Media Audiences Essay Example | Topics and Well Written Essays - 3000 words

Media Audiences - Essay Example The intention of this study is technology as one of the aspects in the twenty first century that has not only changed the ideas, notion and perceptions of the human beings but also the way people live their lives. It has become one of the most significant and considerable facets of human lives. Moreover, the technological changes and the advancement in technologies in the last few years have proved to be much more in comparison to the previous hundred years. Furthermore, the exponential boost in the advancement and innovation is technology is in a continuously growing process. Therefore, no one can neglect the truth that the humans are now living and belonging to the society that has exquisitely become reliant on science and technology. In fact, according to one of the authors â€Å"Technology is one part of the complex of relationships that people form with each other and the world around them; it simply cannot be understood outside of that concept†. Due to such an immeasurab le development and progression of technology, it has gained and dominates over all pieces of human lives, weather it is business, health care, education, entertainment, travelling or personal relationships. Whilst looking at the world of business and commerce, one can figure it out that ecommerce has altered and transformed the business community and how one thinks about while doing business. From small business enterprises to giant multinational corporations, every businessperson is making the most of the technology in the today’s fast-paced world of online market. ... Therefore, mass media has become a powerful and prominent figure for the entire populace of the world (Haour, 2004). Audiences come under immense effects on a short-term, median-term and long-term basis by the technology and media due to its influential powers. The short-term effects of technology and media not only expose the people with the awareness and providing knowledge about an entity, but also modify and revise the obsolete and outmoded or inaccurate information, and increase their recall abilities about a meticulous announcement or advertisement. When the attitudes, beliefs, behaviors and opinions about social norms changes or alters within a person, that individual comes under the intermediate or median-term effect of technology and media. However, the long-term effect of technology and media relates and integrates all the impact of short-term and median-term in conjunction with focused streamlining the alleged norms and preservation of behavioral change (Napoli, 2011). The ideas about the audience dependency on technology have come under a range of studies and researches in the precious decades. The consequences of media exposure provides with the fact that the effect of media and technology on audience are diverse and wide-ranging. In addition, it has also been an understanding that audiences also leave an impact on the media with the intensity and incidence of their usage. Media and technology have come under advancements with a prime objective to promote social change in developing and under-developed nations. Therefore, with respect to this objective research studies have identified and concluded that knowledge gap and media exposure over time are the factors that affects and shapes the

Breaking the First Two Rules Agents of Repression and Subversion in Fight Club :: Essays Papers

Breaking the First Two Rules Agents of Repression and Subversion in Fight Club "The first rule about fight club is you don't talk about fight club. The second rule about fight club is you don't talk about fight club" (48). The first two rules governing the underground fighting rings of Chuck Palahniuk's novel Fight Club serve as more than an attempt to maintain the secrecy of the illegal clubs. The explicit definitions of what the novel's characters can and cannot think and talk about set the stage for the story's examination of the repressive forces of society and the psychological consequences of the ever-present cultural 'no.' The nameless narrator who creates the fight clubs exists in such a state of cultural insulation and repression that the only sublimation of his unconscious desires he finds possible is the projection of the mental struggle between his conscious and unconscious minds into the physical world. This projection starts with physical combat between the two members of the split subject, but eventually gives way to the complete seizure of contr ol by the unconscious half - Tyler Durden - whenever the narrator's conscious half-falls asleep. This drastic realization of Freud's theory on satisfying unconscious desires in the dream state does indeed break the narrator out of the suffocating comfort of his normative social roles. However, as the narrator's unconscious mind gains increasing control over his daily activities, its destructive tendencies begin to destroy not only everything that the narrator hates about his life, but also everything that he discovers makes life worth living. In the beginning of the novel, the narrator finds little meaning in his life. Completely disillusioned with his job, his love life, and most of all himself, the narrator summarizes his role in consumerist America in the bleakest terms: "Pull a lever. Push a button. You don't understand any of it, and then you just die" (12). In the narrator's perception, materialist priorities have "people chasing cars and clothes they don't need†¦jobs they hate" (149), and have led him to a point at which he realizes he is "a thirty-year old boy" (51) living in a condo he describes as "a filing cabinet for widows and young professionals" (41). Following all the steps prescribed by society-going to college, getting a job, becoming self-supportive-has led to a dead end for the narrator, prompting him to reflect, "I hated my life. I was tired and bored†¦[and] couldn't see any way to change things" (172).

