scholarly journals At Ta'bir Asy Syafahi wa Manzilatuhu baina Furu'il Lughah

2020 ◽  
Vol 2 (2) ◽  
pp. 36-42
Author(s):  
Syarifah Rizcy ◽  
Saproni M Samin ◽  
Rojja Pebrian
Keyword(s):  
Language Skills ◽  
Cognitive Dimension ◽  
Communication Situations ◽  
Oral Expression ◽  
Linguistic Dimension ◽  
The Mind ◽  
Everyday Communication ◽  
The Voice

The importance of expression in the teaching of Arabic is the goal of studying all branches of the language. The importance of expression as a means of communication with others is one aspect of the process of understanding. Expression is not just a set of language skills that any student must master so that he can express what he wants but to express a dimension other than this linguistic dimension, the cognitive dimension. Speech is the second skill of language skills after listening and not every voice speech because speech must be available two words and a benefit, and the voice is composed of some letters, and benefit is what the meaning of meanings in the minds of speakers as expressed by Arab linguists. One of the most important teaching of any language is to speak or express thoughts, feelings and attitudes in the mind, and to confront everyday communication situations. However, the oral expression in the process of teaching the language levels.

scholarly journals O niektórych formach i metodach kształcenia sprawności językowej w ramach ćwiczeń w mówieniu w projekcie Tadeusza Czapczyńskiego

2019 ◽  
Vol 17 ◽  
pp. 11-28
Author(s):  
Małgorzata Gajak-Toczek
Keyword(s):  
Sustainable Development ◽  
Interwar Period ◽  
Language Skills ◽  
Skills Training ◽  
Language Teacher ◽  
Communication Situations ◽  
The World ◽  
Oral Expression ◽  
Polish Language ◽  
Development Of Language

About some forms and methods of language skills training as part of speaking exercises in the project of Tadeusz CzapczyńskiThe purpose of the article is to present the proposal of a Polish language teacher from Łódź to bring closer the ways of learning by the student both various linguistic exercises and didactic methods of language elements that were determinants of his oral expression. The solutions applied in the interwar period led to the achievement of language skills, which, by making the classroom situations resemble authentic communication situations, naturally prepared for communicating themselves and the world of their values and learning about the world of others. It seems that even today it is worth using the opportunities of speaking exercises off ered by Czapczyński, adapting them to the specifi c didactic situation and remembering to provide the learner with the possibility of sustainable development of language competences.

scholarly journals The Employment of Metaphor and Simile in Selected Siswati Poetry

2019 ◽  
Vol 15 (5) ◽  
pp. 181
Author(s):  
Jozi Joseph Thwala
Keyword(s):  
Literary Criticism ◽  
Textual Analysis ◽  
Language Skills ◽  
Research Work ◽  
Real Life ◽  
Connotative Meaning ◽  
Figures Of Speech ◽  
Poetic Diction ◽  
The Senses ◽  
The Mind

The focus of this research work on selected descriptive of images refers to the analytic survey of metaphor and simile. They are selected, defined, explained and interpreted. Their significances in bringing about poetic diction, licence, meaning, message and themes are highlighted. They are fundamental figures of speech that implicitly and explicitly display the emotive value, connotative meaning, literariness and language skills. The poetic images reflect and represent real life situations through poetic skills and meanings. The literary criticism, comparative and textual analysis is evident when the objects are looked at from animate to inanimate and inanimate to animate. They serve as basic methodologies that are backing the theories and strategies on selected figures of speech. Imagery is the use of words that brings picture of the mind of the receiver or recipient and appeal to the senses. It is, however, manifested in various forms for resemblances, contrasts and comparisons. Artistic language through images revealed poetic views, assertion and facts.

scholarly journals Wirklichkeitsnah oder stereotyp? Das Bild von Dänemark und den Dänen in ausgewählten deutschen Lehrbüchern für Dänisch als Fremdsprache

2016 ◽  
Vol 20 (1) ◽  
pp. 91-104
Author(s):  
Józef Jarosz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Transfer Of Knowledge ◽  
Language Competence ◽  
Communication Situations ◽  
Successful Transfer

Abstract The contemporary teaching of foreign languages assumes the development of the ability to use a foreign language in different communication situations. Apart from language competence, also the cultural competence is developed as it is a necessary component of communication. A successful transfer of knowledge and language skills in the process of foreign language learning is determined by a textbook (in addition to other factors). The goal of this article is to analyze the content and assess three Danish textbooks, which were published in Germany in the years 2008-2010. The textbooks are examined in terms of knowledge about Danish life and institutions, the transfer of intercultural competence and the presence of stereotypes. The textbooks were studied based on the list of criteria and it resulted in stating that the textbooks fulfill the objective of providing the knowledge about the country to a great degree. The intercultural component and the issue of stereotypes are dealt with in a different manner.

Supplementing

2019 ◽  
pp. 89-112
Author(s):  
Sarah Cooper
Keyword(s):  
Main Section ◽  
Short Films ◽  
The Mind ◽  
The Impact ◽  
The Voice

This chapter looks specifically at the activity of supplementing what is on screen. Supplementing, as understood here, is a matter of entering into an encounter with onscreen images that inscribe the imprint of what is to be imagined within them. The chapter opens with consideration of a range of short films from To Each His Own Cinema (Gilles Jacob, 2007), before centring in the first main section on Abbas Kiarostami’s Shirin (2008) in which the camera is turned on the expressions of a cinema audience: viewers hear what the women are watching and see the effect it has on their faces through their emotions but they never see it on screen. The second section of this chapter explores a quite different impression of imagination on the onscreen image through discussion of Jan Švankmajer’s The Fall of the House of Usher (1980) and The Pendulum, the Pit, and Hope (1983). The voice-over narrative and/or soundscape paints vivid pictures that flesh out in the mind what is not shown, the impact of which is seen on the screen, and the imagination works between the two, supplementing the onscreen image.

