Friday, 30 November 2012

GRADED ASSIGNMENT 1: (a) Lesson Plan



Lesson Plan for Teaching Speaking Skills Using Computer

Students        : Centre for Foundation studies
Programme   : BENL
Date                :11th March 2013
Day                 : Monday
Time               : 2- 3.30 pm
Venue             : English Lab CFS

Topic:
See, Ponder and Speak

General and specific objective(s) of lesson:

General objective:
1) To expose the students to the speech by the native speakers of English.
2) To familiarize the students to speak in English in front of the audiences.
3) To enhance the students’ confident level to deliver a speech in English.

Specific objective:
1) To be able to pronounce a proper pronunciation aided by the video like native speakers
2) To be able to imitate George Galloway’s style of delivering speech in the video for persuasive speech skills
3) To be able to persuade audiences by delivering a short speech in English
4) To be able to deduce the main issues discussed in the video and critically relate the issues from Islamic point of view.
5) To examine students’ level of pronunciation compared to native speaker of English using speech synthesizer software (NativeAccent Software).



Previous knowledge:
The students have been introduced to the elements of public speaking including the intonation, style of delivering a persuasive speech and the preparation before the public speaking.


Materials & Teaching Aids:
1) Windows Media Player (Video on George Galloway's speech)
2) NativeAccent; Speech synthesizer software.

Procedure:
There will be a short induction for 10 minutes about the lesson of the day and activities for the remaining of the class time.

Number
Activities
Time
Teaching Aids
Teacher’s Role.
1
Induction
3- 5 minutes
-
Teacher briefs the students 
about the subject and activities 
that they will be doing for today’s lesson. 

Teacher will also explain 
about the objective of today’s 
lesson and recall some knowledge
of previous classes that 
will be useful and beneficial 
to be applied in today’s lesson.
2.
Watching Video
7-10 minutes
Video on George Galloway’s interview with Sky News.
      1) Brief the students generally 
       on what the video is all about. 
      2)The teacher asks the students to focus on the issues discussed in the video.
      3) Students need to choose 3 
       words from the video to be used 
       in speech synthesizing session.
      4)    Teacher shows the video to 
       the students

3.
Group discussion
5 minutes
-
 1) Teacher asks students to 
discuss in group about the issues 
and each student has to 
come out with a short speech.
2) They have to insert Islamic perspectives in their speeches.
3) Students need to present the short speech in front of the class.

4.
Presentation
2 minutes each (2x 25 students)
=50 minutes
-
1) Students need to present their speeches in front of the audiences 
(one student-one elaborated point).
2) Students must relate their issues to  Islamic point of views
3) Other students need to take note upon presenters’ mistakes in terms of pronunciation and SVA and
 try to improve themselves in their speeches.
4) Teacher gives brief comment 
and advice to improve their speech.
5.
Speech synthesizing
2 minutes
Computers (each student will occupy a computer in the lab) 

NativeAccent; Speech Synthesizer software.


1) Students need to read aloud 
the three sentences that 
they’ve constructed using 
the words chosen from the video appropriately.
2) At the end of their presentation they will know the differences between their pronunciation 
and the proper pronunciation 
used by native speaker.
6.
Homework
(Speaking practice via the Internet)
2 minutes

Teacher asks students to visit http://groups.linguistics.northwestern.
edu/esl/nativeaccent.htm and 
register for speaking practice. 

Teacher will monitor their speaking progress by the next presentation
(same issues discussed in the
video with more elaboration).
7.
Conclusion
5 minutes
-
Teacher will reflect on today’s lesson and recap what has been learned by asking students a few general questions on today’s lesson.


