EXPLORING LINGUISTIC POLARITY DISPLAYED IN  ALICE’S “ADVENTURES IN WONDERLAND”: A SYSTEMIC FUNCTIONAL LINGUISTIC PERSPECTIVE

Short story is an interesting texts for promoting linguistic awareness and language acquisition, e.g. English young learners. It is important to introduce them with the linguistics features, e.g. subject-finite in their early ages of language learning especially in second and foreign languages. In respecting to the students character building, short stories are enriched of doctrines and philosophy which are fruitful for their psychological development, e.g. characters. Therefore, this study aims to analyze finites of linguistic polarity found in Alice’s Adventure in Wonderland. This is interesting as it leads to linguistics awareness. Adopting Bustam & Rayhan’s (2012) transitivity analysis model of Systemic Functional Linguistics (SFL) Approach, this exploratory research identified linguistic polarity of the attitudes of the story. The findings show that finite processes realize the polarity of attitudes utterances. Behavioral mental process are realized through finite to sharpen the attitudes in the story.

Download Full-text

Total Physical Response (TPR) Method in Improving English Vocabulary Acquisition of 5-6 Years Old Children

Tadris Jurnal Keguruan dan Ilmu Tarbiyah ◽

10.24042/tadris.v4i2.4071 ◽

2019 ◽

Vol 4 (2) ◽

pp. 257-264

Author(s):

Siti Nurfalah Mariyam ◽

Tadkiroatun Musfiroh

Keyword(s):

Qualitative Research ◽

Language Learning ◽

Vocabulary Acquisition ◽

Descriptive Statistics ◽

Foreign Languages ◽

Early Age ◽

Learning Approach ◽

English Learning ◽

Young Learners ◽

Physical Response

Nowadays, English has become one of the subjects that must be mastered. Thus, English learning should be done from an early age. This research aimed to describe how Total Physical Response (TPR) method can improve English vocabulary achievement in 5-6 years old children. TPR is the language learning approach which stimulates the children in acquiring their mother language which implemented in teaching foreign languages. The samples of this research were 5-6 years students of TK (Kindergarten) An-Nisa, Rokan Hilir, Riau Province, Indonesia with the total samples 15 students. This research used qualitative research. The data was analyzed by using descriptive statistics, analyzing the scores of English vocabularies. The results showed that noun categories had the highest percentage in vocabulary acquisition (97.78 %), then followed by verbs (86.67 %) and adjectives (62.22 %). Meanwhile, the percentages of vocabularies that used by children were verbs (24.44 %), nouns (11.11 %), while the children were still not capable in using adjectives (0 %). The results of this research is expected to contribute to the development of English learning for young learners.

Download Full-text

On the Use of Literary Texts in the DaF Lesson with the Example of Heinrich Boell’s Short Story “Die Blasse Anna” with a Focus on Writing on a B2 Level

Journal of Education and Learning ◽

10.5539/jel.v6n3p83 ◽

2017 ◽

Vol 6 (3) ◽

pp. 83

Author(s):

Yassamin Ostad A. Ghorabi ◽

Mohammad Hossein Haddadi

Keyword(s):

Language Learning ◽

Short Story ◽

Selection Criteria ◽

Foreign Languages ◽

Literary Texts ◽

Classroom Learning ◽

New Methods ◽

Heinrich Boell

For the promotion and optimization of teaching foreign languages, new methods and strategies are always considered that include literary texts. The aim of the present paper is to provide arguments for the use of literature in the classroom. Learning target areas and selection criteria for the use of literary texts in the classroom are presented. A short story by German author Heinrich Boell named “Die blasse Anna” will be taken as an example to demonstrate the usability of literary texts in language learning.

Download Full-text

Contrastive analysis as a didactic tool: acquisition problems of the Spanish article in Slovene learners

Linguistica ◽

10.4312/linguistica.54.1.397-410 ◽

2014 ◽

Vol 54 (1) ◽

pp. 397-410

Author(s):

Gemma Santiago Alonso

Keyword(s):

