And that was the difference between East Asia and, for example, Africa and Latin America. Or a difference, for that matter, between East Asia and South Asia.
CD1 Track 38 Ex 4.1
Listen to this extract from Track 37. The main stressed words in this sentence are marked in bold.
…, that you could always hire a lot of people at low labour rates, but who were in reasonably good health, who were literate and who had reasonable skills.
CD1 Track 39 Ex 4.2
Listen to the following sentence from Track 36.
The Japanese have never run a purely free- market economy. Neither have the Koreans.
CD1 Track 40 Ex 4.3
Listen to the extract and complete the sentences with two to seven words in each space.
You need to pre-test the questionnaire. This is really important. Those of you, some of you, will be doing this for, you know, your dissertation. Some of you, I know, are collecting primary data. You need to pre-test the thing, because you’re the researcher. You’re very close to the subject. You know what you’re talking about, but you’ve got to check that other people do as well. And if you want a statistically valid sample of a hundred or two hundred people, then you’ve got to make sure that you’re collecting the data properly. And it’s here that these pre-tests, or pilots, they’re going to tell you whether it’s going to work or not.
So make sure that you do pilots and, you know, this can be, sort of, half a dozen different people that you question. I mean, you’ll soon find out whether you’ve got any potential … or any doubts about the length of the questionnaire, or the style of particular questions, or whether the sort of questions that you’re asking are valid. You’ll soon find out from that. So, piloting or pre- testing is really important.
Unit 5: Note-taking: Part 2
CD1 Track 41 Ex 3.1
Listen to a lecturer talking about language learning. Continue the following notes.
Extract 1 Purposes of education
Three very broad perspectives from Littlewood, on the purposes of education. One is a very traditional one: to pass on value, knowledge and culture. So that you see education as passing from the previous generation down to the next generation – the knowledge they will need. Another purpose of education is to prepare learners as members of society. So you have needs which you feel your society must fulfil, and you view education as a vehicle for doing this. And that will influence how language is taught – we’ll see how in a moment. And the third view, which is much more humanistic, a humanistic view of education, is where you see learners as individual selves who must be developed. And the process of education as being developing the self – bringing out the individual’s best characteristics, allowing them to learn and to fulfil their potential.
CD1 Track 42 Ex 3.2
Listen and continue the following notes.
Extract 2 World economy
What you have to understand is that from the early 1970s onwards there was this primary boom and there were signs of inflation in the world economy. In 1971, America left the gold standard. The value of the dollar had been linked to the value of gold and suddenly the government decided to cut it free. It was effectively devalued. Remember, in 1970, the American economy made up about a third of the total product of the world economy. Today it’s about 25% or even less than that, but then the dollar had an even greater influence on the world economy.
So, before the 1970s, we had fixed exchange rates, but from 1971, America devalued the dollar and the exchange rates floated. And from that moment onwards, the major industrial economies, which in the ‘50s and ‘60s had had inflation rates of 1%, 2%, 3% per year, suddenly found themselves with inflation rates
84 English for Academic Study
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