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ENGLISH LANGUAGE TEACHING THROUGH LITERATURE  [PDF]
K. UJJWALA
Golden Research Thoughts , 2013, DOI: 10.9780/22315063
Abstract: English education in India has largely depended on the teaching of literature. It is only in the recent years that there has been a shift of emphasis from teaching literature to language. The relationship between literature and English language teaching has been rather a difficult marriage throughout all these years. In many situations while English language teaching adopted a structural approach, literature was taught as a separate subject. Nevertheless, current approaches have endeavored to reexamine the value of literature and have begun to uphold its worth again. These approaches assert the value of literature teaching from several aspects, primarily, literature as an agent for language development and improvement. Literature is a verbal art that leads readers to appreciate the beauty of language. Literature is used in English Language teaching to broaden students' horizons by giving them a knowledge of the classics of literature, to improve students' general cultural awareness, to stimulate students' creative and literary imagination and to develop their appreciation of literature. Literary texts offer a rich source of linguistic input and can help learners to practice the four language skills – listening, speaking, reading and writing – in addition to exemplifying grammatical structures and presenting new vocabulary. The Literary texts provide opportunities for multi-social classroom experiences and can appeal to learners with different learning styles. Literature is beginning to be viewed as an appropriate vehicle for language learning and d
The Place of Literature in the Teaching of English Language as a Second Language
S.O. Labo-Popoola
The Social Sciences , 2013, DOI: 10.3923/sscience.2010.49.54
Abstract: From the inception of human history, language, defined as a system of communication by written or spoken words, which are used by the people of a particular country or area, remains a fundamental and common heritage of human society. It is, this language heritage that distinguishes human species from other living species. With the use of language for instance, human species have been able to make inventions, communicate ideas and spread such inventions and ideas from generation to generation. As importance as this human heritage is, it is a coat of many colours in many societies. In order words, within a language group, there could be much dialectical diversity. Therefore, there is hardly a nation or society, where just only one language is spoken. Instead, different languages, separate human societies and the human beings therein from one another. This does make it difficult for people belonging to different language groups to understand one another. Because of this, a second language that would unify all the people of different language groups is therefore necessary if people, who speak different languages must have a common understanding of ideas and have meaningful interactions in their day to day activities. Given the fact that second language is not one s language, it has to be taught and learnt. The objective of this study therefore is to examine the place of literature in the teaching and learning processes of a second language.
Using Rock Music as a Teaching-Learning Tool*
Morales Neisa,Camilo;
Profile Issues in Teachers` Professional Development , 2008,
Abstract: the use of rock music in english teaching-learning contexts gains relevance as many of the people involved in them listen to this kind of music. the integration of rock music into language learning can be done if the music is treated as class material, taking into account that it requires previous and careful preparation. in this article i will show my experience working with two students in classes in which the materials were based on the lyrics of rock songs. the motivations, reflections, information collected and findings made during the process compose the following article in which rock music and learning are the central characters of a research study carried out with two adult students.
The Effect of Classical Music on the Reading Comprehension of Iranian Students
Nasser Rashidi,Farman Faham
Theory and Practice in Language Studies , 2011, DOI: 10.4304/tpls.1.1.74-82
Abstract: The influence of music on language learning and performance has been the subject of study for many years. The purpose of the present study was to investigate the effect of classical music (Mozart Sonata) on the reading comprehension performance of two groups of Iranian students in an English institute in Iran. To this end, the study compared two groups of Iranian English students (N=60) over a period of three months: one was taught reading comprehension with a music background and the other with no music background whatsoever. The results of the study showed a significant difference between the performance of the group exposed to music and the performance of the other group not exposed to music. The group taught reading comprehension with a music background outperformed the other taught it with no music background.
