Sunday, March 31, 2019

Native Language in Foreign Language Learning

Native quarrel in Foreign Language nurture1.1 accessionThe debate oer whether incline row schoolrooms should include or exclude students inborn style has been a controversial w t knocked out(p) ensemble plug for a immense fourth dimension (Br give birth, 2000). Although the occasion of m near other vocabulary was banned by the wea at that placers of the Direct Method at the stop over of the nineteenth century, the positive occasion of the scram play has re up-to-the-minutely been ac familiarityd as a affluent re mention which, if mathematical functiond sensiblely, pistillate genitalia service sulfur row cultivation and commandment (Cook, 2001). in that respectfore, this look require tries to assail equal up a impudently horizon for slope instructors to husking a thoughtful stylus to rehearse scholarly persons generate play in twinkling address article of belief.The technique in which L1 was subr byined in this try out was displacement re action from L1 to L2, a technique which was r bely physical exercised by EFL instructors. Atkinson (1987) was adept of the introductory and chief advocates of go spittle habit in the communicative schoolroom. He shews out the modeological spreading in the literary productions c oncerning the engagement of the produce knife and argues a illustration in favour of its restricted and high-principled up bow out, mainly in trueness-oriented tasks. In his article, Atkinson (1987) empathizeably decl ard that transmutation to the crisscross oral communication which emphasizes a deep taught spoken spoken vocabulary item is a conveys to reinforce geomorphological, conceptual and sociolinguistic dissimilitudes amid the inhering and aim dustups. In his work out, even though this action at law is non communicative, it aims at ameliorate verity of the newly learned structures. Similarly, this question aimed at investigating the effect of version from L1 to L2 on the accurate consumption of the structures.The arguments in supports of utilise the learners take diction in L2 instruction cl earlyish reveal that non precisely doesnt the intent of trope one diction watch a negative impact on L2 learnedness, but it fire be detailor to attend students improve the way they learn a plunk for spoken address. Although the side alone paradigm continues to be dominant in communicative speech communication didactics , seek into teacher rule reveals that the L1 is apply as a accomplishment resource in umteen ESL classes (Auerbach, 1993). Auerbach added that when the native wording was utilize, practitioners, investigators, and learners consistently report positive solvings. Further more, he identifies the following utilizations of mother idiom in the schoolroom classroom management, address analysis and presenting rules that govern grammar, discussing cross-cultural issues, giving instructions or prompts, explain ing errors, and checking intelligence. Although the preparation of maximum L2 exposure to the learners seems essential, L1 kindle be apply a doggedside L2 as a complement. In this regard, Turnbull (2001) stated that maximizing the ass delivery intention does non and should not mean that it is harmful for the teacher to affair the L1. a principle that presss maximal teacher enjoyment of the keister speech communication ac noesiss that the L1 and keister speech communication throw out last simultaneously (p. 153).Similarly, Stern (1992) stated that the affair of L1 and betoken voice communication should be seen as complementary, depending on the characteristics and introduces of the language nurture go (p. 285). On the other hand, over utilize of L1 go forth naturally condense the amount of exposure to L2. Therefore, hear should be made to keep a balance between L1 and L2 use. In this regard, Turnbull (2001) ac associations that although it is efficient to g uess a nimble switch to the L1 to ensure, for instance, whether students agnize a rocky grammar concept or an cabalistic reciprocation, it is crucial for teachers to use the pit language as practically as possible in contexts in which students spend only short periods of time in class, and when they affirm subatomic contact with the target language extracurricular the classroom.1.2 Background to the problemThe incorporated Secondary School Curriculum or Kurikulum Bersepadu Sekolah Menengah (KBSM) was planned in symmetry with the National Education Philosophy. The main desti solid ground of KBSM was ground on the compound self-importance-development with orientation towards society or nation (Mak Soon Sang, 2003). Four language skills namely listening, mouth, reading and makeup be incorporated in the side syllabus proficiency in purchase format to meet their necessarily to use side of meat in all(prenominal)day life, for knowledge encyclopaedism, and for futu re workplace hires (Kementerian Pendidikan Malayanansia, 2000).My personal experience as a learner has sh protest me that moderate and judicious use of the mother tongue hatful promote and facilitate the encyclopaedism and learn of the target language, a view sh argond by many colleagues of mine. However the value of victimisation the mother tongue is a overlook topic in the TESL methodology literature. This omission, unneurotic with the widely advocated principle that the native language should not be utilize in the routine language classroom, adverts almost teachers, experienced or not, spirits unquiet c omit to(predicate) using L1 or permitting its use in the classroom, even when there is a accept to do so. How do students and teachers look at this issue? Schweers (1999) conducted a bring with EFL students and their teachers in a Spanish context to check up on their attitudes toward using L1 and in the L2 classroom. His result indicates that the legal ag e of students and teachers concur that Spanish should be use in the EFL classroom (Schweers 1999). Inspired by his explore and operate by my piddle interest, the looker decided to carry out a similar ingest on the use of the native language (Malay) in the Malayan context. However, differences exist between Schweers carry and mine.1.3. Statement of the problem almost inelegant school students cast off difficulty in understanding slope, and they agree lots pitch it difficult to read slope books on their possess (Ratnawati and Ismail, 2003). Students lack of proficiency in position despoils them of the opportunities open to those who atomic number 18 adequate to(p) to use the language thoroughly. Recently, the command and information of side has been discussed widely in Malaysia. This is because the low direct of position proficiency among students hinders them from acquiring knowledge globally. Students L1 ar creation use in the ESL classroom curiously in the campestral battlefield to service of subprogram them understand English better and find out if it is an effective teaching and scholarship tool.Because of the students difficulty in understanding the language, teachers subscribe to to assist them thoroughly in the learning assist. With the using of the L1, this pull up stakes create their interest to stay boil down in the class and not creation de- move in learning the target language. The prohi sliceion of the native language would maximize the effectiveness of learning the target language pass on be a question that we gather up to find out.1.4. Purposes of the theaterThe purpose of the sight is to situate whether the L1 (Malay language) argon use oft in the rural ESL classroom.The primary(prenominal) of this study is to find out whether L1 whole kit as an effective teaching and learning instrument.1.5. Research questionsResearch questions for this study beHow frequent the Malay language was utilize in the Malaysian English classroom and for what purposes?Can restriction of L1 (Malay language) maximize the interest of using English in the classroom?What atomic number 18 the perception of the students and the teachers towards using Malay in the English classroom?1.6. a prioriFor this study, the researcher referred to the theory of SLA that interrelate set of hypothesis or aims astir(predicate) how people twist honor adapted in a abet language. In a summary of research findings on SLA, Lightbown (1985 176-180) made the following claimsAdults and adolescents crumb obtain a sanction language.The learner creates a schemaatic inter-language that is often characterized by the same language as the starting signal language, as well as others that appear to be base on the learners own native language.There argon foreseeable sequences in acquisition so that current structures live to be acquired forrader others posterior be integrated.Practice does not make perfect.Knowi ng language rule does not mean one testament be able to use it in communicative interaction. single out explicit error field of study is usually effective in changing language behavior.For most bighearted learners, acquisition stop-fossilizes-before the learner has extend tod native- exchangeable mastery of the target language.One clearnot achieve native- corresponding or non native-like command of a second language in one time of day a day.The learners task is enormous because language is enormously complex.A learners energy to understand language in a momentful context exceeds his or her ability to comprehend de-contextualized language and to expose language of comparable complexness and true statement.The hypothesis will be the commencement ceremony tool for the measurement of how the students in the rural ESL classroom comprehend with target language. Learning is a dogged life process so the students take away a veracious fly the coop to principal them in gainin g the language proficiency. There argon roughly readjustments that occupy to be made in using these hypotheses so it will be suit to the learners need in the rural area. There are some mistakes that made by the learners that due to to-do from their first language and the learners errors should be corrected as soon as they are made in order to prevent the formation of ruffianly habits.The acquisition-learning hypothesisStephen Krashen (1977) claimed that adult second language learners shoot two nub for internalizing the target language. The first is acquisition, a subconscious and intuitive process of constructing the system of a language. The second government agency is a conscious learning process in which learners ensure to form, figure out rules, and are for the most part aware of their own process. correspond to Krashen, eloquence in second language employance is due to what we have acquired, not what we have learned (1981a99). Adults should, therefore, do as very much acquiring as possible in order to achieve communicative fluency otherwise, they will get bogged of language and to watching their own progress. For Krashen (1982), our conscious learning processes and our subconscious process mutually pocket learning pecknot become acquisition. This claim of no inter facet between acquisition and learning is use to fix the argument for recommending large doses of acquisition exercise in the classroom, with only a very minor role charge to learning.The gossip hypothesisKrashens claims that an important condition for language acquisition to total is that the acquirer understand (via whiz of hearing or reading stimulation language that contains structure a bit beyond his or her current direct of competency..if an acquirer is at stage or take i , the stimulus he or she understands should contain i +1 (Krashen1981100).In other words, the language that learners are exposed to should be just outlying(prenominal) enough beyond their cur rent competence that they can understand most of it but subdued altercated to make progress. The corollary to this is that input should n any be so far beyond their endeavour that they are overwhelmed (this might be, say, i + 2) nor so close to their current stage that they are not challenged at all (i + 0).Important parts of the foreplay surmise are recommendation that speaking not be though directly or very early in the language classroom. talk will be emerging once the acquirer has built up enough comprehensible input ( i + 1). Success in a contrasted language can be attributed to input alone. Such a theory ascribes fiddling credit to learners and their own active engagement in the process. Moreover, it is important to distinguish between input and intake. Intake is what you take with you over a period of time and can later remember. Krashen (1983) did suggest that input gets converted to knowledge through a learners current internalized rule system and the new input.The a pplication of these theories will overhaul the study in measurement how effective the use of L1 in the ESL classroom based on the earlier knowledge of the participants and in what way the theories will help the researches delineates the result of the studies. penury TheoryVarious definitions of motivating have been proposed over decades of research