The Voice, an Authentic Material to Teach English: How to Use it in the Language Classroom

Author(s):  
Claudia Martínez López ◽  
Guillermo Ronda Velásquez ◽  
Juan José Vizcaíno-Figueroa
Author(s):  
Danica Piršl ◽  
Tea Piršl

The use of literary texts in teaching language has varied from the strict focus on translation and essential grammar and vocabulary lists derived from the text to the more creative uses like acting, writing and debating. Nowadays, communicative language approach prevails in most classrooms and insists on immersing students into both the target language and culture. In this paper, the author argues that to accomplish this, one can use literary texts in a number of ways and help the students learn, practice and master various language skills, while at the same time relating the texts to the students' interests, goals and lived experiences and help them relate to the society whose language they are learning. Literature is presented as a great source of authentic material that can contribute to students' language enrichment and cultural awareness. According to the data obtained from the research conducted for the purpose of this paper, students learning the Norwegian language by extensive use of literature reported better understanding of the target culture, raised awareness of the different cultural patterns and improved language skills. The pedagogical implications of the research are that more authentic literary texts should be used in language classroom to boost successful language acquisition.


2020 ◽  
Vol 8 (01) ◽  
pp. 597-606
Author(s):  
Fikremariam Yirgu Wondimtegegn

This paper examines the contributing issues that enhance students learning through adapting ELT materials and assessing its effectiveness forwarding to take measures. The study used both qualitative and quantitative approaches. The study was conducted a research by developing questionnaire, observation and document analysis. The data were collected from principals, teachers, students and woreda education officers. The data collected were arranged and organized for analysis and interpretation. Based on the analysed data, the study found out that limitations in the implementation of authentic material adaptation and how to use various adaptive techniques. Teachers lack of motive and interest to design and select language materials that fit the curriculum and closely correspond with the aims of the teaching program and the needs of the students. Thus, the study recommended that adapted materials should be carefully evaluated and selected before being used for a language classroom.


2019 ◽  
Vol 10 (1) ◽  
pp. 83
Author(s):  
Farzaneh Aladini ◽  
Farzin Farahbod

No doubt one of the everlasting concerns of EFL/ESL teachers is to re-examine and improve teaching tools and practices to meet the needs of their students. This article portrays how poetry, a very genuine and authentic text, can enrich students' language experience. My own teaching observations and students' positive feedback, all proved that poetry can enrich emotional response, imaginative power and creativity in the language learners. Thus it increases their engagement and involvement. There are over hundred original ideas for working with poetry in the language classroom. These highly motivational activities and exercises encourage students to express their inner thoughts and feelings in English. No doubt these classroom activities and practices can improve students' language skills. This article provides a sample of a poem worksheet that includes four skills activities: reading, writing, speaking and listening.


1984 ◽  
Vol 15 (1) ◽  
pp. 51-57
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison

The purpose of this article is to show how one urban school district dealt with a perceived need to improve its effectiveness in diagnosing and treating voice disorders. The local school district established semiannual voice clinics. Students aged 5-18 were referred, screened, and selected for the clinics if they appeared to have a chronic voice problem. The specific procedures used in setting up the voice clinics and the subsequent changes made over a 10-year period are presented.


2019 ◽  
Vol 4 (4) ◽  
pp. 607-614
Author(s):  
Jean Abitbol

The purpose of this article is to update the management of the treatment of the female voice at perimenopause and menopause. Voice and hormones—these are 2 words that clash, meet, and harmonize. If we are to solve this inquiry, we shall inevitably have to understand the hormones, their impact, and the scars of time. The endocrine effects on laryngeal structures are numerous: The actions of estrogens and progesterone produce modification of glandular secretions. Low dose of androgens are secreted principally by the adrenal cortex, but they are also secreted by the ovaries. Their effect may increase the low pitch and decease the high pitch of the voice at menopause due to important diminution of estrogens and the privation of progesterone. The menopausal voice syndrome presents clinical signs, which we will describe. I consider menopausal patients to fit into 2 broad types: the “Modigliani” types, rather thin and slender with little adipose tissue, and the “Rubens” types, with a rounded figure with more fat cells. Androgen derivatives are transformed to estrogens in fat cells. Hormonal replacement therapy should be carefully considered in the context of premenopausal symptom severity as alternative medicine. Hippocrates: “Your diet is your first medicine.”


ASHA Leader ◽  
2014 ◽  
Vol 19 (2) ◽  
pp. 22-23
Author(s):  
Kellie Rowden-Racette
Keyword(s):  

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