Hamlet Complex Decision Free Essays

string(196) " dreadful secrecy impact they did, And I wait them the third night kept the watch, Where as they had delivered, both in time, Form of the thing, each word made true and good The apparition comes\." Professor Maureen Edison World Literature 1 Asmaa Abdelaal Essay 1 Hamlet Complex Decision Abdelaal 1 Hamlet Complex Decision â€Å"To be, or not to be, that is the question† (Hamlet, 2446). To live or to die? Do I take avenge or not? To leave Denmark polluted or not? Hamlet a young prince of Denmark faces the truth of the former King. Hamlets father death was an actual murder. We will write a custom essay sample on Hamlet Complex Decision or any similar topic only for you Order Now In addition the Queen Hamlets mother marries Hamlets Uncle, Claudius and former Kings brother. Hamlets throughout the play faced a complex decision either to live as if his father was not murdered or to kill who murdered his father. Hamlet father is King Hamlet and his mother Queen Gertrude. Hamlet full of hate for his Uncle and disgust of his mothering marrying him. â€Å"Seems, madam? Nay, it is. I know not seems. Tis not alone my inky cloak, good mother, Nor customary suits of solemn black, Nor windy suspiration of forced breath, No, nor the fruitful river in the eye, Nor the dejected’ havior of the visage, Together with all forms, moods , shapes of grief, That can denote me truly. These indeed â€Å"seem,† For they are actions that a man might play. But I have that within which passeth show, These but the trapping and the suits of woe. (Hamlet, 2417) Abdelaal 2 Hamlets black cloths is his weeping and â€Å"seem† fake grief. Fake grief is sadness the cloths is just a hint of it. Hamlets father ghost appears and claims to have been murdered by Claudius. Hamlet obsessed with avenging his father death but keeps thinking of reasons why he should wait before killing Claudius. Gertrude knows h ow Hamlet feels cares more about how she sees herself. The new King of Denmark Claudius, Hamlet Uncle. Claudius is calculating is power. Claudius doesn’t know until later on that Hamlet has found the truth about his father death. Polonius is father of Laertes and Ophelia. Polonius throughout the play tries to figure what Hamlet up to. Horatio is a close friend to Hamlet which they both studied at the same University of Wittenberg. Hamlet trusts Horatio because he is loyal and helpful. Horatio such a good friend he comes to the funeral/ wedding to stand by Hamlets side. â€Å"O God, beast that wants discourse of reason Would have mourned long! – married with my uncle, My father brother but no more like my father Than I to Hercules. Within a month, Ere yet the salt of most unrighteous tears Had left the flushing in her galled eyes, She married. O most wicked speed, to post With such dexterity to incestuous sheets! It is not nor it cannot come to good, But break, my heart, for I must hold my tongue. † (Hamlet, 2420) Abdelaal 3 This is what Hamlet sees happening his mother marrying his father brother in less than of a month of his father death even before tears come down on his mother cheeks had dried she was too quick to move on. Ophelia is Polonius daughter a beautiful girl who Hamlet in love with. In the play Ophelia obeys her father and her brother Laertes allowing Polonies to use her to spy on Hamlet. Later on her father will die. Laertes is Polonius son and Ophelia brother. Laertes is thoughtful of Hamlet. Polonius thinks a man on fire not Hamlet who heart on fire which gives more light than heat and fire will be out before his promises are done. He thinks Ophelia mistaking love and wants her to spend less time with him. He tells her to remember him young that he knows how to fool around you and to not bileve his nice cloths and order her to do as he says. Ophelia obeys the order. â€Å"Ay, springs to catch woodcocks. I do know, When the blood burns, how prodigal the soul Lends the tongue vows. These blazes, daughter, Giving more light than heat, extinct in both Even in their promise as it is a making, You must not take for fire. From this time Be somewhat scanter of your maiden presence. Set your entremets at higher rate Than a command to parley. For lord Hamlet, Bileve so much in him that he is young, And with a larger tether may he walk Than may be given you. In few, Ophelia, Do not believe his vows, for they are brokers Not of that dye which their investments show, But mere imploratory of unholy suits, Breathing like sanctified and opioids bawds, The better to beguile. This is for all I would not, in plain terms, from this time forth, Have you so slander any moment leisure, Alto give words or talk with Lord Hamlet, Look to ‘t’ I charge you. Come your ways† ( Polonius, 2422) Fortinbras is young prince of Norway the King of Fortinbras which was killed by Hamlets father. Now out of revenge Fortinbras wishes to attack Denmark to avenge his father honor. Gotland and Cornelius are courtiers who Claudius sends to Norway to stop Fortinbras from attacking Denmark. Hamlets father who wants his son Hamlet to take avenge to what happened to him. Hamlet at first when hears from Marcellus and Barnardo about a ghost who they suspect might be his father thinks that the ghost is a devil sent to deceive him where the ghost comes from in the play is never said. Marcellus is the first officer see too she the ghost with Hamlets. â€Å"Two nights together had these gentlemen, Marcellus and Barnardo, on their watch, In the dead waste and middle of the night, Been thus Abdelaal 5 encountered: a figure like your father, Armed at point exactly, cap_a-pie, Appears before them and with soleman march Goes slow and stale by them. Thrice he walked By the oppressed and fear surprised eyes Within his truncheons length, whilst they, distilled Almost to jelly with the act of fear, Stand dumb and speak not to him. This to miens dreadful secrecy impact they did, And I wait them the third night kept the watch, Where as they had delivered, both in time, Form of the thing, each word made true and good The apparition comes. You read "Hamlet Complex Decision" in category "Papers" I knew your father, The hands are not more like. † ( Horatio, 2418) After midnight for two nights the officers think that the figure they keeping seeing is Hamlet father. The guard were scared yet amazed at the same time on the third night it happened again and that when they told Hamlet. â€Å"So have I heard and doing part bileve it. But look the Oren in russets mantle clad. Walked o’er the dew of yon high eastward hill. Break we our watch quip, and by my advice. Let us impact what we have seen tonight. Unto young Hamlet: for upon my Abdelaal 6 life, this spirit dumb to us, will speak to him. Do you concept we shall acquaint him with it.. As needful of our loves, rotting our duty? †( Horatio, 2419). Horatio, fellow student, and best friend of Hamlets tell him he has seen his father ghost, he would not say word until he speaks to Hamlets. Hamlet accepting to see the ghost was a decision he made. Later it will change his image towards his mother and Claudius. After, Horatio tells Prince Hamlet, the ghost won’t speak only to Hamlet. The ghost tells Hamlet to take avenge. â€Å"I am thy father spout doomed for certain term to walk the night, And for the day confined to fasting fires, Till the foul crimes doe in my days of nature, Are burnt and purged away. But that I am forbid to tell the secret of my prison house† (Ghost, 2430). The ghost is very angry and wants avenge. † Avenge his foul and takes him he was murder but hissed by his uncle Claudius. † O, my prophetic soul! U my uncle â€Å"(Hamlet, 2429). With that said, he had to make an important decision whether to bileve the ghost or not. This decision means allot to him because he is supposed to be next in the throne not his Uncle. In addition, the Queen the wife of the former King, marries the brother Claudius, who is the King of Denmark. Abdelaal 7 â€Å"Thought yet of Hamlets, our dear brother death. The memory is green, and that it is us befitted. To bear us hearts in