and ternary different perspectives emergeFrom a behaviourist perspective, motivation was seen in count of fact terms. It is quite simply the prospect or abide by. Driven to acquire positive reinforcement, and driven by introductory reinforcement, and driven by previous(prenominal) experiences of reward for behaviour, we act accordly to achieve farther reinforcement. In this view, our acts are likely to be at the pardon of external forces.In cognitive terms, motivation places much more vehemence on the individuals decisions. Ausubel (1968368-379), for example, place 6 needs undergirding the construct of motivationa. The nee d for exploration, for seeing the other side of the mountain, for probing the unknownb. The need for manipulation, for operating- to use Skinners term- on the environment and causing changec. The need for activity, for movement and exercise, some(prenominal) physical and mentald. The need for stimulation, the need to be stimulated by the environment, by the other people, or by ideas, thoughts, and come upingse. The need for knowledge, the need to process and internalize the result of exploration, manipulation, activity, and stimulation, to crack up contradictions, to quest for solutions to problems and for self consistent systems of knowledgef. Finally, the need for ego enhancement, for the self to be known and to be accredited and approved by others.3) A constructivist view of motivation places even further emphasis on neighborly context as well as individual person plectrums (Williams meat 1997120). Each person is motivated differently, and will therefore act on his or her environment in ship canal that are unique.Intrinsic and adscititious MotivationEdward Deci (197523) defined intrinsic motivationIntrinsically motivated activities are ones for which there is no apparent reward except the activity itself. raft seem to engage in the activities for their own sake and not because they lead to an external reward.intrinsically motivated behaviours are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self determination.Extrinsically motivated behaviours, on the other hand, are carried out in anticipation of a reward from outside and beyond the self. Behaviours initiated only if to avoid punishment are also extrinsically motivated, even though many intrinsic benefits can at last accrue to those who instead, view punishment avoidance as a challenge that can build their sense of competence and self determination. The intrinsic and extrinsic continuum in motivation is applicable to foreign language cla ssrooms and around the world. irrespective of the cultural beliefs and attitudes of learners and teachers, intrinsic and extrinsic factors can be easily identified (Dornyei and Csizer 1998).During the classroom observations, the researcher will differentiate whether the teacher use this patient of of method. If the students communicate with their L1, should the teacher defend a punishment or give them the motivation to communicate with L1 as long it will help the students to understand the whole lesson.1.7. Significance of the studyIt is believe that the study will cooperate all the teachers in selecting the best method in teaching the ESL classroom especially in the rural area. jog the appropriateness of using the Malay in the ESL classroom.Enable the teacher to pee-pee the important of using the L1 in the ESL classroom at the rural area. booster the students to gain their interest in learning the target language by giving them the opportunity to use their L1 while learning ES L.1.8. Limitation of the studyThis study was undertaken with the following limitationsThe teeny-weeny sample clearly does not wager the whole population of students in SMK in Felda Gedangsa. The sample taken is 40 students from one class in Felda Gedangsa.The reliability and validity of the subject area instruments may be questioned. The questionnaire is not based on any existing survey instrument, which had been tested and/ or certain in terms of reliability and validity. The questionnaire is essential specifically for this study.The time hold will limit the quality of the study. SMK Felda Gedangsa is primed(p) in Ulu Selangor district and about 30KM from UPSI. It will take a long time in doing this study.The students level of proficiency is at the lower level and they will need help in understanding the questionnaires.1.9. Summary concord of English is crucial for every student in the ESL classroom. Without a proper show from the teacher, they will lose their motivation i n learning. Teacher need to be ready with a proper methods and teaching skills and should not usher out the use of L1 in the classroom. With the lacking(p) of vocabulary and understanding towards certain aspects in the learning process, surely the use of L1 in the classroom should be considered to guide the students.REVIEW OF LITERATURE2.1. IntroductionThis paper provides a review of the literature on students L1 are being used in the ESL classroom especially in the rural area and find out if it is an effective teaching and learning tool. There are some(prenominal) studies which are significance to the digest of this study. The summaries of previous work link to the hypothesis of the study are listed below. commodious (1985, 1996), adapted the input opening to include interaction. His change Input Hypothesis (1996) focuses on negotiation of heart and soul that occurs when communication breaks down. It proposes that oral input that is simplify through interactional modificat ion is more victorious than non-interactionally modified input in promoting learner comprehension, which in turn facilitates language acquisition. This hypothesis claims that the modified output produced by learners who are interacting in order to negotiate meaning can also aid acquisition. In this view, which gives importance to input that has been simplified through interaction, there is a possible role for the use of the learners L1 in the interactive input. Modified must give the learner information related to the linguistic form that were snarled and the use of the L1 is a potential source of this critical information (Gillis, 2007).2.2. conclusion studies on the Using of L1 in the ESL schoolroomResearch on the utilization of the L1 in the ESL classroom is a snappy has demonstrated that L1 are not only effective but inevitable for adult ESL students with peculiar(a) L1 literacy or schooling and that use of students linguistic resources can be in force(p) at all levels of ESL (Auerbach 1993).Auerbach (1993), performed a research on the topic of Do you intrust that ESL students should be allowed to use their L1 in the ESL classroom? Only 20% of the respondents gave an cool yes to the question 30% gave an unqualified no, (with comments much(prenominal) as, Its a school form _or_ system of government and No but its hard) the remaining 50% said sometimes (with comments such(prenominal) as Usually not, but if I have tried several times to explain something in English and a student still doesnt understand, and so I allow another(prenominal) student who speaks the same language to explain in that language Theyre expiry to do it anyway As a last resort). The essence of these comments is captured by the following response In general ESL students should be encouraged to use English as much as possible, but in human beings this doesnt always work. Thus, despite the fact that 80% of the teachers allowed the use of the L1 at times, the English only axi om is so strong that they didnt trust their own form.On the flip side, when the native language is used, practitioners, researchers, and learners consistently report positive results. Rivera (1990) outlines different models for incorporating the L1 into instruction, including initial literacy in the L1 (with or without simultaneous but separate ESL classes) and bilingual instruction (where twain languages are utilized within one class). The first benefit of such programs at the beginning levels is that they attract previously un-served studentsstudents who had been ineffective to participate in ESL classes because of limited L1 literacy and schooling.Further, contrary to the claim that use of the L1 will slow the transition to and barricade the development of thinking in English, many accounts suggest that it may in reality facilitate this process. Shamash (1990), for example, describes an approach to teaching ESL used at the Invergarry Learning midway near Vancouver which m ight be considered unorthodox by some Students blend by write about their lives in their L1 or a variety show of their L1 and English this text is thus translated into English with the help of bilingual tutors or learners and, as such, provides a natural bridge over for overcoming problems of vocabulary, sentence structure and language confidence.At a certain point in the learning process, according to Shamash, the learner is willing to experiment and take risks with English. Thus, starting with the L1 provides a sense of security and validates the learners lived experiences, allowing them to express themselves while at the same time providing pregnant write material to work with. This research had shows us that the usage of L1 in the ESL classroom is sometimes considered as decisive because of the students level of proficiency.Tang (2002), based on her studies, Using the mother tongue in the Chinese EFL classroom bear many similarities to Schweers (1999) study in a Spanish context. both(prenominal) studies indicate that the mother tongue was used by the majority of teachers investigated, and both students and teachers responded positively toward its use. Minor discrepancies exist concerning the cause when the L1 should be used. few of these differences can be accounted for by the participants different levels of L2 language proficiency. The teachers participating in this study indicated that the translation of some words, complex ideas, or even whole passages is a good way to learn a foreign language. Her observation of the triad classes suggests that without translation, learners would be likely to make unguided and often incorrect translations.This study also reveals that in the EFL classes observed Chinese plays only a demonstrative of(predicate) and facilitating role. The chief medium of communication in the class is still English. As with any other classroom technique, the use of the mother tongue is only a means to the end of astir(p) fore ign language proficiency. She agreed with the majority of student participants (about 63 pct combined) that no more than 10 share of class time should be spent using Chinese. In her experience, this parcel decreases as the students English proficiency increases. Of lineage, a translation course would be an exception.Unlike Schweers student participants, the students in the present study are highly motivated to learn English. As English majors in the university, their English language proficiency is regarded as a symbol of their individuation and a route to future faculty member and meshment opportunities. Few of them feel that English is imposed on them or regard the use of English as a threat to their identity. Instead, they primarily prefer greater or exclusive use of English in the classroom. In their view, Chinese should be used only when necessary to help them learn English better. The research seems to show that limited and judicious use of the mother tongue in the Engl ish classroom does not subject students exposure to English, but rather can assist in the teaching and learning processes (Tang, 2002).Strohmeyer and McGrail (1988) found that allowing for the exploration of ideas in the L1 served to enhance students ESL writing. When students were given over the choice of writing first in Spanish, they went on to write pieces in English that were considerably more genuine than their usual ESL writing. These findings from practice are back up by Garcias (1991) more lump research on effective instructional practices which found that (a) academically successful students made the transition from Spanish to English without any pressure from teachers and (b) they were able to progress systematically from writing in the native language in initial literacy to writing in English later.A recent study by Osburne and Harss-Covaleski (1991) suggested that the widely frowned upon practice of writing first in the L1 and then translating into the L2 is not ha rmful to the quality of the scripted product. They cite the conventional light that students should be discouraged from translating as this will cause them to make more errors, result in rhetorically hostile texts, and distract them from thinking in Englishand that all these factors would negatively affect the quality of their writing. To investigate the validity of this claim, they compared ESL compositions written directly in English with others written first in the L1 and then translated into English their results indicated no significant difference in the quality or quantity of the