Language Learning ◽

Short Story ◽

Point Of View ◽

Contrastive Analysis ◽

Linguistic Awareness ◽

Slovene Language ◽

Article Usage ◽

Different Levels ◽

Tool Acquisition

The aim of the paper is to present a semantically based approach to the teaching of the Spanish article usage from the point of view of contrastive analysis, taking into account the role of plurilingualism and the development of the learner’s linguistic awareness, as envisaged by the CEFR. Dealing with the development of the linguistic awareness of the Slovene learners with regard to the acquisition of the Spanish article, we try to explain the uses of the Spanish article and the linguistic (or extralinguistic) mechanisms employed by the Slovene language to express definiteness on the basis of examples from Julio Cortazar's short story Las babas del diablo and its Slovene translation by Vesna Velkovrh Bukilica. Also, the most problematic uses of the article with which Slovene learners may have problems –because of significant differences between Slovene and Spanish in the areas of grammar concerned – have been classified according to the different levels suggested in CEFR and in Plan Curricular of Instituto Cervantes. The final purpose of the study is to show the pedagogic implications of the use of contrastive analysis in language learning, especially in dealing with complex grammatical issues such as the acquisition of the Spanish article by Slovene learners.

Download Full-text

THE USE OF DIALOGIC READING IN READING ACTIVITY BY IMPLEMENTING CHARACTER BUILDING USING LOCAL BASED LITERATURE

Sebatik ◽

10.46984/sebatik.v25i2.1573 ◽

2021 ◽

Vol 25 (2) ◽

pp. 762-766

Author(s):

Puji Astuti Amalia ◽

Arditiya Arditiya

Keyword(s):

Foreign Language ◽

Short Story ◽

Shared Reading ◽

Dialogic Reading ◽

Teaching Reading ◽

New Approach ◽

Young Learners ◽

Character Building ◽

Reading Activity ◽

Creativity And Innovation

Reading is considered as one of the most important skill in learning foreign language since it is used in all language skills. However, teaching reading is quite challenging. In Permata group, young learners seem not motivated in reading activity. Pre observation showed that learners were bored during the shared reading activity. Moreover there were no interaction during the activity. Therefore, it takes teacher’s creativity and innovation to teach reading. This situation led the teacher to a new way of teaching reading, the teacher implemented a new approach in teaching reading by using dialogic reading. Moreover, the literature used by the teacher was a local based short story with the theme “Save Mahakam”. This study is a qualitative study in which the data was collected by observation and questionnaire. The study found that the dialogic reading and the short story did not only make the reading activity more interesting but they also helped the teachers to shape young learners’ characters. It found that there were some characters developed through the process of reading activity, such as 1) young learners have courage to speak, 2) young learners are friendly and sociable, 3) young learners are responsible with the environment, 4) young learners love reading, 5) young learners work in a team, 6) young learners think critically.

Download Full-text

Needs Analysis and Teachers' Perceptions: A Study of the English Undergraduate Students

University of Chitral Journal of Linguistics and Literature ◽

10.33195/jll.v3i2.101 ◽

2019 ◽

Keyword(s):

Language Learning ◽

Undergraduate Students ◽

English Language ◽

Needs Analysis ◽

Learning Needs ◽

English Learning ◽

Visual Aids ◽

Analysis Model ◽

Classroom Activities ◽

Teaching Aids

Needs Analysis in the context of language-learning-teaching is an important process to design a certain course and syllabus. It helps course designers to set objectives, choose content, method of instruction, appropriate teaching aids, and classroom activities for different courses. This paper reports the perceptions of the researchers on the English language learning needs of the English undergraduate students of Shaheed Benazir Bhutto University Sheringal, Pakistan. The data is based on the researchers’ personal experience and first-hand observation of the population as the researchers have been teaching in the target context for about a decade. Furthermore, the researchers have always been in discussion with their students and colleagues about the target students’ English learning needs, preferred learning styles, motivation in learning English, interest, strengths/weaknesses, and attitude toward English learning in the target setting. Learners’ assignments, exam answer sheets, and presentations have also been used is a source of data collection. A needs analysis model proposed by Hutchinson and Waters (1987) has been applied in order to analyze the data. The results show that the students lack well grammatical sentences, have poor spellings, capitalization problems, limited vocabulary, unaware of collocations, poor/slow reading comprehension, and lack of effective presentation skills. Furthermore, most of the students have a lack of involvement in classroom activities and feel shy about speaking the English language. It was reported that the provision of authentic material, interesting activities, suitable audio-visual aids, relevant texts, language labs, and other logistic arrangements can better help them in learning the English language. The findings demonstrate that the students wished to have a learner-centered-course that helps them excel in their academic life and learning the English language.

