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61. Criticism is a study by which men grow important and formidable at very small expense. The power of invention has been conferred by nature upon few, and the labor of learning those sciences which may, by mere labor be obtained, is too great to be willingly endured; but every man can exert such judgment as be has upon the works of others; and he whom nature has made weak, and idleness keeps ignorant, may yet support his vanity by the name of a critic.62. I hope it will give comfort to great numbers who are passing through the world in obscurity, when I inform them how easily distinction may be obtained. All the other powers of literature are coy and haughty; they must be long courted and at last are not always gained; but Criticism is a goddess easy of access and forward of advance, who will meet the slow and encourage the timorous; the want of meaning she supplies with words, and the want of spirit she recompenses with malignity.63. This profession has one recommendation peculiar to itself, that it gives vent to malignity without real mischief. No genius was ever blasted by the breath of critics. Tire poison which, if confined, would have burst the heart fumes away in empty hisses, and malice is set at ease with very little danger to merit. The critic is the only man whose triumph is without another’s pain and whose greatness does not rise upon another’s ruin.64. To a study at once so easy and so reputable, so malicious and so harmless, it cannot be necessary to invite my readers by a long or labored exhortation; it is sufficient, since all would be critics if they could, to show by one eminent example that all can be critics if they will. 63. This profession has one recommendation peculiar to itself, that it gives vent to malignity without real mischief. No genius was ever blasted by the breath of critics. Tire poison which, if confined, would have burst the heart fumes away in empty hisses, and malice is set at ease with very little danger to merit. The critic is the only man whose triumph is without another’s pain and whose greatness does not rise upon another’s ruin.
61. Criticism is a study by which men grow important and formidable at very small expense. The power of invention has been conferred by nature upon few, and the labor of learning those sciences which may, by mere labor be obtained, is too great to be willingly endured; but every man can exert such judgment as be has upon the works of others; and he whom nature has made weak, and idleness keeps ignorant, may yet support his vanity by the name of a critic.62. I hope it will give comfort to great numbers who are passing through the world in obscurity, when I inform them how easily distinction may be obtained. All the other powers of literature are coy and haughty; they must be long courted and at last are not always gained; but Criticism is a goddess easy of access and forward of advance, who will meet the slow and encourage the timorous; the want of meaning she supplies with words, and the want of spirit she recompenses with malignity.63. This profession has one recommendation peculiar to itself, that it gives vent to malignity without real mischief. No genius was ever blasted by the breath of critics. Tire poison which, if confined, would have burst the heart fumes away in empty hisses, and malice is set at ease with very little danger to merit. The critic is the only man whose triumph is without another’s pain and whose greatness does not rise upon another’s ruin.64. To a study at once so easy and so reputable, so malicious and so harmless, it cannot be necessary to invite my readers by a long or labored exhortation; it is sufficient, since all would be critics if they could, to show by one eminent example that all can be critics if they will. 62. I hope it will give comfort to great numbers who are passing through the world in obscurity, when I inform them how easily distinction may be obtained. All the other powers of literature are coy and haughty; they must be long courted and at last are not always gained; but Criticism is a goddess easy of access and forward of advance, who will meet the slow and encourage the timorous; the want of meaning she supplies with words, and the want of spirit she recompenses with malignity.
A number of researchers have examined the variables/strategies that affect students’ learning English as a second language. This report identifies some of the learner variables/strategies used by two students in a Hong Kong Technical Institute. The instruments for data collection included observation, interviews and questionnaires. The findings are discussed and some implications highlighted.What makes a "good" language learner "good", and what makes a "poor" language learner "poor" What does this imply for the teaching of language in the Hong Kong context These are the central questions of this assignment. The existing body of research attributes the differences between language learners to learner variables and learner strategies, learner variables include such things as differences in personality, motivation, style, aptitude and age (Ellis, 1986: chap 5) and strategies refer to "techniques, approaches, or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information" (Chamot, 1987: 71). It is important to note here that what we are considering is not the fact that language learners do and can learn, but why there should be such variations in speed of learning, ability to use the target language, and in achieving examination grades, areas which generally lead to the classification of students as being either "good" or "poor".Learner variables and strategies have been the focus of a number of research projects, (O’Malley et al, 1985, Oxford, 1989). However, to the best of my knowledge, this area has not been researched in Hong Kong classrooms. Since I am a teacher of English working in Hong Kong, gleaning a little of what learner variables and strategies seem to work for local students seems to be a fruitful area of research.In discussing learner variables and strategies, we have to keep in mind the arbitrary nature of actually identifying these aspects. As the existing research point out, it is not possible to observe directly qualities such as aptitude, motivation and anxiety. (Oxford, 1986). We cannot look inside the mind of a language learner and find out what strategies, if any, they are using. These strategies are not visible processes. Also, as Naiman and his colleagues (1978) point out, no single learning strategy, cognitive style or learner characteristic is sufficient to explain success in language learning. The factors must be considered simultaneously to discover how they interact to affect success of failure in particular language learning situation.Bearing these constraints in mind, the aim of this assignment is to develop two small scale studies of the language learners attempting to gain an overall idea of what strategies are in use and what variables seem to make a difference to Hong Kong students. The reference to "Naiman and his colleagues (1978)" in paragraph 4 is made （）
A number of researchers have examined the variables/strategies that affect students’ learning English as a second language. This report identifies some of the learner variables/strategies used by two students in a Hong Kong Technical Institute. The instruments for data collection included observation, interviews and questionnaires. The findings are discussed and some implications highlighted.What makes a "good" language learner "good", and what makes a "poor" language learner "poor" What does this imply for the teaching of language in the Hong Kong context These are the central questions of this assignment. The existing body of research attributes the differences between language learners to learner variables and learner strategies, learner variables include such things as differences in personality, motivation, style, aptitude and age (Ellis, 1986: chap 5) and strategies refer to "techniques, approaches, or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information" (Chamot, 1987: 71). It is important to note here that what we are considering is not the fact that language learners do and can learn, but why there should be such variations in speed of learning, ability to use the target language, and in achieving examination grades, areas which generally lead to the classification of students as being either "good" or "poor".Learner variables and strategies have been the focus of a number of research projects, (O’Malley et al, 1985, Oxford, 1989). However, to the best of my knowledge, this area has not been researched in Hong Kong classrooms. Since I am a teacher of English working in Hong Kong, gleaning a little of what learner variables and strategies seem to work for local students seems to be a fruitful area of research.In discussing learner variables and strategies, we have to keep in mind the arbitrary nature of actually identifying these aspects. As the existing research point out, it is not possible to observe directly qualities such as aptitude, motivation and anxiety. (Oxford, 1986). We cannot look inside the mind of a language learner and find out what strategies, if any, they are using. These strategies are not visible processes. Also, as Naiman and his colleagues (1978) point out, no single learning strategy, cognitive style or learner characteristic is sufficient to explain success in language learning. The factors must be considered simultaneously to discover how they interact to affect success of failure in particular language learning situation.Bearing these constraints in mind, the aim of this assignment is to develop two small scale studies of the language learners attempting to gain an overall idea of what strategies are in use and what variables seem to make a difference to Hong Kong students. According to this passage, research in this area is characterized as （）
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