written products. They conclude, It seems then that there is no need for teachers to become overly anxious if students choose to employ translation as a composing strategy at times. Friedlander (1990) cited numerous other studies reporting the beneficial effects of using the L1 for L2 composing his own study provides further support for L1 use in planning ESL writing when knowledge of the topic has been acquired in the L1.Mirzaei Vaezi (2007), had been conducted the study of the effect of using translation from L1 to L2 as a teaching technique on the improvement of EFL Learners linguistic Accuracy- Focus on form. establish on the results obtained from the statistical analyses in the study, it was sight that the idea of the effectiveness of using translation from L1 to L2 as a teaching technique to improve a group of Iranian EFL learners linguistic accuracy was supported. Therefore, it can be reason out that translating form L1 to L2, using specific structures, can enhance learners linguistic accuracy within the scope of those structures. It also manifests that learners mother tongue is not a useless element in second or foreign language learning. In other words, mother tongue, if used purposefully and systematically, can have a constructive role in teaching other languages. In effect, the purpose of the present study was to crossroads the three vertices of the triangle i. e., first language, translation, and focus on form.Moreover, it can be claimed that translating sentences form L1 to L2, if selected purposefully, can pushing learners to use specific structures accurately when producing utterances in the second language. This mental practice in transforming an idea from mother language to the second language helps the learner tackle the psycho-linguistic challenge they have to face in producing second language in real life situations. Nevertheless, when utilizing this teaching technique, the learners should be bewared about the morphological differences existing between languages which may cause negative interference from their L1. In other words, learners should be warned that there is not always a structural correspondence between their first language and the language they are learning. To make it short, translation from L1 to L2 is a kind of practice which makes the learners use specific L2 structures accurately in order to express L1 ideas. Th is shimmymental translation from L1 to L2is a natural and sometimes inevitable process which is mostly experienced by the learners of lower levels. Consequently, as discussed above, the technique used in this study is a means through which learners can practice producing L2 grammatically correct sentences which enables them to perform accurately in communicative situations (Mirzaei Vaezi, 2007). definition from L1 to L2 was not a contradictory process nonetheless, it might not have been dealt with through systematic and research-based studies yet. Although the word translation and even mother tongue has been abominated by many so-called innovatory-oriented teachers, this study demonstrated that there are judicious ways in which language teachers can use mother tongue, in general, and translation from L1 to L2, in particular, in their instruction with the purpose of improving learners proficiency. In addition, mother tongue is truly a very comfortable source of linguistic knowle dge with which any L2 learner is already equipped, and it does not seem reasonable to deprive our learners from using this recourse at the cost of exercising an English-only atmosphere in our classrooms.Therefore, it can be suggested that teachers be familiarize with advantages of using learners mother tongue in EFL/ESL classrooms and they should be reasonably given enough leeway to use this resource constructively. In particular, language teachers can use the technique presented in this study, i.e. using translation from L1 to L2, as a communicative task to promote their learners linguistic accuracy. Therefore, it seems reasonable to allocate some time to the training of teachers in this regard (Mirzaei Vaezi, 2007).Schweers (1999) had done a research on the attitudes toward the use of Spanish in the English classroom among the students and the teachers in Puerto Rican. A high portionage (88.7%) of the student participants in this study snarl that Spanish should be used in thei r English classes. All of the teachers inform using Spanish to some degree. Approximately 99 percent of the students responded that they like their teachers to use only English in the classroom. Very noticeable is the 86 percent of students who would like Spanish used to explain difficult concepts. Only 22 percent of teachers saying this as an appropriate use. Students also responded notably higher than teachers on the following uses for Spanish to help students feel more comfortable and confident, to check comprehension, and to define new vocabulary items. Neither students nor teachers adage a use for the L1 in testing. A notable piece of students would like Spanish to be used in English class either between 10 and 39 percent of the time. A sizeable number of students like the use of Spanish because it helps them when they feel lost. About 87 percent of students feel Spanish facilitates their learning of English between a little and a lot, and about 57 percent think it helps fro m fairly much to a lot.These results showed that in English classes in a Puerto Rican university, Spanish should be used to some degree. Students feel there are clear cases where Spanish will facilitate their comprehension of what is happening in class. A majority also agree that the use of Spanish helps them to learn English. Studying students reactions to the use of the L1 in English classes, Terence Doyle (1997), in his presentation at TESOL 97, reported that students in a study he conducted claimed that the L1 was used approximately 90 percent of the time in their classes. Some 65 percent of these students preferred the use of the L1 in their classes sometimes or often. While the first figure is comparable to the one he found in his study, the second is higher than the percentage in his study.Romstedt (2000) had conducted a research of the effects of L1 Pre-writing discussion on ESL writing. The subjects of the study were thirty five alumnus and undergraduate students, both mal e and female representing six native languages at two different levels of intensive English instruction. The general conclusiNative Language in Foreign Language LearningNative Language in Foreign Language Learning1.1 IntroductionThe debate over whether English language classrooms should include or exclude students native language has been a controversial issue for a long time (Brown, 2000). Although the use of mother tongue was banned by the supporters of the Direct Method at the end of the nineteenth century, the positive role of the mother tongue has recurrently been adjudge as a rich resource which, if used judiciously, can assist second language learning and teaching (Cook, 2001). Therefore, this research study tries to open up a new horizon for English instructors to find a thoughtful way to use learners mother tongue in second language teaching.The technique in which L1 was used in this study was translation from L1 to L2, a technique which was rarely used by EFL teachers. At kinson (1987) was one of the first and chief advocates of mother tongue use in the communicative classroom. He points out the methodological gap in the literature concerning the use of the mother tongue and argues a case in favour of its restricted and principled use, mainly in accuracy-oriented tasks. In his article, Atkinson (1987) clearly stated that translation to the target language which emphasizes a recently taught language item is a means to reinforce structural, conceptual and sociolinguistic differences between the native and target languages. In his view, even though this activity is not communicative, it aims at improving accuracy of the newly learned structures. Similarly, this research aimed at investigating the effect of translation from L1 to L2 on the accurate use of the structures.The arguments in supports of using the learners mother tongue in L2 instruction clearly reveal that not only doesnt the use of first language have a negative impact on L2 learning, but it can be factor to help students improve the way they learn a second language. Although the English Only paradigm continues to be dominant in communicative language teaching , research into teacher practice reveals that the L1 is used as a learning resource in many ESL classes (Auerbach, 1993). Auerbach added that when the native language was used, practitioners, researchers, and learners consistently report positive results. Furthermore, he identifies the following uses of mother tongue in the classroom classroom management, language analysis and presenting rules that govern grammar, discussing cross-cultural issues, giving instructions or prompts, explaining errors, and checking comprehension. Although the provision of maximum L2 exposure to the learners seems essential, L1 can be used alongside L2 as a complement. In this regard, Turnbull (2001) stated that maximizing the target language use does not and should not mean that it is harmful for the teacher to use the L1. a principle that promotes maximal teacher use of the target language acknowledges that the L1 and target language can exist simultaneously (p. 153).Similarly, Stern (1992) stated that the use of L1 and target language should be seen as complementary, depending on the characteristics and stages of the language learning process (p. 285). On the other hand, overuse of L1 will naturally reduce the amount of exposure to L2. Therefore, attempt should be made to keep a balance between L1 and L2 use. In this regard, Turnbull (2001) acknowledges that although it is efficient to make a quick switch to the L1 to ensure, for instance, whether students understand a difficult grammar concept or an unknown word, it is crucial for teachers to use the target language as much as possible in contexts in which students spend only short periods of time in class, and when they have little contact with the target language outside the classroom.1.2 Background to the problemThe Integrated Secondary School Curriculum o r Kurikulum Bersepadu Sekolah Menengah (KBSM) was planned in accordance with the National Education Philosophy. The main goal of KBSM was based on the integrated self-development with orientation towards society or nation (Mak Soon Sang, 2003). Four language skills namely listening, speaking, reading and writing are incorporated in the English syllabus proficiency in order to meet their needs to use English in everyday life, for knowledge acquisition, and for future workplace needs (Kementerian Pendidikan Malaysia, 2000).My personal experience as a learner has shown me that moderate and judicious use of the mother tongue can aid and facilitate the learning and teaching of the target language, a view shared by many colleagues of mine. However the value of using the mother tongue is a neglected topic in the TESL methodology literature. This omission, together with the widely advocated principle that the native language should not be used in the second language classroom, makes most te achers, experienced or not, feels uneasy about using L1 or permitting its use in the classroom, even when there is a need to do so. How do students and teachers look at this issue? Schweers (1999) conducted a study with EFL students and their teachers in a Spanish context to investigate their attitudes toward using L1 and in the L2 classroom. His result indicates that the majority of students and teachers agreed that Spanish should be used in the EFL classroom (Schweers 1999). Inspired by his research and driven by my own interest, the researcher decided to carry out a similar study on the use of the native language (Malay) in the Malaysian context. However, differences exist between Schweers study and mine.1.3. Statement of the problemMany rural school students have difficulty in understanding English, and they have often found it difficult to read English books on their own (Ratnawati and Ismail, 2003). Students lack of proficiency in English deprives them of the opportunities ope n to those who are able to use the language well. Recently, the teaching and learning of English has been discussed widely in Malaysia. This is because the low level of English proficiency among students hinders them from acquiring knowledge globally. Students L1 are being use in the ESL classroom especially in the rural area to help them understand English better and find out if it is an effective teaching and learning tool.Because of the students difficulty in understanding the language, teachers need to assist them thoroughly in the learning process. With the using of the L1, this will gain their interest to stay focus in the class and not being de-motivated in learning the target language. The