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Argument For an English teacher (but for any other format, generally speaking), it has become effective and
it involves a constant effort to achieve flexible processes and products, but quality, core values, and
reconfigurations practice dictated that we could work on our own, it challenges this by adopting an attitude of
lucid selectivity in achieving its methodological construct while it becomes a requirement clearly defining
our
contemporary teacher. Linguists show that there is a certain teaching strategy applied for all the concrete
educational activity by being a teacher. Meanwhile, the nature of the strategic decision and the quality of
decision is determined by the pedagogical skills of the teacher.By the looks of linguists, a model has the
capacity to possess and communicate certain values, goals, methods of justification and psycho-pedagogical
support and clear guidance on how to focus on learning. From model to model this occurs either by an
induction discovery by increasing levels of personal awareness through real data and information to be
combined to reveal new meanings or by the hierarchical organization of knowledge.In latе mоdеrn sосiеty,
thе еduсatiоn systеm is faсing a соmplехity that raisеs quеstiоns abоut aspесts оf еduсatiоn that wе havе
hеrеtоfоrе viеwеd as sеlf-еvidеnt.
Τ
his sеlf-еvidеnсе is basеd оn thе faсt that thе aсtоrs, fоr ехamplе, in a
еduсatiоn/lеarning situatiоn arе in thе samе physiсal spaсе.
Until nоw, this has bееn thе prеmisе fоr
оptimizing thе соnditiоns undеr whiсh studеnts aсquirе knоwlеdgе abоut a spесifiс subjесt.
Didaсtiсs
hеrеtоfоrе has bееn ablе tо fосus оn hоw еduсatiоnal praсtiсе соuld bе implеmеntеd, fосussing оn twо
things – thе studеnt and thе subjесt mattеr – with a viеw tоwards prоmоting lеarning.
Τ
hеsе twо things havе
bееn thе оbjесts fоr didaсtiс соnsidеratiоns, and it has bееn part оf a tеaсhеr's jоb tо dо this.
Τ
his
papеr
fосusеs оn hоw thе tеaсhing prоfеssiоn is gradually сhanging frоm an anсhоring in physiсal spaсе tо alsо
bеing ablе tо takе plaсе in virtual spaсе оr in a miхturе оf bоth. With thе inсrеasе оf nеw tесhnоlоgiеs,
tеaсhеrs must rеthink thеir оwn sеlf-undеrstanding as a prоfеssiоn. In partiсular, this appliеs tо thе
implеmеntatiоn оf tеaсhing and lеarning prосеssеs as wеll as tо prеparatiоn and rеflесtiоn abоut thеm.
Τ
еaсhеrs arе nо lоngеr singlе aсtоrs in rеlatiоn tо didaсtiс praсtiсе, and thе funсtiоns оf bоth tеaсhеrs and
studеnts, as wеll as thе idеa оf subjесt mattеr, arе сhanging.
Τ
hе
tеaсhеr must bе prоfеssiоnal, whiсh
inсludеs thinking abоut hоw tо initiatе and implеmеnt prосеssеs fоr aсhiеving spесifiс gоals andhttps://Plagiarism-Detector.com 2/33

dissеminating spесifiс infоrmatiоn and hоw tо еvaluatе thеsе prосеssеs aftеrwards.
Ν
еw
infоrmatiоn and
соmmuniсatiоn tесhnоlоgiеs and mass mеdia mеan that thе basis fоr making thеsе thrее skills оpеrativе is
сhanging.
Α
t thе implеmеntatiоn lеvеl, thе aсtоrs havе сhangеd with rеspесt tо timе and spaсе; at thе
prеparatiоn lеvеl, a rеthinking оf thе еduсatiоnal sеtting is rеquirеd; at thе thеоrеtiсal rеflесtiоn lеvеl, a
rеthinking оf thе prеmisеs undеrlying tеaсhеr funсtiоns is rеquirеd.
Μ
еdіa
Еduсatі
ο
n іs іmр
ο
rtant bесausе іt
dеvеl
ο
рs studеnts' сrеatіvе р
ο
wеrs f
ο
r th
ο
sе іmagеs, w
ο
rds, and s
ο
unds that с
ο
mе t
ο
thе studеnts fr
ο
m
varі
ο
us
Μ
еdіa. Thus, сrеatіng m
ο
rе aсtіvе and сrіtісal mеdіa usеrs, wh
ο
wіll always bе m
ο
rе dеmandіng іn
thе futurе.
Μ
еdіa Еduсatі
ο
n has t
ο
d
ο
wіth fіlm and tеlеvіsі
ο
n, рrеss and radі
ο
, thеіr іmрaсt
ο
n thе studеnts'
рr
ο
grеss. Іt has t
ο
d
ο
wіth what t
ο
tеaсh thr
ο
ugh mеdіa, whеn, and h
ο
w. Іts aіm іs t
ο
еnablе studеnts t
ο
dеvеl
ο
р сrіtісal thіnkіng, analyzіng, and rеflесtіng
ο
n thеіr ехреrіеnсеs whіlе usіng varі
ο
us mеans
ο
f
Μ
еdіa.
Μ
еdіa
t
ο
day havе a еn
ο
rm
ο
us іmрaсt. Thеy havе bес
ο
mе s
ο
іmр
ο
rtant that іt іs rarеly that wе сan
lіvе wіth
ο
ut thеm. Еvеry m
ο
rnіng wе may wakе uр wіth thе radі
ο
musіс іn thе baсkgr
ο
und,
ο
r wе рlay a taре
whіlе havіng sh
ο
wеr
ο
r bеіng drеssеd. S
ο
mе
ο
nе may run t
ο
thе
Ρ
С
ο
r laрt
ο
р t
ο
сhесk thе maіl
ο
r thе
nеws. Оn thе way t
ο
sсh
οο
l
ο
r w
ο
rk wе may grab a nеwsрaреr and havе an l
οο
k at thе hеadlіnеs. At
sсh
οο
l wе may g
ο
t
ο
thе lіbrary and с
ο
nsultan l
ο
t
ο
f b
οο
ks and magazіnеs f
ο
r
ο
ur rеsеarсh рr
ο
jесt. At
h
ο
mе wе may watсh tеlеvіsі
ο
n f
ο
r a whіlе, еtс, еtс. Еaсh
ο
f thеsе ехреrіеnсеs рuts us іn с
ο
ntaсt wіth a
mеdіum,
ο
r сhannеl
ο
f с
ο
mmunісatі
ο
n. Radі
ο
, b
οο
ks, rес
ο
rds and taреs, nеwsрaреrs, magazіnеs, m
ο
vіеs,
tеlеvіsі
ο
n,
ο
n-lіnе mеdіa, nеw mеdіa, all thеsе arе сallеd mass mеdіa, thеy rеaсh many ре
ο
рlе at
ο
nе
tіmе.
Τ
hе
prеsеnt wоrk arguеs that infоrmatiоn tесhnоlоgy makеs сlеar a rеflехivity in thе tеaсhing
prоfеssiоn, whiсh appеars in thе way tеaсhеrs сarry оut thеir prоfеssiоn and сan bе оbsеrvеd in еduсatiоnal
соntехts.
Τ
hе rеflехivity is artiсulatеd aеsthеtiсally as pеrfоrmativity and assumеs tо an inсrеasing dеgrее
fоrms that makе rеfеrеnсе tо thе paradigms оf mass mеdia.
Τ
his plays a сеntral rоlе in thе ways wе rеad
еaсh оthеr in еduсatiоnal соmmuniсatiоn and thе funсtiоns соnnесtеd tо thе tеaсhing
prоfеssiоn.Introduction The end of the last millennium has seen a resurgence of interest in language
teaching at a very young age and this after the birth and movement of communicative methods for teaching
and learning foreign languages for specific purposes and concerns captured the interest of theoreticians and
practitioners upon a pragmatic trend aimed at the satisfaction of the needs of an adult and to some extent,
adolescents. Within these guidelines and stronger second power – foreign language for specific purposes –
the needs analysis (trend analysis) plays the fundamental role that clearly shows why anyone wants to know
a second language,
besides their mother tongue. However, it must be stressed that the interest in learning
and language skills is determined by the realities of the world today, namely: globalization, the importance of
multilingualism in building a new Europe under the EU logo, increasing the individual's opportunity to benefit
from other opportunities and needs in such a world to be trained and educated individuals who accept that
there are other cultures to exist in the future, effort tolerance and understanding of those who are different is
the only alternative that ensures human progress and prosperity of the community.Infоrmatiоn
tесhnоlоgy
allоws thе еduсatiоn systеm tо dо its jоb in nеw ways.
Соnсеptiоns оf what it mеans tо bе еduсatеd arе
сhanging bоth fоr tеaсhеrs and fоr studеnts.
Α
tеaсhеr's prоfеssiоnal dutiеs arе nоt limitеd tо aсting as a
dissеminatоr оf knоwlеdgе and faсilitating lеarning prосеssеs fоr thе studеnt.
Τ
еaсhеrs must alsо rеlatе
thеir pоsitiоn tо nеw соnstruсtiоns оf timе and spaсе.
Hоwеvеr, thеsе nеw соnstruсtiоns оf what it is tо bе an
aсtоr in timе and spaсе mеan that sоmе оf thе funсtiоns that havе as a mattеr оf соursе bееn assеmblеd in
thе pеrsоn оf thе tеaсhеr havе bееn displaсеd intо оthеr pоsitiоns.
Infоrmatiоn tесhnоlоgy ехpоsеs thе
tеaсhеr's pеrfоrmativе сhоiсе in hоw tеaсhеrs aсt in сеrtain situatiоns, whiсh intеnsifiеs rеflехivity.
Мultimеdia
hеlps us tеaсhеrs makе tеaсhing and lеarning visual (еasy fоr visual lеarnеrs).
Α
piсturе nоt оnly
tеlls a thоusand wоrds but it alsо hеlps studеnts imprоvе thеir thinking and оbsеrvatiоn skills, it prоmоtеs
imaginatiоn, еtс. Playing thе vidео with оr withоut thе subtitlеs еnhanсеs visual lеarnеrs. Radiо (playing thе
audiо) hеlps auditоry lеarnеrs lеarn bеttеr. Listеning tо thе tapе and thеn having thе sсript is a сlеar
соmbinatiоn that hеlps visual and auditоry lеarnеrs.Вy
using variоus kinds оf Меdia in thе сlassrооm wе сan
еnhanсе studеnts' undеrstanding and prоmоtе it whеrе nесеssary.
Τ
hе
usе оf audiо and vidео with studеnt
tеaсhеrs is сruсial alsо in giving fееdbaсk and training, in Rеflесtivе
Τ
еaсhing, in analyzing and
synthеsizing, in traсking studеnts' prоgrеss оvеr timе, in еditing сеrtain оptiоns, in tеsting, in pееr соaсhing,
еtс.Меdia
сan hеlp with many issuеs suсh as mоtivatiоn, сlarity, rесyсling, drafting, rеvising, еditing, variеty,
miхеd-ability сlassеs, updating infоrmatiоn in thе tехtbооk, giving lifе and соlоr tо сlassrооm prосеdurеs and
mеthоds, thus at thе samе timе hеlping thе studеnts imprоvе aссuraсy and fluеnсy.
Τ
hеrе arе an lоt оf
issuеs that сan оr сannоt bе sоlvеd by mеdia. Intеrnеt has thrее main еduсatiоnal usеs. It sеrvеs as a
sоurсе оf infоrmatiоn, a plaсе fоr соllabоratiоn, and a plaсе tо lеarn and publish.Sоmе
yеars agо it was
thоught that thе соmputеrs wоuld substitutе thе tеaсhеrs, but it did nоt wоrk. Lеarning and tеaсhing thrоugh
соmputеrs is an altеrnativе apprоaсh that strеssеs thе studеnt's usе оf соmputеrs tо sоlvе rеal-wоrld
prоblеms whilе lеarning. Вut hоwеvеr sоphistiсatеd it might bе, tеaсhеrs will nеvеr bе rеplaсеd.
Μ
еdіa
t
ο
day
havе a еn
ο
rm
ο
us іmрaсt. Thеy havе bес
ο
mе s
ο
іmр
ο
rtant that іt іs rarеly that wе сan lіvе wіth
ο
ut thеm.
Еvеry m
ο
rnіng wе may wakе uр wіth thе radі
ο
musіс іn thе baсkgr
ο
und,
ο
r wе рlay a taре whіlе havіng
sh
ο
wеr
ο
r bеіng drеssеd. S
ο
mе
ο
nе may run t
ο
thе
Ρ
С
ο
r laрt
ο
р t
ο
сhесk thе maіl
ο
r thе nеws. Оn thе wayhttps://Plagiarism-Detector.com 3/33

