Թեմա - Application of Comics in Language Teaching
Տեսակ - Կուրսային, անհատական և ստուգողական աշխատանքներ
Գին - 3500 դրամ
Առարկա - Անգլերեն լեզվով
Էջեր - 14
Chapter 1. The Importance of Comics as an Authentic Material in ESL Classroom
Chapter 2. Lesson Activities with Comics
Conclusion
2. Drolet, C. A. (2010). Using Comics in the Development of EFL Reading and Writing. SungKyul University, 123-140.
3. Grabe, W. (2004). Research on teaching reading. Annual Review of Applied Linguistics, 24, 44-69.
4. Hadley, A. O. (2000). Teaching language in context(3rd ed.). Boston: Thomson.
5. Nunan, D. (1999) Second Language Teaching and Learning. (Boston: Heinle & Heinle)
6. Reading With Pictures, Teacher Guide https: //www.andrewsmcmeel.com/...comics.../reading-with-pictures-teachers- guide.pdf?
7. Scrivener J. Teaching English grammar: What to Teach and How to Teach it. Macmillan Education (5 July 2010).
Authenticity and authentic materials have been a topic for discussion during the past decades, since using textbooks and ready-made exercises may give a distorted picture of what language is and how it should be learned. Students may get the idea that foreign language only exists inside the classroom and that they do not have to use it anywhere else. Authentic materials usually help them to notice, that knowing foreign language is very useful and that the language can be used every day in different contexts.
Nunan (1999: 79) defines spoken and written authentic texts as ...[having] been produced in the course of genuine communication, not specially written for purposes of language teaching. They provide learners with opportunities to experience language as it is used beyond the classroom. According to Nunan (1999: 80) the term "authentic text" covers language samples drawn from a wide variety of contexts, including TV and radio broadcasts, conversations, discussions and meetings of all kinds, talks, and announcements [as well as] magazines, stories, printed material and instructions, hotel brochures and airport notices, bank instructions, and a wide range of written messages.
According to Swan (1985: 85) "authentic material ... gives students a taste of ՚real՚ language in use, and provides them with valid linguistic data for their unconscious acquisition processes to work on."
Working with "the real thing", a genuine piece of the culture underlying the language, might even motivate reluctant learners into overcoming their shyness, aversion or fears with regard to language-learning. As Scrivener (1996: 85) puts it, "authentic is for communication, fluency, real-life, pleasure."
Using authentic material in the classroom has been strongly encouraged in the field of language learning (Drolet 2012: 124; Hadley 2000: 179-188). By using authentic materials, we provide our students with examples of how the language is actually used in the real word, as opposed to artificial and/or awkward structures found in EFL textbooks. When working with authentic materials, EFL learners can also realize that they may need that particular language in the situations presented in the comics; this will also work towards increasing students’ motivation.