المعنى اللغوي والسياقي في تعليم اللغة الإنجليزية لغير الناطقين بها

**د. عبد الله بن محمود** · 24/Mar/2010, 07:48 PM

الباحث: أ / سهير عبد الوكيل إسماعيل السروري

الدرجة العلمية: ماجستير

الجامعة: دمشق

الكلية: الآداب

القسم: اللغة الإنجليزية

بلد الدراسة: سوريا

لغة الدراسة: الإنجليزية

تاريخ الإقرار: 2006

Conclusion:

In conclusion I would like to suggest and recommend the following:
In every day language use, we normally focus our attention primarily on the meaning of what we say or hear, rather than on its linguistic form. Therefore, the aspect of meaning should be intensified in every language teaching syllabus. Because it is the medium through which any information can be carried to the students.
Teaching English in the primary stage is somewhat a new field. It requires every possible encouragement to support the introduction of English at an early stage of learning. Thus, student can be well-informed of the basic rules of English language as a means of communication (grammar, semantics, and pragmatics). This gradual presentation of English is essential for students before moving into the preparatory stage, where they have to study a more sophisticated English. Therefore, a more comprehensive and practical perspective is necessary to achieve effective learning. Teachers, too, are in need for training in a way that helps them perform their tasks more effectively.
Teaching general English classes means that syllabuses and materials designers and of course teachers have a wide range of possibilities at their disposal. The truth is that syllabus designers need to be able to organize all the elements we have talked about (topics, skills, vocabulary, grammar and functions) into a coherent whole. The issue of which part of the syllabus is the main organizing principle may not be an important one, since it is in the interrelationship of all the elements that we plan for our students' communicative needs most adequately.
To organize materials that depend on teaching language grammar as their core is not a satisfactory organizing principle. Although grammar is the best and the simplest organizing principle for a syllabus, functional uses could be developed from such syllabuses. A unit on the present simple tense may end with a lesson about apologizing (I'm sorry, I'm late). And / or a topic on making friendship or visiting communities may be developed to teach students how to ask questions, to make suggestions, greet and thank, accept and refuse and participate freely, socially, and successfully with the others.
A grammatical sentence may be used for multiple functions. The presentation of (imperative, interrogative, affirmative) sentences around a topic with names like making introductions, expressing gratitude, advising and asking for advice, asking for assistance and responses to offering assistance and so on, may enhance the process of learning.
Language is used in a context and develops as a result of contextualized use. Therefore, motivating and stimulating students to work in groups embodies the turn-taking system which in turn leads to meaning negotiation. A thoughtful classroom discussion helps students to develop critical thinking. Talking in a small group helps students to learn to organize their thoughts and present them coherently. They also learn to be active listeners, holding other peoples' ideas up to critical analysis. They come to see that there are always alternative ways of looking at a difficult problem or situation. So, classroom discussions yield very powerful individual and social benefits.
Teaching and learning vocabulary in context and in the company of co-text is much more valuable than learning isolated words. Students should be aware that words do not exist on their own, they live with other words and they depend upon each other lexically and grammatically. When students learn and see all types of collocation in context and in relation to other pieces of language, they are far more likely to remember them if they learn them as single items. Increasing the depth of word knowledge in learning to collocate words, to add further meanings and to make opposites does not happen automatically. Extensive reading and the recycling of collocations, synonymy and antonymy exercises is prerequisite.

Teachers may develop several activities where the students can construct various types of patterns and help them try these out to see if they will carry effectively the meanings they intend. One way in which we provide opportunities for the students to perform speech acts is by providing practices (conversation, dialogue, etc.) in which the content is structured by the learning situation.
Language in the classroom must be authentic if students are to learn to communicate naturally. When students participate in a real discussion, in which they formulate their thoughts on a topic, express their personal judgments, and are respected for their opinions by the other participants, then real learning takes place

[فقط الأعضاء المسجلين يمكنهم رؤية الروابط. ]
منتدى الإيوان
[فقط الأعضاء المسجلين يمكنهم رؤية الروابط. ]

