scholarly journals The Concept of “Vocalese” in the Class of FLE

2019 ◽  
Vol 8 (6S4) ◽  
pp. 1390-1392
Keyword(s):  
Foreign Language ◽  
Albert Einstein ◽  
Creative Expression ◽  
Inductive Method ◽  
Robert Frost ◽  
Musical Genre ◽  
Claude Bernard ◽  
Deductive Method ◽  
Teaching Music ◽  
The Mind

“Music is a world within itself a language we all understand “– Steve Wonder. According to these words if this language called “Music” can be used in the teaching of a foreign language it justifies the words of Plato “Music is a more potent instrument than any other form of education because rhythm and harmony find their way into the inward places of the soul”. This article aims To highlight the advantages of “Vocalese” in the teaching of French as a foreign langue (FLE) – Francais Langue Etrangere and to structure a formative and fun FLE course through the exploitation of a song aiming at functional, linguistic and socio cultural objectives. Why use songs? Why music? Music is a therapy. It is a communication far more powerful than words, far more immediate and far more efficient” – Yehudi Menuhin. Having understood well the advantages of using songs in the teaching of FLE, let us now analyze the concept the “Vocalese”. What is Vocalese? Vocalese is a style or musical genre of jazz singing wherein words are sung note for note to melodies that were originally created by a soloist's improvisation. Why use Vocalese? Man can learn nothing except by going from the known to the unknown – Claude Bernard (French physiologist).In “Vocalese” one is familiar with the tune. When this (known) tune is combined with new lyrics (the unknown) learning is facilitated. Advantages of “Vocalese” in the concept of teaching - Vocalese uses the deductive method of teaching in lieu to the inductive method of teaching. Music is to soul what words are to mind and if these words can be altered it is nothing more than the alteration of the mind – the very first step needed in the teaching of any language. Thus the duty of every teacher is not to teach but to facilitate teaching in accordance to the words of Robert Frost “There are two kinds of teachers: the kind that fills you with so much quail shot that you can’t move and the kind that just gives you a little prod behind and you jump to the skies”. I conclude with the words of Albert Einstein “It is the supreme art of the teacher to awaken joy in creative expression and knowledge” and I as a teacher would like to awaken this joy via music and would prefer to be called an “Educational Rock Star”

English Vocabulary in the Mind of Student

2019 ◽  
Vol 7 (2) ◽  
pp. 150-159
Author(s):  
Suharyanto H Soro
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Participant Observation ◽  
Teaching English ◽  
Individual Interviews ◽  
English Class ◽  
Actual Application ◽  
Concrete Form ◽  
The Many ◽  
The Mind

Lecturer plays an important role in teaching Englishas a foreign language, in spite of the success of teaching English itself depends on the many factors, one of them is students’ participation in the English class. In the other words, the teaching of English becomes useful and more systematically when the lecturer is fully aware of the aims and values of teaching of English subject since the core principle of any teaching  is “know what you do and only do what you know”. Hence it is essential to understand the aims and values of teaching English. In linguistics study,performance and competence are different, competence is study about language rules in the abstract form or one’s capacity to use a language, while performance is the application of one’s ability in the concrete form, or the actual application of this competence in speaking or listening. Chomsky (1965:18) said that  performance is the effect or the application of competence. Further he said that clearly, the actual data of linguistic performance will provide much evidence for determining the correctness of hypotheses about underlining linguistic structure. Notice the following figure. The data collection procedures in the present study are based on classroom participant observation, student interviews, and questionnaire  are the primary sources of data collection. As a point of departure, unstructured interviews conducted with English and students to gain initial understanding of the learning English as a foreign language. This also serves as a pilot study, paving the way for designing the guidelines for the semi structured individual interviews. Notes taken in these unstructured interviews were included in the data analysis. Taking lecture involves the lecturer and the students in formal setting. Lecturer is one who transfers special knowledge (English teaching materials) to his students in form of academic setting. They are engaged in academic norms, for example lecturer has qualified education (magister or doctorate degree) and the students  have already registered their status as a university student. The lecturer’s function is threefold. In the presentation stage of the material, the lecturer serves as a model, setting up situations in which the need for the target structure is created and modeling the new structure for students to repeat. The lecturer was required to be skillful manipulator, using questions, commands, and other cues to elicit correct sentences from the students. The students wanted the lecturer to give more opportunities for English practice. They can learn from mistakes and develop in real situation. Role play is one of methods can be applied in teaching English. The students like this methods (96%) because they can imitate and practice their English pronunciation.

