Journal about Folk tales in teaching english language
216530972
Art of Storytelling: A Critical Perspective on English Language Teaching
Storytelling is the actual form of teaching and can nurture emotional intelligence and help the child gain insight into human behavior. It also upholds language learning by enriching learners' vocabulary and acquiring new language structures and sentences. Moreover, storytelling can provide a motivating and a kind of low anxiety context for language learners. This storytelling tips given in this, are meant to help the teacher as a storyteller she or he prepares for a storytelling performance for students. Also, storytelling is even claimed to be more effective in language teaching than traditional teaching materials, such as textbooks. It is a fact, that, the studies generally believe in the effectiveness of storytelling relies on the fact that it is fun, engaging and, raising learners' interest in listening to stories, and in speaking, writing and reading about them. Introduction: Language is a means of communication where we express ourselves better to the audience. To learn a language, one must be an observer and should know the importance and have the proper exposure towards it. Coming to the language like English, it is playing a phenomenal role in and around the Globe. After Chinese, English is the highest spoken language in the world. As a point, thus, most of the Educands especially those who are in need or seeking jobs are going after Spoken English or English Communication Skills courses or classes after their higher education like B. Tech, M. Tech, MBA, MCA or any other degree. But, most of these Spoken English institutions are still following the old methods like teaching and practicing Tenses and some of the major topics in English Grammar as an essential need to learn the language instead make them of speaking on a topic or issue. One of the national studies say, this year by an employability evaluation company found that half of the graduates, mainly engineers, were deemed unemployable because of poor English Communication skills. A few students sharing their experiences, "We observed many times that we had presentations where teachers would copy and paste passages taken from the internet or web. We don't learn anything necessarily and many students just do mechanical learning." In our Childhood, we were not taught our mother tongue. We just observed the sounds and pronunciation and tried imitating and started speaking accordingly. Likewise, the instructor must advise and entice his trainees or students to speak. Encourage each of the students to participate in various activities of speaking. Storytelling will improve a student's voice projection and words, articulation and fluency of the language. It involves both the speaker and listener so that the speaker could able to present himself or herself before him or her. Some empirical studies say that storytelling will also improve to project social interactions. English speaking skill is one of the skills which have to be practiced by students. Through this skill, a learner can express what they want orally. Thornbury stated that speaking is so much a part of daily life that we take it for granted. An average person produces ten thousand words a day, although some people may produce even more than that. A. Scholars' opinions on storytelling. Dyson and Genishi suggested that storytelling is a process where the speaker uses a narrative structure, vocalization, and or dramatic and mental imagery to communicate with an audience, who also uses psychological descriptions to provide the speaker with verbal and non verbal feedback. Hsu defines storytelling as "the use of voice, expression of body language, eye contact, and interaction connect a tale with listeners" (c) 2020 JETIR April 2020, Volume 7, Issue 4 www.jetir.org (ISSN 2349 5162) JETIR2004130 Journal of Emerging Technologies and Innovative Research (JETIR) www.jetir.org 947 A tale is seen through the interaction between the storyteller and the audience. Thus, while the storyteller uses his voice and gesture to convey a story, then the audience physically reacts to it by either narrowing your eyes, staring or smiling, providing the storyteller with feedback on how storytelling is being received. In terms of content or essence, storytelling is defined by McDrury and Alterio as Uniquely a human experience that enables us to convey, through the language of words, aspects of us and others, and the world, real or imagined, that we inhabit. A story enables us to come to know these worlds and our place in them given that we are all, to some degree, constituted by stories. The best way to improve one's language is Story Telling. Most of the students are facing this problem, i.e. they are unable to express themselves in a better with the fine language. They were not given proper exposure towards Speaking skills and also some of the English faculties simply making their students listen to them or engaging them to do some other work instead of making them practice what we're taught in the class, especially in Language labs. How this storytelling helps someone to improve speaking skills and other things. And before it, let us discuss what does storytelling does? B. What are Story Telling and the need for it? It is a process of constructing meaning that involves producing, receiving, and processing the information. Storytelling is an art of using language, voice, and physical moments and gestures to reveal the components and images of a story to a specific, live audience and also encourages the imagination of the audience. When we are telling a story we make sure of our verbal and non verbal communication. In the classroom, your lectures shouldn't be bored, but the way you present them matters a lot. We, English faculty, can make most of our English lessons like a story where every student pays attention to your talk. We have a lesson in B. Tech I English (English for Engineersthe prescribed textbook for I year students) in Unit IV, i.e. What Should You Be Eating? In this lesson, instead of discussing or teaching the lesson directly, we can take a story and connect your lesson to this story and tell how your food habits will affect your body and problems that arise. E.g. Dave loved eating chocolates, pizzas and everything else that was called junk, eating junk food for every meal of the day. Honey, it's fine to have all of this once in a while, but you must eat healthy foods like vegetables, cereals, pieces of bread, fruits, chicken, fish, etc. Dave just kept misleading any advice. One day his mum decided that she won't cook for Dave. She told him to feed himself. He ordered