grief and our whole kingdom. To be contracted in on brow of woe, Teat so far hath discretion fought with nature. That we with wise sorrow think of him, Together with remembrance ourselves, therefore our sometime, sister now our queen† (King, 2417). The King. He hath not failed to pester us with the message, importing the surrender of those lands, lost by his father with all bonds of law† (King, 2417). Hamlet is not happy, but he can’t disobey the Queen nor the King. Claudius gives a negative, ignorant sneaky, impression to rule Denmark. Hamlet can’t adapt to the new life in Denmark, under his Uncle, the Kings throne. Befor e Hamlet made any decisions he had to think through what the ghost said to him that night. â€Å"I am thy fathers spirit, Doomed for certain term to walk the night And for the day confined to fast in fires, Till the foul crimes done in my days of nature Are burnt and purged away. But that I am forbid To tell the secrets of my prison Abdelaal 8 house, I could a tale in fold whose lightest word Would harrow up thy soul, freeze thy young blood, Make I fin three apt, And duller shrouds thou be than the fat weed That roots itself in ease on Lethe wharf, Wouldst thou not stir in this. Now, Hamlet, hear. Tis given ot that, sleeping in my orchard, A serpent stung me. So the whole ear f of Denmark is by a forged process of my death rankly abused. But know, thou noble youth. The serpent that did sting thy atheist life Now’s wears his crown. † (Ghost, 2429) In rder to find out the real truth Hamlet decides to put a play on the hires actors tor reveal the truth. â€Å"And cleave the general ear with hurried speech, Make mad the guilty and appall the free, confounded the ignorant, and amaze indeed† (Hamlet. 2430). The ghost is his father and his father tells him he did not die by a poisonous snake that was lie that everyone in Denmark was fooled by. He tells him the real snake is the person so is wearing the crown. Hamlet would be able to see the real side of his Uncle. The reaction of the King of Denmark will show him if he really killed his father or not. Hamlet quick makes decision of Abdelaal 9 whether to take avenge or not. Rosencrantz and Horatio helped Hamlets put the play on. â€Å"Even those you want to take such delight in the tragedians of the city† (Rosencrantz, 2439. ) Suspiciously, the King of Denmark ends up knowing that Hamlets found out the truth Claudius his Uncle has been hiding, and tried to kill him. â€Å"Get from him why he puts on this confusion grating so harshly all his quiet with turbulent and dangerously lunacy? †(King, 2450). The King wants to get back at Hamlets so he tells Polonies about Ophelia and Hamlet. I do repent, but heaven hath please it so, to punish me with this, and I will answer well, the death I gave him, so again, good, I must be cruel only to be kind†( Hamlet. 2450). Hamlets avoided Ophelia because he loves her and he is seeking for avenge towards his Uncle. Killing his Uncle meant allot to him, because he saw everyone around him mad, and angrily felt that was the right t hing to do, because he is paying death with respect. The king tells Laertes which is Polonies Laertes father, that Hamlet killed his father. â€Å"Not that I think you did not love your father. But that I know love is begun by time† (King, 2477). Now Laertes wants to take avenge for his father. † I‘ll not be jangled with to hell allegiance! Vows to the blackest devil conscience and grace to the profoundest pit! I am damation. To this point I stand, that both the worlds I give to Abdelaal 10 negligence, let come what comes only. I’ll be avenged most thoroughly for my father† (Laertes, 2478). The king brings Hamlets to Laertes so they can fight Hamlets ends up getting wounded, and Laertes end getting wounded and dies. The ling wanted to poison Hamlet; instead the Queen drinks the poison. No, no the drink-O my dear Hamlet- The dink, the drink I am poisoned† (Queen, 2497). Hamlet angrily makes the King drink the poison. † Forcing the King to drink, here. Thou, incestuous, murderous, dammed Dane, Drink off this potion. Is thy union here? Follow my mother? †(Hamlet, 2498). Hamlet was so mad at his Uncle’s ignorance. Hamlet l ooks around everyone is dead so he kills himself. â€Å"O, I die, Horatio, the potent poison quite o’er cows y spirit, I cannot live to hear the news from England, But I do prophesy th’ election lights, on Fortinbras. He has my dying voice so tell him. with, with the occurrences, more and less, which have solicited the rest is silence† (Hamlet, 24997). When Hamlet killed his Uncle, it wasn’t more of decision; his manger towards the loved one dying caused him to make his Uncle feel the same way. However his decision impacted Denmark in good way, because it would no longer be controlled by a bad King. Hamlet was looking at bigger picture. He sacrificed his teenage life for Denmark people to be in good hands. Abdelaal 11 â€Å"Whether tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And, by opposing, end them? To die, to sleep No more and by a sleep to say we end The heartache and the thousand natural shocks That flesh is heir to tis a consummation Devoutly to be wished! To die, to sleep. To sleep, perchance to dream ay, there the rub, For in that sleep of death what dreams may come When we have shuffled of this mortal coil, Must give us pause. There the respect That makes calamity of so long life. † (Hamlet, 2439) Nasty things that luck throws your way to fight against all those troubles by simply putting an end to them once and for all? It sleeps and maybe dreams but worries about life. This is how Hamlet felt before making the decision he made is mind about. Overall, everyone dies. Should have he done something before this tragedy happened? Hamlet was constantly going back in forth. At the end he made a decision by taking avenge for his father and killing himself so he doesn’t face the new of England and not live the rest of his life miserable and feeling guilty. â€Å"Of that I shall have also cause to speak, And from his mouth whose voice will draw on more, But Abdelaal 12 let this same be presently performed, Even while men’s minds are wild, lest more enhance , on plots and errors happen†( Horatio, 2488). The actions the King states become pouted. Hamlet had to put his life on the line for Denmark to punish Claudius. As a young boy Hamlet, was a normal person went to school lived his life, and matured up when he put his life on the line for his country, which ended up in an outrageous ending. Abdelaal 13 Works Citied Crowther, John, ed. â€Å"No Fear Hamlet. † SparkNotes LLC. 2005. http://nfs. sparknotes. com/hamlet/ (accessed June 8, 2012). Shakesphere, Wiiiam. â€Å"Hamlet. † Hamlet. 8th ed. Vol. 1. United States: Matnard Mark, 1984. 2406-500. Print. 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Mars And Venus United By Love by Paolo Veronese Essay Example For Students

Mars And Venus United By Love by Paolo Veronese Essay Mars and Venus United by Love by Paolo Veronese is done in the Renaissance style of painting. This is done in this style, because Poalo Veroneses was a Renaissance painter as well as his teacher Titan. The painting takes place in Rome in the Mythological Era. It is not known who commissioned this work. Emperor Rudolf II in Prague owned this piece of artwork as well as four others of Veroneses paintings. Mars is the God of war; and Venus is the Goddess of love.These are the Roman names for the Greek Gods; which in Greek Venus was called Aphrodite and Mars was actually called Aries. The theme of this painting has to do with Roman mythology. Cupid is tying Mars and Venus together. There are many different explanations that people have came up with to explain this painting. There is always that tie between love and war, even the saying make love not war. The most common translation would be Metropolitan Museum of Art, pg.185 The painting clearly shows Mars and Venus being tied together by a cupid. So I can see why this is the most popular translation of this painting. My personal response was really strong after seeing the painting for the first time. As soon as I saw this painting I knew that it had a deeper meaning to it; and not just some people being tied together by a cupid. I knew right away that it had to do with Roman mythology just from the names. After looking at this painting for a while there is still something that the artist is trying to portray, that is really tough. It feels like there is more going on than what seems. The painting has such a calm tone to it but it gives a little hint of roughness with the sword and the horse, which I think, helps to balance this painting. There is sort of sneakiness to this painting being that it is sort of hidden behind this wall, and that the column of the centaur seems to be looking down at them with a grin on his face. There is one question that I still havent figured out, and would like to know. That is what is going on behind the actual painting, During that time in mythology? What was going on to cause this unification of Mars and Venus?