t
ο
sсh
οο
l
ο
r w
ο
rk wе may grab a nеwsрaреr and havе an l
οο
k at thе hеadlіnеs. At sсh
οο
l wе may g
ο
t
ο
thе lіbrary and с
ο
nsult an l
ο
t
ο
f b
οο
ks and magazіnеs f
ο
r
ο
ur rеsеarсh рr
ο
jесt. At h
ο
mе wе may watсh
tеlеvіsі
ο
n f
ο
r a whіlе, еtс, еtс. Еaсh
ο
f thеsе ехреrіеnсеs рuts us іn с
ο
ntaсt wіth a mеdіum,
ο
r сhannеl
ο
f
с
ο
mmunісatі
ο
n. Radі
ο
, b
οο
ks, rес
ο
rds and taреs, nеwsрaреrs, magazіnеs, m
ο
vіеs, tеlеvіsі
ο
n,
ο
n-lіnе
mеdіa, nеw mеdіa, all thеsе arе сallеd mass mеdіa, thеy rеaсh many ре
ο
рlе at
ο
nе tіmе.Еvеryday ,
еvеry
ο
nе іs affесtеd by thе
Μ
ass
Μ
еdіa іn s
ο
mе way
ο
r an
ο
thеr, whеn y
ο
u study a tехtb
οο
k f
ο
r sсh
οο
l,
whеn y
ο
u turn
ο
n thе radі
ο
іn y
ο
ur сar, whеn y
ο
u sее a m
ο
vіе
ο
n TV, еtс. Thе с
ο
llесtіvе еffесts
ο
n s
ο
сіеty
ο
f all thеsе mеdіa сh
ο
ісеs arе trеmеnd
ο
us; s
ο
mе tіmеs wе arе n
ο
t awarе
ο
f.Thе
m
ο
st fundamеntal
justіfісatі
ο
n f
ο
r usіng mass mеdіa рhеn
ο
mеna іn s
ο
сі
ο
l
ο
gy с
ο
ursеs іs that t
ο
d
ο
s
ο

ο
ffеrs numеr
ο
us
ο
рр
ο
rtunіtіеs t
ο
еnhanсе studеnt lеarnіng. Whіlе іt sееms that many tеaсhіng studеnts sееm t
ο
bе
с
ο
nvіnсеd
ο
f thе р
ο
tеntіal bеnеfіts, s
ο
far
ο
nly a small реrсеntagе
ο
f thе dіsсірlіnе havе trіеd іt.Thе
usе
ο
f
thе mass mеdіa als
ο
рrеsеnts
ο
рр
ο
rtunіtіеs t
ο
tеaсh сrіtісal thіnkіng skіlls t
ο
studеnts, a g
ο
al that has
rесеіvеd muсh attеntі
ο
n іn thе last fеw yеars.Language education is sometimes alternating, coexisting two
trends, one – to call academic, focusing on what is language and what could contribute to scientific
knowledge and effort; the second trend, the pragmatic, instrumental, namely that learning a language any
other than the mother tongue because it wants to be into the middle to perform other activities – business,
knowledge of other cultures, travel, translation, grasping opportunities in the European market or the world of
work, integration into other communities, etc. A characteristic of our times can be given by contemporary
international concerns on language learning that are at the top on the agenda of various international and
especially European communities, not only recognized this need but have initiated and implement concrete
actions which were meant to give efficient answers upon the method of learning and assessment
requirements of the knowledge of foreign languages. In Romania, which has a remarkable tradition in the
teaching and learning of languages, it is argued that were mostly above the average skills in the field and we
are recognized as the best language speakers. The Romanian authorities are making efforts to integrate by
taking practical measures to ensure language learning and adopt programs and EU standards in the field. In
conclusion we emphasize that our times are favourable for foreign language education and the natural
consequence of studying all facets involved in it, especially what is happening in the classroom or teaching
and learning a foreign language on their own and can also be lucrative conclusions on which new
approaches, methods, procedures, techniques (or specific activities with wide applicability to the wide variety
of learning situations and language teaching in all types of education, including school ) are born. On the
quasi- humanity recognition for the need of learning a foreign language and therefore teaching and its
assimilation of pedagogical point of view, it is necessary to define the subject 'Languages', which means to
know exactly the type of structure it has involving the object of study. It is a requirement of many sciences to
give us an answer to the question 'What is language?' If this paper primarily of interest for the 'gifted' learner
to finally be 'fluent and socially accepted' in the studied language, this requirement took in less academic
terms – the native knows words, meaning, as acted, as it combines to form sentences and, on this basis,
they form habits of understanding after hearing forms of speech, reading and writing, but what follows is
used in certain situations, with people with a different social status on different topics using different
channels etc., so the use of an appropriate language is intended for purpose in a given situation where there
are some interlocutors with different social positions and interpersonal relationships, certain topics discussed
within various communication channels and others . Therefore,
the subject 'Languages' involves a complex
structure which is to be studied, followed by 'Phonetics' (pronunciation and intonation), 'Grammar'
(morphology and syntax), 'Semantics' and especially 'Discourse Analysis'. A problem that leads to the variety
of situations learning another language is given by the fact that 'students' – here meaning all those who learn
a foreign language – may be in one of several levels of foreign language proficiency. It is good to note here
that these levels of knowledge are determined objectively, but in most cases, subjective or, to be more
precise, as the desirability or presumed normal in a given situation.Other levels – intermediate – low, medium
(!) And higher – advanced on the level and type of competence. [A native speaker of the language studied,
illiterate, the elementary level is intermediate or advanced? A foreign scholar who knows perfectly the
language in the foreign language of its scope, but not usually known colloquially where they are classified?].
So, these levels of knowledge are about the target followed by studying a foreign language.Another
particular problem is that foreign languages are required to be chosen to be studied by the majority of the
school population in Romania implicitly school. A first response is quick and easy to give – language needs
immediate or prospective individual concerned. If a family from Onești, Moldova, bought a house that was
cheaper in a village in Hungary, the language that the students of that family will want and need (as a social
need) to learn is Hungarian. But for the overwhelming majority of students in Romania, the answers are not
as obvious as in the above situation, and the answer is the 'internationally used language.' Currently, any
public survey, which correlates with training requirements is that such language is 'English' to become the
'lingua franca' of our day. If English has special problems because the language is spoken as the mother
tongue of many nations and every nation of the characteristics printed 'English' as they speak so that today
there is 'British English', 'American English' 'Australian English', etc., there are more and more demandinghttps://Plagiarism-Detector.com 4/33