Appendix:

1) The Video




2) NativeAccent; Speech Synthesizer Software

NativeAccent (link)




Reflection:

            Speaking skills require a lot of practice, readings, and conducive atmospheres. We chose this skill for our lesson plan assignment because CFS students need to be prepared for more advanced level of learning in the main campus. At the beginning of our discussion, it was not easy to think how to teach speaking subject for CFS students but Alhamdulillah with the cooperation and brainstorming from all group members, we have come out with this lesson plan. As we have discussed, we were aware that CFS students need to be exposed to a critical thinking, and be able to insert Islamic perspectives in their speeches in order to meet the aim of Islamization in IIUM. Therefore, with a good advice from Dr Rozina, we chose George Galloway’s speech video because of three main reasons; firstly, he is a native speaker of English. Secondly, he discussed important issues about the conditions of our Moslem brothers and sisters in the Arab world. Thirdly, he is a good debater and his speech is very convincing. Hence, we hope that the students will benefit a lot from this video.     

Monday, 26 November 2012

GRADED ASSIGMENT 1:(b) Summary of the Article





Title: Talking to Computers: An Empirical Investigation
Journal: Carnegie Mellon University Research Showcase, Computer Science Department
Link :


Introduction:
            This research article is written by Alexander G. Hauptmann and Alexander I. Rudnicky from Department of Computer Science Carnegie-Mellon University. Basically, it describes the empirical study of man-computer speech interaction.
The objectives of this study are:
       1)      To study how speech input to a computer differs from interpersonal spoken communication.
       2)      To describe the differences between speech-to-computer mode, speech-to human mode and typing-to-computer mode.

On the other hand, the purpose of this study is:
To compare three types of communication mode; speech-to-computer mode, speech-to-human mode and typing-to-computer mode and also to prove that speech to a computer is not as ill-formed as one would perceive.
Statement of problem:
Differences between three communication modes; speech-to-computer, speech-to-human and typing-to-computer are difficult to be found and the misconception that speech-to-computer is much ill-formed than speech-to-human.
Research questions:
      1)      How does speech input to a computer differs from interpersonal spoken communication?
      2)      What are the differences between speech-to-computer mode, speech-to-human mode and typing-to-computer mode?
Theoretical framework:
There is no specific theory being used for this investigation.
Sample: 
A total of forty subjects were taken from a population of electronic mail users in the Computer Department at C-MU. Ten of them were set up as pilot subjects to test and debug the experimental setup. The remaining thirty subjects were classified as non-proficient users to their electronic mail experience. Furthermore, some of the subjects had no experience with the mail system being used in this study.
Method:
Methodology
There are three modes of communication which are being tested in this investigation; speech-to-computer mode, speech-to-human-mode and typing-to-computer mode. Ten subjects were randomly assigned to each communication mode and each subject completed three sessions. The data was then analysed accordingly to each mode.
In the speech-to-computer mode, subjects were told that the computer could comprehend their utterances with an occasional help by the experimenter. The experimenter was in the adjacent room and transcribed all commands into equivalent system commands, assuming or pretending the system itself had comprehended the utterances. However, when the subjects were in their editing mode, speech input was disabled and subjects had to edit manually using the keyboard. Subjects were asked to speak all commands to the system but the way of speaking is up to the subjects.
In the speech-to-human mode, the experimenter is place in the same room as the subject and translated their utterances into typed commands to the electronic mail system. However, when the subjects were in their editing mode, the speech input is again disabled and subjects had to edit manually using the keyboard.
In the typing-to-computer mode, subjects were left to believe that a computer natural language mail system could interpret their typing. This mode was the same as the speech-to-computer mode except the presence of speech input. The subjects were told to type everything themselves. The system or in other words the invisible experimenter was able to process the subjects input.
Procedure
Subjects were first given a questionnaire designed to determine their level of familiarity with electronic mail. The subjects were given background information and an instruction based on their communication mode. A total of nine tasks were distributed to the subjects and each task has something to with the mail database file the subjects were working on. Task which given included replying to mail, locating information about previously sent mail and adding a carbon copy of some new mail to the file. Each subjects received the same tasks in the same order. The first three sessions were taken as training sessions thus; it is not included in the final analysis as it was meant to double check the equipment and to ensure the subject has understood the tasks. Furthermore, an attitude questionnaire was given to the subjects to assess the subjects’ feedback upon the particular interaction mode. A time stamped time screen image together with the voice commands was recorded in each session and the videotape recordings were transcribed. Besides that, the typed input from the typing mode provided a comparable data. The total time taken for each task was also recorded.
Instruments for data gathering and instruments for data analysis:
The data collected was put into four classifications which are attitude, communication, errors and syntax. Styles of interaction are also emphasized. The data collected are also transcribed and put in a form of summary ANOVA table.
Findings:
            A sample transcript for a subject can be found in Figures 1, 2 and 3. Table 1 summarizes the results of the statistical analyses performed on the quantitative data. A total of 3233 words were spoken by the subjects in 708 utterances. The total vocabulary consisted of 304 distinct words.
  • Attitude: Subjects felt positive about the experiment, as indicated by the mean score of 30.3. There was no likely to have influence between the three groups of subjects.
  • Communicative Variables: The number of utterances per session and the time to completion were no big different for the three groups. However, the total number of words used to solve the tasks showed major differences. Two speech groups; speak-to-computer takes average of 60.35 words while speak-to-human approximately 65.5 words average. Both considerably using more words than typing group which took up the average of only 36.8 words.  The utterance was also different between groups.  Speech-to-computer contained the longest utterances at average 6.10 words. Speech-to-human average 5.45 words and the typed lines group only 3.21 words average. The number of distinct words used was also different in the three communication modes. The typing condition participants needed only 23.75 distinct words to complete a session. The speech-to- computer and speech-to-human subjects used 32.7 and 36.65 distinct words to complete a session.
  • Error Variables: Word repetitions percentage was not significant between the groups. The relative number of noise words like ‘umm’, ‘ahh’ and ‘ohh’ was obvious over the communication modes. The typed mode had zero, the speech-to-computer mode consist 4% per thousand and the speech-to-human mode averaged 15% noise per thousand words.
  • Syntax Variables: There was no significant difference between relative frequencies of pronoun usage. The frequency of pronouns, subjects did increase significantly in the speech conditions. The frequency per word spoken went form 0.048 in speech-to-computer group and 0.021 in speech-to-human group down to 0.008 per word in the typing group.

