Langugae Teaching

Podejście komunikacyjne jest najbardziej rozpowszechnionym podejściem w nauczaniu języków obcych. Niestety nie wszyscy, którzy z nim pracują znają dobrze jego podstawowe założenia, co ma niekorzystny wpływ na prowadzenie zajęć językowych i uniemożliwia uczniom skuteczne posługiwanie się językiem obcym. Należy pamiętać, że komunikacja nie ogranicza się do mówienia. Komunikacja we współczesnym świecie odbywa się na różne sposoby, w związku z czym kształcenie językowe musi być tak prowadzone, żeby użytkownik języka mógł być jej świadomym, kompetentnym uczestnikiem, co wymaga prawidłowego rozumienia założeń podejścia komunikacyjnego. Podejście komunikacyjne jest jednym z najbardziej popularnych podejść w nauczaniu języków obcych i opiera się na następujących założeniach: uczeń znajduje się w centrum procesu edukacyjnego związanego z nauczaniem języka obcego. Oznacza to, że kurs językowy powinien być planowany pod kątem potrzeb językowych uczących się. To co się dzieje na zajęciach powinno odzwierciedlać ich zainteresowania, jak również style uczenia się. Uczniowie biorą też udział w procesie decyzyjnym, tzn. że mogą decydować jakie ćwiczenia będą wykonywać w danym momencie na zajęciach, jak temat chcą omawiać, z kim i w jaki sposób chcą pracować itd. (Mitchell 1994: 38, Skehan i Wesche 2002: 208); uczniowie uczą się języka obcego poprzez komunikowanie się w nim, dlatego też ćwiczenia językowe powinny w maksymalnym stopniu odzwierciedlać autentyczną komunikację, Pozwala to na integrację sprawności językowych, a nie tylko ćwiczenie mówienia w języku obcym (Richards i Rogers 2001: 172). Ćwiczenia językowe odzwierciedlające autentyczną komunikację są skonstruowane w oparciu o zasadę " luki informacyjnej " tj. " Ich celem nie jest wypowiadanie poprawnych zdań, ale wytwarzanie rzeczywistej różnicy poziomów informacji między rozmówcami, chęć przekazania sobie pewnych treści i załatwienia określonych spraw " (Komorowska 2005: 34); ćwiczenie autentycznej komunikacji językowej oznacza również, że nauczyciele nie będą pracować wyłącznie z podręcznikiem, ale też stosować materiały autentyczne np. piosenki, filmy, gazety, ulotki, rozkłady jazy pociągów, itd. Autentyczna komunikacja to także " wiedza językowa w kontekście " : uczniowie nie tylko poznają nowe zwroty i wyrażenia, ale również wiedzą kiedy i w stosunku do kogo mogą ich użyć oraz jakie mogę być konsekwencje niedostawania rejestru językowego do sytuacji. Dlatego też dużą wagę przywiązuje się do różnic pomiędzy językiem formalnym i nieformalnym,

DÛBLAJÊN KURDI JI BO ZAROKAN: AVATAR Û ŞÎNOK
KURTE

Li gor piranîya lêkolînên ku li ser ziman hatine kirin di Tirkîyê de rêjeya axaftina bi kurdî metirsîyêkê de ye. Ji bo bergirîya vê rewşê perwerdeya zarokan ya bi zimanê Kurdî cihêkî giring digire. Bi nêrînên pedagojîk ve perwerdeya zarokan bi meteryalên hînkarî(teaching meterials)  ve hêsantir dibin. Gelek lêkolînên li ser meteryalên hînkirinê di warê kurdî de bingehîn meteryalên nivîskî be jî hemû dinayayê zarokên vê çaxê weqtên xwe pêtir ber TV û alavên ragihandinê yê audîovîsuel derbas dikin.  Ji bo vê yekê di pêşvebirina qabiliyêta zimanê zarokan de li ser rola televîzyonên tematîk yên zarokan wek Zarok TV, Cartoon Network, Disney Channel de lêkolîn berfirehtir dibin. Fîlmên kartonî(cartoon, çizgi film) yên dûblajkirî di bernameyên van kanalên tematik  de beşek mezin digirin. Li gor vê rewşa zimanê Kurdî weqta dûblaj ji bo zarokan were kirin divê stratejî ya me çi be? Xebata me bersiva vê pirsê digere û ji du pêngavan pêk tê. Pêngava yêkem de em ê şewaza wergera metnên dublajê , teknikên werger û di dûblajê de hevsengîyê li gor vê rewşa zimanê Kurdî bi rêbaz û teorîya werger ya Skopos binirxînin. Pêngava duyem de jî beşek versîyona orijinal û dûblajkirî yên Avatar û Şînokê (The Smurfs) ku me ji Zarok Tv standîye li gor encama pêngava yêkemîn berawird û tehlîl bikin.

Bêjeyên Sereke: Zimanê Kurdî, fîlmên kartonî, dûblaj, Avatar, Şînok

Key words: language learning and acquisiton, constructivism ABSTRACT Theories of language acquisition and learning show the differences and similarities in picking up mother tongue and second or foreign languages. As a result of differences in traditions, cultures, technologies, economic and social aspects, these differences and similarities are then reflected in various ways in difefrent countries. We have carried out a research into the Albanian and English language teaching and learning in Kosovo to fidn out how are the similarities ad differences between acquisition and learning reflected in the reality and practices of Kosovo schools. We have observed English and Albanian lessons of 15 teachers in 10 schools and five municipalities. The sample of schools and and municipalities was selected to be representative mainly of the geographic areas and social backgrounds. The preliminary results show that for most different reasons there is a mix of nativist and constructivist approach...