prohibition of the native language would maximize the effectiveness of learning the target language will be a question that we need to find out.1.4. Purposes of the studyThe purpose of the study is to determine whether the L1 (Malay language) are use frequently in the rural ESL classroom.T he important of this study is to find out whether L1 works as an effective teaching and learning instrument.1.5. Research questionsResearch questions for this study areHow frequent the Malay language was used in the Malaysian English classroom and for what purposes?Can prohibition of L1 (Malay language) maximize the interest of using English in the classroom?What are the perception of the students and the teachers towards using Malay in the English classroom?1.6. TheoreticalFor this study, the researcher referred to the theory of SLA that interrelated set of hypothesis or claims about how people become proficient in a second language. In a summary of research findings on SLA, Lightbown (1985 176-180) made the following claimsAdults and adolescents can acquire a second language.The learner creates a systematic inter-language that is often characterized by the same language as the first language, as well as others that appear to be based on the learners own native language.There are p redictable sequences in acquisition so that certain structures have to be acquired before others can be integrated.Practice does not make perfect.Knowing language rule does not mean one will be able to use it in communicative interaction.Isolated explicit error correction is usually effective in changing language behavior.For most adult learners, acquisition stop-fossilizes-before the learner has achieved native-like mastery of the target language.One cannot achieve native-like or non native-like command of a second language in one hour a day.The learners task is enormous because language is enormously complex.A learners ability to understand language in a meaningful context exceeds his or her ability to comprehend de-contextualized language and to produce language of comparable complexity and accuracy.The hypothesis will be the first tool for the measurement of how the students in the rural ESL classroom comprehend with target language. Learning is a long life process so the studen ts need a proper guide to lead them in gaining the language proficiency. There are some modifications that need to be made in using these hypotheses so it will be suit to the learners need in the rural area. There are some mistakes that made by the learners that due to interference from their first language and the learners errors should be corrected as soon as they are made in order to prevent the formation of bad habits.The acquisition-learning hypothesisStephen Krashen (1977) claimed that adult second language learners have two means for internalizing the target language. The first is acquisition, a subconscious and intuitive process of constructing the system of a language. The second means is a conscious learning process in which learners attend to form, figure out rules, and are generally aware of their own process. According to Krashen, fluency in second language performance is due to what we have acquired, not what we have learned (1981a99). Adults should, therefore, do as m uch acquiring as possible in order to achieve communicative fluency otherwise, they will get bogged of language and to watching their own progress. For Krashen (1982), our conscious learning processes and our subconscious process mutually exclusive learning cannot become acquisition. This claim of no interface between acquisition and learning is used to strengthen the argument for recommending large doses of acquisition activity in the classroom, with only a very minor role assigned to learning.The input hypothesisKrashens claims that an important condition for language acquisition to occur is that the acquirer understand (via hearing or reading input language that contains structure a bit beyond his or her current level of competence..if an acquirer is at stage or level i , the input he or she understands should contain i +1 (Krashen1981100).In other words, the language that learners are exposed to should be just far enough beyond their current competence that they can understand m ost of it but still challenged to make progress. The corollary to this is that input should neither be so far beyond their reach that they are overwhelmed (this might be, say, i + 2) nor so close to their current stage that they are not challenged at all (i + 0).Important parts of the Input Hypothesis are recommendation that speaking not be though directly or very early in the language classroom. Speech will be emerging once the acquirer has built up enough comprehensible input ( i + 1). Success in a foreign language can be attributed to input alone. Such a theory ascribes little credit to learners and their own active engagement in the process. Moreover, it is important to distinguish between input and intake. Intake is what you take with you over a period of time and can later remember. Krashen (1983) did suggest that input gets converted to knowledge through a learners current internalized rule system and the new input.The application of these theories will help the study in meas uring how effective the use of L1 in the ESL classroom based on the prior knowledge of the participants and in what way the theories will help the researches defines the result of the studies.Motivation TheoryVarious definitions of motivation have been proposed over decades of research and three different perspectives emergeFrom a behaviourist perspective, motivation was seen in matter of fact terms. It is quite simply the anticipation or reward. Driven to acquire positive reinforcement, and driven by previous reinforcement, and driven by previous experiences of reward for behaviour, we act accordingly to achieve further reinforcement. In this view, our acts are likely to be at the mercy of external forces.In cognitive terms, motivation places much more emphasis on the individuals decisions. Ausubel (1968368-379), for example, identified six needs undergirding the construct of motivationa. The need for exploration, for seeing the other side of the mountain, for probing the unknownb. The need for manipulation, for operating- to use Skinners term- on the environment and causing changec. The need for activity, for movement and exercise, both physical and mentald. The need for stimulation, the need to be stimulated by the environment, by the other people, or by ideas, thoughts, and feelingse. The need for knowledge, the need to process and internalize the result of exploration, manipulation, activity, and stimulation, to resolve contradictions, to quest for solutions to problems and for self consistent systems of knowledgef. Finally, the need for ego enhancement, for the self to be known and to be accepted and approved by others.3) A constructivist view of motivation places even further emphasis on social context as well as individual person choices (Williams Burden 1997120). Each person is motivated differently, and will therefore act on his or her environment in ways that are unique.Intrinsic and Extrinsic MotivationEdward Deci (197523) defined intrinsic motivat ionIntrinsically motivated activities are ones for which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward.intrinsically motivated behaviours are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self determination.Extrinsically motivated behaviours, on the other hand, are carried out in anticipation of a reward from outside and beyond the self. Behaviours initiated solely to avoid punishment are also extrinsically motivated, even though numerous intrinsic benefits can ultimately accrue to those who instead, view punishment avoidance as a challenge that can build their sense of competence and self determination. The intrinsic and extrinsic continuum in motivation is applicable to foreign language classrooms and around the world. Regardless of the cultural beliefs and attitudes of learners and teachers, intrinsic and ext rinsic factors can be easily identified (Dornyei and Csizer 1998).During the classroom observations, the researcher will identify whether the teacher use this kind of method. If the students communicate with their L1, should the teacher give a punishment or give them the motivation to communicate with L1 as long it will help the students to understand the whole lesson.1.7. Significance of the studyIt is hope that the study willHelp all the teachers in selecting the best method in teaching the ESL classroom especially in the rural area.Determine the appropriateness of using the Malay in the ESL classroom.Enable the teacher to realize the important of using the L1 in the ESL classroom at the rural area.Help the students to gain their interest in learning the target language by giving them the opportunity to use their L1 while learning ESL.1.8. Limitation of the studyThis study was undertaken with the following limitationsThe small sample clearly does not represent the whole population of students in SMK in Felda Gedangsa. The sample taken is 40 students from one class in Felda Gedangsa.The reliability and validity of the survey instruments may be questioned. The questionnaire is not based on any existing survey instrument, which had been tested and/ or certified in terms of reliability and validity. The questionnaire is developed specifically for this study.The time constrain will limit the quality of the study. SMK Felda Gedangsa is situated in Ulu Selangor district and about 30KM from UPSI. It will take a long time in doing this study.The students level of proficiency is at the lower level and they will need help in understanding the questionnaires.1.9. SummaryUnderstanding of English is crucial for every student in the ESL classroom. Without a proper guide from the teacher, they will lose their motivation in learning. Teacher need to be ready with a proper methods and teaching skills and should not ignore the use of L1 in the classroom. With the lacking of vo cabulary and understanding towards certain aspects in the learning process, surely the use of L1 in the classroom should be considered to guide the students.REVIEW OF LITERATURE2.1. IntroductionThis paper provides a review of the literature on students L1 are being used in the ESL classroom especially in the rural area and find out if it is an effective teaching and learning tool. There are several studies which are significance to the focus of this study. The summaries of previous work related to the hypothesis of the study are listed below.Long (1985, 1996), adapted the input Hypothesis to include interaction. His modified Input Hypothesis (1996) focuses on negotiation of meaning that occurs when communication breaks down. It proposes that oral input that is simplified through interactional modification is more successful than non-interactionally modified input in promoting learner comprehension, which in turn facilitates language acquisition. This hypothesis claims that the modif ied output produced by learners who are interacting in order to negotiate meaning can also aid acquisition. In this view, which gives importance to input that has been simplified through interaction, there is a possible role for the use of the learners L1 in the interactive input. Modified must give the learner information related to the linguistic form that were problematic and the use of the L1 is a potential source of this critical information (Gillis, 2007).2.2. Close studies on the Using of L1 in the ESL ClassroomResearch on the usage of the L1 in the ESL classroom is a vital has demonstrated that L1 are not only effective but necessary for adult ESL students with limited L1 literacy or schooling and that use of students linguistic resources can be beneficial at all levels of ESL (Auerbach 1993).Auerbach (1993), performed a research on the topic of Do you believe that ESL students should be allowed to use their L1 in the ESL classroom? Only 20% of the respondents gave an unqual ified yes to the question 30% gave an unqualified no, (with comments such as, Its a school policy and No but its hard) the remaining 50% said sometimes (with comments such as Usually not, but if I have tried several times to explain something in English and a student still doesnt understand, then I allow another student who speaks the same language to explain in that language Theyre going to do it anyway As a last resort). The essence of these comments is captured by the following response In general ESL students should be encouraged to use English as much as possible, but in reality this doesnt always work. Thus, despite the fact that 80% of the teachers allowed the use of the L1 at times, the English only axiom is so strong that they didnt trust their own practice.On the flip side, when the native language is used, practitioners, researchers, and learners consistently report positive results. Rivera (1990) outlines various models