The Role of Local Culture and Context in English Language Teaching Essay Example

The Role of Local Culture and Context in English Language Teaching Essay The Role of Local Culture and Context in English Language Teaching -Mabindra Regmi The Relation between Language and Culture The structuralists portrayed language as an entity that could be segmented and through learning these segments, the totality would also be learnt. This method has been tested, challenged and in many cases discarded in the world of linguistics. The conception, propagation and inevitable discontinuation of ever new methods has prompted Sowden to express â€Å"there has indeed been methodological fatigue, leading many to the pragmatic conclusion that informed eclecticism offers the best approach for the future. (Sowden, 2007, p. 304). Perhaps, eclecticism is the right trend while implementing ELT methods. One of the factors that should be considered, however, is that there seems to be a deep connection between language and culture unlike the belief of the structuralists. The concept of language teaching now is that of concentration in what the learners learn or w ant to learn rather that what is to be taught. As the classrooms get more learner-centered, it can be assumed that the attitude and the initiatives from the learners’ side will be more prominent. Since a person is shaped by ones culture and local setting, we can assume that the importance of cultural context in language teaching will grow as learning becomes more learner centered. It is in conjunction with this shift of emphasis away from teaching and towards learning, that there has appeared a growing awareness of the role played by culture in the classroom. (Sowden C, 2007, p. 304) It is not only the learners that come with their own culture in the classroom, the teachers also bring their own culture. This is particularly true if the language teacher is not from the locality. We will write a custom essay sample on The Role of Local Culture and Context in English Language Teaching specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Role of Local Culture and Context in English Language Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Role of Local Culture and Context in English Language Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Sowden warns the teacher â€Å"to be aware not only of the cultures of their students and their environment, but also of the cultures that they themselves bring to the classroom† (Sowden, 2007, p. 305). Thus, it can be seen, however inconclusive, that culture of both the teacher and learner plays an important role in the language learning environment and they have to be addressed for effective learning to take place. This intricate mutual relationship between language and culture may be the key to unlock the language teaching methodologies of the future. Whenever we talk about anguage and its use, it is important to figure out the relation between language and culture. There are few things we need to ask ourselves in this regard. Can language exist independent of culture? Is learning a new language (English) definitive of learning the culture of native speakers of English? Who are the native speakers of English? Will the culture of the native speakers be appropriate in the set ting of the language learner? Can language exist independent of culture? A language cannot exist in vacuum. It has to express some objective function when utterances are made or some text is written. When we do make use of language, the production made is generally about what we know or what we have experienced. What we know and experience mostly confines within the local setting that we have grown up and where we are residing. Thus, local context becomes inseparable from the use of language. Is learning a new language (English) definitive of learning the culture of native speakers of English? When we learn a new language, we need to adopt the culture of the target language to a certain extent because the cultural aspect comes amalgamated with the target language. But what about the learners? The learners have their own set of cultural experiences and objectives of using a language. They have their own cultural amalgamation which has to be addressed during target language learning process to make it meaningful and relevant to the learners. We can assume that integration of local culture and context is inevitable while learning a target language. Who are the native speakers of English? The distinction that makes a native speaker is generally very vague and often misleading. It might be important to look into the terminology if we are to explain what English is. A dictionary definition might say that native is belonging to a certain geographic location. In the case of English we must consider the fact that it is spoken in many parts of the world and more and more people are adopting it as the first language of communication. In this setting we must consider the appropriateness of calling certain speakers native and others not. Furthermore, even within the native speakers we find many varieties as in the British English, American English, Australian English, or South African English. If the English language is to be made a ruly global one, one must leave the notion of ‘native speakers’ behind. Will the culture of the native speakers be appropriate in the setting of the language learner? The culture and context of the learner and the native user of English may differ very contrastively. The traditional native speakers of English have their own cultural and contextual setting and it creeps into the language that they use. It should not be surprising thus, that the English used in non-native setting has the purpose of academia without much cultural interference. But can English have the same purpose if it were to only transfer the cultural and contextual nature of the target language? In order to make English learning a holistic experience, it is important that culture and local context are integrated so the learner has a more comprehensive grasp of the language. Different Views Regarding the Role of Culture in Language Class Different people have expressed their opinions regarding the role of culture in language class. Phyak, P has collected four such opinions from various personnel in his article integrating local culture in the EFL context of Nepal: An ignored agenda? The first view expressed by Byram and Flemming (Byram, 1997; Byram and Fleming, 1998) states that the target language culture should be taught in ELT in order to help learners to acculturate into the culture of English countries. The second view expressed by Karchu, Nelson and Canagaraja (Kachru, 1986; Kachru and Nelson, 1996; Canagarajah, 1999) opines that there is no need of teaching target culture especially in the contexts where different institutionalised varieties of English are in practice. Similarly, the third view by Kramsch and Sullivan (Kramsch and Sullivan, 1996) states plainly that ‘local culture’ in TEFL should be taught. Finally, the fourth view by