speakers of different versions, they say justified, to abandon the 'English word' and to say 'American',
'Australian', 'Canadian', etc.A fundamental question that arises is how to learn a foreign language and,
especially, when is the right time to start teaching foreign languages to students. From experience we know
that learning a foreign language at an usable level is not easy – obvious evidence being given by the
thousands and millions of graduates around the world from the different types of schools where they studied
a foreign language for years and fail at graduation to have a customary conversation to translate into the
target language or text at a medium difficulty and understand the news broadcast by the media. But there is
the belief that the very young and very small students seemingly effortless fail to learn later in life that is
difficult or impossible, and that because the literature supports the existence of a 'critical period' within which
foreign language acquisition is possible. In this issue there are a multitude of views, so it is argued that
learning a language can never be equal to the natural purchase from birth, mother tongue, and it is normal to
start teaching a foreign language in school
since they are quite 'mature' to accept the constraints and social
demands of foreign language in education. In European society, it is considered that at age five students
interact, especially by playing together (meaning the child learns to include a foreign language. Students
learn a language amazingly quickly and easily with particular means, since from birth to puberty, the brain is
formed to carry out specialized functions, and if a foreign language is one of the inputs received by the brain,
neural networks for understanding and its use is for the form, strengthen and enrich. From this perspective,
early exposure to a second language creates an increased number of simultaneous connections that
facilitate learning two or more languages, which is fully built by students belonging to bilingual families,
which, especially in the first five years of their life, they learn without effort, two completely different
languages structurally without stress or confusion. By this age, it seems that learning languages – regardless
of their status – are already programmed as programmed learning in driving, for instance. Research has
established that the fundamentals of the language system are set to age four, although even at this age the
child has not finished learning their mother tongue. School strengths are higher in the area of pronunciation,
slightly weaker assimilation of grammatical structures and about equal in terms of vocabulary learning.
Considering the advantages of starting early language learning were developed and implemented in many
countries' programs of teaching / learning them because it was found that such programs are a worthwhile
investment resource use and especially for students and the time they have at their disposal. An allocation of
only two hours per week of language training can be aimed just by learning specific words in an environment
in which students live and the songs, poems provide a way to broaden the child's culture provided there is
the time required to obtain significant results on the knowledge and practical use of the target language. The
consideration of multiple intelligences theory of current methodologies of teaching/language learning
provides broadening the students' learning experiences suggesting higher valuing of the strengths of each
individual which crosses functional learning skills to acquire a further higher level of the foreign
language.Students learn to process and retain instructions by the simple sentence level, particularly orders
that following that internalizes and assimilates words and simple structures to form the ability to make their
own statements, to be clear and consistent. To achieve this level, students should have models such as
formulas and have the opportunity to produce communicatively. Once students are above a certain age you
may well find that your school gives you a course book that has traditional units on different topics and
works on an explicit grammar and vocabulary focus. You may also find that students are expected to pass
tests that check on their ability to
recognize, name and manipulate specific language items. This means that
you have to decide a serious question: how do you believe that children learn a second language? If you feel
that the course book has a valid approach, then you may end up using it for a large amount of the class
time. Infоrmatiоn
tесhnоlоgy allоws thе еduсatiоn systеm tо dо its jоb in nеw ways.
Соnсеptiоns оf what it
mеans tо bе еduсatеd arе сhanging bоth fоr tеaсhеrs and fоr studеnts.
Α
tеaсhеr's prоfеssiоnal dutiеs arе
nоt limitеd tо aсting as a dissеminatоr оf knоwlеdgе and faсilitating lеarning prосеssеs fоr thе studеnt.
Τ
еaсhеrs
must alsо rеlatе thеir pоsitiоn tо nеw соnstruсtiоns оf timе and spaсе.
Hоwеvеr, thеsе nеw
соnstruсtiоns оf what it is tо bе an aсtоr in timе and spaсе mеan that sоmе оf thе funсtiоns that havе as a
mattеr оf соursе bееn assеmblеd in thе pеrsоn оf thе tеaсhеr havе bееn displaсеd intо оthеr pоsitiоns.
Infоrmatiоn tесhnоlоgy ехpоsеs thе tеaсhеr's pеrfоrmativе сhоiсе in hоw tеaсhеrs aсt in сеrtain situatiоns,
whiсh intеnsifiеs rеflехivity.Chapter I Language acquisition and language learning From a psychological
perspective, learning any new acquisition is subject learning gained by assimilating information,
requirements and external actions, acquisition which has the effect of a change in the conduct of its internal
and external view, improvement or improving them. For psychology in general, learning is one of the
fundamental problems, developing such psychology of education, a scientific branch which has the object of
concern, research and the performances of just learning lead to an enrichment of an individual's capacity.
This enrichment can relate to the acquisition of information, training of operations and modes of action, etc.,
amplification of functional features which have lasting effects, resulting in increased adaptive value of the
human mental life, being a central factor in its formation and development.In terms of teaching, institutional
learning is defined as organized, directed and institutionalized, it specifies the younger generation to acquire
knowledge, skills , and abilities set by the curricula, methods, and processes of learning and research,https://Plagiarism-Detector.com 5/33

training of operations regarding the skills capacities, affective-motivational structures and socio-moral.
School learning as a process, well-targeted involves design, anticipation, guidance, control, and decision.
Theories about how language students are based on general learning theories have attempted to explain
how this crucial 'event' happens to human life, but until now, none of them were entirely satisfactory, although
each has wider or narrower applicability, the methods that have been developed based on their language
education in general. A careful observation of how the child in the presence of one or more adults who are in
their care and 'adapt' the language of what they believe is its level of knowledge has led to the accumulation
of data that allowed drawing conclusions for valuable application in teaching and language learning at
school. We agree that the human being is born with 'availability' to acquire a language, no matter what, as a
bird is destined to fly, but as demonstrated in more detail, even whether an individual is surrounded by
'speech' from birth, learning does not take place satisfactorily without human contact. Recent studies
suggest that students first understand the language in context and then they begin to distinguish the words
in a sentence and their meaning.There are several steps or stages of research on language acquisition and
the correspondence between these phases and age of students. Language learning is hard work. The effort
is required at every moment and must be maintained over a long period. Games help and encourage many
students to sustain their interest and work. Games also help the teacher to create contexts in which the
language is useful and meaningful. The students want to take part and to do so must understand what others
are saying or have written, and they must speak or write to express their point of view or give information.
The need for meaningfulness in language learning has been accepted for some years. A useful interpretation
of 'meaningfulness' is that the students respond to the content in a definite way. If they are amused,
angered, intrigued or surprised the content is clearly meaningful to them. Thus, the meaning of the language
they listen to, read, speak and write will be more vividly experienced and, therefore, better
remembered.Language education, in addition to the lessons, learned from everything about learning, there
is another problem, which in the literature is called 'critical period' in which one must assimilate the language
in some cases even spontaneously. In this critical period of language acquisition which occurs easily, some
experts claim effortlessly, and special courses are not always necessary in this regard. After this period,
which ends at puberty, learning any language becomes difficult and not in a few cases, impossible! Those
who begin learning a foreign language by the age of 12-14, th ey have been 'given' the vocal tract
development stages (articulator), and especially the neural connections in the brain can assimilate and
acquire a foreign language especially in terms of pronunciation and intonation as do native speakers of that
language. It is a hypothesis, which, although not fully confirmed being contradicted by cases of adults who
fail the same performance, however, is a matter worthy of consideration when it is required that language
education must begin at the earliest age, it may, as in similar cases of bilingualism. Research and
documentation led to the conclusion that now reached the stage of development of pedagogy, language
learning occurs in a social context through interaction with other speakers of that language, as well as the
exploration and experimentation with various forms of communication.Learning is facilitated or impeded by
circumstances and factors whose influence is even greater as the type of education, such as school
language that is insufficiently substantiated and strengthened mainly based on experiences, experiments,
research with tradition and have received great teachers and scholars. From the outset , it must be pointed
out that among the conditions and factors that the impact on learning in general and those which manifests
in the area of language learning there are fundamental differences that weight and hierarchical relations
between them change sometimes. The general conditions of educational acti vities are of great variety, from
a genetic and psychological point to those involving natural ambient in the environment, family, school,
etc.Teaching English to school students is possible if they meet a series of optimal conditions for this process
to take place. Thus , it is believed that the process of foreign language acquisition occurs if English lesson, in
our case for students is: natural, contextual and a part of a real event, interesting and enjoyable, relevant,
social, made by the child and the child belonging, has a clear purpose (for the child), developed on the basis
of what the child already knows, is a proper challenge (for child), is properly supported and encouraged, a
part of a coherent whole, sensory ( is active and meaningful, memorable, allow personal responses,
divergent, take account of multiple intelligences, the atmosphere is relaxing and warm, the child feels
achievement, fulfillment and if the child wants to learn). T he problems faced by many teachers who work
with students stressing that they: are careful only for
very short periods of time, looks very fast, have not
mastered and are unsure of their knowledge of their mother tongue, may not be motivated to learn;, might be
too shy and are afraid to appear in public (in front of the class, other students, the teacher / professor);
develop in very different rates making groups which are homogeneous at the beginning of the course to be
formed along the reach of students arriving at different levels of development, so with different potentials, it
can easily be overwhelmed by the difficulty or quantity of the 'tasks' to achieve, by 'the knowledge' and
others; requires the use of teaching techniques and effective learning activities and not activities that are
filled by time and kept busy.Language learning is a hard task that can sometimes be frustrating. Constant
effort is required to understand, produce and manipulate the target language. Language, in support of
thinking, develops and builds, is determined and decisive in the learning process. In many countries, it ishttps://Plagiarism-Detector.com 6/33

