POETRY.pptx

V. Vinuesa y M. Lázaro (Eds.) Actas del Primer Congreso Internacional de Enseñanza de Inglés en Centros Educativos, pp. 116-125. Disponible en: http://congresoeice2017.com/wp-content/uploads/2016/12/Actas-EICE.pdf, 2016

La Drière (1956) said that every sound of any language system has a meaning. Analysing a line of poetry in terms of sound distribution, prominence and attention allocation seems as important to meaning as that first phase of semantic meaning we need to understand the poem (Johnson, 1987; Murphy, 1988; Talmy, 1996; Ungerer and Schmid, 1996). Poetry may come to the teacher’s aid in order to give the students the phonetic practice they need. According to Fresch & Harrison (2013), poems are the most appropriate form of language to practise phonemes. By inviting students to be “in the poem” (Moore, 2002), actively reading poems in pairs or other small groupings, and creating ideas together, poetry can take part in the EFL lesson, helping students to practise English sounds, and express their ideas, opinions and emotions (Finch, 2003).

The reading and writing of poetry, classified as a literary activity, has helped to keep this form of linguistic expression out of the typical EFL classroom. While many teachers agree that poetry promotes language acquisition, they will also add that poetic concepts and cultural assumptions are usually too difficult for EFL learners to take on. While this might be true of poetry as a reading activity, however, the use of poetry in the writing class can provide an effective and collaborative means of language learning and of personal expression. Simple forms can give students a framework for expressing ideas that are meaningful to them, without the constraints of grammatical accuracy. Picture poems, pattern poems and haiku, thus offer ways of making English a means of personal expression, creativity and development, serving to reduce affective barriers in a nonthreatening learning environment. Popular song scripts can also facilitate awareness of pronunciation, intonation and sentence flow, in addition to containing contemporary cultural commentary. This paper therefore suggests that a broader perspective on the use of poetry in the language classroom can lead to meaningful and successful language learning.

2010

UNILA Journal of English Teaching, 2013

Poetry is one of materials for teaching pronunciation to help the students to pronounce the words better. The process of teaching pronunciation by using poetry technique is also helpful to improve the students' pronunciation. For that reason, this research is intended to (1) find out the improvement of students' pronunciation after being taught through poetry reading, and (2) find out the students' problems in learning pronunciation through poetry. This quantitative research is conducted at SMP N 8 Bandar Lampung. The subject was class II D which consisted of 30 students. The data were collected through: try out tests, pretests and posttests. After getting the means of pretests and posttests the researcher compared both means. The students' scores on pronunciation shows the expected improvement. T1 is 55.66, T2 is 56.13, T3 is 57.46, T4 is 59.36. For example the increase of T3 result is 1.8 after comparing both result of T1 and T3.

In learning a language, vocabulary is also very important things to teach. Why? Without it, it is difficult to master the language. So, the first step before we can master all of the skills in English, we also have to master or know all of the vocabularies. And for the students, this item is very complicated. If the students lack of vocabularies, it means they also will find the difficulties in learning although they know about the structure well. We as a good teacher also have to pay attention for this item. We have to solve this problem by find out the best way or solution so the students do not face this situation any longer. Why, if we cannot handle this as soon as possible, it can kill the students’ motivation and interested in learning English. So, a good method in teaching, the appropriate materials presented in the classroom and also the management to always present the vocabulary in every material are very important and those can be separated in ELT classroom.

Linguistics and Literature Studies, 2016

All of us have been brought up by learning and enjoying nursery rhymes which make our understanding of target language more accurate and fluent. Then why these poems have not been a part of curriculum when we learn second or target language. This question always makes me crazy. The present paper is about the use of poetry and its pros and cons when we talk about second language learners. Poetry, to all of us is a soothing balm to give comfort to us in every situation. So, I feel that use of poems can give language learners a new direction and will enlighten their path of success. Poems are often rich in cultural references, and they present a wide range of learning opportunities to teach English. We can use poetry for Communicative speaking activities, working on pronunciation, Writing activities and other classroom activities. Poetry promotes literacy, builds community, and fosters emotional resilience. It can cross boundaries that little else can Students find a poem a welcome, and sometimes inspirational, change from a traditional text book. Poems can be involving, motivating and memorable, and they can supplement and enrich just about any lesson. The present paper is an attempt to bring poetry into mainstream of language learning and make it more attractive.