for incorporating the L1 into instruction, includin g initial literacy in the L1 (with or without simultaneous but separate ESL classes) and bilingual instruction (where both languages are utilized within one class). The first benefit of such programs at the beginning levels is that they attract previously un-served studentsstudents who had been unable to participate in ESL classes because of limited L1 literacy and schooling.Further, contrary to the claim that use of the L1 will slow the transition to and impede the development of thinking in English, numerous accounts suggest that it may actually facilitate this process. Shamash (1990), for example, describes an approach to teaching ESL used at the Invergarry Learning Center near Vancouver which might be considered heretical by some Students start by writing about their lives in their L1 or a mixture of their L1 and English this text is then translated into English with the help of bilingual tutors or learners and, as such, provides a natural bridge for overcoming problems of vocab ulary, sentence structure and language confidence.At a certain point in the learning process, according to Shamash, the learner is willing to experiment and take risks with English. Thus, starting with the L1 provides a sense of security and validates the learners lived experiences, allowing them to express themselves while at the same time providing meaningful written material to work with. This research had shows us that the usage of L1 in the ESL classroom is sometimes considered as vital because of the students level of proficiency.Tang (2002), based on her studies, Using the mother tongue in the Chinese EFL classroom bear many similarities to Schweers (1999) study in a Spanish context. Both studies indicate that the mother tongue was used by the majority of teachers investigated, and both students and teachers responded positively toward its use. Minor discrepancies exist concerning the occasions when the L1 should be used. Some of these differences can be accounted for by the participants different levels of L2 language proficiency. The teachers participating in this study indicated that the translation of some words, complex ideas, or even whole passages is a good way to learn a foreign language. Her observation of the three classes suggests that without translation, learners would be likely to make unguided and often incorrect translations.This study also reveals that in the EFL classes observed Chinese plays only a supportive and facilitating role. The chief medium of communication in the class is still English. As with any other classroom technique, the use of the mother tongue is only a means to the end of improving foreign language proficiency. She agreed with the majority of student participants (about 63 percent combined) that no more than 10 percent of class time should be spent using Chinese. In her experience, this percentage decreases as the students English proficiency increases. Of course, a translation course would be an exception.Unlike S chweers student participants, the students in the present study are highly motivated to learn English. As English majors in the university, their English language proficiency is regarded as a symbol of their identity and a route to future academic and employment opportunities. Few of them feel that English is imposed on them or regard the use of English as a threat to their identity. Instead, they generally prefer greater or exclusive use of English in the classroom. In their view, Chinese should be used only when necessary to help them learn English better. The research seems to show that limited and judicious use of the mother tongue in the English classroom does not reduce students exposure to English, but rather can assist in the teaching and learning processes (Tang, 2002).Strohmeyer and McGrail (1988) found that allowing for the exploration of ideas in the L1 served to enhance students ESL writing. When students were given the choice of writing first in Spanish, they went on t o write pieces in English that were considerably more developed than their usual ESL writing. These findings from practice are supported by Garcias (1991) more formal research on effective instructional practices which found that (a) academically successful students made the transition from Spanish to English without any pressure from teachers and (b) they were able to progress systematically from writing in the native language in initial literacy to writing in English later.A recent study by Osburne and Harss-Covaleski (1991) suggested that the widely frowned upon practice of writing first in the L1 and then translating into the L2 is not harmful to the quality of the written product. They cite the conventional wisdom that students should be discouraged from translating as this will cause them to make more errors, result in rhetorically inappropriate texts, and distract them from thinking in Englishand that all these factors would negatively affect the quality of their writing. To investigate the validity of this claim, they compared ESL compositions written directly in English with others written first in the L1 and then translated into English their results indicated no significant difference in the quality or quantity of the written products. They conclude, It seems then that there is no need for teachers to become overly anxious if students choose to employ translation as a composing strategy at times. Friedlander (1990) cited numerous other studies reporting the beneficial effects of using the L1 for L2 composing his own study provides further support for L1 use in planning ESL writing when knowledge of the topic has been acquired in the L1.Mirzaei Vaezi (2007), had been conducted the study of the effect of using translation from L1 to L2 as a teaching technique on the improvement of EFL Learners Linguistic Accuracy- Focus on form. Based on the results obtained from the statistical analyses in the study, it was discovered that the idea of the effectiven ess of using translation from L1 to L2 as a teaching technique to improve a group of Iranian EFL learners linguistic accuracy was supported. Therefore, it can be concluded that translating form L1 to L2, using specific structures, can enhance learners linguistic accuracy within the scope of those structures. It also manifests that learners mother tongue is not a useless element in second or foreign language learning. In other words, mother tongue, if used purposefully and systematically, can have a constructive role in teaching other languages. In effect, the purpose of the present study was to join the three vertices of the triangle i.e., first language, translation, and focus on form.Moreover, it can be claimed that translating sentences form L1 to L2, if selected purposefully, can push learners to use specific structures accurately when producing utterances in the second language. This mental practice in transforming an idea from mother language to the second language helps the l earner tackle the psycho-linguistic challenge they have to face in producing second language in real life situations. Nevertheless, when utilizing this teaching technique, the learners should be bewared about the structural differences existing between languages which may cause negative interference from their L1. In other words, learners should be warned that there is not always a structural correspondence between their first language and the language they are learning. To make it short, translation from L1 to L2 is a kind of practice which makes the learners use specific L2 structures accurately in order to express L1 ideas. This transformationmental translation from L1 to L2is a natural and sometimes inevitable process which is mostly experienced by the learners of lower levels. Consequently, as discussed above, the technique used in this study is a means through which learners can practice producing L2 grammatically correct sentences which enables them to perform accurately in c ommunicative situations (Mirzaei Vaezi, 2007).Translation from L1 to L2 was not a strange process nonetheless, it might not have been dealt with through systematic and research-based studies yet. Although the word translation and even mother tongue has been abominated by many so-called innovatory-oriented teachers, this study demonstrated that there are judicious ways in which language teachers can use mother tongue, in general, and translation from L1 to L2, in particular, in their instruction with the purpose of improving learners proficiency. In addition, mother tongue is truly a very rich source of linguistic knowledge with which any L2 learner is already equipped, and it does not seem reasonable to deprive our learners from using this recourse at the expense of exercising an English-only atmosphere in our classrooms.Therefore, it can be suggested that teachers be familiarized with advantages of using learners mother tongue in EFL/ESL classrooms and they should be reasonably gi ven enough leeway to use this resource constructively. In particular, language teachers can use the technique presented in this study, i.e. using translation from L1 to L2, as a communicative task to promote their learners linguistic accuracy. Therefore, it seems reasonable to allocate some time to the training of teachers in this regard (Mirzaei Vaezi, 2007).Schweers (1999) had done a research on the attitudes toward the use of Spanish in the English classroom among the students and the teachers in Puerto Rican. A high percentage (88.7%) of the student participants in this study felt that Spanish should be used in their English classes. All of the teachers reported using Spanish to some degree. Approximately 99 percent of the students responded that they like their teachers to use only English in the classroom. Very noticeable is the 86 percent of students who would like Spanish used to explain difficult concepts. Only 22 percent of teachers saw this as an appropriate use. Student s also responded notably higher than teachers on the following uses for Spanish to help students feel more comfortable and confident, to check comprehension, and to define new vocabulary items. Neither students nor teachers saw a use for the L1 in testing. A notable percentage of students would like Spanish to be used in English class either between 10 and 39 percent of the time. A sizeable number of students like the use of Spanish because it helps them when they feel lost. About 87 percent of students feel Spanish facilitates their learning of English between a little and a lot, and about 57 percent think it helps from fairly much to a lot.These results showed that in English classes in a Puerto Rican university, Spanish should be used to some degree. Students feel there are clear cases where Spanish will facilitate their comprehension of what is happening in class. A majority also agree that the use of Spanish helps them to learn English. Studying students reactions to the use of the L1 in English classes, Terence Doyle (1997), in his presentation at TESOL 97, reported that students in a study he conducted claimed that the L1 was used approximately 90 percent of the time in their classes. Some 65 percent of these students preferred the use of the L1 in their classes sometimes or often. While the first figure is comparable to the one he found in his study, the second is higher than the percentage in his study.Romstedt (2000) had conducted a research of the effects of L1 Pre-writing discussion on ESL writing. The subjects of the study were thirty five graduate and undergraduate students, both male and female representing six native languages at two different levels of intensive English instruction. The general conclusi

Asia Pacific Economic Cooperation Economics Essay