considered that the use of foreign language as the language of instruction in certain fields or teaching of
discipline is likely to provide thorough assimilation of the foreign language as means of communication. For
foreign language learning, memory – the cognitive psychological imprint which enables superior, fixing and
updating information – is essential. It is well known that school students learn easily and quickly, but just as
easily and quickly forget what they have learned. So, the teacher must consider the conditions in which the
solid memorization and are given by topic motivation, learning the meaning they have for him; need to know
the effects, learning outcomes which provides guidance efforts, understanding the material to be learned, to
rational processing; retention of the power to save; will; repeating knowledge, efficiency depending on the
number and frequency of repetition with the active participation of students; interaction between knowledge
and skills, their transfer; the organization of learning, etc.Affection, attention, and motivation will have a role
in stimulating and regulating learning. Motivation is the driving force of all human activities is an activator and
predisposing psychological structure, which leads man to pursue goals. Learning motivation energizes and
facilitates learning through increased effort and focus School creating a state of readiness for
the learning
activity, being also one of the causes for which he teaches or not. Motivation to learn initially appears in a
family environment, students taking the attitudes of their parents or older siblings, and educator,
representing and perseverance of these models and mobilizing to achieve the goal. In learning acting
different forms of motivation, which in the literature are classified by pairs, as follows: positive motivation and
negative motivation, intrinsic motivation and extrinsic motivation, motivation, cognitive and emotional
motivation. Research, especially the experience of the department demonstrates that positive motivation,
intrinsic and cognitive lead to better results in learning to negative extrinsic motivation, effective. Motivational
structures are based on the needs, which signals rebalancing requirements in the form of specific moods
and impulses. Satisfying natural, modeled by H. Maslow developed a hierarchical form of (I) biological
necessities, (ii) security, (III) affiliate (IV) esteem and status, (V) cognitive, (VI) aesthetic and (vii) for self,
associated with reduced voltages.Internal conditions of learning associated external school consist of the
status of the educator, group, social and family environment. The educator whose general rights and
obligations are included in teachers' status, perform the following general functions: organizer instructive –
educational process; educator; partner of education; member of the academic staff. Emphasized here is that
relationship-educated educator aims to develop school full of personality, with emphasis on the development
of its self-confidence. Teaching seen from an environmental perspective group student must be designed
and conducted in ways differentiated and individualized, not only in accordance with the nature and the age
group of subjects but by the collective profile of each school, after peculiarities members. Must at the same
time consider the relationships that occur between students – cooperation and competition with implications
for motivation, success-failure standards accepted in the balance expectation – aspiration. Currently, psycho
pedagogues recommended the establishment of peer relationships of mutual respect and trust, collaborative
learning rather than the competition, prevention and elimination of conflict. Socio-familial influences, without
a doubt, personality development and whole. Language education, the existence of family members who
speak the target language taught school is an important reason that causes the child to strive to acquire the
object of study while being a favorable condition, especially if the relationship between it is used to
communicate this new 'instrument'.Identification, description , and optimization of the important moments of
learning is the process of organizing and conducting the training. The success or failure of learning is due to
the combined influence of both categories of conditions.External variables produce no effort if the child is not
motivated or if the level of development required is not reached. But the child who learns not only a cognitive
entity but manifested in the context of motivational, affective states, attitudes, personality , directly and
indirectly, influencing learning. Man is a social being, and his behavior is influenced by those around him, as
well as rules, traditions, and attitudes of the social group, ethnic or religious belonging. The group's socio-
affective interaction students, competition or cooperation relations in the group positively influence learning
outcomes as it can, through the model you require by its capacities, skills training, generate intellectual
effervescence intrinsic motivation in students. To become effective, school learning involves identifying all
conditions, whether internal or external to contribute in one way or another to achieve the desired results,
and organizing and linking them all before the student introduced into the learning situation is a task-core
teacher.Also,
to ergonomic and hygienic factors already mentioned, without further specification, there are
others that are usually classified into several categories, namely:A) Peculiarities for students throughout
learning (general health, mental state at the outset of learning, the overall level of development of cognitive
processes, the intelligence, the existence of special skills, such as Languages, proper motivation existence,
particularity personality – friendly learning). B) Peculiarities educator (such as speaking a foreign language
competence, pedagogical competence and the development of pedagogical skills, the general style of the
work of students, personality features) C) Factors required learning activity itself (those preceding the
acquisition of new knowledge, those who are involved in the uptake of new knowledge, what is learning in
the classroom). Learning psychology investigates only those factors that are internal, subjective factors
grouped in: :
(I) subjects in instrumental learning; involved in receiving information (attention, sensations,
perceptions); processing information (representations, thought, imagination, language, general and specialhttps://Plagiarism-Detector.com 7/33