Many learners are now quite digitally skilled. However, this does not entail that they
know how to learn through digital technologies. Therefore, establishing an interactive
virtual learning platform that connects everyone together in a classroom environment
and helping learners become familiar with such media might serve a set of purposes in any educational setting. Today, with the advances in web-based learning technologies, a hybrid teaching methodology has become widespread: blended learning. It is a term used to describe the way e-learning is being combined with traditional classroom methods and independent study. Educators design online materials and utilize them in synchronous or asynchronous ways to suit the convenience of learners and instructors and program demands. In this study with a group of intermediate-level English language learners at the School of Foreign Languages of an English-medium state university, the goal was to enhance students’ vocabulary learning performance by using synchronous and asynchronous games and activities that will activate and maintain intrinsic motivation in an effort to teach parts of speech and collocations over a period of eight weeks. The data consisted of a survey of students’ reflections on their vocabulary learning experiences through digital games and activities. The findings were discussed with respect to the efficiency of incorporating synchronous and asynchronous learning materials.

Even if the linguistic input that children are exposed to were not deficient, that is, even if everyone around children spoke in perfectly grammatical, clearly understood sentences, Plato's problem would still be valid according to the nativists. The mismatch between input and the resulting grammar is not resolvable no matter how perfectly grammatical the linguistic input was. That grammatical input does not solve Plato’s problem is apparent when one considers the fact that linguists still could not produce a “complete” grammar of any language although they have ample amounts of language data available to them. If general problem solving skills and a large corpus of linguistic data were sufficient to formulate the theory of grammar of a given language, linguists should have produced one such theory decades ago as they have both advanced cognitive skills plus the relevant data in excessive amounts.

In recent years, the concept of edutainment has been introduced to the field of education. It is a blended word which has been formed from education and entertainment. The lion aim of this blending is to enhance the process of education through entertainment materials. The researchers have applied this concept to investigate students' tendencies to use various entertaining materials in their learning process at the University of Halabja\ department of English language for the academic year (2018-2019). The aim of this study is to expose the value and need of edutainment in the process of learning among these students. To achieve this goal, the researchers grounded a theoretical background about some diverged entertainment devices and their impacts on students' learning achievements. Then, formed an academic questionnaire to detect the scope of the use of entertainment sources by these students and the knock of them over their learning achievements. At the end, they analyzed and sieved the results of this questionnaire and concluded the study with their proper recommendations.

CÓMO CITAR: Syroyid Syroyid, B. (2022). Una aproximación a la literatura a través de las canciones. En Congreso Internacional de Innovación Docente, Educación y Transferencia del Conocimiento. Universidad Complutense de Madrid.


RESUMEN:  La canción es un recurso didáctico que une palabra y sonido, presentando una simbiosis idónea para un trabajo interdisciplinar. En la iniciación musical, la canción es el eje fundamental para el trabajo del lenguaje musical y su expresión, haciendo uso del instrumento musical natural más inmediato, la voz. Por otro lado, para las asignaturas de lengua española (L1) las canciones pueden ser utilizadas como un recurso metodológico activo e innovador que ayuda revitalizar la experiencia educativa a través de la música. Por este motivo, numerosos investigadores han publicado propuestas didácticas, ensayos teóricos y estudios empíricos, recalcando el potencial didáctico que presentan las canciones para el aprendizaje del español como lengua materna. En esta comunicación se presenta una revisión bibliográfica de publicaciones científicas en castellano de las últimas dos décadas (a partir del año 2000) centradas en el trabajo transversal de la lengua castellana y literatura en educación infantil y primaria a través de canciones. En la revisión sistemática se han incluido artículos de investigación y capítulos de libros publicados en monográficos especializados, habiéndose excluido los trabajos fin de grado y trabajos fin de máster publicados en repositorios institucionales, así como los resúmenes procedentes de congresos académicos.

The study investigated the level of motivation of 52 EFL undergraduate students. Attitude/ Motivation Test Battery (AMTB) developed by Gardner (2004), was used to collect quantitative data for the study. Open-ended questions were also added to reveal the problems the students encountered while learning and their preferred motivational teaching strategies to keep them motivated in language learning. It is expected that the results of the study would be used as a guideline for developing teaching methods, for example, designing an activity or a task to suit English-major students or others in different majors with different levels of motivation in order to boost the students’ effective learning, and balancing between the students’ motivation and the course objectives.

Studying how to present the Arabic language and what it represents in terms of the ancient culture of the Arab Islamic civilization is what interests me in my work, research, and my readings. I strive in teaching Arabic to its speakers and to those who belong to other cultures to introduce them to the different facets of the Arabic language, and I look out for the related soft mechanisms that attract them, encourage them to communicate, and help them understand what they embody from the cultures of Arab societies with their various dialects and generalities. In my methodology, I proceed from the fact that language is the primary means of communication between peoples because God Almighty created us peoples and tribes to get to know each other, so we must facilitate this task and create the appropriate and modern methods to achieve the said goal and reach the many common points of meeting between the children of different cultures and different languages. Firm in my mind is the importance of the dialogue of civilizations and cultures, especially in our era, which was characterized by its globalization and its universality. The interaction is the end and the means. The acculturation between two people, that is, exchanging culture, has been described - in the Glossary of Inclusive Meanings (معجم المعاني الجامع): - as a "matter that indicates civilizational cultures, and independent and equal cultures far from dependency on one another." One of the most prominent characteristics of acculturation is that a person acquires it every day of his life through interaction, not inheritance.