Conclusion:
            In conclusion, some of the findings reported in this paper seem to contradict with the preliminary impressions by Werner. He concludes that computer discourse is much less structured than seen in the present experiment. We believe that these different and somewhat contradictory experiences point to the crucial importance of task definition in the success of a speech recognition system. A successful speech recognition application requires careful task analysis, followed by equally careful language and environment design. Even though people interact with the computer in a more disciplined way, a number of purely speeches related phenomena were still observed. Thus, the subjects were more likely to stick to their familiar set of commands in the familiar (typed) interaction mode, while they used more natural English-like ways of phrasing utterances in the two speech conditions.
Some of these differences in communication modes, like the increased use of pronouns in the discourse, represent a quantitative shift in the use of language. The principles of natural language processing systems can be applied to these phenomena in typed input situations should also be adaptable in the spoken communication mode. This adaptation is by no means trivial, as pointed out by Hayes, Hauptmann, Carbonell and Tomita (1986).

Reflection on Talking to Computers: An Empirical Investigation:
The use of technology in education has closely mirrored the development of the personal computer. Since their introduction in the late seventies, personal computers have developed in speed, power and ease of use. Many early innovations in educational technology grew out of a desire to help students with various physical and learning disabilities overcome barriers to success in school. Among the many innovative tools, programs that converted printed text into audible speech have been among the most popular. Although originally designed for students who were visually impaired or had learning difficulties, educators soon realized that text-to-speech software could benefit students with a wide range of learning needs, including language learners.
Based on this investigation, it is proven that we can use these three approaches; speech-to-computer, speech-to-human and typing-to-computer in learning language especially second language. Nowadays, people are more concerned with speech-to-human as it is the prominent mode in learning language and neglecting the other two modes of learning language. Speech-to-computer can help learners to improve in multiple ways as in their grammar, vocabulary and syntax as the findings of this investigation shows that the subjects are more formal and use the correct ways of speaking with the computer. Thus, learners should be exposed to the use of computer in class to sharpen their speaking skills.

