The teaching of frozen expressions through the graphic novel Persépolis

The constant search for suitable teaching materials to achieve the linguistic skills provided by a language teaching course, finds in authentic documents an important instrument for teaching foreign languages. The scientific literature attesting to the effectiveness of the authentic material is wide and consolidated; indeed, a text conceived by a native for a native, and, therefore, not developed for the sole purpose of teaching a foreign language, is intrinsically carrying a cultural richness and a linguistic variety, which are rarely present in any didactic artifact. The authentic material therefore represents an opportunity to meet the fixed expressions that are part of the communicative potential of a language; their teaching is not always taken into account, or is considered, at most, as a positive side effect of the natural process of linguistic acquisition. A communicative act for it to be effective must be able to be understood by the interlocutor ; it is therefore necessary to ensure not only grammatical accuracy and correct pronunciation, but also the understanding and use of frozen sequences. The graphic novel can offer the opportunity to benefit from an authentic language rich in idiomatic expressions, because the effectiveness of dialogues is a transposition of the language spoken in everyday life and familiar expressions. The article aims to show the didactic advantages of a graphic novel in the teaching of the French language. We explain the importance of the text-image relationship and the potential of the verbal language of the graphic novel, and we talk about the need to learn frozen expressions for a good command of the language and the distinctive aspects specific to comics that contribute to their understanding and learning; we show, finally, how the adoption, within the framework of a contrastive analysis of the language, of the graphic novel Persépolis by Marjane Satrapi could help the students to understand more easily the fixed expressions

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Contextual learning approach to the development of the grammatical accuracy in EFL

Univers Pedagogic ◽

10.52387/1811-5470.2021.3.05 ◽

2021 ◽

pp. 33-40

Author(s):

Alina Mardari ◽

◽

Keyword(s):

Present Article ◽

Contextual Learning ◽

Learning Approach ◽

Authentic Material ◽

Effective Strategies ◽

Grammatical Accuracy ◽

Grammatical Skills ◽

Teaching Grammar

The present article highlights the importance of teaching grammar contextually so that students develop their grammatical skills. Effective strategies for all the stages of a lesson-presentation, practice and production (PPP model) – are presented. The main elements of a contextualized lesson are discovery, cooperation, authentic material and reflection.

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‘Trusting the Process’: Part Three of My Autoethnography as a Self-Directed Learner of French

Studies in Self-Access Learning Journal ◽

10.37237/110404 ◽

2020 ◽

Vol 12 (4) ◽

pp. 347-369

Author(s):

Robert Werner ◽

Keyword(s):

Language Learning ◽

Life Experiences ◽

Real Life ◽

Daily Basis ◽

French Language ◽

Listening Skills ◽

Learning History ◽

English Class ◽

Classroom Language ◽

Authentic Language

This is the third part of an autoethnography about trying to enrich my vocabulary and improve my listening skills as a self-directed learner through French language songs. I followed the same Study Use Review Evaluate (SURE) learning cycle as my students in a self-directed English class at a university in Japan, and my work occurred at the same time as theirs, over a period of six weeks. Throughout the project and in the course of writing it up, I have been making comparisons and identifying connections between my learning and that of my students. This installment covers the final three weeks of the project. First, in continuing my language learning history, I discuss authentic language and the discrepancies between my classroom language learning and real-life experiences, especially with regard to understanding spoken language while in France. Next, the paper details how I evaluated my learning both during the project and months after it finished. After that, I describe my longtime interest in accents and dialects and how I chose my third song partly to study Nouchi, a French-based dialect spoken in Ivory Coast. The paper concludes with a description of how I felt my goals shifting at different points in the project and reasons I considered changing my focus from listening to reading. I also describe a way I have been able to continue practicing reading French on a daily basis and how students can benefit from this method too.

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Criteria for public speech planning : characteristics of language learning

Linguistica ◽

10.4312/linguistica.52.1.381-392 ◽

2012 ◽

Vol 52 (1) ◽

pp. 381-392 ◽

Cited By ~ 1

Author(s):

Tomaž Petek

Keyword(s):

Language Learning ◽

Undergraduate Students ◽

Prospective Teachers ◽

Public Speaking ◽

Public Speech ◽

Text Type ◽

Verbal Language ◽

Correct Pronunciation ◽

Speech Cues ◽

Selection Of

Public speaking is understood as monological discourse production, directed at a wider or narrower public or group of people. The theoretical part of this article introduces the characteristics of effective public speaking; criteria were designed for the preparation of a public speech, and four main sections defined, i.e. a) construction of public speech (consideration of text type characteristics, appropriateness of the topic and selection of content, appropriateness of the mode of topic development, formation of a meaningful, comprehensible and integrated text); b) integral mode of public speech (fluent, natural and free speaking, clear diction); c) verbal language (social genre, selection of words consistent with the speech, grammatical correctness, correct pronunciation, formal constructions, formal [dynamic] accent), non-verbal language (auditory non-verbal speech cues, visual non-verbal speech cues). The fulfilment of these criteria was tested in practice, namely on second and third year undergraduate students (prospective teachers) (N = 211). On the whole, all the average marks of third year students were better than those of the second year students. The most common difficulty facing the students was fluent, natural and free speaking as well as appropriate topic development, whereas the most successfully fulfilled criteria were those of appropriate topic selection and consideration of text type characteristics.