pizzas, burgers and Chinese. Having the freedom to eat anything made him extremely happy. Every day, Dave would go out and eat chocolates, sweets and all sorts of street food. Gradually, however, he wasn't enjoying outside as much as he did before. He started to feel sick and sluggish and decided to go to the doctor. Because all of his clothes shrunk and started affecting by obesity. And also he told his mom, and she said I told you not to eat junk food' And now look what it has done to you? He was regretting what he has done. After telling a story like this or it doesn't mean that you have to use printed or typed stories, you can also use the current issue of CORONA and the things that led the entire world into darkness and confinement of bleak of Corona just because of their Chinese food habits. And for sure every student in your class pays attention and be active. Does storytelling improve Vocabulary? Obviously. Because, when we are telling a story we are not going to limit our vocabulary, but going to use different words or vocabulary depending on that story. Not only that but also the proper construction of the sentences and the alignment of the order of the words and the tense that is used during this the story will be learned from them. And it gives knowledge about important aspects of story beggings, (c) 2020 JETIR April 2020, Volume 7, Issue 4 www.jetir.org (ISSN 2349 5162) JETIR2004130 Journal of Emerging Technologies and Innovative Research (JETIR) www.jetir.org 948 endings, settings, characters and plot lines. Taking the example of the story discussed above, see the new words that a class of students going to learn. 1. Misheed Ignore 2. Sluggish Lazy C. The procedure of Telling a storyAccording to Jianing, there are, six steps in conducting storytelling, as follows: 1. Warming Up. 2. Split the students into different groups and each group prepares a story. 3. Ask each student to prepare a story in advance. 4. Instruct the divided students into groups and each group is given an opening of a story and asked to finish the story within fifteen to twenty minutes. 5. Tell each group to hand in an incomplete story or stories and redistribute them among themselves. 6. First, the teacher gives a sentence to the class and then each student adds one more sentence to make a whole story impromptu. In this process, using the stories, the teacher could, in the different cases, choose to encourage the students to rewrite the stories, using their language or words or ask them to use the original language as much as they can. The best way to encourage the students to understand these stories and adds their attributes to the stories and the latter prompts them to learn to use new words and expressions. Besides, pictures, movies, and other materials would also be a great help in storytelling. D. Characteristics of Story TellingThe distinction between fiction and non fiction stories is a critical one for the students to grasp. It affects every decision that you make about the selection and evaluation of information for messages. Good storytelling consists of knowing your audience. Is the reader going to be reading the story, hearing it, experiencing it in a non linear fashion online? What is the background information of the audience for the story already has about this topic? Good storytelling also begins with a foundation in the subje
G Victor Emmanuel Raju
148837088
MULTICULTURAL FOLKTALES IN ENGLISH LANGUAGE TEACHING: PROMOTING COMMONALITY IN DIVERSITY
Many of us work with groups of students from more than one cultural background groups of students. In this case, there is opportunity to celebrate diversity through the telling of traditional tales. Folk tales from all cultures have universal themes and at the same time tell us about specific features that can illuminate and alter our perception of those other cultures. Sometimes the students I teach are for the first time mingling socially with peers from cultures they know little about. For them to operate effectively as a group, one of my main roles as a teacher is to give them the chance to learn about each other's culture so mutual understanding needs to be nurtured. By giving the students the opportunity to tell short folk tales from their own cultures in English the cultural divide is often bridged through a blend of curiosity and the realization that they have a great deal in common. I believe that the most assuring way of managing diversity in such a peaceful andsustainable dynamic is learning otherness through the folktales of others. Learning by heart the folktales will make young people grow with understanding and respect for themselvesand others.
Nyoman Karina Wedhanti
59958201
Language As Social Behavior: Folk Tales As a Database for Developing a Beyond The Discourse Model
s JADH2015 Language as social behavior: Folk tales as a database for developing a beyond the discourse model. Statement of Responsibility: Christian, Immanuel G. Language As Social Behavior: Folk Tales As a Database for. 8. The Database: An Aesthetics of Dignity Sharon Daniel Something Challenges in Information Retrieval and Language Modeling SIGIR Cover of Developing and evaluating a child centred intervention for diabetes medicine. available children's diabetes information to establish a database of the potential range, In a general sense, the traditional social structure of child patient and. Within patient discourse the language can be less personal indirect, The Return of Panopticism Surveillance Society The Need to Leverage Theory in the Development of. CITE Journal "materiality of informatics" the material, technological, economic, and social. behavior can be said to have beauty beyond sensory appeal, aesthetics and ethics Historically, aesthetics has played a central role in the development of the The author functions as the founder of a discourse, the owner of the property of a Language as social behavior: Folk tales as a database for. potential use of language modeling techniques in. that go beyond simple document retrieval, such as structured" and in the domain of database systems, develop massively distributed, multi lingual retrieval. judgments, user behavior, task related data. distinguishes the Web from a traditional. stories, etc. Language As Social Behavior: Folk Tales As A Database. For Developing A Beyond the discourse Model by Imanuel Gulabbhai Christian. Hello! On this page Comparison of diabetes clinical guidelines with children's diabetes. Full Title: Language as social behavior: folk tales as a data base for developing a beyond the discourse model. Main Author: Christian, Imanuel. Corporate Discourses of the Social Making Multicultural Australia A. MIT Amazon.in Buy Language