Adapting and or adopting non-authentic and genuine materials for an erp context, towards a stereotype-free thinking English
Author
Source
Issue
Vol. 2002, Issue 17 (30 Jun. 2002), pp.81-87, 7 p.
Publisher
Publication Date
2002-06-30
Country of Publication
Algeria
No. of Pages
7
Main Subjects
Languages & Comparative Literature
Topics
Abstract AR
لقد فهم أساتذة اللغة منذ أكثر من عشرية إن إفعام الدرس بالحياة لا يكون إلا باستخدام المعدات الأصلية من شرائط سمعية و سمعية بصرية.
و بالفعل ما نريده نحن لطالبنا هو أن يتعلموا كيف يتكلمون اللغة التي هم يتعلمونها داخل و خارج الحدود البيداغوجية.
أتحدث في مقالي هذا عن أنواع تلك المعدات السمعية (و السمعية البصرية الأصلية منها و غير الأصلية – أي المجهزة خصيصا للأغراض البيداغوجية و كيف و متى يمكن و يجب استعمالها بجدية حتى تصبح الدروس المقدمة تثير شهية الطالب إلى تعلم اللغة الأجنبية بشكل يجعله يفهم، على سبيل المثال، ما يضحك في النكتة لا ألنه شرح له كيف و لماذا تضحك، بل ألنه فهم من تلقاء نفسه لماذا هي تضحك .و على هذا المنوال، فقد يبتعد الطالب شيئا فشيئا من تعلم المقلوب إلى تعلمه التعبير الشخصي حتى يتمكن من فهم اللغة التي يتعلمها عند سماعها و أن يتكلمها بطلاقة و عفوية أهله.
Abstract EN
Language teachers have understood that to enliven the classroom they needed to teach realism ; thus they needed real-life materials.
This is indeed what we want to teach our learners : how to do meaningful things inside and outside the classroom setting.
In the article, I discuss the different materials as non-authentic and how and when the practitioner has to use them so as to bring excitement and enjoyment in his class, to teach the student to understant the language he is learning, and to comprehend how native speakers construct the language they speak.
The student has to understand, for example, funny remarks, not because he has been told that they are funny but that he thinks that they are so.
Likewise, with such materials, and with the teacher’s expertise, our learners will move straightforwardly from one restricted context of communication to a broader and more natural one.
Abstract FRE
Language teachers have understood that to enliven the classroom they needed to teach realism ; thus they needed real-life materials.
This is indeed what we want to teach our learners : how to do meaningful things inside and outside the classroom setting.
In the article, I discuss the different materials as non-authentic and how and when the practitioner has to use them so as to bring excitement and enjoyment in his class, to teach the student to understant the language he is learning, and to comprehend how native speakers construct the language they speak.
The student has to understand, for example, funny remarks, not because he has been told that they are funny but that he thinks that they are so.
Likewise, with such materials, and with the teacher’s expertise, our learners will move straightforwardly from one restricted context of communication to a broader and more natural one.
American Psychological Association (APA)
Labed, N.. 2002. Adapting and or adopting non-authentic and genuine materials for an erp context, towards a stereotype-free thinking English. Revue Sciences Humaines،Vol. 2002, no. 17, pp.81-87.
https://search.emarefa.net/detail/BIM-443679
Modern Language Association (MLA)
Labed, N.. Adapting and or adopting non-authentic and genuine materials for an erp context, towards a stereotype-free thinking English. Revue Sciences Humaines No. 17 (Jun. 2002), pp.81-87.
https://search.emarefa.net/detail/BIM-443679
American Medical Association (AMA)
Labed, N.. Adapting and or adopting non-authentic and genuine materials for an erp context, towards a stereotype-free thinking English. Revue Sciences Humaines. 2002. Vol. 2002, no. 17, pp.81-87.
https://search.emarefa.net/detail/BIM-443679
Data Type
Journal Articles
Language
English
Notes
Includes bibliographical references : p. 87
Record ID
BIM-443679