REFLECTION:
Salaam beautiful souls! What do we feel upon getting this assignment (summary of article regarding speaking skill)? Honestly, it is not an easy task. It may seemed simple as it just a summary but after going through the whole process of searching an empirical research and to find a good article which emphasizes on speaking skills; it is quite a tough process altogether. At first, we searched articles on jurn.org but we couldn’t find an empirical yet comprehensive work on speaking skills using computer application (CALL). Then, we started searching using other websites and at last we found this article; Talking to Computers using Google search engines. We thought our job has become easier when we have found the best article to start with but, we were wrong as we found difficulties in comprehending the article itself. The article is too technical so we had to read it many times and highlight the key points. However, after consulting Dr Rozina; we got an idea on to do the summary and we managed to deduce the gist of the article. The article is an investigation of three modes of communication which are speech-to-computer, speech-to-human and typing-to-computer. As a human being, we might think that it is easier to communicate with human beings rather than a tool or a machine but, this investigation shows how human beings can actually produce better speech in terms of vocabulary, grammar and syntax when communicating with a computer than with human interaction. This is because humans tend to think that the computers have insufficient knowledge than themselves so they used proper and formal speech to make the computer understand their commands. Hence, speech-to-computer has the most organized speech than speech-to-human as the subjects know that human can easily comprehend one another even without proper language. In conclusion, this article is a big help in terms of making us as a group aware that speech-to-computer can be a reliable mode to communication especially for second language learners of English. 

Sunday, 28 October 2012

Islamization of Pragmatics





            Salaam beautiful readers! Our topic for today is Islamization of Pragmatics, since our blog’s title is Islamization of Pragmatics itself so this will be a long post. Stay tune! We will be posting things regarding four respective topics from Pragmatics which are Grice’s four maxims, speech acts, politeness, and lastly conversation and preference structure… Together with all these four topics, we will include Islamic perspectives as it is the gist of this whole blog. So sit back, relax and have fun reading! 



ISLAMIZATION OF......







              


               Dear our respected readers, language is a very powerful element on everyday life. Interaction, conversation, speech, and written text all are parts of language. The reliance on literal and outer text of the utterance in insufficient to explain many meanings intended by the speaker. Therefore, contexts are needed to fulfill the understanding. The pragmatic approach guides readers in interpretation and explaining their behavior. Relating to this,Crystal (2012) pointed out that “Pragmatics studies the factors that govern our choice of language in social interaction and the effects of our choice on others.”(p.1)



In order to get brief overview of Pragmatics, let us take a look at this short video:







              So, how do you find the video? it is quiet helpful to assist us in understanding some elements discussed in pragmatics. Firstly, we will share about Grice's conversational maxims, H. Paul Grice came out with four conversational maxims which are the maxim of quantity, the maxim of quality, the maxim of relation and the maxim of manner. The maxim of quantity is concern with giving an appropriate amount of information to others, not too ambiguous and not insufficient. The maxim of quality is about saying the truth without altering information while the maxim of relation is to be relevant and suits one’s discussion. However, the maxim of manner is when one tries to be clear, precise and less ambiguity.

What Islam has to say about Grice’s four maxims?

