scholarly journals Teaching the Big Three: Making Sense of Chaucer, Shakespeare, and Milton

2021 ◽  
Vol 6 (2) ◽  
pp. 44-53
Author(s):  
Edward R. Raupp
Keyword(s):  
William Shakespeare ◽  
Foreign Language ◽  
Geoffrey Chaucer ◽  
John Milton ◽  
English Language ◽  
English Literature ◽  
Master's Level ◽  
Level Of Education ◽  
Making Sense ◽  
Language And Literature

Arguably, the three most important early writers in the English language – indeed, one might say the founders of the language – are Geoffrey Chaucer (1343-1400), William Shakespeare (1564-1616), and John Milton (1608-1674).  Yet our experience at the higher level of education is that students have had little exposure to the life and times of these writers or of their work.  Our study shows that, while some Georgian school leavers have been exposed briefly to a bit of Shakespeare, few have chanced to encounter Chaucer and none to Milton.  Moreover, while teaching what we might call “The Big Three” of English language and literature, much the same might be said at the master’s level: a bit of Shakespeare, little of Chaucer, and none of Milton.  To the extent that students of English as a foreign language encounter any literature at all, they tend to be offered little other than literal translation.  “Retell the text.”  They miss the nuances of the English language as they would encounter them through the greatest of writers.  It is, therefore, essential that those who teach any or all of these great writers develop a strategy to fit the needs of the students while meeting the objectives of the course.  The key to making sense of Chaucer, Shakespeare, and Milton is to make connections to what students already know, to their own experiences, to make these greatest of all English writers relevant to the lives of the students in ways they can understand. Keywords: English literature, Chaucer, Shakespeare, Milton

ON LITERATURE AND GRAMMAR: A Selection of Annotated Medieval and Renaissance English Texts for (Spanish) University Students

2020 ◽  
Author(s):  
Gema Chocano Díaz ◽  
Noelia Hernando Real
Keyword(s):  
William Shakespeare ◽  
University Students ◽  
Geoffrey Chaucer ◽  
English Language ◽  
English Literature ◽  
Christopher Marlowe ◽  
Sir Philip Sidney ◽  
William Langland ◽  
Sir Thomas Wyatt ◽  
Selection Of

On Literature and Grammar gives students and instructors a carefully thought experience to combine their learning of Middle and Early Modern English and Medieval and Renaissance English Literature. The selection of texts, which include the most commonly taught works in university curricula, allows readers to understand and enjoy the evolution of the English language and the main writers and works of these periods, from William Langland to Geoffrey Chaucer, from Sir Philip Sidney to Sir Thomas Wyatt and Henry Howard, Earl of Surrey, and from Christopher Marlowe to William Shakespeare. Fully annotated and written to answer the real needs of current Spanish university students, these teachable texts include word-by-word translations into Present Day English and precise introductions to their linguistic and literary contexts.

Borrowing As A Tool To Fill The Ideological Thoughts: The Role Of Code-Mixing In An American Brat By Bapsi Sidhwa And The Escape By Qaisra Shiraz

2020 ◽  
Vol 3 (II) ◽  
Keyword(s):  
Short Story ◽  
English Language ◽  
English Literature ◽  
Native People ◽  
British Imperialism ◽  
Native Languages ◽  
Post Colonial ◽  
Bapsi Sidhwa ◽  
Code Mixing ◽  
Language And Literature

This research article highlights the temperament, inference, scope, and motives of code-mixing in Pakistani English works. One novel from Pakistani English novels namely, An American Brat by Bapsi Sidhwa, and one short story namely, The Escape by Qaisra Shehraz are being selected as an illustration of this reading. In this novel and short story, the writers have already dealt with the characteristics of postcolonialism. English language and literature pierced into the privileged civilizations of the sub-continent, after the end of British Imperialism. Pakistani writers in English are the best interpreter of the post-colonial communal language. In this study, I have hit upon code-mixing in English works written by Pakistani authors to a bigger echelon. These works are paragons of arts and the unbelievable mixture of rhetorical and fictitious study. In these works, the writers have not abased the confined diversities. They have tinted the value of Pakistani English in order to achieve the chatty desires of native people. These borrowings from the native languages are used to fill the lexical fissures of ideological thoughts. The reason of these borrowings is not to represent the English as a substandard assortment. Through the utilization of native words, we conclude that the significance of native languages has been tinted to question mark the dialect as well. The words of daily use also have an area of research for English people without having any substitute in English. That’s why in English literature innovative practices and ideas of code-mixing have been employed.