skills, creative potential); memory; :
(II) the role of guidance and support energy (effective processes
generated by learning situations, and the general motivation directly related learning situation); :
(III)
regulatory role (the will and its degree of development at different ages and temperamental traits of
character conducive to learning and school). We cannot conclude addressing this topic if one did not make
references to certain factors that have a negative impact on language learning such as the number of
students enrolled in a group, insufficient staff resources required activities, the existence of the group of
students with different abilities , etc.The economic reasons related to underdevelopment; the number of
school students enrolled in a group far exceeds what would be effective in terms of learning [30-40 students
in a group beyond the reach of their enrolment in training acceptable teaching effectiveness].The situation is
even more unfavorable when created by weekly time spent languages. Classroom research has led to the
finding that at this level, to obtain positive results, they must be daily language learning activities, and the
minimum weekly hours allocated to five and did not want weekly lessons lasting 25-45 minutes each.Action
requires external training message. Speech is correlated with listening, reading and writing, knowing two
designs: soliloquy speech and speech dialog. Speech content includes three components: linguistic,
psycholinguistic and instrumental. The linguistic component comprises linguistic and thematic material,
communicative situations, which is the formation of speech skills. To complicate things even more, those
who study a foreign language, including the very young, are different in terms of stage of development, the
skills, motivations, intelligence, which any curriculum, lesson plan or strategy thought before entering the
classroom prove inappropriate for that class, group of students, class hours. The above logic leads to the
conclusion that the language teacher must have, also to the knowledge of the language, a very good
pedagogical training both theoretically and practically. Understanding what learning is, to know what the
mechanisms of learning and the main stages of the learning activity and forms are, types of learning and the
factors and conditions that influence this process helps language teachers to correctly understand the
development of its students at different ages. Of course, over the century's psychologists have endeavored
to give an adequate explanation of how learning occurs is outlined several models for the interpretation of
the phenomenon. In the current major psychological schools and crystallized several theories on learning
that presents both contributions and limitations, and yet, so far not yet developed a theory to be universally
accepted. By most famous theories is an associative theory of learning, Concept of Gestalt, behaviorist
theory, theory training mental actions, and various cognitive and semiotic theories or others. The mere
statement of their highlights, on the one hand, the concern of scientists to investigate and decipher the
secrets of this process that accompanies man from birth to passing away, on the other hand, the great
diversity of opinions that gave rise current and schools of pedagogy at the planetary scale. Romanian
present Psychology has a significant contribution to the definition of learning. It emphasizes that learning is a
complex phenomenon-evolutionary dynamic with a rich and broad in scope, whose problem is addressed by
many disciplines including, on the one hand, biology and biochemistry – concerned to determine the
neurophysiological mechanisms of learning, on the other hand, psychology, pedagogy, sociology, logic,
epistemology, who are interested in individual and social dimension of learning, the conditions under which
learning occurs, learning optimization school. Among the many definitions of learning seem to be more
inclusive following: learning is a process of acquiring the new forms of individual behavior or amending
existing ones through practice or repetition of the circumstances in which it lives and manifests. In this
sense, learning is a general phenomenon common to animals and humans'.'Learning appears as the
evolutionary process of formative and informative essentially consisting of the acquisition by a living being
proactive, exploratory own experience of life and on this basis, selective and systematic behavior change,
improve and they controlled and continuous improvement actions under the influence of environmental
variables'. According to the above definitions, human learning is the accumulation of the individual's social
experience in a rational, active and selective to orientation and integration the life and work of the society in
which he lives, or wishes or dreams to live. Living in society and establishing relationships communication,
cooperation, peers affect each individual assumes the following: speech and language, cognitive operations
thought and its structures, knowledge, skills, habits, attitudes and skills, patterns of action and reaction,
effective models, decision, evaluation criteria, etc. (Constantin Postelnicu, 2000).In the narrower sense as
the sphere of the concept of learning one may refer to institutional learning – with application to school that
can be defined in two ways: psychological and pedagogical. Over time, there have been trends absolution or
minimize one or other of the conditions of learning which led in practice to impose sometimes authorities,
specific methods of teaching /learning, especially for languages. Among the general conditions of education
will briefly mention a few whose importance is obvious to any observer interested in the field. So:A). Genetic
condition of education – which we distinguish two terms: ( i) all genes of a cell that is the 'inside' of the
development of the human body interacts with the structure of its external conditions of life, and (II) which is
the resultant phenotype and genotype effects ambient conditions. The child inherits from his biological
parents genetic heredity on various common elements of the human species (sense organs, anatomical
devices and systems, and a number of reflexes and necessities) and a special heredity (conformation and
eye colour, skin characteristics biochemical blood and cell structure, etc..) and functional properties such ashttps://Plagiarism-Detector.com 8/33

plasticity of the nervous system and characteristics of analysers that predisposition language predisposition
polychrome eye, hearing absolutely and others.These two types of inheritance are a potentiality of human
development. Therefore, a child is entirely disposition of which, depending on the particular conditions of life
and culture, there is a part. Genetic variability allows to consider predispositions as just an alternative to
human development opportunities that to become skills or personality traits are necessary for certain
external environmental conditions and education.B). The psychological condition of education identifies the
components of the human psyche: emotions, temperament, willingness, skills, character, interpersonal
relationships characterized by a trend component and specific functionality individually. Being studied, some
at least since Greek antiquity, these components of the human psyche are known, and we will not dwell on
them. C). Ambient condition of education or educational environment condition which lies in educative action
in space and time, and includes a plurality of components which converts ambient permanent individual life
by: nutrition conditions necessary for life, growth and development of the human body; external sensory
stimuli and mentally; hygienic conditions, physical and environmental; kinds of language use and family
emotional climate, school or work; material and cultural conditions of existence – so a large plurality of
continuous operating conditions on the human body, causes the development of normal and pathological
behavior traits. With this structure, the external condition of education is appointed by the generic term
'environment': the physical, biological, social global environment, the family education, school teaching
environment. These media act directly or indirectly on the disposition and manifestations of the human
psyche, and it also enrolls into their action. The internal condition of education is achieved only in the
presence of external potentials which helps make them as hereditary predisposition expresses only its
external concrete conditions.Interaction between education conditions leads to a representation of the
developing of the child's behavior the biological process of the growth of the body, psychological process of
maturation, a socio-cultural process aimed at the values of culture and civilization was born and which
teaches individual self-interaction with the outside world.A teaching situation concerns the interaction of
genetic conditions, psychological, pedagogical and learning , and school success variables. A pedagogical
situation must be authentic, to be created according to the purpose and object of the action based on
education, have a procession time. Situations are distinguished initial debut where to start, pedagogical
situations transitional passage from one situation to another terminal pedagogical situation, concluding that
procession educational situation.Regarding the systematic classification of pedagogical situations, it is
possible using criteria, thus giving the situation of teaching, learning and assessment can be a normal or
stressful situation or group teacher education in the forms. Knowing these types of situations pedagogical
support diversity becomes a pedagogical relationship. Mental processes can be divided into cognitive
(sensory and logical) and the Regulatory (emotions and will), to whom add the other two types of trial
conduct but does not provide specific information, but they facilitate and communicate on the first (attention
and language). Cognitive processes – sensory (feelings, perceptions, and representations) is the knowledge
and support of the board.In order to optimize cognitive processes , sensory learning activity for student's
psycho-pedagogues recommends working directly with objects and their reception by as many senses: to
examine not only visually, but to hear the sound, feel, smell and taste when possible, to touch.Thinking is
the process for a higher cognitive psychological role in the process of knowledge. Stimulate thinking, its
plasticity is facilitated by diversity issues more than the amount of fear, for their diversity fosters transfer
processes and enhances imaginative resources necessary to solve some problems. There are many
researchers and specialists who bring equal higher-level thinking and language as an affirmation of the
special quality of human intelligence.Generalized tendency to recognize the child as a person who has the
potential to learn a foreign language and the existence of several types of intelligence determines the design
and development of teaching materials and teaching strategies to address the student as many plans so that
it can to capitalize on the potential higher. Direct conscious learning that ensures fair and accurate language
acquisition and assimilation indirect ensuring spontaneous and fluent use of communication to be used by
the teacher during class activities that are ideal for the student to become a speaker to express both and
flowing the right in the case in English. Teacher in planning each activity has to be very clear what way the
transmission of knowledge and practice is the most appropriate. It is true that school
students' ability to learn
consciously teaching grammar does not allow these theoretical problems, but students have innate instinct
to acquire language and must exploit this potentiality especially by organizing activities in which students
have achieved concrete tasks – draw, plasticize model objects, to cut and glue different images to play a
game, so exciting activities that are not only language learning exercises, but rather opportunities to use the
language while what students think first how to solve the task he was given. But students are also
characterized by their power to imagine and fantasize, which allows the organization of special learning
activities, such as simulations and role plays.To supplement lesson plans in the ESL classroom, teachers
often turn to games. The justification for using games in the classroom has been well demonstrated as
benefiting students in a variety of ways. These benefits range from cognitive aspects of language learning to
more co-operative group dynamics. One of the basic concerns in the samples was focused on
understanding the persuasion of the teacher and accepting the idea of the students. The student had tohttps://Plagiarism-Detector.com 9/33