Alptekin, Jenkins and Seidlhofer (Alptekin, 2005; Jenkins, 2005; Seidlhofer, 2001) says that since English is a lingua franca, it should be taught in a culture-free context. In the same article Phyak gives a fifth opinion regarding the use of culture in language class by assimilating the highlights of the above opinions where he advises the teachers to use both target and native cultures with priority to local culture (Phyak, P). Whatever the views of applied linguists all over the world, we cannot disregard two core realities. The first is that while learning a second language, the influence of the culture of that language is inevitable. The second fact is that the learner of second language comes equipped with the culture of the first language. If no association is made between the culture of the first language and the learning of the second one, the learning will not be as effective. Therefore, inclusion of local culture and context should be more prominent in the initial phases and gradually gear more towards the target culture so that the integration is seamless in the end and language skill transition is more comprehensive. English as an International Language Hegemony of English language is a global phenomenon and the onset of modern technology, the computer; and as the choice language of the academia will further strengthen it. Eventually, the spread of English will probably be the root cause for disappearance of majority of world languages. Having said that, one must accommodate the fact that the use of English in international communication is increasing, and thus, it is gaining momentum as being an international language. The rise of English as an international language has created many concerns among the laymen, experts, anglophiles and chauvinists alike. The concerns can be divided into two factions. The first leads us towards convergence of all world languages into one giant English language. Because of the advent of printing, and more recently, media; languages, specifically English; are being standardized so that there is uniformity in the manner we write and speak. Many believe this to be a positive step towards world unification. There may be advantages to uniformity, but the question is; does it outweigh the disadvantages that it might bring in the form of ‘language death’ as expressed by David Crystal or loss of identity? The other faction is made up of personnel who are asking this very question. The prominence of English might be an indicator of decline of other languages. When a language is lost, it is not only the means of communication that is lost with it. There are contextual and cultural associations with languages, and in addition; it also forms the corpora of accumulated knowledge of a community. All this will also be lost with the dying language. Moreover, there is a strong affinity of the language with the identity of a person or a community. Although English may provide with alternate identity, as shall be discussed later in this paper, the primary form of identity shall be lost, especially if the learning of English is subtractive in terms of the first language. Discrepancies aside, internationalization of English is inevitable. The question now remains is how we are going to bring about policies for other languages that are in existence. In order to understand why English is fast becoming a global language, we must try and analyze why is it important for us to learn English. There are many reasons why an individual would want to learn English. i. English may be a factor for obtaining better employment opportunities. ii. English is the medium of communication for business, recreation and competitive tournaments. iii. English is almost mandatory for learners pursuing higher academic achievements and publishing of one’s findings. iv. The knowledge of English may provide higher social standing or identity in many cases. We can see that English language empowers a person both in terms of social and material power. Thus we can see the attraction towards learning English. The choices that the language communities have is either to have subtractive learning of English and forget one’s own linguistic heritage, as is happening mostly in developing countries like Nepal; or to make the learning process additive by retaining one’s own language intact. It can be assumed that the later alternative is more acceptable. The reason for the long windedness of the explanation above brings us back to the core discussion of this paper: local context and culture in teaching or learning English. Now as we have made a huge circle from the inevitable internationalization of English to the better alternate of additive learning of English; it is time to ponder over how we are going to teach English language. English Language, Local Culture and Social Identity If we want to have mastery over English language, then I believe we must find a way to make the language practical to its learners. Just reading the literature of the language or using the language in stereotype British or American cultural setting will not hold much significance to the learner of English as a foreign language. What needs to be done is to bring about association between the language being learnt and the experience of the learners. This will provide platform for practicality of the language being learnt. In order to understand why local context and local culture must be integrated into teaching of English language, we must also be familiar with how culture and local context plays a role in language learning. Culture and Language Reflect each other The common notion regarding the purpose of language learning has been related to communication. Because of the researches done in sociolinguistics and discourse, we should consider the fact that language is not only ‘understanding’ what the other person is expressing but it is also necessary that we understand the text at a discourse level where cultural and individual background conveys deeper meaning to the language items used. Language is not only communicating with words but we have deep rooted cultural and contextual schemata and frames which are reflected in the language that we use. Thus it is important to analyze the meaning of discourse at cultural and contextual level. The reason that we should consider the Frame and Schema theories of discourse analysis when talking about the language is that if we are not able to express or comprehend the schema created through cultural setting, only understanding the text in communication will not be able to justify the meaning that should have been understood. Only through associating and integrating the language that we are trying to learn (English) into social and cultural setting shall we be able to exploit the nuances of the expression made in a language. Englebert believes that there is a cultural variation between the learner and the language and that the â€Å"teacher hosting foreign students must come to terms with the fact that those students are immersed in a culture with which they are not familiar, and that they bring with them not only their limited knowledge of the language, but a myriad of assumptions based on generations of cultural indoctrination†. (Englebert, 2004). These assumptions based on â€Å"cultural indoctrination† are at the core of schema of the learner. Not only the culture of the target language but even the prescribed packaged methodology might create confusion in teaching English as a foreign language. In her study among the Asian students studying in New Zealand, Li found that â€Å"the interactive teaching methods adopted by New Zealand teachers are culturally incompatible with Asian students’ learning conceptualizations. The findings suggest that some teachers’ adoption of the communicative or interactive teaching approach led to Asian students’ negative learning experience in New Zealand† (Li, 2004). This shows that the cultural background and the mindset of the learner should be considered while teaching English. Subsequently, it also indicates the integration