scholarly journals Fictitious employment contracts in loan recovery processes in Latvia

2018 ◽  
Vol 40 ◽  
pp. 01005
Author(s):  
R. Neilands
Keyword(s):  
Qualitative Research ◽  
Financial Crisis ◽  
Real Estate ◽  
Comparative Method ◽  
Inductive Method ◽  
Analytic Method ◽  
Financial Loss ◽  
Employment Contracts ◽  
Recovery Processes ◽  
Deductive Method

Latvia from 2008 till 2013 experienced serious financial crisis. The results of the crisis were significant financial loss in banking area, plenty of foreclosures, plenty of corporate and private bankruptcy processes. One of issues Latvia faced in the foreclosure proceedings was the reaction of debtors – some of them used all possible means (including illegal) to obstruct foreclosure. One of such means is a conclusion of fictitious employmentcontracts on the mortgaged real estate maintenance and later obtaining a court judgment on a wage recovery. The aim of the paper is to research how fictitious employmentcontracts are used and to propose a solution for the fictitious labour agreements issue. Methods of qualitative research were employed in the paper – comparative method, analytic method, inductive method, and deductive method.

The Talmud in the Mind of Emmanuel Levinas

2001 ◽  
Vol 4 (2) ◽  
pp. 249-271 ◽  
Author(s):  
Étan Levine
Keyword(s):  
Emmanuel Levinas ◽  
Albert Einstein ◽  
Critical Scholarship ◽  
Historical Text ◽  
Religious Piety ◽  
The Mind ◽  
Practical Sense

AbstractLevinas modestly admits that the title of his collection of lectures From the Sacred to the Holy reflects the fact that his Talmud studies are guided neither by the certainty of religious piety nor the "certainties" of historical, text-critical scholarship. Rather, his readings continue the tradition of the Talmud, the "oral Torah" that extracts from the "written Torah" ethical meaning as the ultimate intelligibility of the human and even of the cosmic.59 Taking "philosophy" in this practical sense as a contribution to the reflective resolution of existential quandaries, Albert Einstein would surely think again about

scholarly journals Edward A. Milne’s Philosophy of Science: Between Aristotelianism and Popperism

2019 ◽  
Vol 67 (3) ◽  
pp. 5-23
Author(s):  
Dariusz Dąbek
Keyword(s):  
Philosophy Of Science ◽  
The Other ◽  
Empirical Testing ◽  
Deductive Logic ◽  
Other Hand ◽  
Aim Of Science ◽  
Deductive Method ◽  
The Mind ◽  
Main Ideas

This article seeks to show that E.A. Milne’s philosophy of science has its roots in the philosophy of Aristotle and it could be an inspiration for Popper’s philosophy. The similarities with Aristotle’s concept are as follows: 1) the aim of science is to explain phenomena by discovering general principles; 2) the mind is responsible for discovering them, although experience guides the search; 3) deducing detailed statements from general assumptions is the most important element of research. On the other hand, Milne’s proposal is consistent with Popper’s main ideas: 1) criticism of the principle of induction; 2) preference for the hypothetical-deductive method (assumptions should be bold hypotheses that require empirical testing to be accepted); 3) appreciation of falsification and confidence in the effectiveness of deductive logic.

scholarly journals The Effectiveness of Using Inductive Method in Teaching English Grammar