               The maxim of quantity is very supported by Islam as in Islam, we are asked to speak when needed and remain silent when there is no purpose of talking. Thus, appropriate amount of knowledge is righteous to spread to others while ambiguous and insufficient information should be avoided. Insufficient and ambiguous information might give disadvantages to the listener and it might lead one to the wrong path especially when it is pertaining Islamic jurisprudence, Fiqh, the Quran and Hadith. A Hadith saying:-
The Prophet (SAW) said: “A man might speak a word without thinking about its implications, but because of it, he will plunge into the Hellfire further than the distance between the east and west.” [ Sahîh al-Bukhârî and Sahîh Muslim ]
Therefore, this above Hadith tells us that we are supposed to guard our tongue and speak purposely that gives out benefits to the people and not corruption to oneself.


         From this cartoon strip, we can see how the mother abuses the maxim of quality by not answering or somehow gives a vague answer to her child. Hence, abusing the maxim of quality should be avoided in conversation as it may also kill one’s thinking process.

           The maxim of quality is somehow in line with the Islamic teachings which teach us to tell the truth. In other words, do not lie. Honesty is the key to Heaven and innate characteristic of a true believer. Hence, lying is not one of the characteristics of a true believer.

         'Abdullah b. Mas'ud reported Allah's Messenger (SAW) as saying: Telling of truth is a virtue and virtue leads to Paradise and the servant who endeavours to tell the truth is recorded as truthful, and lie is obscenity and obscenity leads to Hell-Fire, and the servant who endeavours to tell a lie is recorded as a liar. Ibn Abu Shaiba reported this from Allah's Apostle (SAW).  

           Telling the truth is a righteous act and to tell a lie is the worst act. Thus, it comes to conversation with people, be sincere and even in written language whether in writing our assignment, article and et cetera; the best way to write is to produce pearls of utterances. For example, Kahaled Hosseini is a well-known author; who uses splendid sentences to write about neither the consequences nor a metaphor about lying:-
According to Khaled Hosseini (2007), “When you kill a man, you steal a life. You steal his wife’s right to a husband; rob his children of a father. When you tell a lie, you steal someone’s right to the truth. When you cheat, you steal the right to fairness. There is no act more wretched than stealing.” p. 115

           The third maxim is maxim of relation which asks us to be relevant. We have to relevant, be it according to Islam or not. If we utter irrational saying, it shows how our mind operated and a wise man always up-to-date with current issues, religious studies and even knowledge pertaining social sciences. Therefore, relevancy is very important in a conversation to transmit right information to people and to be acceptable in a society. For instance:-

Mother: “Yasmin, where is my praying dress and Quran? I want to pray.”
Yasmin: “I think the kiblah is this way.”

              From the above extract, we can see that Yasmin is abusing the maxim of relation as she is not answering her mother’s question and she even changes the topic to a totally different issue. Hence, maxim of relation is very important in conversations to avoid misunderstanding.

           Maxim of manner requires precision rather than obscurity and ambiguity. Precision is very important in Islam as without precision; the unity of brotherhood and faith issues will be affected. The easiest example we can take is from our compulsory ibadah i.e salah and sawm. Salah must be performed five times in a day when the specific and precise time comes. For instance, Fajr is around 5.47am; one cannot pray Fajr until it is 5.47am. This same goes to sawm where all Muslims can break their fasting when the call of Maghrib is being heard. Thus, if one breaks his fasting even a minute before the call of Maghrib; it is considered invalid. Precision appears in many forms such as actions, saying and et cetera. The reason Grice came up with this maxim of manner is to make people aware of being precise is very important in a conversation to get a mutual understanding.