Asia peaceable Economic Cooperation Economics EssayEconomic consolidation can be defined as the commercial policy of discriminatively reducing or eliminating barriers totally among the nations joining together. The aim of economic desegregation is to reduce costs for two consumers and producers as well as to increase trade betwixt the countries winning part in the agreement. There are various levels of economic integration which is free trade area (FTA), preferential trade agreements (PTA), customs unions, earthy market, economic union and also duty free zone. Economic integration was starting by the European kernel. European Union was founded by the conformity of Rome where it signed in March 1957 by hexad countries which is Germany, Italy, France, Belgium, Netherlands and capital of Luxembourg and came into being on January 1, 1958. The establishment of common external tariff of the six countries in 1958. handsome trade in industrial goods, within EU and common price for agricultural good was achieved in 1968 and then parturiency on the free movement of take and capital was reduced in 1970. In 1993, all re main(prenominal)ing restrictions on flow of goods, services and resources, enough largest trade block in the world go away be removed.European Free Trade Associations (EFTA) was formed by seven nations which are get together Kingdom, Austria, Denmark, Portugal, Norway, Sweden and Switzerland. In 1967, EFTA achieved free trade in industrial goods but notwithstanding a few special provisions were made to reduce barriers on trade in agricultural produces. However in 1991, membership evolved in EFTA includes Austria, Finland, Iceland, Norway, Liech decenniumstein, Sweden and Switzerland. On January 1994, European Free Trade Associations joined European Union to form European Economic Area (EEA). North American Free Trade Agreement (NAFTA) was formed by United landed estates, Canada and Mexico and this agreement lead eventually lead to free t rade in goods and services everyplace entire North American Area. It also phased out many early(a) barriers to trade and reduced barrier to cross- border investments among the three member nations. NAFTA also have benefits the United States by increasing competition in product and resource markets and also lowering prices of many commodities to US consumers.Association of selenium Asian Nations (ASEAN was established in 8 August 1967 through settlement of Bangkok and now known as the ASEAN Declaration.1. Originally, ASEAN consists of five countries in atomic number 34 Asia region, namely Malaysia, Thailand, Indonesia, Philippines and Singapore. However, now, it known as ASEAN 10 which is the membership expanded to ten countries includes Brunei, Vietnam, Kampuchea, Laos and Myanmar. The goal of the ASEAN is covering cooperation in economic, social, cultural, technical, educational, and so on. In addition, these organizations also hike up regional peace and stability with respec t and abide by the laws of justice and otherwise comply with the principles of the Charter of the United Nations (UN). The objective of establishing ASEAN is the first is to cannonball along economic growth, social and cultural, second is inculcate and reap the benefits of regional development, the terce provides training and research facility, the fourth increase the standard of living (agriculture, industry, trade) and the final exam objective is to form a close relationships and profitable .Asia-Pacific Economic Cooperation (APEC) is a semi-official organization which was formed through the first conference in November 1989, in Canberra, Australia. Now, APEC has 21 members which contributes Australia, Brunei Darussalam, Chile, Canada, Hong Kong, Indonesia, China, Peoples Republic of China lacquer, Republic of Korea, Malaysia, Mexico, Papua untried Guinea, New Zealand, Peru, The Russian Federation, Singapore, Philippines, Chinese Taipei, United States of America, Thailand and Viet Nam. APEC has grown to be an heavy intermediate in promoting open trade and economic cooperation in the region. The main objective of APEC is to accelerate the growth of economies in the Asian-Pacific region and foster a spirit of cooperation among member countries. One of its objectives is to maintain the organization and growing member Asian-Pacific region for the benefit of the people and thus, contribute to world economic Development Division. And the next objective is to reduce trade barriers in goods and services among member countries in line with the principles of GATT without disturbing the economic interests of others.ADVANTAGES OF ECONOMIC consolidationAdvantages of the establishment ASEAN and APEC are to increase the flow of employment and expertise between developed countries with developing country. Through cooperation between Asian, expertise or clever labor can be absorbed into the State to help them mend productivity. Besides that, this relationship ca n also help Malaysia in producing exaltedly knowledgeable labor force. This is because, people in Malaysia pass on have the probability to study abroad, and especially in developed countries like the United States, Australia, Germany, Japan and Russia. So this opportunity will lead Malaysians to continue their studies at a higher level and the state can produce a high productivity by using their skills and expertise. Thus, the output produced in the State will be higher quality and more consumers can use it.In addition, skilled labor can also be absorbed into the State to assist the State in increase crop productivity. Skilled labor in Malaysia is muted not enough to improve the nations economy, especially in the construction sector.2Table 1.1 below shows that skilled labor in Malaysia is still not enough to improve the construction sector in the country. Therefore, the presidential term encourages the entry of skilled workers, and through the Asean cooperation skilled labor m igration can be done. So, this skilled man tycoon will help the government improve the productivity of State, besides being able to produce high quality output and can be exported to other countries. In other words the measuring stick of aggregate product exports to ASEAN grew faster than the average regional output. ASEANs total merchandise exports between 1988 and 1994 increase ranging between U.S $ 100 to U.S $ 200 billion.3While exports in Malaysia in 1980 were 52 percent and in 1994 the export volume has increased to 64 percent. Table 1.1 below shows the ratio of Asean trade and commerce in Malaysia ratio increased from 1980 to 1994.DISADVANTAGES OF ECONOMIC INTEGRATIONThe disadvantages of ASEAN establishment are do the loss of sovereignty of a State. Generally sovereignty is the supreme office held by an institution in the political community to make a decision on matters relating to the administration and politics. The first philosopher to give its opinion on sovereignt y is John Bodin (1530-1596) in his book Six Books Concerning the State asserts sovereignty is the supreme power that is in a state of the union supreme power over citizens and the people of the region. According to him the supreme power is have by the king or ruler of a sovereign power (absolute). Sovereignty is related to national security.4The world now has the wave of transplant in the dimensions of economic and socio-political environment, especially in the process of globalization. Generally the observation of globalization no difference between the terms of a neo-colonialism colonizes in the new concept. People who are weak in the mental and ghostly will easily fall in the midst of destruction. Humans will not have longer the values of modesty and personal lives. in the end it will lead to the demise of civilization of a nation.

Saturday, March 30, 2019

Sub Contracting And Partnering And Framework Agreements Construction Essay

Sub Contracting And Partnering And Frame school harmonys Construction look forThis course croak talks ab start the subject of sub-contracting, partnering and model musical arrangements. It kick upstairs proceeds to evaluate the benefits and disbenefits and assesses the consequences of a possible return to the much than handed-down model of contracting and sub-contracting at bottom the manufacture. The organise consists of ingress, case studies review, evaluation and conclusion.Partnering dejection be referred to m any(prenominal) varied descents such as single stray partnering multi sound produceion, strategic partnering betwixt a contractile organ and thickening the use of a contractor of the same partnering cultivate over many put ups as a detect casting block in total fictional character steering and contractor-employee partnering in the pursuit of safety goals (Kneeland, 1996). The concepts of partnering be, Partnering is a simple commission of sta ve offing disputes A dispute in this context refers to existing unsolved problems Partnering takes proactive smell to address realize problems (Murphy, et al,. 1996).Individual buildings now have to meet more analyz fitting and subtle requirements which in turn demand the use of medical specializer sub-contractors, as the main contractor crumbnot and would not hope to carry e genuinely the works gnarled (Rietveld, 2004). Contracting firms exist in many different shapes and institutes. It is possible to discriminate in the midst of contracting firms in footing of their coat as well as by the nature of their business. They range from the very sm only to the very enceinte. Whatever the size of the individual firm it leave behind fall into one of the following categories general building medical specialist cargon specialist maintenance building and civil engineering, and civil engineering (Headley and Griffith, 1997). In 1988 standard order of measurement for spin cit ed about 300 work sections, which muse massive increase in the use of specialist sub-contractors in flummox facial expression bedevils (Rietveld, 2004). The prime aim of integrating the face squads as suggests in the compensates of Egan (1998) and Latham (1994) argon to substitute unnecessary be into lower worth for the clients and bring out extravagantlyer assured profits for the materials and armed service suppliers (Cain, 2003). Long-term of conception, action and yield-side partnerships are essential to the introduction of the tally stove precaution tools and techniques demanded by the Egan Report. The elimination of waste in the utilization of labour and materials as convinced(p) by the Latham report, 1994 (Cain, 2003).CASE STUDY REVIEWIn a project environment, return and service meet. The location of the role of the project actors and the way in which they are thinked are fundamental features for project care trunk beginning with application of organiza tional structure and delegation of duties, through some of the more sophisticated analysis and decision-making (Pryke, et al., 2006).The social organization pains in UK has universe accused for its wasteful, in readiness, and in effective execution of projects to meet clients objectives and involves, and how it differ from manufacturing pains. The concerns normally pore on areas regarding profit margin, its clients satisfaction and disintegration of the pull teams and procurance process (Anumba, 2000). Latham report (1994) identifies that low productivity, poor prise for funds and unsatisfaction of the clients objectives are elements of uniqueness, immobility, and conformation causes of fragmentation in the construction constancy when compared to manufacturing industries.Comparing the construction industry to other(a) sphere of influences, construction is unsophisticated in its court to the fork out ambit. It terminate learn from the go steadys of manufacturing industry, where at that place are standardization and efficiency to meet the customers demands (Egan, 1998). The need for UK construction companies to hold up more economical is to follow the recommended way outlines in Egan (1998) and Latham (1994) Reports to become more efficient and to repair productivity. The construction industry essential be innovative and respond to change and rawfound challenges before it john have potentiality difference improvement in aspects of the construction and traffic pattern processes (Pryke, 2009).Sub-contracting in its own nature encourages fragmentation (Cox and Townsend, 1998). The uncertainty of the main contractor obtaining unceasing work with the need to accommodate the different features and requirements of each project brings detachment of the teams. Egan (1998) and Latham (1994) recommend reformation of the construction industry through partnering, when they observe thither is disintegration between bod and return proces s. In 1922, the first threadbare Method of Measurement (SMM) specified just now 16 trades in the text, provided in 1988, the viith edition of SMM (SMM7) included 300 different trades which reflect massive increase in the use of specialist sub-contractors in the present construction projects. This movement in the UK reflects many socio -technical economic movement within the industry (Rietvelde, 2004). Advancement in technology and introduction of sophisticated new materials in the add on organizations, system of production and erection some quantify, require new skills and expertise, hence the evolution of sub-contractors to offer these services to the main contractor ( attest,2009). In supply ambit scheme, what to be sub-contracted and what should be done in-house need to be addressed properly. Activities that should be sub-contracted must be those which are not strategic important of the ships company and it derrierenot carry it out go against than its competitors and is not pass judgment that in the future it volition improve its importance (March, 2009).A theoretical account is a general term use for symmetrys that set out terms and fixs for making specific purchases (Edkins, et al., 2009). Framework Agreement has been design for use in both mankind and private sectors. It is beneficial to construction procurement transcription in achieving reduction in transaction bells long-term consanguinity improvement better encourage and greater wealth and put on the line outcomes. It is the formula of applying