The Role of Music in Young Learners’ Oral Production in English
Pérez Ni?o Daniel Fernando
Profile Issues in Teachers` Professional Development , 2010,
Abstract: This article reports on a study conducted at Universidad Nacional de Colombia in the foreign language extension courses. The author shows how young learners who study English in this program can develop their oral production by making and listening to music. The study took place in the first semester of 2009 and followed the qualitative and descriptive approaches to classroom research. The author describes how young learners view music as a ludic tool that will improve their oral performance and how the activities applied by a music teacher help to reinforce the language topics studied in other English classes. Key words: Music in English learning, teaching young learners, oral production Este artículo rese a un estudio realizado en la Universidad Nacional de Colombia en los cursos de extensión de lenguas extranjeras. El autor muestra cómo los ni os y jóvenes que estudian inglés en este programa pueden desarrollar su producción oral creando y escuchando música. El estudio se realizó en el primer semestre del 2009 y siguió los enfoques cualitativo y descriptivo para la investigación en el aula. El autor describe cómo perciben los ni os y jóvenes la música como una herramienta lúdica para mejorar su desempe o oral y cómo las actividades musicales que realiza un profesor de música ayudan a reforzar los temas estudiados en otras clases de inglés. Palabras clave: la música en el aprendizaje del inglés, ense anza del inglés a ni os y jóvenes, producción oral
English Language in Iran: Why Practice is More Common than Practise?  [cached]
Yaser Khajavi,Reza Abbasian
Canadian Social Science , 2011, DOI: 10.3968/j.css.1923669720110704.400
Abstract: Present article discusses the history of English language and its role in academic and non-academic context in Iran. The study also tries to investigate why American English is more common among English language learners and teachers in Iran. In order to fulfill the aims of the study,a series of semi-structured interviews were conducted with 55 university professors, high school teachers and English language students. The findings revealed that a number of main factors such as linguistics, political and cultural factors have lead to priority of American English in Academic education of Iran. Key words: English language; American English; Academic education Résumé: Le présent article traite de l'histoire de la langue anglaise et son r le dans le contexte académique et non académique en Iran. L'étude tente également de déterminer pourquoi l'anglais américain est plus fréquente chez les apprenants de la langue anglaise et les enseignants en Iran. Afin d'atteindre les objectifs de l'étude, une série d'entretiens semi-structurés ont été menés avec des professeurs d'université, les 55 enseignants du secondaire et aux étudiants en langue anglaise. Les résultats ont révélé qu'un certain nombre de facteurs principaux tels que la linguistique, des facteurs politiques et culturelles ont conduit à la priorité de l'anglais américain dans l'éducation universitaire de l'Iran. Mots clés: Langue anglaise; Amé-anglais, Education universitaire
The Importance of the Teacher for Developing Interest in Learning English by Chinese Students  [cached]
Yunbao Yang
International Education Studies , 2008, DOI: 10.5539/ies.v1n1p95
Abstract: The importance of the English teacher for the development of interest by students in the learning of English is discussed. In the Chinese context, the teacher is regarded traditionally as knowledgeable and the source of learning by students. Commonly, learners have no idea why English language is important to them and their interest in English relies on their teacher. A few perspectives are discussed regarding teachers as motivators of the successful learning of English.
The Relationship between Motivational Intensity and Achievement: Implications for the Learning of English by Chinese Students  [cached]
Yunbao Yang,Huaying Zhang,Jianghui Wang
Asian Social Science , 2009, DOI: 10.5539/ass.v5n10p88
Abstract: The correlation between motivational intensity and language learning has been explored to gain insights into why the learning of English has been poor in China. Hitherto, the learning of English as a foreign language in China has been taken for granted; unless effort is expended a measure of motivational intensity failure ensues. Success will only be achieved if learners understand the importance of learning English.
Creative Writing for Language, Content and Literacy Teaching  [cached]
María Teresa Fleta Guillén,María Luisa García Bermejo
International Education Studies , 2011, DOI: 10.5539/ies.v4n5p39
Abstract: This paper reports on pedagogies that promote language, content and literacy in English by stimulating learners’ creativity. The starting point to promote creativity among learners was music and art. There seems to be a natural connection between music, language and thinking which suggests that incorporating musical experiences into daily instruction results in creative thinking. By being exposed to music and art, learners of different ages and from different language contexts developed visualization abilities and invented stories. According to many authors, stories are excellent vehicles for teaching and learning because they contain all the ingredients from which learners can benefit. The learners in this study moved from listening to music, to the word and sentence levels, to finally telling their stories in English, and the stories the learners created proved to be a vehicle for internalizing language and for literacy development.
Elementary School EFL Learners Adoption of English Names and Implications for Classroom Practice
Grace Chin-Wen Chien
Theory and Practice in Language Studies , 2012, DOI: 10.4304/tpls.2.3.469-474
Abstract: The adoption of English names is common among elementary school English as Foreign Language (EFL) learners in Taiwan. In this study 86% of participants in this study have their own English name and 67.5% of those who do not have one would like to. However, none of the students who have an English name know its meaning or have been told why their particular name was chosen for them. English names were mostly given to learners by English teachers at their school or a private language school. The younger the learners are, the more they feel that the adoption of an English name makes them feel like an English native speaker. Younger EFL learners also feel that having an English name makes a positive impact on their English learning and attitude. Suggestions are provided on giving EFL learners’ English names and using English names as a means of cultural learning.
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