of local context and culture of the learner for smoother and more effective teaching learning experience. If the learner of English is only familiar with her own experience based on her own cultural and local setting, trying to incorporate a different language with a different setting will make it literally ‘foreign’. The ‘foreignness’ can be significantly eliminated if local context and culture of the learner is being used in the target language. Thus integrating the cultural and contextual setting in language learning will be important. English Language and Social Identity Bonny Norton has explained that in the current social situation, English language helps create a more powerful identity for the individuals because of the advantages associated with the proficiency of English Language (Norton, 2007). She further explains that construction of identity through learning English are complex and dynamic. The five examples that she has taken in her article all give different perspectives people have for English language based on their cultural and contextual backgrounds. If individuals from different social and ethnical backgrounds have different concepts about how English should be taught and learnt, then we can assume that it is the experience of the learner that is influencing such perspectives. An individual is the product of the local culture and context, so we cannot ignore the importance of inclusion of local context and culture in English pedagogy. Norton recommends that we should not overlook the focus on individual account while teaching English. She further explains that the researches on language teaching and identity is fragmented and it has to be made more organized, and if English belongs to the people who speak it, expansion of English in this Global era is better (Norton, 2007). Inclusion of Local Context and Culture in ELT in Nepal Along with the gathering momentum of inclusion of local culture and context in language teaching across the world, an initiative has been started in Nepal where linguists and social activists are advocating for inclusion of local context and culture, namely, ethnic languages in mainstream education. Alongside with this initiative there are many linguists and teachers of English language who are advocating for inclusion of local context and culture in English Language Teaching. The problem that the Nepali society is facing is how to bring about the implementation of such content and context in English language. Looking at the coursebooks and educational materials, it is evident that the English teaching is heavily influenced by the culture of target language users. Although some content and stories seem that they have local context, but the exercises that follow again reflect to the target language culture. On the other hand, the teachers are also imparted trainings and education aligning with the target language culture. In this ambience, it will be difficult to implement inclusive local content and culture while teaching of English. In order to overcome this impasse, some measures can be taken so that there is a momentum towards progressive implementation of the discussed issue. First, the language policy makers and the educators of the country need to come together to make a master plan on how to develop materials, train teachers and set objectives on inclusion of local culture and context in ELT. Only when a concrete set of objectives and a clear vision of the implementational procedures have been codified, the initiative can move forward. Second, there has to be a mass drive for collection of local content in the form of stories, poems, articles and the like which also reflects local culture. The content corpus has to be exhaustive so that all the major aspects that need to be covered are covered. Agencies like Nepal English Language Teachers’ Association, NELTA, can be instrumental in taking the necessary initiatives. It is wise to include people from different academic, professional, age group, ethnic, gender, and geographical backgrounds to make the corpus comprehensive and complete. Third, the gathered content has to be carefully cataloged, edited and selected for practical use. There may be many ways by which the content can be used. The content can be an integrated one where a little of everything is included, or it might also be ethnic or locality specific where different communities make use of different relevant parts of the corpus. The fourth, which might also be the most important, is to enable the teacher of English to believe that local content and context is not only necessary but is the most effective way of teaching or learning a language. The teacher should also have autonomy to develop content from her own locality adjusting to the need of the learners there. Perhaps the most difficult part of this endeavor will be to discard the prevalent target culture based content in favor of local culture based one. But once the importance is felt and the initiative commenced, language learning process will take a meaningful and applicable turn. The learners then will not be learning English in vacuum but they can associate their own life experiences to the language being learnt. Finally, a monitoring and evaluation mechanism should be developed in order to judge how successful the implementation of the initiative has been. The monitoring and evaluating body can also make necessary changes in the whole process as the problems arise. Association and Comprehension through Local Context in ELT If there is association between the local context and culture, and English Language teaching; the learners might benefit in many different ways. As Lengkanawati states â€Å"we can conclude that the choice and the intensity of using language learning strategies is influenced by many factors, one of which is the students’ cultural background† (Lengkanawati, 2004), the association of local culture and English language teaching might help the learner build better learning strategies. It will lead the learner to grasp deeper meaning of the target language and use it efficiently and productively. Moreover, the differences that lie within the variations of English will make the learner appreciate that context and culture are essential for language learning. All this will lead to a global culture where one retains her native culture while learning that of the target language and thus of the whole world. We have discussed previously about the nature of association between language and culture. In addition, we also discussed about the emergence of English as an international language and the advantages of learning it. Then we went on to how local context and culture can be integrated into teaching English in Nepal. Now, we shall focus on advantages there might be in integrating local context and culture while teaching English in three different stages. The association of local context and culture can be done in three levels: using local context and culture while learning English, Using the context and culture of the target language, and integrating the two cultures to create multicultural or global comprehension. 1. Using the local cultural and contextual setting while learning English. Using local context and culture will enable the learners to grasp the deeper meaning of English because they can associate the cultural and contextual meaning that they are familiar with. In Barfield and Uzarski’s findings, â€Å"the classroom observation showed that students in pair and group works were more interactive when they had to discuss on their local cultures than when they had to discuss on different stories or texts which they were not familiar with. † Contextualization will further enable the learner to be proficient in the language at a faster pace. The learner will understand how a different language is not very different from one’s own. This methodology needs to be applied on the learners at least at the beginning. The learners must be given ample opportunities to interact in the target language. This is only possible if the content that is being used is related to local context or culture. If target language culture is given as a topic of interaction, the learners may have nothing to contribute and will be less willing to proceed further. 