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Language Standard and French Literary Language According to Sociolinguistics

Studia Linguistica ◽

10.17721/studling2018.13.239-253 ◽

2018 ◽

pp. 239-253

Author(s):

D. Khaidar

Keyword(s):

Broad Sense ◽

French Language ◽

Dynamic Aspect ◽

Literary Language ◽

Narrow Sense ◽

Language System ◽

Essential Value ◽

Communicative Act

The article is focusing on the problems of standards, the peculiarities of functioning of modern French language, such as situational variability which influences the choice of certain language unit according to a situation of the communicative act. This research is relevant since the essential value is given to the study of the language norm at all levels of language organization – grammatical, lexical, phonetic. Together with development of the speech, with emergence of new features in it, its norm is modified as well. In other words, the norm needs to be considered not in a statics, but in dynamics, in view of “dynamic aspect of norm”. In linguistics the term “norm” is used in two ways – broad sense and narrow. In a broad sense, the norm is a traditionally and spontaneously established methods of language that distinguish one language system from the others (in this sense, the norm is close to the concept of “usage”, i.e. generally accepted, well-established ways of using this language). In the narrow sense, the norm is the result of purposeful codification of a language. Such understanding of norm is closely connected with a concept of the literary language which otherwise could be called normalized or codified language.

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Multimodal Stylistics in Graphic Novel: Understanding the Visual Language Syntax in Art Spiegelman’s Maus

International Journal of Linguistics Literature & Translation ◽

10.32996/ijllt.2021.4.1.5 ◽

2021 ◽

Vol 4 (1) ◽

pp. 45-51

Author(s):

Baishalee Rajkhowa

Keyword(s):

World War Ii ◽

Comic Book ◽

Graphic Novel ◽

Concentration Camps ◽

Traumatic Experiences ◽

The Novel ◽

World War ◽

Verbal Language ◽

The Holocaust ◽

Words And Images

Maus (2003) by Art Spiegelman is a graphic novel of unfolding his father, Vladek's, World War II ordeal and how he survived the holocaust. It is a gripping story of Spiegelman's own parents' experience in Poland during 1930s when Nazis invaded and persecuted the Jews. With a broken language, gaps in communication and visual strategy, Maus takes the readers across Europe unravelling the experiences of World War II and the Nazi Concentration camps. The characters are depicted as anthromorphic animals; the Nazis as cats, the Jews as mice and the Polish as pigs. It can be named as an autobiography or a memoir featuring a metareferential frame story with an author as narrator (Art) who tells his father (Vladek) that he wishes to write a comic book and so incited him to tell about " his life in Poland and the war" (Spiegelman, 2003). A graphic novel is written in a comic strip format which uses a combination of text and illustration in order to tell a story. The linguistic elements in a graphic narration are important as words and images cannot be analysed in similar terms. Multimodal stylistics represents this in the light of lexical and grammatical aspects of the verbal language. Maus (2003) represents a story of the holocaust and the traumatic experiences of Vladek. It is a heteroglossic text with the presence of foreign languages and an authorial voice. The novel not only gives a different meaning but also an altogether different perspective to the verbal and visual significance.

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MEMBANGUN DAN MEMELIHARA KOMUNIKASI DALAM KONSELING

JIVA : Journal of Behavior and Mental Health ◽

10.30984/jiva.v2i2.1772 ◽

2021 ◽

Vol 2 (2) ◽

Author(s):

Ekawati S. Rukmana

Keyword(s):

