquisition: An introduction, 207-226. McGilvray, J. (2013).Chomsky: Language, mind and politics. Polity. Mitchell, R., Myles, F., Marsden, E. (2013).Second language learning theories. Routledge. Mitchell, R., Myles, F., Marsden, E. (2013).Second language learning theories. Routledge. Moro, A., Chomsky, N., Caponigro, I., Kane, D. B. (2015).The boundaries of Babel: The brain and the enigma of impossible languages. Mit Press. Ortega, L. (2009). Understanding second language acquisition. London: Hodder. - CHAPTER 10: Social dimensions of L2 learning. pp. 216-254. Rock, P. (2016).Making of symbolic interactionism. Springer. Rost, M., Candlin, C. N. (2014).Listening in language learning. Routledge. Schtze, C. T. (2016).The empirical base of linguistics: Grammaticality judgments and linguistic methodology(p. 244). Language Science Press. VanPatten, B., Williams, J. (2014).Theories in second language acquisition: An introduction. Routledge.