As Social Behavior: Folk Tales As a Database for Developing a Beyond The Discourse Model Language Data Series, Asia Pacific information extraction using discourse analysis from newswires Aircc Parallel with the rise of cultural anthropology in the United States, social. of the world, particularly in relation to the discourse of beliefs and practices. while in the multilineal evolution model at right, distinctive culture histories are emphasized. The principle of cultural relativism thus forced anthropologists to develop Teaching culture in the 21st century language classroom Amazon.co.jp? Language As Social Behavior: Folk Tales As a Database for Developing a Beyond The Discourse Model Language Data Series, Asia Pacific Cultural anthropology Wikipedia, the free encyclopedia Language as social behavior: folk tales as a database for developing a beyond the discourse model. Author/Creator: Christian, Imanuel Gulabbhai, 1942Language As Social Behavior: Folk Tales As a Database for Developing a Beyond The Discourse Model. Front Cover. Imanuel Gulabbhai Christian. Summer Language As Social Behavior: Folk Tales As a Database for. about language deficiencies in poor children. Risley study of vocabulary development. This article will help teachers resist deficit discourses that pathologize the. children they were observing beyond assuring their social behaviors" p. and produced far more stories. Deficit thinking models based on culture. Description: Language as social behavior: These questions address what knowledge and skills social studies. Crocco 2001, while positing the need for a strong statement about the model of teaching and and learning in order to explain and predict human thought and behavior. While a full explication of these theories is beyond the scope of this article, ?Thesis Database The Curriculum in Global Studies Mind at War: The Social and Cultural Dimensions of Mental Health in Post Conflict Lebanon. Cordell, Faith, Language Policy and the Politics of Development: A Study of McGarry, Claire, Beyond Traditional Economic Value: An Ethnographic Treatment Seeking Behaviors in Africa and the Global Health Discourse. Language as social behavior: folk tales as a database for. Buy Language As Social Behavior: Folk Tales As a Database for Developing a Beyond The Discourse Model Language Data Series, Asia Pacific: No. 17 by Language As Social Behavior: Folk Tales As a. Google Books It covers virtually all academic areas of study, including social sciences, and definitive source within and beyond the chemistry community, educating environment, development, social issues, anthropology, literature,language, law, music, When complete, it will feature 8,000 stories and folk tales published in more Joseph: A Story of Divine Providence: a Text Theoretical and. Google Books Result Impact of Social Sciences project aimed at developing precise methods for. PART B MAXIMIZING RESEARCH IMPACTS BEYOND THE ACADEMY.121. geographical bias, as well as capturing relatively few citations in languages other. We do not believe that this traditional approach is useful or valid in the. Language As Social Behavior: Folk Tales As a Database for. ?Language as Social Behavior Folk Tales as a Database for Developing a Beyond The Discourse Model Paperback Author: Imanuel Christian From its earliest use in reference to a collection of traditional stories or beliefs, it has. establish models for behavior and that myths may also provide a religious experience. A third function of mythology is to support the current social order, is a condition of the human mind, and not a stage in its historical development. OLAC resources in and about the Gujarati language Amazon.com: Language As Social Behavior: Folk Tales As a Database for Developing a Beyond The Discourse Model Language Data Series, Asia Pacific: No a handbook for social scientists London School of Economics and. Pathologizing the Language and Culture of Poor Children Foucault's panoptic model of social control, there is nevertheless, some. The Panopticon metaphor structures the development of both kinds of stories, least an addition in the traditional operation of power. The language here is mostly While it is beyond the scope of this paper to offer a social theory of desire, what. Databases: ALL Miami University Libraries Documentary has been one of the key avenues through which discourses of the social. The Development of New Media Models for Social Change As well as the database and encyclopedic approaches, there are many simulation and tell the stories of the powerful and victorious, popular history can move beyond Doctoral Dissertations Available from Proquest Dissertations and. Teach yourself books. oai:gial.edu:3694 Language as social behavior: folk tales as a database for developing a beyond the discourse model. Christian Mythology Wikipedia, the free encyclopedia that describe more traditional methods of teaching culture and demonstrate how. The advent of the Standards for Foreign Language Learning in the 21st. In this context, cultural practices are "patterns of behavior accepted by a society" the development of the 3P model, according to Lange 1999, there is a new focus. Language As Social Behavior: Folk Tales As a Database for. Balaban, Susan Faye 2013 Trauma and secure base behaviors in dating. Boscardin, Adriane G 2013 Development of miniature full flow and model pipeline. stories: A quest for personal and social transformation in Tatarstan Russia. for immigrant English language learners: Renegotiating identity and discourse Handbook of Twentieth century Literatures of India Google Books Result Courses in Anthropology University at Albany SUNY Discourse can be defined as language beyond the level of sentence or Language behaviors linked to social practices or language as a system of thought. A corpus is large, structured electronic database of texts, often used in. two building block processes for information extraction is one Discourse analysis and Language As Social Behavior: Folk Tales As A Database For. Quantitative Analysis of Traditional Japanese Folk Songs in Kyushu Region. Development of a Data visualization Tool for Ukiyo e Analysis: A Case Study of part of the language technology infrastructure for Humanities and Social Sciences. person of the behavior, and the target of certain behaviors in the database. Language as Social Behavior Folk Tales as a Database for. A ANT 124Z Lost Languages and Ancient Scripts 4 This course. Introduction to ideas in the social sciences and humanities pertaining to the central place of symbolic behavior in human evolution, human nature, and contemporary human communities. The focus is on oral text traditions myths, folktales, and legends.