            Dear our beloved readers, pragmatics also discussed the issue of politeness. Yule defined politeness as “the means employed to show awareness of another person’s face” (1996: 60). In Islam, it is irrefutable that we must show our respect to others and approach them politely in speech as well as in manner. In Quran, Allah has mentioned many times that we need to use kindness, gentle and wisdom in order to preach to others. In Surah Ibrahim, verse 14, Allah said that, “I did not send any messenger except that he spoke the language of his people to explain to them”. Here, we can see that the message of Islam is always through the words of truth and applied the politeness principles in many ways. Our prophet Muhammad PBUH is the best example of a man with polite words and manners. He used different approaches when he spoke to the Quraish leaders according to their face wants (the expectations concerning their public self-image).
            In pragmatics, speech act refers to us performing our action via utterances. However, there are certain conditions for us to say something. Under Felicity conditions there are general condition, content condition, prepatory condition and essential condition. When our parents said study hard and we understand what they said is a general condition. Our reply as In shaa Allah or okay is the agreement that the act of study hard will happen in future (content condition). Our reply also denote that the act of study hard getting good result will not happen by themselves but we, as the promise will initiate the act of study hard and making the goal of getting good result will happen in future, sincerely and not for the sake of other things likely present or additional on our monthly allowance (preapatory condition).
In the first verse of Surah Al Maidah, Allah said “O you who believe, fulfill your promises!” Keeping promises is one of characteristics of true believer. In Islam, Allah called upon His believers not only in the chapter stated above but also in another chapters like Al Isra’ (17:34) and Maryam (19:54).
            Beyond our realization, everything that we said is a promise. When our parents said, “study hard son” and we gonna reply, “In shaa Allah”, or simply replied “okay” is a promise. Therefore, this is an example of speech act which illustrates the promise.
According to Yule (1996), in order to make our speeches become meaningful, speeches should be uttered according to situations or circumstances. The situation in which speech act occur is what we called as speech event. In performing our act through utterances, we should first produce a meaningful linguistic expression or utterances (locutionary act). This is followed by the purpose of the utterances.


            On the other hand, speech acts are very much related to the methods of dakwah (spread the message of Islam). Alquran and prophetic history always emphasize on spreading the message of Islam by wisdom. Hence, one of the ways of wisdom in dakwah is by using speech act. Speech act is very applicable in performing da’wah. As for certain situation, it is inappropriate to directly say something to someone. 
                For example, when we want to encourage our friend to wear hijab, we must say it in a proper way and using right word such as by saying “Subhanallah, you look georgeous with hijab!” therefore she will feel encouraged to wear hijab. Here, we can see the three dimension of speech act by saying such thing indirectly in a way of imperative yet very meaningful in order to praise that friend as the nature of the sentence suggest but at the same time we want to encourage her to continuously wear hijab in future. Why such praise is chosen? Firstly is because human being loves beauty. Secondly, not all people can receive direct comment like “eh, you are sinful because you do not wear hijab”. Our duty is not to judge others but to show and share the right way of Islam. 
          In Surah Al Nahl, verse 125, Allah mentioned the best method to preach: “Invite to the way of your Lord with wisdom and good instruction, and argue with them in a way that is best. Indeed, your Lord is most knowing of who has strayed from His way, and He is most knowing of who is [rightly] guided ...”. Hence, in order to preach, we should observe the situation we are in (speech events) and performing speech acts with its three dimensions in order for the message to be successfully delivered.