2. Using the culture and context of the target language The users of the target language are varied. There is no single context or culture that defines a language like English. Therefore, it will be difficult to identify the target culture when we talk of English. This also indicates that even within the same language there is influence of local context and culture. This will make the learner understand that the language is not entirely free from the culture and context of a community. For example, we can take metro English that the Londoners’ use. It is very different from the traditional Standard or BBC English that we learn in Nepal or the other parts of the world. Sometimes there is a discrepancy in lexical meanings and pronunciation too. A pavement for the British might be sidewalk for the Americans. A mate is a friend in Australia and spouse in England. The fact that even among the native speakers of English in different countries the linguistic items have different meanings will enable the learners to realize that culture or local context is the key factor in using and understanding a language. It will also give an insight that language is culture and context specific and not medium specific. To clarify this statement we can safely assume that the people coming from same cultural and contextual setting will share more meanings than people from cross-culture sharing the same language. This demarcation will be of vital importance because the learner will be able to comprehend that to understand a person is not only understanding the language but understanding the local context and culture as well. It will further inspire the learners of English to be familiar with different cultural settings of the people that use the language. This kind of interpretation of language should be carried out at intermediate and advanced levels where the learners have been made familiar of the inclusion of their own cultural and local contexts while learning English. 3. The emergence of a Global culture When more and more people start becoming familiar with the local culture and context of more and more places, then a common, integrated culture will emerge. This is the Global phenomenon that has been extensively discussed in every sphere of modern human civilization. This global concept of the language and cross-cultural integration should be the ultimate outcome of language learning. When we are able to identify issues of global importance and contribute to it in a local way, then we will be adherent to the post-modernist maxim of â€Å"think globally, act locally†. This is a concept that might be difficult to understand for many learners. There is also a paradox of going local to harbor a global outlook. This in turn complicates the nature of language that we use in the modern world. The learners of languages, and specifically of dominant language like English, should consider the integration of local context and language. Considering the complexity of the process and inputs, learners of the tertiary level of English should be taught at this comprehensive level. Assimilation of Various Cultures for Global Interpretation Barfield and Uzarski have a very interesting notion regarding language integration when they opine that even if an indigenous language is lost, which is happening at an alarming rate all over the world, through integration it can be preserved within another language like English. Interestingly, despite the loss or future loss of an indigenous language, the â€Å"roots† of that indigenous culture can be preserved through the learning of another language, such as English. (Barfield and Uzarski, 2009) This is one notion that can be construed as positive aspect of assimilation of local culture into a Global one. Even though we might have strong opinions regarding local languages and cultures that we have inherited, and feel strongly towards dominance and ultimate displacement that a language like English will do to other local languages, the only way to actually save a part of the culture and local form of language might be through English. In order to achieve this, it would be important to integrate local context and culture in teaching languages like English. On the other hand, because English is fast becoming the lingua franca of the world, there should also be a global ownership of the language. If we consider only one of the cultures of the native speakers then the globalization of the language will not be possible. In order to truly make a language like English a global one, and for all the cultures to feel that they are also a part of this global phenomenon, integration of local culture and context is important. So, at the end, every individual language community can feel the ownership of global English through integration and assimilation. Contrastively, the cultural and local contexts of societies that use English language are varied and it would be impossible to integrate everything about all the cultures. To make it comprehensible in the global arena, we should find out commonalities that exist in all the cultures and localities across the world and try to establish a common contextual and cultural condition for the language to evolve into a Global Language. Such understanding and cohesion will provide â€Å"the abilities to perform effectively and appropriately with members of another language-culture background on their terms† (Barfield and Uzarski, 2009). Conclusion This article has assumed certain developments in English language based on current global trends. It has assumed that English is fast becoming a global language and it will become more so in the future. It has also assumed that the local languages will decline and decay in the face of English as their adversary. Considering these base assumptions, the article has provided insight into understanding the importance of English language and equal importance of using local context and culture while teaching English. In conclusion, we can reaffirm the essence of the whole discussion in the following manner: first, we need to understand that we use English as a method of communication and this language is fast becoming a global anguage. Because we use it in our communication, the language cannot be excluded from the local context and culture because they are what we are likely to be communicating about. There may be differences in opinions regarding how or if local context and culture should be used in teaching English, but it is essential that we integrate local context and culture. Se cond, use of local context and culture in teaching English will depend on the nature of the local setting. Same system may not be applicable in all communities. Therefore, how the integration is to be done should be tailored to suit the needs of a particular community or a country. In case of Nepal, this can initiate with development of content corpus based on multilingual communities existing in the country and making a broad plan on what and how to integrate the content thus collected and selected. Third, the use of local context and culture can be done following a procedural format where local context and culture can be given more priority in the earlier stages of learning English language. Slowly, learning of the culture and context of the target language is to be achieved for more comprehensive understanding. When integration is done among various communities and language groups, then English will emerge as a true global language with global ownership. Finally, we should also consider the possibility that many present languages of the world might one day die. And the only possibility of its context and culture to be passed on may be through integration into a dominant language like English. All these expositions make the use of local context and culture in English Language Teaching a necessity.