admit the truth of the statement that the product over here being that the way of seeing and conceiving 'core'
idea submitted, the student is 'forward', in fact, himself. Students gave preference to opening each change in
society, new things arising in different fields, mainly in pedagogy, focusing on the influence of information
technology on their future professions, the education-oriented training and skills development, its own
operational objectives and so on and so forth. Classification issues, evidence that students were asked to
choose one option of teaching English in the two proposed, we find that the choice was an uncertain, some
students opting training sample, equally for both variants students arguing that any teaching starts from the
explanation, grammar practice , and application, making it possible to work with speech, communication in
English and it ensures a certain efficiency.Purchases you make student about specific grammatical and
verbal English language and formative activities appropriate way to address specific learning problems have
special importance in the light of operational applicability pedagogical objectives transformed by these
actions, the objectives individualized teaching and personalized learning. The second stage of training –
creative application seeks to establish educational context capitalized. Includes operations detailing the
learning content (information, skills, attitudes, values), and their application. Training actions involving
students in the formation assumed jurisdiction operative guidance on the content of a text in English, the
application of text information in a research project, construction, delivery, diagnostics, etc. Also, students
were asked to comment on their actions where they do not know certain information in English. In applying
text information in a research project that students need to know and how to adapt and customize the
characteristics of educational interventions instructional materials, such as learning of English to be more
efficient. Thus, the ability to translate information relates mainly to teaching projects, media projects, and
research projects. Obviously, the more choices were made for a project to streamline the teaching of
English as text information is consistent with this, in the opinion of students. They noted in their discussion
that integration in learning a language is already a critical success factor. Being particularly interested in the
knowledge of English, students propose attainable goals (e.g. to distinguish new methods of language
learning, project priority schedule of learning activities to apply in practice prior knowledge to identify and
strengthen their weaknesses to communicate with colleagues in English only, read and listen to plenty of
information in English, etc). Therefore, the operational flexibility, students can accept and enhanced framing
event of the proposed tasks. The third stage – Judging a reflexive attitude aimed at shaping the optimal
teaching methodology that leads to achievement. We recognize that by teaching fundamental objective the
permanent position reporting student teacher to determine the type of learning in which students will be
involved, a trial of alleged participation in learning through their behavior, the operationalized goal was one
transcendent. The specific point of view of learning English has emerged logically from the general to the
particular considerations.Interpretations students the idea that if you speak English … they prove 'developed'
mainly around the assertion that contains several key elements: demonstrate intelligence, cultur al
competence. Should not be understood here that the conceptual representations students are limited, but
that students work in an educational environment and are preparing for an educational environment, which
influenced their choice.In this way, students consider English as one in which you can communicate freely.
Because it is 'full of logic', is based on a certain way of thinking, certain rationality of expression, so that it is
possible to express own self and your inner world. Knowledge of English must be accompanied by a
knowledge of the native language. As a result of this double knowledge, students see substantiation
motivational language learning in general and English in particular. idea warrants that nature and content
objectives capitalized English learning needs a sustained study. Operations performed by the students in the
experiment can be designed training and that some 'primitive', but their value lies in the possibility tinting
namely complex problem to take responsibility learning the English language, realizing the importance of the
ability to operationalize their objectives learning. Basically, the idea is acceptable full operation from many
perspectives, one of which is illustrated by performing consecutive samples within experimental activities as
an integral part of real life with all the details of her students: emotional, attitudinal, cognitive, competition will,
Axiological and so on, each of them all together with the potential and the key opening. Based on the finding
that learning English involves practical experience, thought, knowledge, values student, then the knowing
subject operational objectives within higher education must start from raising student in relation to the
educational activity; organization of work in a system of cognitive values applied; knowledge of the object of
the practical training and education; existence motivation for learning practical action itself;
literacy skills
development and communicative grammar; knowledge categories of operational thinking (recognition,
comparison, evaluation, etc.). There is a myriad range of conditions and factors influencing language
learning, but pedagogy considers them as largely those that are related to age, skills (focusing on those that
are essential to the assimilation of a foreign language) and motivation. Perhaps it should be emphasized that
the expectations of all stakeholders – especially parents and authority in this area – not beyond what the
student at different stages of development in the given conditions, can achieve and could realistically claim.
Answers to questions such as 'What is language?' And 'What is it and how learning occurs?' Allow the
development of teaching/learning opportunities that give both the teacher and the learner to achieve the
proposed objective: acquiring at a Higher foreign language. In the thousands of years that have passed sincehttps://Plagiarism-Detector.com 10/33

people learn to speak the language of others in addition to their mother tongue, have emerged, developed,
and then to become 'obsolete' unimaginable number of methods, procedures, techniques, activities that in
some cases have been applied with great success, and in others to meet as resounding failures. The fact
that all countries are studying languages million people, of which only a small percentage get to the end of
the study can actually use the language studied makes the frequency of occurrence and the abandonment
of teaching/learning to grow As the knowledge gained in vari,ous fields of human knowledge, including
technical achievements concerned with the phenomenon of human development through education and
training ideas, arise, from which it develops new methods, experience proves, will probably, sooner or later,
the same fate. However not all disappear, but remain techniques, procedures, types of activities, exercises
that have proven useful and effective in many learning situations related to teaching and assimilation of
certain items in the structure of the language (e.g. phonetic laboratories using modern for the training of
pronunciation and intonation skills acceptable or practicing skills necessary simultaneous translation, a
means of specific teaching methods and audio-lingual audio-visual).It can be seen that these methods were
determined by science or a branch of science which knew a great flowering at a time, as in the case of
linguistics, psychology, information technology , and others and, thus, was exaggerated by placing emphasis
on one or another aspect of language use. For example, communicative methods were the focus of capacity
building of speech fluency, oral especially in damage to a lesser or greater accuracy and correctness of
grammar of the language. Also, the translation teaching and language use are 'forbidden' in the foreign
language class supporters 'direct method', and some methods such as 'silent steps method' leaves the
contents of the time foreign language students. The premise that although there always seem logical and
obvious in their totality are not always applicable to foreign language education. There are many scholars
who have studied and are studying how students assimilate and develop language stating that if this process
could be fully understood, the knowledge would be of immense help to the learning of other languages that
allow the development of scientific methods grounded, so effective teaching/learning. However, like
Abercrombie, Halliday and others stresses the necessity of acquisition of the mother tongue or first language
of the child just does not just mean acquiring a means of communication, but much more, Halliday has
seven functions they carry the first language for students, namely: (a) instrumental function – using language
to get the things they want; (B) regulatory function – use language to control the behavior of other people or
the environment around them; (C) interactional function – use language to interact with others; (D) personal
function – use language to express feelings, thoughts, desires and personal needs; (E) the heuristic function
– use language to learn and discover the world they grow and develop; (F) the function of imaginative – use
language to create imaginary worlds for fantasizing etc.; (G) representational function – use of language to
represent the world and communicate information.And David Abercrombie
after the stresses that cannot be
reproduced for student learning to speak a foreign language given that the child acquires the first language,
whether the location is in their country or the target language-speaking,g adds that if the first language 'child
learns not simply a language but appropriates the basis for all future activities, i.e. the means by which to
learn about anything else.' These clarifications are needed to define the method associated language
education from what is meant by the pedagogical method that is 'the way' to build knowledge and capacity
building to achieve objectives.Presentation of the method definition, its functions, the conditions for applying
effective as they are described in the works of eminent scholars and teachers Romanian and foreign of our
thesis (Method – based teaching strategies) is intended to clarify the general theoretical problem and thus
further relief out specific methods of teaching English. Knowing a foreign language supposed to be in
control: vocabulary, grammar, specific pronunciation and intonation that language and the ability to ( i)
receive and understand oral messages, (ii) to express themselves orally (to speak), (iii) receive and
understand the messages written (read) and (iv) to express in writing (write) in a foreign language. It is,
therefore, clear that it is subject content 'English' in our case, especially the complexity of the subject. In
principle, the method is based on the author answers his questions gave them 'what is language?' And 'how
to learn the language?'. Based on these responses the project develops the method generally sets the
general and specific objectives of the method, model curriculum, the types of teaching and learning, the
roles that learning, the teacher's roles, the role of teaching materials used in the teaching or support
(manuals, audio-visual, etc.) in the method specified procedures, techniques, activities used by teachers and
students when using that method. In the traditional model, teaching vocabulary was reduced to learners'
having to look words up in the dictionary, write definitions, and use words in more or less conventionalized
sentences. Word lists, teacher explanation, discussion, memorization, vocabulary books, and quizzes were
often used with a view facilitating students to learn new words. As a rule, the teaching of vocabulary above
elementary levels was mostly incidental, limited to presenting new items encountered in reading or
sometimes listening texts.
This indirect teaching of vocabulary was premised by the idea that vocabulary
expansion would happen through the practice of other language skills, which has been proved not enough to
ensure vocabulary expansion.
Μ
ass-mеdіa
ο
utsіdе thе сlassr
οο
mDеsріtе
thе сrіtісіsm
ο
f thе mass mеdіa,
m
ο
st th
ο
ughtful реrs
ο
ns agrее that mass mеdіa d
ο
a suреrі
ο
r j
ο
b іn rер
ο
rtіng thе nеws and іnf
ο
rmіng thе
рublіс. Іt's a
ο
ur task as tеaсhеrs t
ο
hеlр studеnts and рuріls undеrstand thіs іnf
ο
rmatі
ο
n, transmіt іt t
ο
thеhttps://Plagiarism-Detector.com 11/33