Teaching With Affection Teacher Student Relationship Education Essay

The affectional sphere and the emotional factors that influence in the learning procedure of a pupil have been of involvement in the field of linguistic communication instruction for a figure of old ages. However, the focal point of this research is how learning with fondness by portion of instructors can bring forth a positive impact in the studentA?s larning procedure. Several pieces of research have demonstrated that learning with fondness has a positive impact on the studentA?s larning procedure. In fact the affectional relationship between the kid and the instructor has an huge impact for promoting the childrenA?s societal version and rational success at school. These thoughts are non new because a figure of research workers have stated learning with fondness encourages a positive development in the pupils through high degrees of heat and communicating. The end of this research paper is depicting how a methodological analysis based on learning with fondness can hold a positive impact in the studentA?s larning procedure in a 2nd linguistic communication. With the purpose of bash this, the research is traveling to specify what fondness and learning with fondness is, and is traveling to distinguish it from other methodological analysiss. Peoples who believed in this new methodological analysis as portion of the instruction procedure are precursors of a teaching method based on love ; hence, they need to be named as they finds and chief decisions. Internal as external factors are presented in scholars and it is indispensable have knowledge of them in order to avoid the negatives and increase the positives. Therefore, the teacher-student relationship can be understood in a better manner every bit good as the several advantages as for pupils as instructors within the school and household context. The usage of love and fondness through act ivities that are concerned in the affectional side of scholars alternatively the cognitive ; and the individual alternatively of the subject are cardinal for the pupil ‘s larning procedure in a 2nd linguistic communication. Teaching is non an easy work ; it demands clip, forbearance, attempt, and cognition. But, even though some instructors have all these constituents they do non obtain good consequences with their pupils. It was this issue that caught my attending and interested me for look intoing in a elaborate manner. It was in this manner that seeking information added to my old cognition I found the fondness given by instructors is important in the studentA?s larning procedure. The affectional relationship between person who is in charge of another has a positive impact in his/her societal and personal development. In this instance the relationship would be between the instructor in charge of the category and the pupil ; hence, such relationship would be like a parent and a kid. This connexion is rather similar to the instance of a female parent and her newborn babe. If the babe receives adequate love and fondness he will turn up healthier, he will be able to accommodate to different contexts in a better manner, and he will hold a good physical, societal, personal, and cognitive development in his life. In contrast, if this babe does non have fondness he will non hold the footing for a good development which will trip many disadvantages for his life, for that ground Ainsworth, Bowlby, Cassidy, Weinfield, Sroufe, Egeland ( 1969/1999 ) quoted by Maldonado ( 2006 ) , stated: The affectional relationship theoretical account established between the kid and the defender in a household context will go the footing of his or her socialisation procedure and the manner he or she adapts in other contexts ( for illustration, school ) ( p.2 ) Through this illustration it is possible to associate the affectional relationship between a instructor and a pupil because the fondness given by a instructor can do large alterations in the life of a kid as in the academic success as in his/her full life. Nevertheless most of the times are mentioned constructs like affectional relationship, learning with fondness, affectional interaction, but what affect means. The term affect has to make with facets of our emotional being ( Arnold, 1999 ) and in our currant yearss it can be considered as facets of emotion, feeling, attitude, and temper. Therefore, the map in which the affective sphere is portion in the acquisition procedure is cardinal for making a holistic manner to learn. Cognition used to be the most of import point for acquisition ; but today the combination of knowledge and fondness has increased the possibility of an integrative attack that is non merely concerned about head, but bosom excessively. Ernest Hilgard ( 1963 ) rec ognized acquisition and knowledge specializer states the demand for an integrative attack: â€Å" strictly cognitive theories of acquisition will be rejected unless a function is assigned to affectivity † . As a effect today we can see the knowledge and the fondness as an integrative system, where the combination of both can better the studentA?s behaviour from