Borrowing As A Tool To Fill The Ideological Thoughts: The Role Of Code-Mixing In An American Brat By Bapsi Sidhwa And The Escape By Qaisra Shiraz

2019 ◽  
Keyword(s):  
Short Story ◽  
English Language ◽  
English Literature ◽  
Native People ◽  
British Imperialism ◽  
Native Languages ◽  
Post Colonial ◽  
Bapsi Sidhwa ◽  
Code Mixing ◽  
Language And Literature

This research article highlights the temperament, inference, scope, and motives of code-mixing in Pakistani English works. One novel from Pakistani English novels namely, An American Brat by Bapsi Sidhwa, and one short story namely, The Escape by Qaisra Shehraz are being selected as an illustration of this reading. In this novel and short story, the writers have already dealt with the characteristics of postcolonialism. English language and literature pierced into the privileged civilizations of the sub-continent, after the end of British Imperialism. Pakistani writers in English are the best interpreter of the post-colonial communal language. In this study, I have hit upon code-mixing in English works written by Pakistani authors to a bigger echelon. These works are paragons of arts and the unbelievable mixture of rhetorical and fictitious study. In these works, the writers have not abased the confined diversities. They have tinted the value of Pakistani English in order to achieve the chatty desires of native people. These borrowings from the native languages are used to fill the lexical fissures of ideological thoughts. The reason for these borrowings is not to represent the English as a substandard assortment. Through the utilization of native words, we conclude that the significance of native languages has been tinted to question mark the dialect as well. The words of daily use also have an area of research for English people without having any substitute in English. That’s why in English literature innovative practices and ideas of code-mixing have been employed.

Brendan Behan's Borstal Boy: Politics in the Vernaculars

2014 ◽  
Vol 44 (1) ◽  
pp. 129-148 ◽  
Author(s):  
Bernice Schrank
Keyword(s):  
English Language ◽  
English Literature ◽  
Great Variability ◽  
The Political ◽  
Standard English ◽  
Cultural Assumptions ◽  
Language And Literature ◽  
Autobiographical Fiction ◽  
Literature And Language

This essay examines the political uses to which Behan puts language in his autobiographical fiction, Borstal Boy, both as an instrument of domination and a means of liberation. Identifying Standard English language and literature as important components of the British imperial project, Behan creates, as a linguistic alternative, ‘englishes’, a composite language in which differences of geography, class, age, education, and occupation create a demotic speech of great variability and expressive force. In so doing, Behan sabotages the cultural assumptions and justifications for colonial exploitation embedded and validated in Standard English literature and language.

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

THEOLOGY AND ENGLISH LITERATURE: FROM CHRISTOPHER MARLOWE TO ALEXANDER POPE

2018 ◽  
Vol 5 (2) ◽  
pp. 82-87
Author(s):  
Suruchi Kumari ◽  
Ashish Alexander
Keyword(s):  
William Shakespeare ◽  
John Milton ◽  
English Literature ◽  
Christopher Marlowe ◽  
John Donne ◽  
Biblical Theology ◽  
Alexander Pope ◽  
Trinitarian Theology ◽  
Freedom Of Choice ◽  
High Degree