High School ◽

Daily Life ◽

Relationship Building ◽

Communication Process ◽

Routine Activity ◽

Good Communication ◽

Verbal Language ◽

The Third ◽

Positive Side ◽

Teachers And Students

ABSTRACTCommunication in daily life is a routine activity carried out by social creatures. Success in building good communication is determined by components effectively, empathy, and good manners between fellow educators, education staff, parents, students, and people. This study aims to find out how to create a communication relationship in counseling between BK teachers and students at Muhammadiyah Senior High School 1 of Yogyakarta. The author uses several methods to collect data, such as interviews and observations. The results of this study explain that the communication process in counseling between BK teachers and students includes several stages, namely: The first start by collecting data about students through a questionnaire tool to several problems and a list of problem notes, the second was the teacher provides opportunities for students to convey the problem they face, the third was empathize with students with verbal and non-verbal language, and the fourth was mentoring continuously to optimize students potential (every student who is naughty or problematic must have a positive side). Establishing and maintaining communication requires the following steps, these are relationship building, problem identification and assessment, facilitating counseling change, and evaluation and termination.Keywords: Communication, Counseling. ABSTRAKKomunikasi dalam kehidupan sehari-hari merupakan aktivitas rutin yang dilakukan oleh setiap makhluk sosial. Keberhasilan dalam membangun komunikasi yang baik sangat ditentukan oleh seluruh komponen secara efektif, empati, dan santun, baik antara sesama pendidik, tenaga kependidikan, orang tua, siswa dan masyarakat. Tujuan penelitian ini adalah untuk mengetahui bagaimana konsep membangun hubungan komunikasi dalam konseling antara guru BK dan peserta didik di sekolah SMA Muhammadiyah 1 Yogyakarta. Penulis menggunakan beberapa metode dalam pengumpulan data diantaranya wawancara dan observasi. Hasil penelitian ini menjelaskan bahwa proses komunikasi dalam konseling antara guru BK dan siswa meliputi beberapa tahapan yaitu: 1). Diawali dengan mengumpulkan data-data tentang siswa melalui kuisioner alat ungkap masalah dan daftar catatan masalah, 2). Guru memberikan kesempatan kepada siswa untuk menyampaikan masalah yang dihadapi, 3). Berempati kepada siswa dengan bahasa verbal dan non verbal, 4). Pendampingan secara terus-menerus untuk mengoptimalkan potensi siswa (setiap siswa yang nakal atau bermasalah pasti ada sisi positifnya). Membangun dan memelihara komunikasi diperlukan langkah-langkah sebagai berikut: membangun hubungan, identifikasi dan penilaian masalah, memfasilitasi perubahan konseling, serta evaluasi dan terminasi.Kata Kunci: Komunikasi, Konseling.

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ONCE AGAIN ABOUT THE PERFECT AND IMPERFECT TEXTBOOK

Czech Linguistics in Russia in the new Millennium : Collection of articles dedicated to the memory of the honoured professor of the Lomonosov Moscow State University Alexandra Grigoryevna Shirokova ◽

10.29003/m1505.978-5-317-06484-6/130-147 ◽

2020 ◽

pp. 130-147

Author(s):

Andrey Izotov

Keyword(s):

Russian Language ◽

Authentic Material ◽

Authentic Language ◽

The Russian Language

The article considers the possibilities of using authentic material in the teaching of the Czech language. The new textbook presents an attempt to maximize the use of such authentic language material. However, the textbook maintains a consistent reliance on the principles of comparison of the Czech language with the Russian language and on the system-functional principle of presenting language material, as it is in the classic textbook, written by a team of authors edited by Professor A. G. Shirokova.

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Pronunciation in the Study of French: Attitudes of Teacher-Trainees in Colleges of Education in Ghana

European Scientific Journal ESJ ◽

10.19044/esj.2017.v13n1p225 ◽

2017 ◽

Vol 13 (1) ◽

pp. 225

Author(s):

Fiadzawoo Jonas Kwabla ◽

Yegblemenawo Stella Afi Makafui ◽

Quansah Joseph Yaw Dwamena

Keyword(s):

Field Data ◽

Likert Scale ◽

Language Teachers ◽

French Language ◽

Colleges Of Education ◽

Teacher Trainees ◽

Attitude Inventory ◽

Language Courses ◽

Correct Pronunciation ◽

Education In Ghana

This study aims at finding out the attitudes of teacher trainees in selected colleges of education in Ghana towards the learning of French language pronunciation. To achieve this aim, Pronunciation Attitude Inventory (PAI) was used to collect field data from 229 French teacher trainees purposively selected from the five colleges of education responsible for training French teachers in Ghana. The participants were asked to respond to PAI comprising 13 statements on the five-point Likert scale. This was intended to elicit their views on the learning of pronunciation which has been introduced into their curriculum. The results which were analysed by the use of SPSS indicated that the teacher trainees have good attitudes towards the learning of pronunciation in the French language. It is believed that the trainees would in turn teach pronunciation after their graduation as French teachers. The article concludes with a suggestion to language teachers as well as curriculum planners to include components of pronunciation in language courses and help students to acquire correct pronunciation of words since this enhances mutual intelligibility in terms of communication.

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