Teaching Poetry

Topics: Second language acquisition, Linguistics, Poetry Pages: 15 (5334 words) Published: November 23, 2013

TEACHING POETRY

CONTENTS

Introduction…………………………………………………………………....3 1. The child as a learner………………………………………………………5 2. Basic principles of teaching poetry……………………………..………..10 3. Using poems to develop receptive skills…………………….……….….14 4. Role of poems in developing productive skills……………….….….…..17 Conclusion………………………………………………………………..…..20 Summary………………………………………………………………………22 References…………………………………………………........................…23

Introduction

Children learn a language in a different way. They pick it up as a holistic process. The development of listening comprehension forms one of the important bases of this process. The child learns to understand what they hear, speculating about what it could mean. The content of what the children are offered in the new language is of crucial importance in motivating them to work out the meaning of what they hear and read. The same is true for developing speaking skills. Poems give children the opportunity to gain experience with pronunciation and intonation, through play, without anxiety. Recent findings in cognitive psychology demonstrate clearly that the development of foreign-language skills doesn’t take place independently of the child’s general cognitive development. In this case the teacher can help develop the children’s general intellectual skills, while at the same time developing their listening and speaking skills, which should precede reading and writing. Motivation is one of the key factors that determine the rate and success of attainment. It provides the main incentive to initiate learning a foreign language and later the determination to persevere and sustain the long and often difficult learning process. Without sufficient motivation, even individuals with the best of abilities cannot accomplish long-term goals. Teachers working in state schools are first and foremost supposed to teach the curriculum, but we cannot ignore the fact that this cannot happen without motivating our learners. In addition, adolescent learners come with their own emotional and psychological baggage and interests making the task of motivating them one of the greatest challenges for teachers. Using authentic literature to supplement core materials is one way of motivating adolescents yet the task of reading a short story or novel in a foreign language can be daunting for many pupils. Because of the above mentioned reasons the theme of my course paper is “Teaching poetry”. The course paper consists of questions which at the beginning cover the peculiarities of teaching children in general where I looked at how children learn a language and how to create the right environment for learning. The rest of the paper is dedicated to research of how poems influence the development of different language skills. Topicality of the theme is that on one hand poems are the authentic sources of language that may help a teacher to involve the students deeper with the studying process, and on the other hand it is still not much presented in the teaching process at schools especially when it comes to more special styles and less famous poets. The object of the course paper is the process of teaching poetry, particularly to young learners. The subjects of the course paper are the techniques and possible set of exercises that can be used when teaching poetry as a means of teaching a language. The aim of the course paper is to develop the methodology of teaching poetry to ESL learners. The tasks of the course paper are:

1) to give the psychological characteristic to the child as a learner; 2) to analyze the basic principles of teaching poetry;
3) to emphasize the importance of using poems to develop receptive skills; 4) to determine role of poems in developing productive skills. The practical value of the course paper is in development of techniques and methods of teaching poetry.

1. The child as a learner.

Teaching children can cause...

References: 1. Belcher, D. and Hirvela, A. Coming Back to Voice: The Multiple Voices and Identities of Mature Multilingual Writers JSLW (journal od second language writing) Volume 10, Number ½, 2001.
2. Brumfit, C and Carter, R a (Eds). Literature and language teaching Oxford: OUP, 1987.
5. Collie, J and Slater, S, 1987. Literature in the Language Classroom. Cambridge University Press.
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7. Coulthard, M. An Introduction to discourse analysis. London: Longman, 2009.
8. Cross, D.A practical handbook of language teaching. G.B.: Prentice Hall, 1992.
9. Cummins, J. Language Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon, UK: Multilingual Matters, 2000.
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11. Gower, R. Can stylistic analysis help the EFL learner read literature? ELT Journal 40: 125, 1996.
15. McRae, J. Using Drama in the Classroom. Pergamon Press, 2004.
17. Searle, J R. Speech Acts: An essay in the philosophy of language CUP, 1999.
19. Towndrow, P. Logic problems and English language learning. MET, 8/1:34-37, 1999.
20. White, R.V. The ELT Curriculum: Design, Innovation and Management. Oxford: Blackwell, 2003.
21. Vygotsky, LS. Thinking and speech. In Rieber and A Carton (eds). The Collected works of L. Vygotsky. New York: Plenum, 1987.
23. Nagra, D. Daljit Nagra on teaching poetry. New York, 2011 (www.theguardian.com)
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