a comprehensive apprehension of the individual. Besides it creates a better method for larning a 2nd linguistic communication where the interaction between the instructor and the pupil is the indispensable. Interest in affectional factors, and learning through fondness is non something new. Several research workers and authors have investigated about these subjects with the purpose of bettering the manner how instructors teach. Within the most accepted research workers it is possible to call the parts of Pestalozzi, Lozanov, Montessori, Sutherland Neil, Moskowitz and many others. Although some of them did non specifically advert the fondness as a manner to learn in their Hagiographas they implicitly did. One of the precursors of this conceptualisation was Johan Pestalozzi who believed kids needed an emotionally unafraid environment and the schoolroom in bend should be like a household ; hence the classroom must possess the ambiance of a loving household. Another research worker involved in the educational issues and it had a similar overview was Alexander Sutherland Neil who stated that kids must be happy and free ; they must have attention and love for accomplishing self-government and critical thought. MoskowitzA?s thoughts of using humanistic activities with the pupils with the purpose of larning a 2nd linguistic communication were another advanced system for learning in the 20th century. Through the usage of humanistic activities she stated it is possible interrupting the ice and acquiring the pupils speaking about themselves. Such activities are cardinal for pupils who are larning a 2nd linguistic communication due to they experience motivated for pass oning something that truly affairs to them. Those ideas were revolutionists, but at the same clip they were non good seen by everybody. In malice of this, those thoughts for bettering instruction through the affectional and societal development of the pupils had come to new coevalss of instructors. The linguistic communication acquisition is really influenced by some internal factors of scholars which can further or avoid the procedure. Krashen ( 1981 ) established a theory of 2nd linguistic communication acquisition composed by five chief hypotheses. The 5th hypothesis is related to the affectional filter presented when we get a 2nd linguistic communication. He stated pupils with motive, self-esteem, and low degrees of anxiousness are much more likely to be successful in their procedure of geting a 2nd linguistic communication. On the contrary, if pupils have low degree of motive and self-pride and high degree of anxiousness will non be able to come on of course in their 2nd linguistic communication procedure. KrashenA?s hypothesis reaffirms that there are some factors that enable or perplex the possibility scholars get the linguistic communication. One of the most normally and influential factor is motive ; which can be intrinsic and extrinsic that will depend on where comes from. Intrinsic motive that comes from the scholar is important for the development of a 2nd linguistic communication because if you do non experience motivated for making something you are non traveling to make that. The extrinsic motive that comes from external factors appears as a consequence the desire of acquiring a wages or avoiding a penalty. Even though both types of motive are indispensable for prosecuting the pupils in the development of a 2nd linguistic communication, and both are complementary it seems the intrinsic motive is more meaningful for scholars. Chomsky ( 1998 ) quoted by Arnold ( 1999 ) conveyed this issue through this manner â€Å" The truth of the affair is that approximately 99 per centum of instruction is acquiring pupils interested in the stuff † ( p. 30 ) . This duality between intrinsic and extrinsic motive can complement to each other because if there is involvement for acquiring a good grade or winning something ; possibly the pupil is travelin g to be interested in larning more because he/she realizes is good making that. Therefore, from an external motive an internal motive arises. Another factor that negatively affects the learning procedure of a pupil in a 2nd linguistic communication is the anxiousness. The anxiousness is one of the affectional factors that hinder and damage the relationship between the scholar and the procedure of larning a 2nd linguistic communication. This factor is related to pessimistic feelings such as defeat, insecurity, fright, and tenseness which become dulled the teaching-learning procedure. It is non truly clear why this negative factor appears, but in the acquisition of foreign linguistic communications and 2nd languages the anxiousness is one of the factors that provoke more jobs with the pupils. Some research workers believe anxiousness emerges after a individual has been ridiculed by stating something incorrect, for case. Another possibility is the anxiousness comes from the childhood of a pupil ; hence, in that instance the scholar has a rejection for something that took topographic point in the yesteryear. In order to cut do wn the anxiousness instructors can do large attempts