Թեմա - Comics in the EFL Classroom
Տեսակ - Կուրսային, անհատական և ստուգողական աշխատանքներ
Գին - 6000 դրամ
Առարկա - Անգլերեն լեզվով
Էջեր - 24
Chapter 1. Comics as an Effective Tool for EFL Teaching
1.1. The Change of Paradigm in Modern Teaching
1.2. Comics in the EFL Teaching
Chapter 2.Using Comics in Classroom
2.1.Speaking and Reading Activities in Classroom Using Comic Strips
Conclusion
2. Brown, H. D. (1994). Teaching by Principles. An Interactive Approach to Language Pedagogy . New Jersey: Prentice Hall Regents
3. Bruggeman, L. (1997). ‘Zap! Whoosh! Kerplow!’: Building high-quality graphic novel collections with impact. School Library Journal, 43(1), 22-27.
4. Burmark, L. (2009). Why visual literacy? www.lynellburmark.org/a_whyvisualliteracy.asp
5. Campbell, K. H. (2007). Less is more. Teaching literature with short texts – grades 6-12. Portland/ME: Stenhouse
6. Canagarajah. S. (2008). In this issue. TESOL Quarterly 42(4), 537-539
7. Cary, S. 2004. Going Graphic: Comics at Work in the Multilingual Classroom. Portsmouth: Heinemann
8. Cohn, N. (2007). Visual language grammar . Presentation, Visual and Iconic Language Conference, Aug 2-3, 2007, University of New Mexico. www.emaki.net/readings.html
9. Hymes, Dell, 1971 “Competence and performance in llinguistice theory” in R. Huxley and E. Ingram (eds.) Language Acquisition: Models and Methods. London: Academic Press
There are many methods of teaching languages. Some have fallen into obscurity and others are widely used. Education today isn’t just about traditional classroom learning anymore. Nowadays, there are wide varieties of classroom settings available to students of all the ages.
For quite a long period of time, the grammar-translation method was dominating method of language instruction. Started from the 17th century it was greatly applied for the first half of the last century to teach contemporary foreign languages. Textbooks mainly consisted of rule explanations and lists of vocabulary and students were mostly engaged in translation activities and too little activities, concerning oral speech were done. It was expected that the learners should go abroad to become fluent speakers. This method has been used in many schools till know, although it is considered as ineffective by my researchers. According to Deckert, schools that perpetuate the more traditional pattern of language study in the form of classroom drills and non-authentic manipulated activities are in danger of not stimulating ordinary uses of language in the classroom. More often than not, students in this teaching environment learn new vocabulary items with little regard to context, learn language forms which are unnaturally manipulated, learn rules of the language which are confused with the language itself, and are given language samples which are learned by rote. Thus, in this process, the language fails to attain its true character as a system of conveying meaning. In fact, the language assumes the character of a pictureless puzzle which students manipulate for the satisfaction of superior grades and resulting status (Deckert, 1987: 19).
Today the paradigm of teaching has undergone drastic changes. The goal of the most modern methods of ESL teaching is to learn to communicate in the target language. Adoption of the communication-oriented foreign language teaching, popularly known as Communicative Language Teaching, in English classrooms has been repeatedly stressed by many researchers. Brown, viewing Communicative Language Teaching as an approach rather than a specific method of teaching, describes four underlying characteristics in defining Communicative Language Teaching in a second language classroom, which are summarized below:
-Focus in a classroom should be on all of the components of communicative competence of which grammatical or linguistic competence is just part.
-Classroom activities should be designed to engage students in the pragmatic, authentic, and functional use of language for meaningful purposes.
-Both fluency and accuracy should be considered equally important in a second language learning classroom. And they are complementary.
-Students have to use their target language, productively and receptively, in unrehearsed contexts under proper guidance, but not under the control of a teacher (Brown, 1994: 245)