24/Mar/2010, 07:48 PM	#1 (permalink)
د. عبد الله بن محمود عضو اللجنة الاستشارية للمنتدى تاريخ التسجيل: Jan 2009 المشاركات: 457 Thanks: 102 Thanked 85 Times in 44 Posts معدل تقييم المستوى: 4	المعنى اللغوي والسياقي في تعليم اللغة الإنجليزية لغير الناطقين بها الباحث: أ / سهير عبد الوكيل إسماعيل السروريالدرجة العلمية: ماجستير الجامعة: دمشقالكلية: الآدابالقسم: اللغة الإنجليزيةبلد الدراسة: سوريالغة الدراسة: الإنجليزية تاريخ الإقرار: 2006 Conclusion: In conclusion I would like to suggest and recommend the following: In every day language use, we normally focus our attention primarily on the meaning of what we say or hear, rather than on its linguistic form. Therefore, the aspect of meaning should be intensified in every language teaching syllabus. Because it is the medium through which any information can be carried to the students. Teaching English in the primary stage is somewhat a new field. It requires every possible encouragement to support the introduction of English at an early stage of learning. Thus, student can be well-informed of the basic rules of English language as a means of communication (grammar, semantics, and pragmatics). This gradual presentation of English is essential for students before moving into the preparatory stage, where they have to study a more sophisticated English. Therefore, a more comprehensive and practical perspective is necessary to achieve effective learning. Teachers, too, are in need for training in a way that helps them perform their tasks more effectively. Teaching general English classes means that syllabuses and materials designers and of course teachers have a wide range of possibilities at their disposal. The truth is that syllabus designers need to be able to organize all the elements we have talked about (topics, skills, vocabulary, grammar and functions) into a coherent whole. The issue of which part of the syllabus is the main organizing principle may not be an important one, since it is in the interrelationship of all the elements that we plan for our students' communicative needs most adequately. To organize materials that depend on teaching language grammar as their core is not a satisfactory organizing principle. Although grammar is the best and the simplest organizing principle for a syllabus, functional uses could be developed from such syllabuses. A unit on the present simple tense may end with a lesson about apologizing (I'm sorry, I'm late). And / or a topic on making friendship or visiting communities may be developed to teach students how to ask questions, to make suggestions, greet and thank, accept and refuse and participate freely, socially, and successfully with the others. A grammatical sentence may be used for multiple functions. The presentation of (imperative, interrogative, affirmative) sentences around a topic with names like making introductions, expressing gratitude, advising and asking for advice, asking for assistance and responses to offering assistance and so on, may enhance the process of learning. Language is used in a context and develops as a result of contextualized use. Therefore, motivating and stimulating students to work in groups embodies the turn-taking system which in turn leads to meaning negotiation. A thoughtful classroom discussion helps students to develop critical thinking. Talking in a small group helps students to learn to organize their thoughts and present them coherently. They also learn to be active listeners, holding other peoples' ideas up to critical analysis. They come to see that there are always alternative ways of looking at a difficult problem or situation. So, classroom discussions yield very powerful individual and social benefits. Teaching and learning vocabulary in context and in the company of co-text is much more valuable than learning isolated words. Students should be aware that words do not exist on their own, they live with other words and they depend upon each other lexically and grammatically. When students learn and see all types of collocation in context and in relation to other pieces of language, they are far more likely to remember them if they learn them as single items. Increasing the depth of word knowledge in learning to collocate words, to add further meanings and to make opposites does not happen automatically. Extensive reading and the recycling of collocations, synonymy and antonymy exercises is prerequisite. Teachers may develop several activities where the students can construct various types of patterns and help them try these out to see if they will carry effectively the meanings they intend. One way in which we provide opportunities for the students to perform speech acts is by providing practices (conversation, dialogue, etc.) in which the content is structured by the learning situation. Language in the classroom must be authentic if students are to learn to communicate naturally. When students participate in a real discussion, in which they formulate their thoughts on a topic, express their personal judgments, and are respected for their opinions by the other participants, then real learning takes place [فقط الأعضاء المسجلين يمكنهم رؤية الروابط. ] منتدى الإيوان [فقط الأعضاء المسجلين يمكنهم رؤية الروابط. ] آخر تعديل بواسطة د. عبد الله بن محمود ، 16/May/2010 الساعة 08:01 PM

أدوات الموضوع
مشاهدة صفحة طباعة الموضوع أرسل هذا الموضوع إلى صديق
انواع عرض الموضوع
الانتقال إلى العرض العادي الانتقال إلى العرض المتطور العرض الشجري

يتصفح الموضوع حالياً : 1 (0 عضو و 1 ضيف)

مِنْ أهمِّ الأحْداثِ !!