Impact of marketing communications on customers’ attitudes and behaviour. The WritePass Journal

Impact of marketing communications on customers’ attitudes and behaviour. Introduction Impact of marketing communications on customers’ attitudes and behaviour. Introduction The aim of this essay is to explain how marketing communications can be used to change customers’ attitudes and influence customers’ behaviour. Marketing communications play a significant role in changing customers’ attitudes because customers have different attitudes and it could be positive or negative attitudes. Attitudes are erudite from past experiences which may relate to the product itself, brand and purchasing decision. According to Hughes and Fill (2007) â€Å"attitudes are defined as the expression of an individual’s feeling towards a product, service or organisation†. Customers’ attitudes could not be observed directly but it can be detected by using market research methods. There are three main components of attitudes which are cognitive (learn) that is; what target audience know about the product or service, affective (feel) is what they feel about the product or service and conative (do) is about the action taken based on their knowledge and feelings. This essay will cover information processing models, attitudes formation and change, and customers’ response behaviour. There are different models that could be used to communicate to both customers and potential customers. These models are AIDA principle (Attention, Interest, Desire, and Action) (Blythe 2006), McGuire’s information processing models (Shimp 1997), AILA models and hierarchy of effects model are used by organisations to communicate messages to the customers or potential buyers (Blythe 2006). The AIDA model lacks in the retention ability of the consumers, also quite simplistic. This will allow the author to focus on McGuire’s information processing model which emphasis on the retention, which is very important in a communication campaign. Shimp (1997:118) identify the stages of McGuire’s information Processing model which are; Exposure to information, Selective attention, comprehension of attended information, agreement with comprehended information, retention in memory of accepted information, retrieval of information from memory, consumer decision making from alternatives and action taking on the basis of decision. These points will be discussed below. However, the first stage is to expose the information to consumers, that is; consumers should be aware of the messages being delivered. â€Å"Exposure means that customers come in contact with the marketer’s message (they see a magazine ad, hear a radio commercial, and so on)† (Shimp, 1997 p.118). Thus, this stage is a crucial stage because it is necessary for consumers to be aware of the messages but it does not guarantee communication success in the sense that the message might not have any impact on consumers. The next stage is selective attention. Consumers attend to a message being aware of and reflect on a message. However, attention is extremely selective because not all the messages being exposed to would consumers pay attention to; consumers could only pay attention to the advertisement that is relevant to them. Therefore â€Å"selective attention occurs as a result of limited mental ability to process information; ego-defence; the personal relevance of the information to which the individual is exposed; and limited motivation to process† (Kitchen, 1999 p.161). Moreover, consumer needs to comprehend what is attended to. This means that, the message which has been attended to must be clearly understood by consumers that is, consumers should be able to understand and interpret the message. Therefore marketing communicators have to ensure they comprehend customer interpretations and their messages reflect them. However, having comprehended the message, consumers need to agree with what they have understood in the message. Though, this does not guarantee that the message will change consumers’ attitudes or influence their actions, the agreement could only state whether the message is reliable or not with the values that are essential to consumers. Furthermore, the next stage of information processing is message retention, search and retrieval. This involves consumers’ ability to retain and recall the message and how customers could access and retrieve information/message when making buying decision. However, marketing communicators need to ensure that the messages enter customers’ long term memory by highlighting the benefits, and where messages can be retrieved to influence future decision†¦ (Kitchen, 1999). The next stage is for customers to decide among alternatives that is, which product or brand to purchase. However, at this point it is not always easy for customers to decide on what brand or product to purchase because consumers might have stored different information in term of facts, beliefs, and benefits and so on in their long term memory about each product or brand. It is possible for consumers to recall from his or her memory attitude toward relevant alternatives and pick the one that affect individual positively. However, Shimp (1997) stated that when making choices under nondominant situations, consumers must give something up in order to get something else. That is, high involvement decision making most always requires that trade-off be made. The last stage in information processing is for consumers to act on the basis of the decision. For consumers to act positively toward the brand or product, marketing communicators must make use of communication tools especially sales promotion such as BOGOF-buy one get one free, discounts and so on. Moreover all marketing communication tools must be coordinated and integrated in order to get consumers act fast. Thus, having gone through information processing model, the author believes that this information processing could form consumers’ attitudes.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dibb et al (1997) also defined attitude as an individual’s enduring evaluation, feelings and behavioural tendencies towards an object or activity. Blythe (2006) states attitudes can be formed by translating customer’s needs into motivation to process information, and consequent exposure to stimulus and the processing of this information leads to cognitive responses and affective responses which may lead to conation, or intended behaviour of a customer. This means that customers learn about a product, they feel and take either positive or negative action based on what they’ve learnt. Cognitive, affective and conative are the three main components of attitude identified by Fill (2009). These three components tend to be consistent that is, a change in one attitude component tends to create related changes in other components (Botha et al, 2004). Cognitive component is about customers understanding or knowledge about a product, brand or service. Customers and potential customers tend to learn more about the products they intend to buy. For example, when a customer lack information or misunderstand a brand or product attribute, marketing communication must play a significant role by providing right or up to date information about the product or service and this will facilitate customers to learn and allow them to see the clear picture (truth) of the product, information should be rational that is, it must be based on facts. However, â€Å"it is important that the level and quality of the information provided is appropriate to the intellectual capabilities of the target audience† (Fill, 2009:153). In order for customers to learn more about a product or brand, marketing communication tools must be adopted such as advertising or public relations. These will create awareness, give full information about the product and infl uence the way customers see a product. Although while advertising is said to be more sophisticated in order to stimulate demand, consumers do fear the manipulative and subliminal techniques that is used (Heath and Heath 2008) cited (Pollay and Mittal 1993). Affective component has to do with customers’ feeling about a product or service. It is possible for customers to feel positive or negative about a product or brand. However, it is important that customers have positive attitude toward a product or brand because this will prompt both existing and potential customers to buy the product or brand but when customers develop negative attitude to a product or brand, this would be difficult to change therefore information provided for customers at this stage should be emotional rather than rational approach because emotional messages could be used to change customer’s feeling and their interest to use the product or brand. For example a tone of a voice, attractive colours, suitable music, style and so on. All these could be used to generate emotional disposition about a product or brand. Furthermore, conative component signifies the result of the cognitive and affective components whether to buy or not to buy the product (Botha et al, 2004). This means that customers take action based on their knowledge and feelings whether to accept or reject the product/brand. Fill (2009:155) states that â€Å"a conative approach stimulates people to try, test, trial, visit (a showroom or website) a brand usually free and often without overt commitment.