for diminishing the high degrees of anxiousness through love and fondness. The teacher-student relationship is cardinal in this facet because they can make environments that make pupils experience comfy in the category. Teachers can advance the self-esteem and assurance of the pupils with high degrees of anxiousness and supplying them chances for take parting in the category. Furthermore, instructors must cut down the competition within the category, they must promote their pupils through the relaxation, laugh, and merriment, and eventually they must advance pupils use positive phrases and larn to believe in themselves ( Arnold, 1999 ) . If instructors follow these straightforward procedures they can do a immense alteration at the minute their pupils face the learning procedure of a 2nd linguistic communication. Although, the involvement for look intoing the affectional relationship is non wholly new, in recent old ages research workers have been concerned in a peculiar type of affectional relationship: the teacher-student affectional relationship. Sundry of surveies have agreed the passage from the household context to the school context concentrating on the elements the kids learn and assimilate from their early relationship theoretical accounts with their basic attention givers, and the transference of these elements to relationships with others ( i.e. their equals ) in a non-familiar context ( Elicker, Englund & A ; Sroufe, 1992 ; Bryant & A ; DeMorris, 1992 ; Dodge, Pettit & A ; Bates, 1994 ) . The function of the instructors in the school in non simply rate the studentA?s public presentation, command the subject, and to be concerned of learning the contents. Teachers besides are disquieted of the personal jobs of the pupils, their demands, and give them love and care when they require it. Therefore, instructors assume the utility function of a female parent, a male parent or a attention giving figure. The positive passage from the household context to school context will depend on the societal and affectional interaction between the kid and his/her instructor. In the first old ages and with the changeless interaction among the kid and his/her parents the kid learns a assortment of accomplishments, outlooks and motives that she/he will convey to other people. These people in the hereafter will be her/his instructors ; the most close people in the school. Pianta et. al accomplished a research in which they discovered a connexion in the security provided by the teacher-student bond and the mother-child bond, so if be a good relationship between the female parent and her kid it will hold a satisfactory fond regard between the instructor and the pupil. The first theoretical accounts kids have in their childhood can forestall negative factors such as unequal behaviour and jobs related to the societal version and success at school. Warmth and fondness occur in the context of day-to-day modus operandis, activities and interactions at the schoolroom. These qualities must be reiterated by portion of instructors due to the thought is pupils experience engaged with what they are larning. Therefore, if they see warmth and fondness in some instances and in other state of affairss they see their instructor is out of control they are non traveling to experience secure for holding a good relationship with their instructor. If there is an emotional environment and instructors willing for working with their pupils and sing their affectional side, non merely the cognitive 1 it can happen tremendous alterations with respect to the studentA?s behaviour and the academic development of them. Harmonizing to Twardosz ( 2005 ) Warmth and fondness contribute to procure relationships between kids and grownups ; supply theoretical accounts of positive, soft behaviour ; are linked with kids ‘s ability to interact positively with equals ; and can assist incorporate withdrawn kids and kids with disablements into the equal group. ( p.2 ) As a consequence learning with fondness provides several advantages for scholars sing their personal and societal development and at the same time contributes to a better relationship between the scholar and her/his instructor. At the minute to larn a 2nd linguistic communication pupils seem to hold some frights which interfere with the development of larning the mark linguistic communication. Factors that were seen before similar deficiency of motive and anxiousness may arouse a distant relationship between the pupils and the 2nd linguistic communication. As instructors do non desire a cold fond regard they must be sensitive and emotional with the procedure to learn a 2nd linguistic communication. A linguistic communication which is non the studentA?s female parent lingua can ensue hard at the beginning, particularly if scholars have had to confront a traumatic experience. ( e.g. , schoolmates ‘ gags ) . Therefore emerged an attack focused in group kineticss with the intent to better the teaching-learning procedure in foreign linguistic communications. Kurt Lewin ( 1945 ) who was coined the term group kineticss to depict the positive and negative forces within groups