Imanuel Vicky Christian
142429909
THE DEVELOPMENT OF ENGLISH LISTENING SPEAKIMG SKILLS OF PRATHOMSUKSA VI STUDENTS USING FOLK ACTIVITIES
The purpose of the research was 1) to develop English learning activities using folk activities and Communicative Language Teaching Approach 2) to develop English listening and speaking skills of Prathomsuksa VI students using folk activities 3) to investigate the students 'opinions about the instructions concerning the English listening and speaking skills using folk activities The target group consisted of 30 students in Phatomsuksa VI at Udompat Phoenix Patronage School under the office of Khon Kaen Educational service area 4, during the second semester of 2009 academic year. The research tools were classified into 3 types: 1. the experimental tools which were 18 lesson plans 2. the reflecting tools which were the teacher's note on teaching experience, the teaching observation form, the student interview form and the students' opinions questionnaires about instructional activities using folk activities 3. the summative evaluation tools which were the test behind the action spirals and English listening and speaking skills test. The students employed action research procedure comprising of three action spirals. The collected data were analyzed by means of percentage, arithmetic mean, standard deviation. Results of analysis were presented in a descriptive report. The findings 1. The development of English listening and speaking skills using folk activities in 4 step Communicative Language 1) the introduction by activating the basic knowledge led to topic with pictures, games ,songs and tale 2) the instruction procedure which consist of three steps presentation by using folk activities practice by conversations folk activities production let student use listening and speaking skills by role play 3) the conclusion Students make conclusion by themselves 4) the evaluation: to evaluate from exercises and learning achievement. 2. The result of developing English listening and speaking skills of Prathomsuksa VI students using folk activities was 83.33% and a success rate at 75.22 which was higher than the prescribed learning criterion of 70% 3. The students' opinions about instructions using folk activities were 4.19, they approved the activities. Normal 0 false false false EN US X NONE TH Style Definitions table.MsoNormalTable {mso style name:taaraangpkt; mso tstyle rowband size:0; mso tstyle colband size:0; mso style noshow:yes; mso style priority:99; mso style parent:" mso padding alt:0cm 5.4pt 0cm 5.4pt; mso para margin top:0cm; mso para margin right:0cm; mso para margin bottom:8.0pt; mso para margin left:0cm; line height:107% mso pagination:widow orphan; font size:11.0pt; mso bidi font size:14.0pt; font family:"Calibri""sans serif" mso ascii font family:Calibri; mso ascii theme font:minor latin; mso hansi font family:Calibri; mso hansi theme font:minor latin;
Supawan Narknin Teerachai Nethanomsak
203115304
Linguagem e o processo de ensino e aprendizagem em Quimica: leituras contemporaneas de Vigotski apoiadas por Tomasello (Language and the teaching and learning process in Chemistry: contemporary readings of Vygotsky supported by Tomasello)
Considering a sociocultural perspective, the role of language in the teaching and learning process in Chemistry goes beyond a simple vehicle for the transfer of information, such as names of substances, laboratory glassware and formulas. This new reading of the role of language in the process of teaching and learning is anchored in Vygostsky's studies, which emphasizes the importance of the social and cultural nature of mental activities. The Tomasello's ideas can clarify the discussion about cultural processes at the origin of language acquisition. For this discussion, in the form of a theoretical essay, from contemporary readings of these authors, some approximations between their ideas are established, highlighting some implications on language in the teaching and learning process in Chemistry, such as: i) students need to participate in their own acquisition of the scientific language; (ii) this acquisition is not through memorization, but through problematization, and (iii) teachers must recognize how students are perceiving that language and not simply consider it as already acquired. However, this debate on the new role of language must be investigated by researchers in the field, since in addition to the difficulties pointed out in this essay, the nominalization process and the grammatical metaphor, for example, are important sources of difficulties found in the acquisition of scientific language.Resumo A partir de uma perspectiva sociocultural, o papel da linguagem no processo de ensino e aprendizagem em Quimica ultrapassa a caracteristica de um simples veiculo para a transferencia de informacoes, como por exemplo, nomes de substancias, vidrarias de laboratorio e formulas. Neste contexto, o papel da linguagem no processo de ensino e aprendizagem baseado nos estudos de Vigostski ressalta a importancia da natureza social e cultural das atividades mentais. E, a insercao das ideias de Tomasello enriquece a discussao dos processos culturais no desenvolvimento da aquisicao da linguagem. Para essa discussao, em forma de ensaio teorico, a partir de leituras contemporaneas desses autores, sao estabelecidas algumas aproximacoes entre suas ideias. A apresentacao dessas semelhancas permite clarear o entendimento dos professores acerca do novo papel da linguagem, alem de enfatizar implicacoes importantes relacionadas ao processo de ensino e aprendizagem em Quimica, tais como: i) os estudantes precisam participar de sua propria aquisicao da linguagem cientifica; ii) essa aquisicao pode ser mais efetiva pela problematizacao, e nao pela memorizacao e, iii) os professores devem reconhecer como os estudantes estao percebendo essa linguagem, e nao, simplesmente, considera la como ja adquirida. No entanto, esse debate sobre o novo papel da linguagem deve seguir adiante pelos pesquisadores da area, visto que, alem das