Generally, it is not obvious to people that theology has contributed a lot in the formation of English literature. So, this paper tries to picture and convince how the writings of English Literature writers have impacts and influences in themselves from the biblical theology. Writers like William Shakespeare uses the theology of grace in his play All’s Well that’s End Well. John Milton pens theology of Freedom of Choice. John Donne writes Trinitarian Theology. Christopher Marlowe shows the theology of Doctor Faustus, which shines under the title like purgatory the highest junction. Alexander Pope reflects the theology of participation in self Salvation and shows theodicy in his work. Theology and English literature go together. They are inseparable. Theology is interwoven in English Literature. It appears convincingly that William Shakespeare, John Milton, John Donne, Christopher Marlowe, and Alexander Pope have sufficiently left grains in their writings which compel to justify the significance of theology in English Literature. Thus, a high degree of significance the biblical theology immerges within the arena of English Literature which may be taught to the English literature readers with a well stuff of biblical theology which is very much beneficial for the understanding of English literature knower.

scholarly journals Problems with Pronunciation Among Students of English Language and Literature-Seeu

SEEU Review ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 113-125
Author(s):  
Arta Toçi
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
English Language ◽  
Native Speakers ◽  
Experienced Teacher ◽  
Self Confidence ◽  
Language And Literature ◽  
Native Speakers Of English ◽  
Complex Forms ◽  
English Students

Abstract Everybody who has learned English as a second or foreign language knows that for reaching intermediate levels, English is an easy language regarding grammar and vocabulary; however, when reaching advanced levels, the learners are faced with complex forms of morphology, syntax, and most obviously, they are faced with the difficulties that pronunciation presents. These are mainly the problems that occur with the English students whose native language is other than English. An experienced teacher of non-native speakers of English can easily recognize the causes of mispronunciation, which in most cases are lack of vocabulary, lack of practice, bad teaching experiences, lack of direct contact with the language, and lack of self-confidence. There are quite a lot of words in English, which are often mispronounced. Those who have just started to learn English as a foreign language, students at primary schools, adults using English as a means of communication and as a working tool, such as businessmen, politicians, administrators, doctors, accountants, and those studying English for teaching purposes, even the teachers of English are faced with the problems of proper pronunciation of words in English. The aim of this research is to identify the problems that the students in the Department of English Language and Literature in the Faculty of Languages, Cultures and Communication face with when they deal with pronunciation of lexical words.

scholarly journals THE INFLUENCE OF EVALUATION ON STUDENTS’ MOTIVATION TO LEARN A FOREIGN LANGUAGE

2019 ◽  
Vol 31 (2) ◽  
pp. 575-578
Author(s):  
Biljana Ivanova ◽  
Dragana Kuzmanovska ◽  
Snezana Kirova ◽  
Violeta Dimova
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Evaluation Methods ◽  
Foreign Languages ◽  
Language Knowledge ◽  
Language And Literature ◽  
Different Types ◽  
Initial Hypothesis ◽  
Level Of Motivation

Motivation has inspired а lot of authors to identify its characteristics. It has also inspired students and teachers to learn and teach foreign languages through its different types and provide different results in teaching and learning the language. This is closely connected to how evaluation has the potential to influence students and motivate them to learn a foreign language and how teachers should find easier or more difficult ways of evaluating them depending on what kind of motivation is involved during the class. This paper deals with the issue of how different evaluation methods provide opportunities for students to meet different motives. The students do that by answering a questionnaire, which is the initial hypothesis of it. The target groups are third year students, 15 of each one, from the departments of English language and literature, German language and literature, and Macedonian language and literature at the Faculty of Philology, Goce Delcev University – Stip. The students answer 15 questions concerning the different methods they are evaluated by. They provide their answers by answering the questions and they give their opinion about the different types of evaluation methods. The results are used to give us an insight into the influence of the different evaluation methods on students’ motivation, so we can see whether they are actually the main reason why students learn or do not learn foreign languages and an inspiration to teachers to be familiar with which types of evaluation methods decrease or increase the level of motivation while learning a foreign language. As a result of that they are able to use those methods in future in order to improve the level of foreign language knowledge that the students should possess and gain.

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