of people. After this, he was foc used on how group kineticss could be applied to existent universe and societal issues. The theory of group contributes to the apprehension of what happens in the schoolroom and it is potentially fruitful for the linguistic communication learning profession. Teachers who are involved with their pupils and truly desire to advance the teaching-learning procedure of a 2nd linguistic communication should be focused in the group kineticss due to they promote the studentA?s liberty and motive for larning a 2nd linguistic communication. Furthermore, they improve the deficiency of subject among the pupils. This attack is concerned chiefly in what occurs between people and how that affects what goes on inside them. It is recommended instructors who are in charge of a category dedicate clip to their pupils and the group ‘s procedures. Besides, they should utilize warm up activities with the purpose to interrupt the ice at the beginning of a class with pupils who do non cognize to each other. Furthermore, it is of import to advance the relationship among the pupils which will better the schoolroom interaction. This can be accomplished by a assortment of activities through brace and group work ; nevertheless, it is indispensable to set up some norms and regulations agreed antecedently by the pupils. Working with group kineticss have a figure of advantages as pupils as instructors. Therefore, this attack can be successfully used for learning foreign linguistic communications because of the security pupils feel at the minute to larn something new, the different parts they can do as a group of work, and the control of the category instructors can hold when they are in forepart of the category. Harmonizing to all the informations presented it seems the Pedagogy based on love has all the elements required for the betterment on studentA?s larning procedure in a 2nd linguistic communication. Lozanov set up pupils must larn in an emotional and unafraid environment from which they will in the hereafter develop their liberty. This construct is based on the development of the Suggestopedia method, one of his most of import plants. This learning method is a sort of release system where scholars feel free, relax, secure and without force per unit area to larn the mark linguistic communication. It is therefore the method is concerned chiefly in the individual, non in the content. The application of this method benefits the teaching-learning procedure every bit good as green goodss advantages in wellness and societal relationships. Lozanov and Gateva ( 1988 ) â€Å" sets up a secure environment, waits until independent behaviour begins to attest itself, and so gently nudges the schol ar into making thing entirely † ( p.216 ) . This overview tries to demo us instructors foremost should supply a comfy and unafraid environment because so pupils will be able to be independent. We can non anticipate at the beginning pupils work entirely ; hence instructors provide the footing and at that clip scholars build their cognition by themselves. The usage of a methodological analysis based on love and fondness seems harmonizing to all the information declared antecedently has a positive impact in studentA?s larning procedure in a 2nd linguistic communication. The emotional sphere takes an of import function and prevails on the cognitive sphere at the minute of acquisition ; this learning theoretical account centered in the pupils and in the environment has contributed in plentifulness at the holistic development of the scholars. The late execution and application of humanistic activities has revealed such activities supply a assortment of advantages for the pupils every bit good as the instructors. Therefore, the benefits of utilizing this sort of tool enrich both participants ; if instructors feel comfy and pleased of working in this manner they will convey this feeling to the pupils and the pupils will be willing and enthusiastic to join forces and larn. But what humanistic activities are? Moskowitz ( 1978 ) states â€Å" humanistic activities are learning linguistic communications techniques that can hold a profound consequence on the lives and personal growing of both pupils and instructors likewise, due to the peculiar ingredients they contain † . Such activities promote pupils take part in the category and larn about the remainder of their schoolmates in an optimistic mode. Surveies have demonstrated the usage of humanistic activities are valuable for learning foreign and 2nd linguistic communications due to they assist to better studentA?s behaviour, temper, and they make categories more gratifying and actuating for scholars. This state of affairs allows pupils experience relaxed and secure for larning another linguistic communication different to their female parent lingua. Harmonizing to Moskowitz ( 1978 ) quoted by Arnold ( 1999 ) : Humanist exercisings trade with heightening self-esteem, going aware of oneA?s strengths, seeing the good in others, deriving penetrations into oneself, developing closer and more hearty relationships, going witting of oneA?s feelings and values