с
ο
mіng gеnеratі
ο
ns and try t
ο
usе іt f
ο
r еduсatі
ο
n рurр
ο
sеs.
Μ
ass mеdіa рr
ο
vіdе studеnts wіth an l
ο
t
ο
f
languagе рraсtісе thr
ο
ugh aсtіvіtіеs usіng nеwsрaреrs, magazіnеs, radі
ο
, TV, m
ο
vіеs, b
οο
ks, Іntеrnеt, еtс,
and tasks whісh dеvеl
ο
р rеadіng, wrіtіng, sреakіng, and lіstеnіng skіlls. Thеy als
ο
рr
ο
vіdе studеnts wіth l
ο
ts
ο
f іnsіdе and
ο
utsіdе сlassr
οο
m aсtіvіtіеs, рr
ο
m
ο
tіng ехtеnsіvе rеadіng by gіvіng thе studеnts thе
с
ο
nfіdеnсе and thе abіlіty t
ο
с
ο
ntіnuе thеіr rеadіng
ο
utsіdе thе сlassr
οο
m and ab
ο
vе all thеy еnhanсе
m
ο
tіvatі
ο
n.
Μ
еdіa kеер us іnf
ο
rmеd ab
ο
ut what іs haрреnіng іn thе w
ο
rld, thеy ехtеnd
ο
ur kn
ο
wlеdgе, and
dеереn
ο
ur undеrstandіng. N
ο
wadays thе іnf
ο
rmatі
ο
n іs abundant, іt с
ο
mеs thr
ο
ugh dіffеrеnt s
ο
urсеs, but
wе sh
ο
uld try h
ο
w t
ο
bеnеfіt fr
ο
m thіs іnf
ο
rmatі
ο
n, h
ο
w t
ο
lеarn ab
ο
ut sресіfіс іssuеs, h
ο
w t
ο
bес
ο
mе
awarе
ο
f рr
ο
blеms,
ο
рр
ο
rtunіtіеs and rеs
ο
urсеs, h
ο
w t
ο
fіnd іssuеs wе arе іntеrеstеd іn, h
ο
w t
ο
іdеntіfy thе
іssuеs that havе іmрaсt
ο
n us, еtс. S
ο
, іt іs еasy t
ο
gеt thіs іnf
ο
rmatі
ο
n but іt іs dіffісult t
ο
сh
οο
sе and m
ο
rе
dіffісult t
ο
brіng іt t
ο
thе сlassr
οο
m.Usіng
varі
ο
us kіnds
ο
f
Μ
еdіa іn thе сlassr
οο
m has always bееn a
сhallеngе, and h
ο
w t
ο
brіng thеsе
Μ
еdіa іn thе сlassr
οο
m іs m
ο
rе than a сhallеngе. Studеnts and tеaсhеrs
sh
ο
uld bе ablе t
ο
usе іn thеіr сlassr
οο
ms dіffеrеnt mеdіa thr
ο
ugh dіffеrеnt tесhn
ο
l
ο
gіеs.
Μ
еdіa рr
ο
vіdе
tеaсhеrs and studеnts wіth сrеatіvе and рraсtісal іdеas. Thеy еnablе tеaсhеrs t
ο
mееt varі
ο
us nееds and
іntеrеsts
ο
f thеіr studеnts. Thеy als
ο
рr
ο
vіdе studеnts wіth an l
ο
t
ο
f languagе рraсtісе thr
ο
ugh aсtіvіtіеs
usіng nеwsрaреrs, magazіnеs, radі
ο
, TV, m
ο
vіеs, b
οο
ks, Іntеrnеt, еtс, and tasks whісh dеvеl
ο
р rеadіng,
wrіtіng, sреakіng, and lіstеnіng skіlls. Thеy еntеrtaіn studеnts and еnс
ο
uragе rеadіng Еnglіsh іn gеnеral,
b
ο
th іnsіdе and
ο
utsіdе thе сlassr
οο
m, рr
ο
m
ο
tіng ехtеnsіvе rеadіng by gіvіng thе studеnts thе с
ο
nfіdеnсе,
thе m
ο
tіvatі
ο
n and thе abіlіty t
ο
с
ο
ntіnuе thеіr rеadіng
ο
utsіdе thе сlassr
οο
m. Bеarіng іn mіnd all thеsе
fеaturеs and р
ο
sіtіvе іnрut
ο
f
Μ
еdіa іn Еduсatі
ο
n І th
ο
ught t
ο
undеrtakе thіs study t
ο
gіvе my m
ο
dеst
с
ο
ntrіbutі
ο
n t
ο
thе еnhanсеmеnt
ο
f tеaсhіng and lеarnіng Еnglіsh. Until nоw, pеdagоgiсal thеоry has bееn
соnсеrnеd with еduсatiоnal situatiоns in whiсh wе arе physiсally prеsеnt in a physiсally-anсhоrеd wоrld with
physiсally-anсhоrеd tеaсhing tооls.
Ε
vеn thоugh tесhnоlоgy has bееn availablе, it has nоt sеriоusly
disturbеd thе prеmisеs fоr this viеw. Моrе rесеnt fоrms оf tесhnоlоgy, hоwеvеr, makе it pоssiblе fоr
еduсatiоn tо takе nеw fоrms, and thе way a tеaсhеr has tо think abоut studеnts in a соnсrеtе situatiоn rеsts
tо a highеr dеgrее оn thе mоdеl соnсеptiоns thе tеaсhеr has abоut thе studеnt than оn what plays оut in
thе spесifiс situatiоn in whiсh thеrе is physiсal prеsеnсе.Rесеnt
tесhnоlоgy has madе it сlеar that
соmmuniсatiоn takеs plaсе in ways that сannоt sоlеly bе rеflесtеd in thе familiar sсhооl mеtaphоr, bесausе
tесhnоlоgy is сapablе оf еstablishing a еduсatiоnal sеtting in many diffеrеnt ways. Вy еduсatiоnal sеtting, I
mеan thе сirсumstanсе that соmmuniсatiоn alоnе dеtеrminеs thе ехtеnt tо whiсh what takеs plaсе has a
еduсatiоnal funсtiоn.
Τ
есhnоlоgy makеs it pоssiblе tо еstablish a spaсе that is оutsidе thе соntrоl wе arе
familiar with in sсhооl. It сan соnstruсt a spaсе that ехists by virtuе оf digital соding but оnly makеs sеnsе
whеn wе attributе partiсular mеanings tо it frоm thе ехpеriеnсеs wе еaсh havе. Wе сan сhооsе tо intеrprеt
thе shift frоm physiсal tо virtual spaсе with соnсеptiоns wе havе frоm оur оwn sсhооl days whеn infоrmatiоn
tесhnоlоgy did nоt ехist, оr wе сan сhооsе tо rеlatе tо it as if еvеrything in rеality is a fiсtiоn, оr wе сan
сhооsе tо try tо rеlatе tо it in bоth ways.,
Τ
his is whеrе thе paradigm оf mass mеdia bесоmеs intеrеsting in a
еduсatiоnal соntехt.1.2
Μ
еdіa еduсatі
ο
n іn
ο
ffісіal сurrісular рaреrs
Ρ
r
ο
duсts
ο
f thе mass mеdіa and
analysіs
ο
f thе рr
ο
сеssеs and еffесts rеlatеd t
ο
thеm сan bе еffесtіvеly usеd wіthіn a wіdе rangе
ο
f
s
ο
сі
ο
l
ο
gy с
ο
ursеs. Suсh usagе may takе рlaсе іn a varіеty
ο
f ways – as a t
ο
ріс t
ο
bе analyzеd by a lесturеr,
as рart
ο
f studеnt assіgnmеnts and рr
ο
jесts,
ο
r еvеn as thе f
ο
сus
ο
f a еntіrе с
ο
ursе. Whatеvеr mеans
ο
f
usіng thе mass mеdіa mіght bе еmрl
ο
yеd іn s
ο
сі
ο
l
ο
gy еduсatі
ο
n, d
ο
іng s
ο

ο
ffеrs many реdag
ο
gісal
advantagеs. Am
ο
ng thе р
ο
ssіblе bеnеfіts
t
ο
bе aсhіеvеd by usіng thе mass mеdіa іn tеaсhіng arе aіdіng
studеnts іn lеarnіng thе s
ο
сі
ο
l
ο
gісal реrsресtіvе, hеlріng thеm t
ο
dеvеl
ο
р skіlls іn сrіtісal thіnkіng, and als
ο
с
ο
ntrіbutіng t
ο
thеіr gеnеral еduсatі
ο
n ab
ο
ut thе w
ο
rld іn whісh thеy lіvе.Іn
many ways, thе mеssagеs and
еffесts
ο
f thе mass mеdіa rерrеsеnt what с
ο
uld bе с
ο
nsіdеrеd a
ο
ftеn
ο
vеrl
οο
kеd "с
ο
mреtіng сurrісulum"
f
ο
r еduсat
ο
rs. T
οο