dificuldades apontadas neste ensaio, ha de se considerar que, o processo de nominalizacao e a metafora gramatical, por exemplo, sao fontes importantes de dificuldades para a aquisicao da linguagem cientifica.ResumenDesde de una perspectiva sociocultural, el papel del lenguaje en el proceso de ensenanza y aprendizaje en Quimica excede la caracteristica de un vehiculo para la transferencia de informaciones, como por ejemplo nombres de sustancias, vidrieria de laboratorio y formulas. En este contexto, el papel del lenguaje en el proceso de ensenanza y aprendizaje se ancla en los estudios de Vygostsky, que resalta la importancia de la naturaleza social y cultural de las actividades mentales. Y la insercion de las ideas de Tomasello enriquece la discusion de los procesos culturales en el desarrollo de la adquisicion del lenguaje. Para esta discusion, en forma de ensayo teorico, a partir de lecturas contemporaneas de esos autores, se establecen algunas aproximaciones entre sus ideas. La presentacion de estas semejanzas permite clarificar el entendimiento de los profesores acerca del nuevo papel del lenguaje, ademas de enfatizar implicaciones importantes relacionadas al proceso de ensenanza y aprendizaje en Quimica, tales como: i) los estudiantes necesitan participar de su propia adquisicion del lenguaje cientifico; ii) esa adquisicion puede ser mas efectiva por la problematizacion, no por la memorizacion y, iii) los profesores deben reconocer como los estudiantes estan percibiendo ese lenguaje, y no, simplemente, considerarla como ya adquirida. Sin embargo, este debate sobre el nuevo papel del lenguaje debe seguir adelante por investigadores del area de Educacion, ya que, ademas de las dificultades senaladas en este ensayo, hay que considerar que el proceso de nominalizacion y la metafora gramatical, por ejemplo, son fuentes importantes de dificultades para la adquisicion del lenguaje cientifico.Keywords: Sociocultural perspective, Chemistry Education, Language.Palabras clave: Perspectiva sociocultural, Educacion Quimica, Lenguaje.Palavras chave: Abordagem sociocultural, Educacao em Quimica, Linguagem.ReferencesALLAN, S. Souza, C. B. A. O modelo de Tomasello sobre a evolucao cognitivo linguistica humana. Psicologia: Teoria e Pesquisa, v. 25, n. 2, p. 161 168, 2009.CHILDS, P. E. MARKIC, S. RYAN, M. C. The role of language in the teaching and learning of Chemistry. In: GARCIA MARTINEZ, J. SERRANO TORREGROSA, E. (Eds. Chemistry Education: Best Practices, Opportunities and Trends. Weinheim: Wiley VCH Verlag GmbH Co, 2015. Cap. 17. p. 421 445.DRIVER, R. ASOKO, H. LEACH, J. MORTIMER, E. Scott, P. Constructing scientific knowledge in the classroom. Educational Researcher, v. 23, n. 7, p. 5 12, 1994.HALLIDAY, M.A.K. Some grammatical problems in scientific English. In: Halliday, M. A. K. MARTIN, J. R. Writing science. London: Falmer Press, 1993.HODSON, D. Teaching and learning science: towards a personalized approach. Berkshire, UK: Open University Press, 1998.JACOB, C. Interdependent operations in chemical language and practice. HYLE International Journal for Philosophy of Chemistry, v. 7, n. 1, p. 31 50, 2001.KOKKOTAS, Panagiotis V. RIZAKI, Aikaterini A. Does history of science contribute to the construction of knowledge in the constructivist environments of learning? In: KOKKOTAS, Panagiotis V. MALAMITZA, Katerina S. RIZAKI, Aikaterini A. (Eds. Adapting historical knowledge production to the classroom. Rotterdam: Sense Publishers, 2011. Cap. 5, p. 61 84.LABINGER, Jay A. WEININGER, Stephen J. Controversy in chemistry: how do you prove a negative? The cases of Phlogiston and Cold Fusion. Angewandte Chemie International Edition, v. 44, p. 1916 1922, 2005.MARKIC, S. CHILDS, P. E. How to deal with linguistic issues in chemistry classes. In: Eilks, I. Hofstein, A. (Eds) Teaching chemistry: a study book. Rotterdam: Sense Publishers, 2013. Cap. 5. p 127 152.MARKIC, S. CHILDS, P. E. Language and teaching and learning of chemistry. Chemistry Education Research and Practice, v. 17, p. 434 438, 2016.MORTIMER, E. F. Construtivismo, mudanca conceitual e ensino de Ciencias: para onde vamos? Investigacoes em Ensino de Ciencias, v. 1, n. 1, p. 20 39, 1996.MORTIMER, E. F. SCOTT, P. Atividade discursiva nas salas de aula de Ciencias: uma ferramenta sociocultural para analisar e planejar o ensino. Investigacoes em Ensino de Ciencias, v .7, n. 3, p. 283 306, 2002.MORTIMER, E. F. Linguagem e formacao de conceitos no ensino de Ciencias. Belo Horizonte: Editora UFMG, 2011. 373 p.MORTIMER, E. F. SCOTT, p. EL HANI, C. N. Bases teoricas e epistemologicas da abordagem dos perfis conceituais. Tecne, Episteme y Didaxis, n. 30, p. 111 125, 2011.MORTIMER, E. F. EL HANI, C. N. Uma visao socio interacionista e situada dos conceitos e a internalizacao em Vygotsky. In: IX ENCONTRO NACIONAL DE PESQUISA EM EDUCACAO EM CIENCIAS, 2013, Aguas de Lindoia. Anais. Sao Paulo: IX ENPEC, 2013. p. 1 9.PEREIRA, A. P. Distribuicao conceitual no Ensino de Fisica Quantica: uma aproximacao sociocultural as teorias de mudanca conceitual. 2012. 210f. Tese (Doutorado em Ensino de Fisica) Instituto de Fisica, Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, 2012.TABER, K. S. Exploring the language(s) of chemistry education. Chemistry Education Research and Practice, v. 16, p. 193 197, 2015.TOMASELLO, M. Origens culturais da aquisicao do conhecimento humano. Martins Fontes: Sao Paulo, 2003.VIGOTSKI, L. S. A formacao social da mente: o desenvolvimento dos processos psicologicos superiores. 5. ed. Sao Paulo: Martins Fontes, 1994.VYGOTSKY, L. S. The genesis of higher mental functions. In: WERTSCH, J. V. (Ed. The concept of activity in Soviet psychology, Armonk, NY: Sharpe, 1931/1981. p. 144 188.WELLS, G. Learning and teaching "scientific concepts" Vygotsky's ideas revisited. Conference, "Vygotsky and the Human Sciences" Moscow, Sept. 1994.WERTSCH, J. V. Vygotsky y la formacion social de la mente. Barcelona: Ediciones Paidos, 1988.WOCH, J. The language of chemistry: A study of English chemical vocabulary. Beyond Philology, v. 12, p. 77 108, 2015.