The Teaching Life

2005 ◽  
Author(s):  
Jay Parini
Keyword(s):  
Beginning Teacher ◽  
Good Deal ◽  
Self Presentation ◽  
Successful Teachers ◽  
Art Form ◽  
Teaching Life ◽  
The Subject ◽  
The Mind ◽  
Teaching Voice ◽  
The Voice

Nobody just walks into a classroom and begins to teach without some consideration of self-presentation, much as nobody sits down to write a poem, an essay, or a novel without considering the voice behind the words, its tone and texture, and the traditions of writing within a particular genre. Voice is everything in literature, playing in the mind of the writer, the ear of the reader; the search for authenticity in that voice is the writer’s work of a lifetime. What I want to suggest here is that teachers, like writers, also need to invent and cultivate a voice, one that serves their personal needs as well as the material at hand, one that feels authentic. It should also take into account the nature of the students who are being addressed, their background in the subject and their disposition as a class, which is not always easy to gauge. It takes a good deal of time, as well as experimentation, to find this voice, in teaching as in writing. For the most part, the invention of a teaching persona is a fairly conscious act. Teachers who are unconscious of their teaching self might get lucky; that is, they might adopt or adapt something familiar—a manner, a voice—that actually works in the classroom from the beginning. Dumb luck happens. But most of the successful teachers I have known have been deeply aware that their selfpresentation involves, or has involved at some point, the donning of a mask. This taking on of a mask, or persona (from the Latin word implying that a voice is something discovered by “sounding through” a mask, as in per/sona), is no simple process. It involves artifice, and the art of teaching is no less complicated than any other art form. It is not something “natural,” i.e., “found in nature.” A beginning teacher will have to try on countless masks before finding one that fits, that seems appropriate, that works to organize and embody a teaching voice. In most cases, a teacher will have a whole closet full of masks to try on for size.

Reconstructing American Law: The Politics of Narrative and Eudora Welty's Empathic Vision

1992 ◽  
Vol 26 (1) ◽  
pp. 23-39
Author(s):  
Eve Kornfeld
Keyword(s):  
Civil Rights ◽  
Short Story ◽  
First Person ◽  
Home Town ◽  
American Law ◽  
Story Writer ◽  
The 1960S ◽  
The Mind ◽  
The Voice

In the 1960s, in my home town of Jackson, the civil rights leader Medgar Evers was murdered one night in darkness, and I wrote a story that same night about the murderer (his identity then unknown) called ‘Where Is the Voice Coming From?’ But all that absorbed me, though it started as outrage, was the necessity I felt for entering into the mind and inside the skin of a character who could hardly have been more alien or repugnant to me. Trying for my utmost, I wrote it in the first person. I was wholly vaunting the prerogative of the short-story writer. It is always vaunting, of course, to imagine yourself inside another person, but it is what a story writer does in every piece of work; it is his first step, and his last too, I suppose.

Indirect Speech Acts in the Russians’ Everyday Communication

10.12737/1893 ◽  
2013 ◽  
Vol 2 (6) ◽  
pp. 26-34
Author(s):  
Нестерова ◽  
T. Nesterova
Keyword(s):  
Speech Acts ◽  
Communication Theory ◽  
Point Of View ◽  
Indirect Communication ◽  
Indirect Speech ◽  
Cross Cultural Communication ◽  
Indirect Speech Acts ◽  
Communication Situations ◽  
Speech Genres ◽  
Everyday Communication

The phenomena of indirect communication (namely contextual-situational indirect speech acts) which are typical for the situations of the Russians’ everyday communication: situations of addressing, attention attracting; acquaintance; greeting; farewell; congratulation; wish; gratitude; apology; request; consent, permission; disagreement, objection, refusal; invitation; offer; council; consolation, sympathy, condolence; compliment, approval, praise have been described in this paper. Direct and conventional indirect speech acts, realizing the aforementioned intensions, have been specified from the speech etiquette point of view. The system research of indirect, contextual-situational oblique speech acts in the given situations of communication has not been practically carried out. Considering the cooperativity zone (zone of communicators’ benevolent relations), the author has picked out and described the main types of contextual-situational indirect speech acts (including hints and manipulation; syncretic and transposed forms), demonstrated their combinatory peculiarities in the structure of indirect speech genres. Creation of typology related to contextual- situational indirect speech acts (as well as other phenomena of indirect communication) in cooperative situations of the Russians’ everyday communication makes a certain contribution to the development of indirect communication theory and has also a culturological value. The use of given research results can be valuable both for further study of everyday converse, cross-cultural communication, speech genres, speech etiquette and in practical activities of teachers who are taking up the problems of communication and language teaching (including Russian as a foreign language). The ability related to indirect realization of communicative meanings, their operation and correct decoding promotes effective com- munication and is necessary for comprehension and interpretation of texts from fiction and publicistic literature, as well as for translation activities.

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