Rethinking Construction in developing strategic relationship with the supply twine over a long boundary (Construction Excellence, 2008).Partnering, framework agreement and supply train wanglement are potential form of integrating the construction team to improve productivity cut off costs and meet a target cartridge clip create look upon for money and satisfy the clients objectives (Pryke, 2009). emerge twine management involv es all parties which will contri neverthelesse to the execution of a project from raw materials and component suppliers, design and client teams, and service providers, unspoilt from inception to commission stages (Cox and Townsend, 1998). Partnering in bleat, T5 project, contractors and suppliers worked closely in an integrated team. The benefits of the attempt include the necessity to maintain one set of system point and joint quality control system improved working condition for workers and luxuriouslyer level of safety on situation and it boost aim (Pryke, 2009). The Framework program to partner with suppliers provided them prospect to learn and they included incentive performance targets which challenged them to make free burning supplies for every form during the five age period of the project. In 1998 utter enrolled Tony Douglas as the group supply chain restrainor when BAA had 26000 suppliers with 23 different processes and 17 different systems for managing t he transaction, 24 different architects, 23 costs consultants, and more than 70 external project managers and 340 suppliers (Potts, et al., 2009). In 2002, BAA developed second generation of framework Agreement and straind more accurate project costs and implemented best practices and worked with suppliers in longer-term relationship which did not exist in UK construction industry during the previous(prenominal) decades (Brady, el at., 2006). Lean Thinking by Womack Jones (1996), compared the performance of automobile manufacturing companies, those who were operating(a) under traditional method with those who resolved to the then lean production system. The finding was that Japanese Toyota plant was twice productive and three times as accurate as the US General Motors plant by adopting Just In Time (JIT) system of supply, exploitation 40% slight manufacturing space and defects were three times stifled. Because of the success of JIT supplying system carried out by Toyota, which is framework agreement, other manufacturing companies follow their suit. The result demonstrates that JIT is not only about delivering of materials, but likewise to improve management as a whole (March, 2009).Framework agreement encourages collaboration between all key parties and personnel involved in the program of projects to achieve economic benefits and involve contractors at early stage of the project to develop efficiency of work (McKee, 2005). Initially the agreement whitethorn be between the client and the service provider, but the service provider may enter into another framework agreement with other service providers in the supply chain to create web that interwoven the major project participants. it contains provision which determines the rights and responsibilities of all the parties involved in the project. The objectives of framework agreement may not be achieved overnight, but its death penalty will improve productivity and integrate the teams in the construction industry (Potts, 2009). The light of integration and collaboration as recommended by Egan Report Rethinking Construction and Latham Constructing the Team is rapidly arising in the construction industry during this millemium, if keep may set the industry abreast with manufacturing companies to achieve standard and quality of work (McKee, 2005).BAA is the leading implementer of Egans report (1998) and Latham (1994). BAA reduced costs by 10%, defects by 20% and cutting accidents on site by 20%. Construction time prediction rose to 20% through lean construction in T5 project (BAA, Capital Projects). through with(predicate) contribution of collaboration and integration of all participate teams in partnering, BAA was able to achieve the Health and Safety Award in 2001 (Pryke, 2006).Perth and Melbourne airports employ the supply chain strategy and bonded with UKs supply chain team which corresponds with BAAs primary product categories, and were successful to complete within time and cypher ( Lee Richard, al et.2002). Charter comprise of Purchasing and Supply, have identified how BAA used professional purchasing team from seven different purchasing departments. 27 different purchasing processes,11 different account systems and more than 12,000 suppliers which projected BAA to win Kellys Award for excellence in purchasing and supply service. The development, the design and the engineering teams in AMA have accept the importance of partnering and intended to work together to identify the business call for and focus on solution and developed them and have balance in costs, time and quality of work when they undertake a project (Construction Excellence, 2004).BAA executed the extension of the North Terminal (NT) project successfully on schedule through teamwork and management was flexible with the responsible participants. Partnering and framework agreement was the process which made it possible for the company to work successfully in such confined environment wi thout obstruction and destruction. It could have faced learn in cladding on the outside of the building which coincided with wettest and windiest period, but, because understanding among the teams, the procurement route was changed easily (Potts, et al., 2009).During the past century, construction was procured through the use of give away contracts for design and production. BAA could have 2 years time occupy and 40% costs spill over if it had adopted the traditional go on of project execution, but completed on scheduled time. The T5 project was a complex which added 50% capacity to Heathrow Airport, commenced in December 2002 and completed in March 2008. Professionals were active to share ideas, association and development with other colleagues in the other professions (Potts, et al., 2009).The agreement signed by BAA with the suppliers was clear and was based on a cost reimbursable form of contract, profits were ring- fenced and BAA carry the risks. The sum of money valu e of the agreement are team work, trust and commitment, and the team members were encouraged in order to drive out all unnecessary costs, including claims and litigation which boost productivity level (Douglas, 2005).BAA learned from historical events of construction projects, such as British library upgrading of the West Coast railway line Line London Underground Jubilee Line extension the Scottish sevens building and the new Wembley Stadium, and was armed against the mistakes and difficulties they encountered (Potts, et al., 2009).Slough Estates experimented supply chain management process through executing contracts in 1980s and early nineties when building designs were becoming sophisticated and new materials and new technology were introduced. Skills from architects and specialist contractors and project management teams were required from outside. New era began when the in-house construction teams were retained to carry out the works, and the caliber of the team was improve d in which the company won BCO Award for its work through partnering and frame work agreement which constitute the supply change management (Pryke, 2009).The company experiment all the procurement methods including Traditional, concern Contracting and Construction Management methods which are discussed later. and the overall result was unsatisfactory, because overspending for chastisement of unacceptable level of defects developing from its projects was high (Potts, et al., 2009).In 1983, the British Property Federation produced its own procurement system to pioneer reformation in the construction industry through introduction of project management profession and consultants were perceived by majority in construction industry as over- bureaucratic and failed to embrace the industry in collaboration manner ( ).Slough Estates Company failed when it first introduced the supply chain management in 1980s and early 1990s. There was no link between specialist contractors and architects or with the consulting engineers. There was no relationship between the parties except the legal binding instruction as provided for as architects instruction manual (Rimmer, et al., 2009). The company observed that there is no upstream relationship between the contractors and the client during design stage, the client brief the architects and engineers about what he wants and they convert the teaching into drawings and specifications and take out them to the contractor. The projects were won on competitive basis without any prior idea or negotiation, the lowest bid was selected. The contractors have no meaningful upstream relationship with the client to work with their downstream relationships with production and service suppliers and it could not allow in-house to continue (Rimmer, et al., 2009). Supply chain management can be improved if clients are willing to negotiate with the contractors and specialists at the early stage (design stage) of the project. All parties in the su pply chain should be consulted during the design and decision making stages. Pryke Stephen, (2009) therefore concluded that UK traditional form of procurement is a weak platform from which to add value and reduce cost through supply chain management.Slough Estates observed that Management Contracting (MC) is similar to traditional method but the management contractor has better opportunity to influence upstream relationship with the clients, particularly at the design stage but has no financial interest in the payment of the contractors. His duty is only to concentrate on programming and prep of the project, and defining the role of each player in the construction teams. It encountered a lot of problems when it experimented MC, and shifted to Construction Management (CM), though it is better than MC, the company did not have constant flow of large projects to maintain the recruitment of large in-house management team. CM was better because it allows early involvement of the package contractors and created an opportunity for all parties to take the initiative to involve their own supply chain in the process (Pryke,2009).The strongest platform from which supply chain management can develop is the Design and Build form of procurement where the contractor has relationship with both upstream and downstream parties and in go down to add value to work and reduce costs (reference). Contractors are brought on at the initial stage of the project and can deliberate with the architects, engineers and quantity surveyors for a potential framework agreement and partnering (Pryke, 2009). Supply chain Private Finance inaugural is structured to remove any hindrance that will prevent effective relationship among the participating parties. The contractors have full control over finance and design and facilities management expertise within their own teams. There is continuous and systematic improvement and effective partnering arrangement when contractors are able to work on se ries of similar projects. Construction industry is now interconnected with the manufacturing industry in terms of supply chain management. Design and build and PFI have placed construction industry in a position where it can perform better and unnecessary cost of wastes in rectification is reduced (Pryke, 2009). inquiry conducted on 300 projects by University of Reading discovered that Design and Build projects delivers better quality of work than Traditional method when the projects are complicated and involves high technology (Bennett, Pothcary and Robinson, 1996). During the asylum of Egan (1994) and Latham (1998) reports, Building Research Establishment (BRE) launched a productivity sampling for construction sites (CALIBRE), Slough Estates employed their services to assess ii of its sites, and the result showed that collaboration and better construction methods produced about 55% of value producing hours which was low and the cause was from errors in designs, surrogate and repetition of work, defects rectification and delays in supply of materials. Slough Estates has found that implementation of changes required information and knowledge sharing across the supply chain (Pryke ,2009).Construction industry is now realizing the necessity to changes the current working practices and attitudes (Pearson, 1999). Organizations such as Ministry of Defense and Tesco , together with BAA, Balfour and Tarmac have developed supply chain management techniques to improve their supply base which has being well(p) by other organizations (manufacturing) long time ago and increasingly improve their competitiveness global market. The supply chain management in manufacturing industry involves all