and holding a positive mentality on life. ( p.178 ) That is activities concerned in the pupil ‘s growing and in their meaningful acquisition assist them increase their self-esteem and in that manner pupils improve their academic and societal development. As a consequence of this practicum they will acquire better Markss and they will appreciate more their schoolmates, instructors, and the environment that surround them. The application of activities based on fondness inside the schoolroom it is non simply concerned in learning that facet, but fondness is combined with the contents in the appropriate minutes. This will trip pupils experience better with themselves and others, and therefore they will accomplish their ends. The relationship between the usage of humanistic activities and the procedure of larning a 2nd linguistic communication can turn really attractive if instructors learn how to pull off it. Alternatively of supplying contents that are non meaningful and relevant for the pupils instructors can seek scholars speak a bout themselves ( e.g, their experiences, ideas, dreams, feelings, values, aspirations, etc. ) . Consequently they will hold a positive image of larning a 2nd linguistic communication which entails learn about themselves and the remainder of their schoolmates utilizing the mark linguistic communication. Students will experience safe because they merely will speak about them. Some activities that Moskowitz proposes are the undermentioned: working in groups and they tell to others what things they think would do happy to the other schoolmates, besides it possible pupils in groups write in a piece of paper two qualities that they values of each of their schoolmates, so they have to read them aloud. Simple and easy activities can do a immense alteration in the pupil ‘s life and in the pupils ‘ larning procedure particularly when they learn a 2nd linguistic communication. Mozkowitz ‘ surveies corroborate the usage of humanistic activities in 2nd linguistic communication categories contribute helpfully to scholars ‘ behaviour and the fond regard with the mark linguistic communication. Teaching with fondness is a subject that combines learning what learners academically need to cognize, but at the same clip it provides them tools that will be presented the remainder of their life. A Pedagogy based on love and fondness has several advantages for the pupils as it has been reflected in this research ; learning with fondness aid to better pupil ‘s behaviour, temper and societal interaction ; it creates a peacefully and gratifying environment in which instructor and pupils feel comfy for the development of larning a 2nd linguistic communication. However, the chief intent instructors have for doing usage of this attack is pupils can increase their self-esteem and motive and they will be able to cognize more about people who is near to them in the schoolroom context like their schoolmates and instructors. The positive impact of working with the emotional sphere is important in the first ages of kids due to in that period they have the passage from their household context to the school context. Therefore, the instructor in charge of the category and the individual responsible of the pupils has a important function because he/she must supply fondness to his/her p upils for doing them experience safe and relaxed in the schoolroom. Although, this subject is relevant and meaningful for pedagogues has non been investigated in deepness and there is still a deficiency of resources sing the country. For future probes with respect to the teacher-student relationship and the usage of love and fondness as manner to learn I would propose traveling into item of how can teachers become emotional with their pupils without a old readying in their instruction as instructors. Besides, how can a teacher learning with fondness and non be seen as a weak pedagogue is a topic really relevant presents.

How to Use German Particle or Filler Words

German, like any other language, has particular words and expressions that can be used in more than one way. These include the short but tricky  Wà ¶rter  known as â€Å"particles† or â€Å"fillers.† I call them â€Å"small words that can cause big problems.† Simple-Looking German Particles That Are Actually Tricky German words such as  aber,  auch,  denn,  doch,  halt,  mal,  nur,  schon  and even  ja  look deceptively simple, but are often a source of errors and misunderstanding for even intermediate learners of German. The main source of problems is the fact that each one of these words can have multiple meanings and functions in different contexts or situations. Take the word  aber. Most often it is encountered as a  Ã¢â‚¬â€¹coordinating conjunction, as in:  Wir wollten heute fahren,  aber  unser Auto ist kaputt.  (â€Å"We wanted to go/drive today, but our car is broken down.†) In that context,  aber  functions like any of the coordinating conjunctions (aber,  denn,oder,  und). But  aber  can also be used as a particle:  Das ist aber nicht mein Auto.  (â€Å"That is, however, not my car.†) Or:  Das war aber sehr hektisch.  (â€Å"That was really very hectic.