              Another important thing discussed in Pragmatics is the preference and conversational structure (Yule, 1996). According to Yule, the preference and conversational structure mainly consist of the elements used in the conversation processes such as turn-taking, pauses, overlaps, and backchannels. In Islam, these are called manners in dialogues. It is indisputable that Muslims must observe manners while converse with other people. The process of turn-taking (an attempt to control the right to speak) is very important is Islam because it will give the speaker an opportunity to explain what in his minds and it also gives the respondent a chance to ask or refute. In Surah Al-Baqarah verse 258, Allah said:
Hast thou not Turned thy vision to one who disputed with Abraham About his Lord, because Allah had granted him power? Abraham said: "My Lord is He Who Giveth life and death." He said: "I give life and death". Said Abraham: "But it is Allah that causeth the sun to rise from the east: Do thou then cause him to rise from the West." Thus was he confounded who (in arrogance) rejected faith. Nor doth Allah Give guidance to a people unjust.” (2:258)
        In this verse, we can clearly see one example from thousands of example in the Al-Quran that contains dialogue. Here, these dialogues are between Prophet Ibrahim and his people when his people have a dispute with him about the Lord. From this verse, prophet Ibrahim observes the principle of turn taking and argues with them with patience and even replies to their words with simple and wisdom. He does not dominate the ‘floor’ of conversations but gives them their right to speak. We can see the Transition Relevance Place (TRP) between prophet Ibrahim and his people.
            Dr.Muhammad Sayyid Tantawi (2008) explained that the examples of dialogues and arguments in Al-Quran are wide and cover many issues. There are dialogues of Allah and the prophets, the angels, the devils and dialogues of various people.
           In Pragmatics, sometimes people use pauses in their conversation. As defined by Yule (1996), pauses are the transitions with a long silence between turns. This happens probably because of unfamiliarity, or the absence of information about certain knowledge. In Islam, pauses are allowed in conversation but it is more recommended to reply with an answer if the respondent does know about the question. There is an example in Surah An-Naml : 20-23, when prophet Sulaiman asked a group of birds about the absence of Hud-Hud. They remained silent until Hud-Hud bird came and explained to Prophet Sulaiman about what it saw in Saba’.


      In Islam, some of the principles of conversation as discussed by Dr.Muhammad Sayyid Tantawi (2008):
1)  Based on the truth and avoid from false misconceptions.
2)  Stick on the issue of discussions (avoid personal opinions and interests)
3)  Clear and logical arguments, without emotional influence.
4)  Have a clear aim to solve the issues with justice and truth.
5)  Humbleness, not arrogant, and observing politeness.
6) Give a full chance to all speakers to give their own opinion without aggressive refutation or humiliating their personal being.
7)  Respect opinions from more experienced scholars.
8)  Do not rush in defining Shariah (rules and regulations), and do not astray from the truth.
9) The contents of the dialogues must be beneficial to various people intellectually. 

   Last but not least, as long as the pragmatics is concerned, it is related with the linguistic forms and the users of the forms. It concerns how people interact with each other and the significant meanings behind each interaction. Hence, Muslims should utilize various ways of speaking to their aesthetic functions that are very much related with Islam because Islam always emphasizes on good relations with other people through actions and utterances.
As a conclusion, Allah says in Al-Quran Surah Ibrahim verse 24-25:
Have you not considered how Allah presents an example, [making] a good word like a good tree, whose root is firmly fixed and its branches [high] in the sky?  
It produces its fruit all the time, by permission of its Lord. And Allah presents examples for the people that perhaps they will be reminded. (14: 24-25)



References

Afzal Iqbal. (1992). Diplomatic Practices of Rasulullah S.A.W. Pustaka Salam Sdn Bhd: Kuala Lumpur.

Dr. Muhammad Sayyid Tantawi. (2008). The Religious Aspects of Dialogues in Islam. Translation Institute of Malaysia: Kuala Lumpur.

Khaled Hosseini. (2008). The Kite Runner.Riverhead Books: New York:

Yule, G. (1996). Pragmatics. Oxford University Press: NY


Crystal, D. (2012). Pragmatics and Speech Acts. Retrieved from http://www.teachit.co.uk/armoore/lang/pragmatics.htm  on 2nd Dec 2012

http://islamicbooks.info/H-7-Ethics/7--Ethics-4.htm

http://en.wikipedia.org/wiki/Dawah

http://www.sas.upenn.edu/~haroldfs/dravling/grice.html 

http://en.islamtoday.net/artshow-427-3256.htm 

http://www.searchtruth.com/book_display.php?

book=032&translator=2&start=129&number=6308 

http://www.gocomics.com/calvinandhobbes/ 


 Lastly, let us recite this du'a, hopefully our deeds will be accepted by Allah..amiin.