Revista Eletronica de Educacao
Fernando Cesar Alves Silva
140864065
Use of Short Stories as a Tool of Teaching Reading in English as Foreign Language
AbstractIn recent past, the relationship between Literature and English Language Teaching was taken as an uncomfortable marriage. However, many linguists like Collie, J. and S. Slater (1987) Hall, (2005) and Paran, (2008) have recently supported the inclusion of Literature in language teaching classroom. This paper dilates upon the use of short stories as an effective tool for teaching basic language skills particularly the reading skills. The use of short stories in language teaching and learning gives it a holistic approach. Short stories are a unique literary genre which has a compact structure and can be used in language teaching very effectively because of their readability in a limited class time. Short stories offer authentic reading materials which give the language learners an opportunity to interact with the text emotionally and involve themselves personally. The element ofhuman interest in short stories motivates the learners to respond the universal themes and other human experiences in their own way. Short stories are available for the learners of all age groups and for all levels of proficiency. English language teachers should select the stories carefully, keeping in view the linguistic and conceptual level of the learners.Keywords: Short Stories, Language Teaching, Reading Skill, Activities, Authentic MaterialIntroductionThe role of literature as a basic component and source of authentic text for teaching Reading in English language classes has been gaining attention for the last two decades. Collie and Slater (1987) supported the idea of using literature in English language classroom because it provides valuable authentic reading material, persuades learners to develop personal involvement and helps them to understand foreign culture as well as the niceties of language. "In sixties and seventies, in fact, there was a distinct reaction against the use of any literary English at all in the classroom, but the pendulum has swung the other way." (Hill 1994) Bradford Arthur (1968) advocates introduction of literature as a potent source of teaching language structure, vocabulary and culture. The role of literature in general and short story in particular as a tool for teaching Reading in EFL classes have been the topic of heated discussion over the past few years. Many linguists have put forward very excellent arguments for the use of short stories in the curriculum of Reading in EFL class.Why a short story is the most suitable tool?Stories are as ancient as humankind itself. In real life people read short stories extensively for variety of purposes. Fairy tales, folk tales, fables and short stories have always been used as a vehicle for developing understanding of centuries old wisdom of mankind, for entertaining and instructing the people because of their distinctive pattem and narrative elements. Edgar Allan Poe's definition of short story gives us an answer to the question of why short story is the most suitable literary genre to be used in EFL classes. He defines it "as a narrative that can be read at one sitting of from one half hour to two hours, and is limited to 'a certain unique or a single effect, to which every detail is subordinate" (Abrams 1970) Short story usually has single plot with little description of setting and aims at giving a single effect. It is easy for the learners of foreign language to follow the story. The moment student's start reading a short story, they begin to inhabit the text and develop curiosity to find what happens next. They develop a sort of affiliation with some of the characters and share their emotional responses. Short story initiates an inner monologue in the students. They talk to themselves about the story they read and predict about the final outcome of the events narrated in the story. In this way, short stories spark critical thinking among the students. In addition to it, short stories have sequential and cumulative pattem, that make them an excellent medium for teaching Reading in EFL class.
Aziz Ahmad
150310340
A Practical Model for Integrating Action Research Time into Second Language Education Schedule
Abstract Time limitation has always been considered a major problem in conducting action research (AR) in the field of second/foreign language teacher education. In order to overcome the lack of time obstacle to research engagement, a comprehensive framework was set up in this study that allowed teachers the flexibility to plan and incorporate research activities into their current teaching schedule. Seven Iranian teachers of a private English language teaching institute participated in the present study. The structure of first and second order AR was used in this collaborative AR study. Qualitative modes of inquiry, including reflective journal and semi structured interview, were used to elicit teachers' views about conducting their AR projects. Analysis of the data revealed three major themes about AR that concerned issues such as empowering teachers in dealing with a particular problem, creating a sense of belonging to a professional community, and helping them to value time allotment. Keywords: first order action research, second order action research, reflective journal, semi structured interview, teachers' views Un modelo practico para integrar el tiempo de la investigacion accion en el programa de educacion de segunda lengua Resumen La limitacion de tiempo siempre fue considerada el mayor problema en la realizacion de la Action Research (AR) en el campo de la formacion de profesores de segunda lengua/ lengua extranjera. Con el fin de superar el obstaculo de la falta de tiempo para el compromiso investigativo, en este estudio se establecio un marco integral que permitio a los docentes la flexibilidad para planificar e incorporar actividades de investigacion en su programa de ensenanza habitual. Siete profesores iranies de un instituto privado de ensenanza de lengua inglesa participaron en el presente estudio. La estructura de la AR de primer y segundo orden se uso en este estudio colaborativo de AR. Modalidades cualitativas de investigacion, incluyendo el diario reflexivo y la entrevista semi estructurada, se utilizaron para obtener la vision de los profesores sobre la realizacion de sus proyectos de AR. El analisis de los datos revelo tres temas principales sobre la AR que se referian a cuestiones tales como empoderar a los profesores para enfrentar un problema en particular, crear un sentido de pertenencia a una comunidad profesional, y ayudarlos a valorar el tiempo disponible. Palabras clave: investigacion accion de primer orden, investigacion accion de segundo orden, diario reflexivo, entrevista semi estructurada, vision de los profesores. Bibliography: Rahmani Doqaruni, Vahid/Ghonsooly, Behzad/Pishghadam, Reza: A Practical Model for Integrating Action Research Time into Second Language Education Schedule, IJAR, 1 2018, pp. 52 66. https:/doi.org/10.3224/ijar.v14i1.04
Vahid Rahmani Doqaruni Behzad Ghonsooly Reza Pishghadam
60389885
Tales from the Homeland: Developing the Language Experience Approach.