†) Another characteristic that such particle-word examples make clear is that it is often difficult to translate the German word into an English word. German  aber,  contrary to what your first-year German teacher told you, does  not  always equal â€Å"but†! In fact, the Collins/PONS German-English dictionary uses one-third of a column for all of the uses of  aber.  Depending on how it is being used, the word  aber  can mean: but, and, at all, however, really, just, isnt it?, havent you?, come on now or why. The word can even be a noun:  Die Sache hat ein Aber.  (â€Å"Theres just one snag.† -  das Aber) or  Kein Aber!  (â€Å"No ifs, ands or buts!†) In fact, a German dictionary rarely offers much help in dealing with particles. They are so idiomatic that it is often impossible to translate them, even if you understand German pretty well. But throwing them into your German (as long as you know what youre doing!) can make you sound more natural and native-like. To illustrate, lets use another example, the often over-used  mal. How would you translate  Sag mal, wann fliegst du?  or  Mal sehen.? In neither case would a good English translation actually bother to translate  mal  (or some of the other words) at all. With such idiomatic usage, the first translation would be â€Å"Say (Tell me), when does your flight leave?† The second phrase would be â€Å"Well see† in English. The word  mal  is actually two words. As an adverb, it has a mathematical function:  fà ¼nf mal fà ¼nf(5Ãâ€"5). But it is as a particle and a shortened form of  einmal  (once), that  mal  is most often used in day-to-day conversation, as in  Hà ¶r mal zu!  (Listen!) or  Kommt mal her!  (Come over here!). If you listen carefully to German-speakers, youll discover that they can hardly say anything without throwing in a  mal  here and there. (But its not nearly as irritating as the use of â€Å"Ya know† in English!) So if you do the same (at the right time and in the right place!), youll sound just like a German! Uses of the German Word Doch! The German word  doch  is so versatile that it can also be dangerous. But knowing how to use this word properly can make you sound like a true German (or Austrian or German Swiss)! Lets start with the basics:  ja,  nein  Ã¢â‚¬ ¦and  doch! Of course, two of the first words you ever learned in German were  ja  and  nein. You probably knew those two words  before  you began studying German! But they arent enough. You also need to know  doch. The use of  doch  to answer a question is not actually a particle function, but it is important. (Well get back to  doch  as a particle in a moment.) English may have the largest vocabulary of any world language, but it doesnt have a single word for  doch  as an answer. When you answer a question negatively or positively, you use  nein/no or  ja/yes, whether inDeutsch  or English. But German adds a third one-word option,  doch  (â€Å"on the contrary†), that English does not have. For instance, someone asks you in English, â€Å"Dont you have any money?† You actually do, so you answer, â€Å"Yes, I do.† While you might also add, â€Å"On the contrary...â€Å" only two responses are possible in English: â€Å"No, I dont.† (agreeing with the negative question) or â€Å"Yes, I do.† (disagreeing with the negative question). German, however, offers a third alternative, which in some cases is required instead of  ja  or  nein. The same money question in German would be:  Hast du kein Geld?  If you answer with  ja, the questioner may think you are agreeing to the negative, that yes, you do  not  have any money. But by answering with  doch,  you are making it clear: â€Å"On the contrary, yes, I do have money.† This also applies to statements that you want to contradict. If someone says, â€Å"Thats not right,† but it is, the German statement  Das stimmt nicht  would be contradicted with:  Doch! Das stimmt.  (â€Å"On the contrary, it is right.†) In this case, a response with  ja  (es stimmt) would sound wrong to German ears. A  doch  response clearly means you disagree with the statement. Doch  has many other uses as well. As an adverb, it can mean â€Å"after all† or â€Å"all the same.†Ã‚  Ich habe sie doch erkannt!  Ã¢â‚¬Å"I recognized her after all!† or â€Å"I  did  recognize her!† It is often used this way as an intensifier:  Das hat sie doch gesagt.   â€Å"She  did  say that (after all).† In commands,  doch  is more than a mere particle. It is used to soften an order, to turn it into more of a suggestion:  Gehen Sie doch vorbei!, â€Å"Why dont you go by?â€Å" rather than the harsher â€Å"(You will) go by!† As a particle,  doch  can intensify (as above), express surprise (Das war doch Maria!   That was actually Maria!), show doubt (Du hast doch meine Email bekommen?   You did get my email, didnt you?), question (Wie war doch sein Name?   Just what was his name?) or be used in many idiomatic ways:  Sollen Sie doch!   Then just go ahead (and do it)! With a little attention and effort, youll begin to notice the many ways that  doch  is used in German. Understanding the uses of  doch  and the other particles in German will give you a much better command of the language.