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By the time he had finished with us wewere proficient at standing to attention, sitting toattention, saluting to the left, saluting to theright, saluting on the march, saluting at the still,in fact in how to acknowledge anybody in authority. No wonder there has always been a rivalry betweenEngine Room and Seaman branches. Slowly the sick and infirm returnedin dribs and drabs, until finally 129 Classwas back to normal. Towards the end of that firstweek, with class numbers complete, we had abadge sewing session on duck suit, jumpers and secondboiler suits, followed by a kit inspection. The kithad to be laid out in a set manner, each item foldedor rolled according to the dimensions in our EngineRoom text book, the "Stokers Manual". The manual contained the primary essentials of NavalEngineering and I well remember one of the pricelesssnippets of information, which read: "When thepump kicks up a ruction, theres likely airwithin the suction. " Another life saver was thatto work in a coal bunker one needed a Duck Lamp,illuminated by a flame generated from rapeseed oil. That afternoon came the dhobeying washing clothes lesson. I have mentioned the doubleissues: one on and one in the wash. The wash placewas reserved for our class that afternoon; we had totake a clean towel and underclothes, white shirt,socks and boiler suit. We had previously slung ourclean hammocks and changed bedcovers, so the articleseach of us was going to dhobey consisted of a uniformcollar, underwear, socks, white uniform shirt, boilersuit, bedcover and hammock.
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teaching through oral practice and banning all translation into target language. Obviously compromise was needed. Direct method did pave the way for more communicative, oral based approach, and as such represented an important step forward in the history of language teaching. Comparison of first and second language learning processes Language Teaching and the Bilingual Method, CJ Dodson, Pitman Publishing 1967, ISBN 0 273 31665 65. He requires a high contact frequency with the target language to recognise the meaning of sounds representing the names of things, because he is neurologically immature because his range of experience with the outside world is limited and as he has no knowledge of the equivalent meaning of sounds from another language for the same things5. He has already experienced the process, involving high contact frequency and maturation, of recognizing the meaning of sounds representing the names of things in his mother tongue. As he is now neurologically mature, he need not be subjected a second time to the same process in the new target language merely to recognize the equivalent meaning of target language sounds for the same things. Recognition of the sound representing the thing should not be confused With the integration of the sound with the thing, set6. He has already established integration of mother tongue sounds with things, but requires high contact frequency to establish new integration of target language sounds with the same things. In direct method, teachers introduce a new target language word or phrase to the students and there is no mother tounge. Therefore, the role of the teacher is as demonstrator because the teacher demonstrates the meaning of words through the use of realia, pictures, or pantomime; they never translate it into the students native language.
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Neither LI nor L2 reading span correlated significantly with any of the metalinguistic measures see Table 1. Moreover, in the principal components analysis, the metalinguistic measures and the measures of working memory for language loaded on two separate, clearly identifiable components. Whilst it is worth bearing in mind that the principal components analysis was conducted in an exploratory mode with data Replica Jaeger LeCoultre from a relatively small sample, the results obtained seem coherent and highly interpretable. A possible reason for the lack of a significant relationship between metalinguistic knowledge and working memory for language in the present study is the type of measurement employed. The MLK test was not timed, whereas the LI and L2 span tests obviously required online storage and processing of language, i. e. , the power of Congress to limit the President's powers of removal of a Federal Trade Commissioner. 295 U. S. at 295 U. S.