Language in India, Vol. 14, Issue 2, pp. 70-77, 2014

Poetry offers a "rich, varied repertoire and a source for much enjoyment for teacher and learner alike" (Collie and Slater, 1987, p. 226). In primary classes, poetry can be exploited to facilitate the learning of language and prepare students for the subsequent encounters with literature at later stages of their education. These benefits can be obtained only with judicious text selections and pedagogical decisions, or else the introduction of poetry at this early stage of education may defeat its purpose and generate aversion to poetry. This paper proposes a language-based approach to poetry for use with high-level primary students in English-medium schools. In order to demonstrate the arguments, the researcher proposes a lesson plan based on a stylistic analysis of a poem.

Having the students do the studies related to phonetics and semantics on the couplets of the poems is significant to diagnose their emotions. If the students can comprehend the phoneme and semantic relations truly, they will perceive the feelings of the poems correctly. Meaningful units and words in a language constitute the expression power of this language. Words are morphemes or cluster of morphemes having meaning or function and they can be used on their own. Words are meaningful or functional linguistics units. Besides the words which are meaningful on their own, there are words which are not meaningful on their own yet gain some specific meanings when combined with other words. In terms of structure, words are morphemes or clusters of morphemes. When words are examined in terms of their structure, it is seen that meaningful phonemic values match. In the semantic analyses carried out on poems and texts, when the characteristics of phonemes and their values are examined, it has been observed that the semantics-phonetics connection of the words is meaningful.

Abstract Teaching verse or writing is like actualizing any EFL action in that the educators must consider the language level of the students so that the material chose is not very troublesome. It is likewise vital to stress that all students can and ought to uninhibitedly communicate while talking about the verse. This opportunity of expression guarantees a synergistic, learner-focused classroom that considers the EFL students' individual contrasts, learning objectives, and full of feeling elements. A decent approach to guide students into a verse lesson is to give them a general feeling for the thoughts introduced in the sonnet by giving a warm-up movement. Students ought to first conceptualize and express their assessments about the subjects of the sonnet. At first, they may not feel sure that they can all the while express their suppositions and allude to the phonetic parts of a ballad, so the educators might need to pick warm-up exercises that don't really allude to the language in the lyric, yet to a topic or picture. For instance, educate mistakes can demonstrate a photo of a thing or character and let students answer inquiries regarding the photo, or have students meet each other about individual encounters identified with the topics of the ballad. Keywords: classroom, language, learn, method, poetry, students, teaching, technique

Astronomy and Astrophysics, 2008

A super-solar fluorine abundance was observed in the carbon-enhanced metal-poor (CEMP) star HE 1305+0132 ([F/Fe] = +2.90, [Fe/H] = −2.5). We propose that this observation can be explained using a binary model that involve mass transfer from an asymptotic giant branch (AGB) star companion and, based on this model, we predict F abundances in CEMP stars in general. We discuss wether F can be used to discriminate between the formation histories of most CEMP stars: via binary mass transfer or from the ejecta of fast-rotating massive stars. Methods. We compute AGB yields using different stellar evolution and nucleosynthesis codes to evaluate stellar model uncertainties. We use a simple dilution model to determine the factor by which the AGB yields should be diluted to match the abundances observed in HE 1305+0132. We further employ a binary population synthesis tool to estimate the probability of F-rich CEMP stars. Results. The abundances observed in HE 1305+0132 can be explained if this star accreted 3-11% of the mass lost by its former AGB companion. The primary AGB star should have dredged-up at least 0.2 M ⊙ of material from its He-rich region into the convective envelope via third dredge-up, which corresponds to AGB models of Z ≃ 0.0001 and mass ≃ 2 M ⊙ . Many AGB model uncertainties, such as the treatment of convective borders and mass loss, require further investigation. We find that in the binary scenario most CEMP stars should also be FEMP stars, that is, have [F/Fe] > +1, while fast-rotating massive stars do not appear to produce fluorine. We conclude that fluorine is a signature of low-mass AGB pollution in CEMP stars, together with elements associated with the slow neutron-capture process.