2019 ◽  
Vol 7 (1) ◽  
pp. 98
Author(s):  
Ade Novea Retty ◽  
Martono Martono ◽  
Teguh Sarosa
Keyword(s):  
T Test ◽  
Inductive Method ◽  
Control Group ◽  
English Grammar ◽  
Significant Difference ◽  
Deductive Method ◽  
Eighth Grade Students ◽  
Class Viii ◽  
The Mean ◽  
Experimental Group

This article presents the research results which are: (1) there is a significant difference in grammar mastery between students taught using Inductive Method and students taught using Deductive Method; (2) Inductive Method is more effective than Deductive Method. The research method used in this research is an experimental design. This research was conducted at SMP Negeri in Surakarta in the academic year of 2017/2018. The research population is the eighth-grade students. The samples are class VIII A as the experimental group consisting 28 students and class VIII B as the control group consisting 28 students. The research instrument used to collect the data is a test. The data were analyzed by using t-test formula. The computation of the t-test shows that t observation (t<sub>o</sub>) = 2.284 is higher than t table <sub>(54. 0.05)</sub> = 2.0048. It can be concluded that there is a significant difference in grammar mastery between the students taught using Inductive Method and the students taught using Deductive Method. The mean score of the experimental group is 58.29, while the mean score of the control group is 46.86.  It can be concluded that Inductive Method is more effective than Deductive Method to teach English grammar.

scholarly journals تعليم اللغة العربية في المعهد الإسلامي بفونوروغو

Studi Arab ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 151-172
Author(s):  
Moh Munir
Keyword(s):  
Direct Method ◽  
Boarding School ◽  
Instructional Method ◽  
Translation Method ◽  
Inductive Method ◽  
Educational Institutions ◽  
School Students ◽  
Deductive Method ◽  
Speaking Skill ◽  
Grammar Translation Method

Learning Arabic in Indonesia has experienced the ups and downs along with the dynamics of education in Islamic educational institutions. It gives good attention in Arabic teaching is Islamic boarding school. The Islamic boarding school students have not been able to master language skills well, like Arrisalah concerns with speaking skill and Al amin Hudatul Muna 1 concerns with reading skill. This research focused on three aspects: the materials, the instrutions process and the kinds of languages activities in Arabic teaching in modern and salaf Islamic boarding school for class two. It is kind of qualitative study design to describe the results and collecting the data.The results of this study are: (1) the Arabic teaching materials in modern Islamic boarding school consist of 7 subjects, and salaf consist of 5 subjects. (2) the instructional method in modern Islamic boarding school are used grammar translation method, direct method, audio lingual method, reading method and inductive method. The instructional method in salaf islamic boarding school are used grammar translation method and deductive method. (3) the kinds of language activities in modern Islamic boarding school devided into two kinds namely language activities inside the class and language activities outside the class.

scholarly journals OPPORTUNITIES FOR BACKGROUND KNOWLEDGE IN LITERATURE WHEN LEARNING RUSSIAN AS A FOREIGN LANGUAGE (BASED ON THE STUDY OF THE READING EXPERIENCE OF FOREIGN STUDENTS)

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
A.A IBRAHIM ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
World Literature ◽  
Background Knowledge ◽  
Russian Language ◽  
Internal Resources ◽  
Reading Experience ◽  
Cultural Codes ◽  
Motivation For Learning ◽  
The Mind

The article examines the reader's portrait of foreign students, presented in the form of a study of reading in their native language (first of all) and the interpretation of this study. Background knowledge of literature, which is in a hided form in the mind, can become the basis not only for intercultural dialogue, but also for learning the Russian language, since background knowledge in General is one of the conditions for the development of communicative competence in teaching a foreign language. Training is usually based on background knowledge, which, in turn, can become the basis for a dialogue of cultures, motivation for learning a foreign language, exchange of cultural (in particular, reading) experience and experience of emotional experiences. The literature on these positions has immeasurable internal resources. The paper identifies works of foreign literature - points of intersection of cultural codes of different peoples. The article describes the course of the research, justifies the choice of works of world literature for the survey, analyzes its results and gives recommendations on the use of readers ' experience in teaching Russian as a foreign language. The survey included respondents from Asia, Africa, Europe, South America, and Australia.

scholarly journals Management Education – The Semitic and Indo-European Languages: Arabic, Russian, Spanish languages.