Download Full-text

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

The Modern Higher Education Review ◽

10.28925/2518-7635.2018.3.12 ◽

2018 ◽

Author(s):

Olena Ivashko

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Strategies ◽

Foreign Language Learning ◽

Educational Needs ◽

Foreign Languages ◽

Language Learning Strategies ◽

Third Age ◽

The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

Download Full-text

A multilingual refugee, a personal experience

Language Learning in Higher Education ◽

10.1515/cercles-2019-0011 ◽

2019 ◽

Vol 9 (1) ◽

pp. 173-178

Author(s):

Ghaith Alhallak

Keyword(s):

Language Learning ◽

Racial Discrimination ◽

Host Country ◽

Personal Experience ◽

Host Community ◽

Foreign Languages ◽

Educational Institutions ◽

Traditional Teaching ◽

Educational Methods ◽

Cultural Organizations

Abstract The refugee is the person who has fled his or her country for reasons of war, racial discrimination, vengeance, sectarian massacres or other reasons. Many refugees have left everything behind them to reach a society that is completely different from their own, creating many challenges. Perhaps the most important of these challenges is to learn the language of the host country, which is the key that opens the door to integration in all its forms. Overcoming the challenges in language learning occurs not only through teaching institutions, but society also plays a major role. Thus, we can say that the process of teaching the language to newcomers is a combination of the efforts of the relevant educational institutions as well as those of social and cultural organizations and individuals. In this report, I review the process of teaching foreign languages to refugees and migrants, based on my personal experience as a refugee student and as a language teacher for foreigners, which I have been at the same time for more than three years. The article does not address educational methods as much as the steps that I believe should be taken into consideration in the process of trying to integrate refugees in their host community culturally and linguistically. These steps, which may often have more of an impact than the traditional teaching process, are not confined to the field of educational institutions, but go beyond them to reach social and cultural organizations.

Download Full-text

Using Games as a Tool in Teaching Vocabulary to Young Learners

English Language Teaching ◽

10.5539/elt.v9n7p120 ◽

2016 ◽

Vol 9 (7) ◽

pp. 120 ◽

Cited By ~ 4

Author(s):

Sahar Ameer Bakhsh

Keyword(s):

Saudi Arabia ◽

Elementary Schools ◽

Literature Review ◽

Foreign Languages ◽

Teaching English ◽

Main Subject ◽

Young Learners ◽

Methods And Techniques ◽

Conventional Methods ◽

Practical Implications

<p>Over the last few decades, teaching English become a phenomenon in Saudi Arabia, especially to young learners. English is taught as a main subject in kindergarten and elementary schools. Like any other children, Saudis accept new foreign languages easily, but they get bored very fast if the teacher is teaching them using the old conventional methods and techniques. The aim of this paper is to prove that games are effective tools when devised to explain vocabularies and they make it easier to remember their meanings. This paper deals with a literature review of teaching English vocabulary to young learners using games. Then it discusses the importance of using games in teaching vocabulary and in what way using them is helpful. After that it investigates the practical implications of using games to teach vocabulary that includes the implementation of vocabulary games and some examples of games that could be used to teach vocabulary to children. And finally it examines challenges teachers face when teaching vocabulary using games to young learners.</p>

Download Full-text

Towards a Model of Learner Variation in Autonomous Foreign Language Learning

Studies in Second Language Acquisition ◽

10.1017/s0272263100000966 ◽

1979 ◽

Vol 2 (1) ◽

pp. 73-97 ◽

Cited By ~ 2

Author(s):

T. S. Rodgers

Keyword(s):

Foreign Language ◽

Language Learning ◽

State Of The Art ◽

Foreign Language Learning ◽

Learning Systems ◽

Design Model ◽

Foreign Languages ◽

The Third ◽

Short Piece ◽

Language Needs

My intent in this short piece is to provide a context for consideration of learner variables in foreign language learning. I first propose a question set outlining the major issues, as I see them, arising in the design of learner-based foreign language learning systems. I then present a simplified three-part design model comprising knowledge considerations (language needs assessment), instructional considerations (learning access alternatives) and learner considerations (characteristics of learners). A review of some recent work in the first two of these prefaces the discussion of the third, learner considerations. A brief state of the art report on research in learner variables is followed by some speculation on next directions in the determination and description of learner variables within a general design model for learning foreign languages.

Download Full-text