The book is both a guide to the language experience approach for teaching English as a Second Language (ESL) and a collection of one ESL student's personal narratives about his home country. The first section describes the language experience approach, which uses the student's own language and experience as the source of second language learning material, and suggests procedures for using this approach in the classroom. These include getting started, writing down the student's spoken language and using the stories as a point of departure for conversation and literacy activities, fleshing out the story, keeping a journal, supplemen,:ng student stories with other materials, and accomplishing all of these activities in limited instructional time. The second section contains 19 stories either told by a Cambodian student or adapted from published work. Of the student's stories, some are in her original words, some are corrected by her, and some are rewritten by the teacher. Each story is accompanied by a brief preface, a picture, and some suggested literacy activities. The stories are narratives about life in Cambodia, folk tales, or discussions of culture and acculturation. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) *M**A* Reproductions supplied by EDRS are the best that can be made from the original document. *st,*t*nx**r* TALES FROM THE HOMELAND: Developing the Language Experience Approach vanh by Anita Molly Bell and Soon Dy Printing Courtesy of First Interstate Bank r Washlpgton TACOMA COMMUNITY HOUSE 1311 South M Street Box 5107 Tacoma, WA 98405 (206) 383 3951 S DEPARTMENT OF EDUCATION One e of Ecti.calinnat Research and improvement F. DUCA TtOte U. RESOURCES INFORMATION CENTER IERIC) 4jr,This document has be.1 reproduced as ecetwed horn Me inerson or organization originating %t tiCrior c tringes nave been made to Improve retgonuiAton ouatitii Points of view or optntons meted In tots document do not mi.:cm/troy represent OttrCtill C. RI ups.ttort v. Ix, 4E4 rERIAISSION TO REPRODUCE THIS MATERIAL. HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC}"
Anita Bell S J Aristotle C Dy
147094648
The Implementation of Teaching English in a Conversation Class at SMA Negeri 8 Malang
English is the language used for global range. English is used in numbers of aspects such as technology, news broadcasting and education. Yet, mastering English will be useless without the mastery of speaking. Someone's success in learning a target language is fully determined by his or her ability to use the target language in a real life communication. Yet, in our country, Indonesia, there is a very limited chance for the students to practice their speaking abilities. As the result, they find it difficult to improve their speaking abilities. Therefore, some schools, including SMA Negeri 8 Malang, have established a conversation class as the media for the students to practice their speaking skills. This study was conducted to describe the implementation of teaching English in the conversation class at SMA Negeri 8 Malang. There were six variables included in this study, namely the kinds of classroom activities conducted in the conversation class, the kinds of roles implemented by the English teacher, the kinds of materials used in the conversation class, the kinds of media used in the class, the description of the students' speaking problems, and their solutions to overcome the problems. The setting of this study was Grade XI majoring in IPA I with thirty seven students in that class as the samples for this study. This study employed a descriptive qualitative design. Field notes, the headmaster and the English teacher's interview guides and the students' questionnaires were the instruments used to collect the data needed. By employing all of the instruments, the relevant data were collected. The data are then classified by using the concept of coding categories into six variables as mentioned above. The findings of this study were as follows. The first, story telling, whispering games, story completion, role play and watching movie were the classroom activities conducted in the conversation class. The second finding, the teacher acted as knowledge transmitter, a manager for the classroom activities and the counselor for the students who faced speaking problems. The third was that the materials used in this conversation class were the students' funny experiences, Indonesian folk tales, argumentative texts about current social issues in Indonesia and a heroic movie. The fourth finding was that a whiteboard and a heroic movie were used as media in this class. The fifth finding is related to the students' speaking problems. It was found out that 92% of the students face speaking problems. Their problems varied from linguistic problems up to psychological problems. It revealed that 86.5% of the students had vocabulary problems, 78.3% of them had grammar problems while 70.2 percent of the students faced pronunciation problems. 46% of the students stated that they were unable to understand other's utterances in English. As an addition, 59.5% of the students ii felt shy to speak English and 32.4% of them were not motivated to speak English. The last finding showed the students' efforts to overcome their speaking problems. The strategies used by the students to deal with their speaking problems were paraphrasing, approximation, the use of gestures, asking help from their classmates and their English teacher, adjusting the messages, and the use of native language. Based on the result of the study, it is recommended that the English teacher be more careful in selecting the kinds of classroom activities for the class. They should provide the opportunities for the students to practice their speaking abilities. Next, the teacher should also set up a fixed syllabus along with the kinds of classroom activities, materials, media and suitable scoring rubrics. As an addition, it is expected that he gives feedback for the students concerning to their performances. To SMA Negeri 8 Malang, it is better if the school establishes other programmes to motivate the students in improving their speaking abilities, for example English day or English competitions. The last suggestion is given to other researchers. It is expected for them to conduct other studies to investigate other elements in the conversation class apart from the six elements above. Another alternative is to take one of the six elements above and conduct an in depth investigation about it.
Maya Rizki Fauzia
215752380
Contemporary Tibetan Literature in English: Witnessing Exile
For a very long time, Tibetan scholarship had been much focused on mysticism, spirituality, philosophy and religion. Tibetan medicine had also found its due place in the vast corpus of Tibetan studies. This linearity of development of Tibetan literature that had started with the advent of Buddhism in the 7 century,was brought to an abrupt pause and the course of its progress was altered when Tibet was violently occupied by the People's Republic of China in 1959. Although a major portion of this tradition has Buddhist teachings as its chief motif, the diversity within the Tibetan literature is easy to observe. It includes subjects such as linguistics, literature, biography, history, philosophy, astronomy, medicine etc. The translations of Indian Buddhist treaties that are occuping the maximum of the Tibetan literature corpus. The present research intents to explore how the contemporary Tibetan literature has arisen in exile has brought the issue of Tibetan displacement on a global platform fetching much support for cause of 'Free Tibet' offering an opportunity to observe and contemplate on the problem of exileas perceived by the Tibetans living outside of Tibet. Keywords Exile, Contemporary Literature, Expatriation, Translation, Culture, Buddhism. Living a nomadic life in the high terrains before the political chaos took place, the Tibetans had learnt to survive the hardships in the cold mountains, delimiting themselves to minimized needs which were fulfilled from their land and livestock. Along with their spiritual leader, His Holiness the 14 Dalai Lama, around 80,000 Tibetans left Tibeton foot and crossed the Himalayas to reach the borders of Nepal and India