2020 ◽  
Vol 8 (09) ◽  
pp. 1634-1642
Author(s):  
Stefania Allegra
Keyword(s):  
Foreign Language ◽  
Personal Experience ◽  
Management Education ◽  
Foreign Languages ◽  
Ability To Work ◽  
Special Training ◽  
European Languages ◽  
The Right ◽  
The Mind

The ability to work in more tasks in every field life it’s hard goal to achieve. I can affirm with proof that you need to train constantly for it. It means that you have to train the mind and the action through the same direction. I’ve been trained myself in this task as personal experience of life. Since I was twenty I’ve held many important and hard tasks that have changed my mind results. It’s the same in the field of learning, studying and teaching foreign languages. If you don’t train quite every day your memorization, it’s quite impossible to learn a foreign language. A professional professor in foreign languages is normally used to teach one, two languages or sometimes more, and it’s difficult in any case. According to my experience I got the special training to teach in contemporary more languages, I mean at the same time, to switch more languages, so it happens that I teach more languages in the same day and even in the same hour, without any difficulty. It’s possible only because my mind is always well trained. It’s for example, when you change language, you must remember all skills, in contemporary with other languages, it’s so when I teach English, German, French, Russian, Arabic, Italian, etc.. It’s not easy to train the mind in this way, but you can succeed if you do the right training. It’s important to be conscious about the power of the mind, when we want to learn a foreign language. It’s not easy but you must focus in hard training to get true results. The mistake is to think to learn a language without passion just for a duty, in this way you will never learn it; it’s the first step in helping the memorization. Then you will find the next step to follow the training of memorization.

Creativity and the Self-Made Worldview

2019 ◽  
pp. 220-236
Author(s):  
Liane Gabora
Keyword(s):  
Critical Reflection ◽  
Free Association ◽  
Creative Expression ◽  
Spiking Neurons ◽  
The Self ◽  
Evolutionary Significance ◽  
Creative Thought ◽  
The Mind ◽  
Modes Of Thought ◽  
The Brain

Creativity is usefully viewed from the perspective of personal “worldviews.” which describe the mind as experienced subjectively, from the inside. The worldview of an uncreative person reflects what they’ve been told, while the worldview of a creative person reflects what they’ve done with what they’ve been told to create a self-made worldview. The capacity to generate such a self-made worldview arose first with development of the capacity for one thought to trigger another thought. This chaining allows free-association, critical reflection, or complex behavioural thought sequences to be created and recalled for material with high psychological entropy to be restructured to form a new idea or perspective. However, a second capacity important for creative thought also is needed: contextual focus, the ability to adaptively shift between convergent and divergent modes of thought. Whereas chaining allows the connecting of closely related items in memory, contextual focus enables the forging of distant connections for sophisticated creative expression. Chaining is sufficient for “little-c”, everyday creative ideas, but contextual focus is need for the generation of those “big-C” creative ideas that define major conceptual shifts. These phenomena of mind arise at the level of the brain with coordinated activity of groups of collectively co-spiking neurons (neural cliques). Those that respond to more general or abstract aspects of a situation offer a straightforward mechanism for contextual focus, for example; with associative thought, as more aspects of a situation are taken into account, more neural cliques are recruited. Gabora’s global mind perspective highlights the evolutionary significance of creativity: cultural evolution became possible with the emergence of a creative worldviews that are self-organizing, self-mending, communally interacting, and self-propagating.

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