the activities associated with the processing from raw materials to the completion of the finished product for the client customer. Construction industry defers from manufacturing industry by deficiency of standardization, because it does not consists of permanent group of inte racting partners to deliberate on improving product quality and efficiency of production (Pryke, 2009). The doctor of supply chain on construction sites activities is to reduce the cost and the duration of the activities to budget and time constraint, through establishing a original flow of materials and labour on sites. The application of supply chain management in the construction industry requires serious effort , which entails developing upstream integration in the design and production process and operation to link the process into a chain that would increase the opportunity to add value and reduce total cost. With conventional procurement, which is used in both public and private sectors, the majority of the risk is apportioned to the client. The public sector project team is encouraged to produce a project for the cheapest possible initial cost without regard for the long-term maintenance or running cost (Cartlidge, 2006). The report of Mott MacDonald (2002) states that the public sector procurement managers have been over upbeat and nave in their estimates of cost and time of large and complex construction projects. This pattern of inefficiency brings the rationale of introduction of alternative form of procurement, with less risk for the public sector (Cartlidge, 2006). This harnesses the private sector expertise such as Public Private Partnership. Private sector organization performances are viewed as more efficient than sector organizations. They are more discipline by market force and competition (Cartlidge, 2006). As common as it is to nearly large public sector providers the National Health Service (NHS) has suffered from the commonplace problems of late delivery and cost overruns. One of the main challenges to NHS capital procurement is disintegration of the NHS client base for specific healthcare schemes. Several health trusts have responsibility for the delivery of the schemes with differing level of expertise and experience in capital p rocurement. The solution to the problem is the departure from the traditional NHS procurement method to a procurement known as NHS ProCure21, which is framework agreement with its materials and services suppliers (Cartlidge, 2006).EVALUATIONEvaluation of benefits and disbenefits partnership and traditional model of contracting is carried in terms of time and costs saving, quality control, health and safety on sites, value for money and risk management.BAA T5 project could have two years overrun and 40% costs overrun if traditional approach was followed (Keith, et al., 2009). 10 30% cost was saved to BAA on the budget for mechanical and electrical materials and equipment. The Buy Club was early engaged in design stage which promoted lean manufacturing and installation (Keith, et al., 2009). Early agreement on benchmark prototypes with an open book approach reveal issues before they become problems. Collaborative agreement avoids waste of resources (Standing, 2001). Culture has an c ontinue on supply chain manage. The limiting issues are clash of cultures lack of trust lack of coordination between teams differing procedures and attitudes, and relational risk associated with self-interest focus (Elmuthi, 2001).Partnering has works for the ideal project team in the US Army Corp of engineering owners. Contractors and design firms all attest to the benefits. Results have exceeded their expectation over 90% of the time in 100 projects. Schedules were shortened and costs fall. Value engineering opportunities are more likely to be identified and implemented (Davy, et al., 1996). MCI Constructors places a heavy emphasis on efficient project management and on prompt identification and resolution of disputes while attempting to avoid litigation at all cost, state We found that the most successful way to achieve these goals is to utilize partnering (Mitchell, et al., 1996,.53). in the new handbook on partnering, the American Institute of Architects and the American Consu lting Engineers Council note that The benefits are clear Projects are completed on time, within budget, to high standards, and to the satisfaction of everyone (Davy, et al.,1996, p. 290). Traditional construction is fragmented, which is solely define by organizational boundaries (Pryke, 2002). The management using supply chain approach, improves knowledge for academic and practice, which contributes to the management of projects in construction (Pryke, 2009). Leverage affects the flow of information and knowledge throughout the network of actors who constitute the supply chain. It also has an impact on how risk is been transferred fairly, unlike in the traditional process (Cox, 2001). The potential of supply chain is presented for long-term to develop over time and improve and in so doing provide better business solution for the clients, better project outcome for the stakeholder and higher level of profitability for the supply chain members(Pryke, 2009). The concept of supply chai ns and their management, helps to assemble groups of suppliers and contractors and manage them in a way that emphasizes on value and cost. The groups collaborate to share information and knowledge. They manage and share risk in a manner that is equitable and absolute (Pryke, 2009). The 1994 Latham Report indicates that the level of unnecessary costs generated from inefficiency of use of labour and materials was roughly 30% of the initial capital cost. Involvement of the specialist contractors and suppliers in the design from outset, means abandoning all forms of traditional procurement which delay the appellative of the specialist constructors, sub-contractors and manufacturers, until the design is well advanced. The traditional forms of consecutive of appointment are replaced with appointment of integrated design and construction supply chain from the inception period (Cain, 2003).Sub-contracting in supply chain management should be revisited, because smaller companies are less likely to offer apprenticeships and who would train for the future. In selecting suppliers and sub-contractor in the supply chain many factors should be considered. The location of the project and its proximity to the supplier. The experience of the sub-contractor working in such environment and if he/she can recruit qualified people living in the area or they may be brought in for the during of the project. Accommodation in close proximity for the import personnel who would stay on the job for long time ( March, 2009). umpteen case studies revealed that framework agreement is achieving better value of work year by year during the past decade. Though the process is expensive, it does not re-advertise for applying/ offer and awarding of subsequent contracts, therefore great amount of costs is saved. It is able to establish objectives and targets and monitor performance of project and compare successive projects and transfer lessons from project to project (Constructing Excellence, 2 005).Partnering is a management system that is based on collaborative approach to work. It is different style of working when compared to the traditional approach which was formerly common in the construction industry. It achieves greater value for money for the client and higher profit for the companies involved, and improves quality of work and is more predictable for project completion ( Bennett and Jayes, 1998). Some the attributed benefits of partnering are Improved communication among participating parties better working environment created reduction of adversarial relationships Less litigation fewer claims better control over health and safety issues Improve decision-making that helps to avoid costly claims and saves time and money (Fryer, 2004).Prime contracting(sub-contracting) has been used effectively for high value complex facility procurement projects for many years. It was selected as the procurement model of construction and maintenance services for the defence estate s in the 1997 strategical Defence Review , when it was decided that a more effective and efficient process was required the billion pounds a that the Ministry of Defence spends on its estates (Fryer, 2004). Benefits acquired by MoD include Easier fault reporting continuous improvement and innovation consistent approach across allestates in England and Wales greater emphasis on quality control and checking as a direct result of a reduction in bureaucracy (Fryer, 2004)CONCLUSIONThe involvement of the specialists at design stage enabled BAA to eliminate time overrun and cost overrun (Pryke, 2009). There is no production line in construction, hence the obstacle of transferring of this manufacturing-orientated approach. Nevertheless, all other construction companies have to follow the footsteps of the initiators to improve value for money, meeting time constraints, meet budget and quality and lift the industry in high esteem in terms of investment. Supply chain enhances good relationsh ip among the participating teams through integration (Egan, 1998). Despite the impact of the reports of Egan in 1998 and Latham in 1994 there are traditional barriers to reform is proving unassailable. It is accepted that the clients, especially their internal professional advisors within their procurement groups were refusing to change their traditional, sequential procurement practices (Cain, 2003).The inevitable conclusion of the foregoing is that the construction industry is tall(a) to be able to transform itself across the board by using SCM-type technique, unless sufficient private clients are persuaded to provide the leadership such as provide by Slough Estates in the 1990s. furthermore, Government and public sector clients need to keep their nerves and let SCM-friendly process like PFI board into the world class delivers of projects they are capable of becoming (Pryke, 2009 p. 159). The previous specialise knowledge that are trapped within small specialist sub-contractor s and suppliers can now become available to clients and designers in a way that is not previously possible (Bresnen, et al., 2009).From Latham (1994) and Egan (1998) there are indications of problems facing UK construction industry. The problems are fragmentation, adversarial relationships, project uniqueness, separation of design from production and competitive tendering. The use of clusters insert within a partnered supply chain managing approach is cited as solution to the problem (Gray, (1996). It is an improvement of eliminating waste when specialist sub-contractors are brought in during design stage as it is in supply chain management (Morledge, et al,. 2009). It is suggested that where there is a context in construction, involving routine risk minimization conjugate with transaction cost emphasis, and this simply creates a situation where costs are cut to achieve competitive status value added may also be reduced and continuous improvement is unlikely to flourish (Pryke, 2 009). stake comes to rest in the supply chain at the position where supplement is dominant on the part of transferring out project actor. Edkins et al., 2009) suggested that economic motive is not relevant to supply chain members and that the power or leverage exercised is supply chain specific and related to the power of other firms within the supply chain. Construction needs structure that provides collaborative relationship and which will maintain the flexibility demanded by the business environment (Smyth and Pryke, 2008). Supply chain management provides means of managing the players comprising the project coalition without the need to return direct employment and management which has improved unsustainable in the British construction industry of the twentieth century (Latham, 1994). The function of supply chain observes that, network of actors linked by number of sophisticated relational linkages (Pryke, 2006). Communication network is more important to the industry, its fi rms and its clients in the supply chain than the size of the firm. The distance that information or knowledge must pass to reach the actor who would exert such material affects the quality of such material on reach and attitude of the receiver on arrival (Pryke, 2009).More education and pauperism is required to maintain partnering, framework agreement and supply chain in the construction industry. As suggested by the government sponsored committees (Egan,1998 and Latham, 1994) reports, this is only possible way standardization. All construction team should participate in the development of partnering strategy for the project for effective result (Davy, et al., 1995). All stakeholders of a construction project should be committed to partnering. Every stakeholders interest should be considered in creating correlative goals,