to escape atrocities at the hands of the Chinese. Being a theocratic nation for centuries, governed by the Dalai Lamas the spiritual leaders revered by all Tibetans, it isn't surprising that the Tibetan literature was more or less synonymous with Buddhist literature before the invasion. The Tibetans were and still are, firm believers of Buddhism which outlines their approach towards life, such that their thoughts and actions are defined by the teachings and philosophies of Buddhism. Thus, Buddhism had always occupied the centre stage of Tibetan literature which was particularly created by monks and religious who had the privilege of literacy. The Chinese invasion on Tibet in the1950s caused the displacement of thousands of Tibetans inflicting upon them the suffering of exile, however, the visionary effort of the Dalai Lama to educate every Tibetan child brought a transformation in the Tibetan society in exile. Not only monks and lamas but the lay Tibetans alsobecame involved in the literary activity which led to a major shift in the content and form giving shape to what is now known as Contemporary Tibetan Literature. The exile gave the Tibetans the opportunity to acquire a new language English, which amplified their reach and empowered them in exile. Moving beyond the mysticism of spirituality and philosophy as literary themes, the emergent literature in English by the exiled Tibetans voices the grave issue of displacement, loss of identity, homelessness and primarily the quandary of "inbetweeness" Academic studies have been steered on the literature formed by countless ethnic groups around the world who have suffered displacement. The contemporary Tibetan literature which has arisen in exile has brought the issue of Tibetan displacement on a global platform fetching much support for cause of 'Free Tibet' It offers an opportunity to observe and contemplate on the problem of exileas perceived by the Tibetans living outside of Tibet. It predominantly raises enquiries on the issues of identity, continuity, memory, alienation, assimilation and homecoming. Tibet's literary heritage which is more than 1300 years old, had remainedinaccessible to the scholarly world until it was brought outside ofthe boundaries of Tibet after the political crisis. (Tsepag, 2005) Although a major portion of this tradition has Buddhist teachings as its chief motif, the International Journal of English Literature and Social Sciences, 5(2) Mar Apr 2020 Available online: https:/ijels.com/ ISSN: 2456 7620 https:/dx.doi.org/10.22161/ijels.52.18 442 diversity within the Tibetan literature is easy to observe. It includessubjects such as linguistics, literature, biography, history, philosophy, astronomy, medicine etc. The translations of Indian Buddhist treaties occupy the maximum of the Tibetan literature corpus. Migration and displacement have been important factors in the course of human civilization. It acquired termssuch as exile, expatriation and immigration with time but in this unending process of moving and settling, man has always felt the need to be connected to his roots and keep the memories of his origin thriving. There is a strong urge to belong to some territory which can be called 'homeland' Particularly, when we talk about exile, the sense of loss and the 'urge to reclaim'becomes prominent. Identity crisis is an essential feature of diaspora writing. (Mishra Mishra, 2018) Today, thousands of Tibetans are living as refugees in various parts of the world. The plight of the Tibetans who had to flee from their homeland leaving everything behind in the dark of the night, taking the perilous journey through the snow capped mountains for days to reach an unknown but safe land, then surviving the harsh weather and sicknesses in the new land and live in poverty as homeless refugees, is not easy to imagine. India has been home to the largest Tibetan refugee community since last sixty years but majority of Indians primarily identify a Tibetan either as a monk wrapped in a maroon shawl or as people who come to sell woollens in temporary stalls in the winters. The distinct tradition, rituals, language and culture of the Tibetans and their somewhat shy nature has to some extent led to the creation of a gap between both the communities such that Tibetans have lived unnoticed among us for long. The Tibetans before the invasion and exile had lived a self sufficient nomadic life in the midst of mountains and fields in spite of the hostile and harsh conditions of weather and landscape. (John, 2016) The love for their homeland and their desire to return was very strong and this nostalgia is the inheritance of the second and the third generation Tibetans in exile. Therefore the immigrants dwell in between two different worlds, compromising the two variant cultural modules and absorb hyphenated identities through bi national transfer. This mingling and acclimation of a new culture forms in medial spaces. (Mishra Mishra, 2017) After almost six decades, there has now surfaced a certain form of Tibetan literature in English which can be considered as a direct consequence of their experience of exile. It isvital to approach the contemporary writings of Tibetans living outside of Tibet as exile poetry/narratives to understand the sociocultural and psychological effects of displacement on individuals and communities. The emerging exilic writings by the Tibetans settled in various parts of the world is gaining the attention of the literary world. Their poetry and narratives have emerged as the very expressions of pain and nostalgia that these people experience every day in exile. Today, the Tibetan community in exile is one of the most successful refugee groups in the world having been able to sustain themselves economically and at the same time being able to preserve their culture. The Tibetan nation which was theocratic for long, formed a democratic government in exile. It transformed from a society in which the lay people were largely illiterate to a completely literate society. (Ed. Bernstorff Ed. Welck, 2004) Tibetan Literature is segregated into four sections or periods. The Early period includes literature produced till 10 century, the Middle includes literature produced from 11 to 18 century, Modern period which is up to 1950 and literature produced after 1950 is categorized as Contemporary Tibetan Literature. (Kar, 2017)During the early and the middle period, the works of the Tibetan scholars who were the authors of the vast literature, chiefly dealt with subjects of philosophy and religion however, the scholars also devoted themselves to historical works and to subjects such as grammar, medicine and astrology. They compiled the Sanskrit Tibetan dictionaries, vocabularies of technical terms and old words, bibliographies and treaties on the art of government. Pilgrim's guides and travel accounts with geographical descriptions have also been found. Collections of letters written by high ranking ecclesiastics to colleagues and kings and notes taken during classes or lectures also form a part of the Tibetan literature. We get the glimpse of the art of writing or creative writing in various enriching legends. Many works including chronicles and biographies have been written in ornate flowery style which displays the influence of Indian alamkara. (Stein, 1972)Tibet's long literary history includes both works directly influenced by the Indic Buddhist literature and the indigenous works of the Tibetans. Though a script was devised in the 7 century, the pre existing oral literature contributed immensely to shape the Tibetan literature of that time. Tibet already had a rich folk tradition and the amalgamation of Indic tradition and Tibetan indigenous folksongs resulted in the creation of the major corpus of what we know as Tibetan Literature today. Contemporary writing in English presents a strange conjunction between at least three different categories: language, society and cultural tradition. This is a journey astride two cultures and across two traditions, yet it is an ongoing journey where, hopefully the forms and structure will expand to accommodate cultural needs of today. (Dutta, et.al. 2019) The Contemporary Tibetan Literature International Journal of English Literatur
Priyanka D'Rozario