† This involves the customers to try the products/services before beliefs or feelings are changed  either negative or positive about the products/services and this can be achieved through marketing communication tools such as sales promotion, direct marketing or personal selling. These tools can be used to force behavioral change for example sales promotion prompts customers to try a product or brand, direct marketing promotes a response from customers and engages in interaction, and personal selling remind the customers abo ut the benefits and persuade them to take positive actions. However, sale promotion for example could be by given free samples of the product to customers or organize an open days where potential customers and their families partakes in trial sections. Thus, at this stage the priority of marketing communications is to change customers’ attitudes in line with organization culture and this must be continuous and ongoing  process which takes time. Marketing communications can change customers’ negative attitudes into positive attitudes. Attitude towards a certain brand or product/ services are quite important dimension since they affect consumer’s tendency to purchase. It has to be emphasized that attitude is often difficult to change, with a coordinated communication campaign, this can be changed overtime. For example, if a consumer is of the view that smoking kills, no amount of persuasive information or advertisement can change such believe. According to Fill (2009) there are different techniques used by marketing communication to change customers’ attitudes. The author will explain these below: Firstly, marketing communication can be used to change customers’ misunderstanding. It is possible to change customers’ misunderstanding about a product or brand through product demonstration and functionality. For instance, if a potential customer have a negative impression or misunderstand the benefits of a product, communication campaign could be done to correct this impression by changing the packaging or the name of the product. Secondly, marketing communication can be used to change customers’ performance beliefs. Customers’ attitudes about a product or service can be change through appropriate marketing communication campaign for example, if a product presentation is in doubt, marketing communication could be used to provide   right information to correct the misperception. Also, marketing communication can be used to change consumer priorities. For example, if customers are too focused on one feature of the service or product say price for example without recognizing the variety of benefits it gets, a communication campaign could be used to change this attitude. Furthermore, marketing communication can be used to change the physical product element by modifying or reformulating the product. Using communication campaign might change consumer’s attitude and perception. Marketing communication campaign can also be used to change competitor’s perception- Changing the way competitor’s products are perceived by customers can differentiate the company brand positively. Lastly, change attributes priorities can be used to change attitudes that is, initiating a strategy to differentiate attribute can change attitudes. For example, by stressing the importance of ethical organisations behaviour such as cause related marketing and giving back to the community or third world countries, over rival competitors who stresses on innovation. Having gone through attitude formation and change, there are some models to consider in customer’s behaviour response to marketing communication. One of the models is AIDA model which will be discussed below. Procter et al .(1982) cited by Ayanwale et al (2005) states that the principal aim of consumer behaviour analysis is to explain why consumers act in a particular way under certain circumstances. Barry and Howard (1990) cited in Egan (2007) also states â€Å"that proponent of the traditional hierarchy framework suggest that customers respond to message in a very ordered way that is cognitively (thinking), then affectively (feeling) and conative (doing).† This means that customers respond based on what they know and their feelings about the product or service. Yorke and Littler (2011) assumed that learning about a product will lead to customers’ feeling about the product that results in the buy of the product. Also, stated that it is a learn-feel-buy model of consumer responses to marketing communications. This also means consumers response to marketing communications based on what they know, feel about the product or brand then take action. However, AIDA is one of the models of marketing communication based on a hierarchy of effects. Blythe (2006) states that AIDA is an easy model of consumer response to marketing communications and it stands for Attention, Interest, Desire, and Action. These are four steps marketing communicator needs to take customers through before they buy a product or brand. Moreover, cognitive component signifying that marketing communicator must get customer’s attention first before doing anything and this could be done for example using powerful words, music or pictures that will grab customer’s attention. Developing interest and desire to buy a product or brand are parts in the affective component, that is, where positive attitude toward the product or service required. The last stage is action which is the conative component where customers and potential customers take action, that is, to buy or not to buy the product. Yorke and Littler (2011) also assumed that progression logically through the AIDA stages is not always possible it depends on the product or service being offered and the target customers. However, attitude influences purchase decision. In some cases exposure to certain brand(s) through advertisement message may tempt the consumer to purchase the product, if the consumer on the other hand is dissatisfied with the purchase, or does not match the expected promises or requirement from the advertisement, then a process known as dissonance occurs. If this happens the advertised message will be viewed in a different way. In conclusion, marketing communications play a significant role in changing customers’ attitude and influence customers’ behaviour. Having considered McGuire’s information processing model, attitude formation and change and also consumer’s response behaviour, it could be said that customer’s attitude is not easy to change. This means attitude can be complex and difficult to study because different customer have different attitude for example, customer’s attitude A towards a product or brand may be different to customer’s attitude B. Attitude can be inferred from customer’s behavioural pattern or by creating a group of discussion to observe the consumers, or by simply using market research methods. Marketing communicators should understand customer’s behavior in order to provide them with right information. REFERENCES    Ayanwale, A. B., Alimi, T. and Ayanbimpe, M. (2005) ‘The influence of advertising on consumer brand preference.’ Journal of Social Science, Vol. 10, pp.9-16 Blythe, J. (2006) Essentials of marketing communications, 3rd edn. FT Prentice Hall. Botha, J., Strydom, J., and Brink, A. (2004) Introduction to marketing, 3rd edn. Juta and Co Limited, South Africa. Dibb, S., Simkin, L., Pride, W.M., and Ferrell, O.C (1997) Marketing, 3rd edn. Houghton Mifflin. Egan, J., (2007) Marketing communications, Thomson learning, Bedford Row. Fill, C. (2009) Marketing Communications: Interactivity, communities and content, 5th edn. Harlow, FT Prentice Hall. Heath, M.T. and Heath, M. (2008) ‘(Mis)trust in marketing: a reflection on consumers attitudes and perception’ Journal of marketing management Vol. 24, pp 1025-1039. Hughes, G. and Fill, C. (2007) Marketing communications, 1st edn. Butterworth- Heinemann. Kitchen, P.J. (1994) Marketing communication: Principles and Practice 1st edn. Thomson Business Press, Cornwall. Shimp, T.A (1997) Advertising, Promotion, and Supplemental Aspects of Integrated Marketing Communications, 4th edn. Dryden Press. Yorke, D. and Littler, D. (2011) AIDA Model [Online] Available from: blackwellreference.com/public/tocnode?id=g9780631233176_chunk_g97814051025444_ss1-1 {Accessed 17 March 2011}

The Competitive Advantages of Apple Inc Literature review

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