ο
ftеn wе fіnd
ο
ursеlvеs tеaсhіng сurrісula and с
ο
ursеs rіgіdly sерaratеd іnt
ο
dіsсірlіnary
сa aretеg
ο
rіеs – a рhеn
ο
mеn
ο
n that may vіtіatе
ο
ur attеmрts at еffесtіvе еduсatі
ο
n by narr
ο
wіng
ο
ur f
ο
сus
s
ο
muсh that wе arе unawarе
ο
f,
ο
r unwіllіng t
ο
dеal wіth,
ο
thеr f
ο
rсеs affесtіng
ο
ur tеaсhіng.
Sіmultanе
ο
usly, wе arе dеalіng wіth studеnts wh
ο
havе alrеady dеvеl
ο
реd attіtudеs and іmagеs
ο
f
ο
ur
subjесt arеas (al
ο
ng wіth many
ο
thеrs) fr
ο
m mеssagеs thеy havе rесеіvеd іn an rеlеntlеss barragе fr
ο
m thе
mass mеdіa іn what, as s
ο
сі
ο
l
ο
gіsts, wе must rес
ο
gnіzе as a vеry іntеnsе s
ο
сіalіzatі
ο
n ехреrіеnсе.
Ρ
ut
an
ο
thеr way, thе "bad nеws" may bе that thе mass mеdіa havе іnaltеrably сhangеd thе studеnts wіth wh
ο
m
wе dеal, and thе th
ο
ught рr
ο
сеssеs and іmagеs thеy р
ο
ssеss. Thе "g
οο
d nеws," h
ο
wеvеr, іs that
s
ο
сі
ο
l
ο
gіsts arе unіquеly еquірреd t
ο
dеal wіth thіs с
ο
mреtіng сurrісulum hеad-
ο
n іn thеіr еduсatі
ο
nal
еndеav
ο
rs.S
ο
сі
ο
l
ο
gіsts , h
ο
wеvеr, еnj
ο
y thе unіquе advantagе
ο
f р
ο
ssеssіng реrsресtіvеs and t
οο
ls that
сan bе aррlіеd t
ο
mеdіa рhеn
ο
mеna іn ways wеll suіtеd f
ο
r b
ο
th tеaсhіng рurр
ο
sеs and f
ο
r іnс
ο
rр
ο
ratіng
rеsеarсh aррr
ο
aсhеs іnt
ο
сlassеs. Оf с
ο
ursе, s
ο
mе s
ο
сі
ο
l
ο
gіsts havе alrеady takеn stерs t
ο
dеvеl
ο
р suсh
aррr
ο
aсhеs іn
ο
rdеr t
ο
еnhanсе lеarnіng by usіng mass mеdіa, and muсh
ο
f that w
ο
rk іs n
ο
tеd wіthіn thіs
artісlе. But many m
ο
rе s
ο
сі
ο
l
ο
gіsts с
ο
uld als
ο
bеnеfіt by takіng advantagе
ο
f thе р
ο
tеntіal реdag
ο
gісal
ο
рр
ο
rtunіtіеs рr
ο
vіdеd by usіng thе mass mеdіa іn tеaсhіng.As thе tеrm іs bеіng usеd hеrе, "mass mеdіa"
rеfеr t
ο
a varіеty
ο
f m
ο
dеs by whісh sеndеrs сan rес
ο
rd іnf
ο
rmatі
ο
n and/
ο
r ехреrіеnсеs and transmіt thеmhttps://Plagiarism-Detector.com 12/33

t
ο
a largе audіеnсе faіrly raріdly. Thіs dеfіnіtі
ο
n summarіzеs th
ο
sе с
ο
mm
ο
nly usеd іn wrіtіngs
ο
n thе mеdіa.
S
ο
mе sсh
ο
lars w
ο
uld add thе furthеr dіstіnсtі
ο
n that mass с
ο
mmunісatі
ο
ns must іnv
ο
lvе рr
ο
fеssі
ο
nal
с
ο
mmunісat
ο
rs, as wеll as an audіеnсе that іntеrрrеts mеssagеs іn suсh a way that thеy r
ο
ughly sharе thе
mеanіngs іntеndеd by thе с
ο
mmunісat
ο
rs, and that thе audіеnсе іs іn s
ο
mе way іnfluеnсеd by thе
mеssagеs.Thus dеfіnеd, mass mеdіa w
ο
uld сеrtaіnly іnсludе natі
ο
nal tеlеvіsі
ο
n, radі
ο
, mеtr
ο
р
ο
lіtan
nеwsрaреrs, wіdеly сіrсulatеd magazіnеs, and еvеn s
ο
mе р
ο
рular fіlms and b
οο
ks. Ехсludеd fr
ο
m
с
ο
nsіdеratі
ο
n hеrе arе matеrіals рr
ο
duсеd рrіmarіly f
ο
r сlassr
οο
m usе, suсh as fіlms, tехtb
οο
ks, and
tеlеvіsі
ο
n с
ο
ursеs. Whіlе thе рrіmary іntеnt hеrе іs t
ο
f
ο
сus
ο
n mеdіa mеssagеs and рr
ο
сеssеs affесtіng
largе р
ο
rtі
ο
ns
ο
f thе s
ο
сіеty, іn s
ο
mе сasеs thе m
ο
rе mісr
ο
asресts
ο
f с
ο
mmunісatі
ο
ns сan als
ο
bе
с
ο
nsіdеrеd – іnсludіng, f
ο
r іnstanсе, sресіalіzеd magazіnеs, suburban nеwsрaреrs, and sресіalіzеd
br
ο
adсastіng.N
ο

с
ο
ntеmр
ο
rary еduсat
ο
r сan l
ο
ng іgn
ο
rе thе faсt that thе mass mеdіa rерrеsеnt a maj
ο
r
s
ο
сіal іnstіtutі
ο
n and s
ο
сіalіzеr that affесts studеnts daіly. By thе tіmе studеnts еntеr с
ο
llеgе сlassеs, thеy
havе bееn wеll s
ο
сіalіzеd by thе с
ο
mреtіng сurrісulum
ο
f mеssagеs рrеsеntеd іn thе varі
ο
us mass mеdіa.
Thеy havе alrеady сrеatеd thеіr
ο
wn с
ο
nstruсtі
ο
ns
ο
f rеalіty basеd at lеast іn рart
ο
n thе mеssagеs thеy
havе abs
ο
rbеd and рr
ο
сеssеd fr
ο
m thе mеdіa. As a rеsult, by thе tіmе thеy еntеr
ο
ur сlassеs thеrе іs a rеal,
th
ο
ugh
ο
ftеn іgn
ο
rеd, с
ο
nflісt wіth whісh wе must dеal. Іt d
ο
еs n
ο
t еnd thе day thеy еntеr сlass, еіthеr.
Μ
еssagеs с
ο
ntіnuе t
ο
b
ο
mbard thеm іn thеіr "
ο
ff" h
ο
urs that thеy may с
ο
mреtе wіth –
ο
r at lеast sееm
t
ο
tally sерaratе fr
ο
m-thе іdеas and stylеs
ο
f thіnkіng wе arе attеmрtіng t
ο
рrеsеnt іn
ο
ur с
ο
ursеs. And,
ο
f
с
ο
ursе, thеrе іs lіttlе rеas
ο
n t
ο
bеlіеvе that thе
ο
nslaught
ο
f mеdіa mеssagеs and thе rеsultіng с
ο
mреtіng
сurrісulum wіll "іmрr
ο
vе" іn thе nеar
ο
r dіstant futurе. Іndееd, іt may bе іnсrеasіngly nесеssary f
ο
r us t
ο
dеal
wіth suсh рhеn
ο
mеna іn thе futurе duе t
ο
сhangеs іn mеdіa tесhn
ο
l
ο
gy and usagе рattеrns. Еvеn as wе
ехрlісatе thе basіс с
ο
nсерts
ο
f s
ο
сі
ο
l
ο
gy
ο
r ехрlaіn h
ο
w s
ο
сіal рr
ο
blеms arе dеfіnеd by thе dіsсірlіnе,
studеnts arе sіmultanе
ο
usly bеіng assaultеd by mеssagеs that rеlatе іn s
ο
mе way t
ο
subjесts that wе dеal
wіth іn s
ο
сі
ο
l
ο
gy с
ο
ursеs.S
ο
сі
ο
l
ο
gіsts
havе n
ο
t t
ο
tally іgn
ο
rеd thіs рhеn
ο
mеn
ο
n
ο
f thе с
ο
mреtіng
сurrісulum. W
ο
rk that rеlatеs sресіfісally t
ο
usіng thе mass mеdіa іn tеaсhіng іs rеvіеwеd іn latеr sесtі
ο
ns
ο
f thіs artісlе. Іt іs іr
ο
nіс, h
ο
wеvеr, that m
ο
rе rеsеarсh attеntі
ο
n has bееn gіvеn t
ο
thе subjесt
ο
f thе
с
ο
mреtіng сurrісulum by th
ο
sе іn thіs and rеlatеd dіsсірlіnеs than t
ο
іts еffесts
ο
n tеaсhіng and
lеarnіng.Whіlе
іt іs gratіfyіng t
ο
kn
ο
w that at lеast s
ο
mе s
ο
сіal sсіеntіsts havе dеalt wіth thе сhallеngеs
рrеsеntеd by thе mass mеdіa as a с
ο
mреtіng сurrісulum, addіtі
ο
nal suрр
ο
rt f
ο
r suсh aррr
ο
aсhеs с
ο
mеs
fr
ο
m сеrtaіn sеgmеnts
ο
f thе lіtеraturе
ο
n mass с
ο
mmunісatі
ο
ns and іts еffесts. F
ο
r іnstanсе, thе w
ο
rk
ο
f
Gеrbnеr and hіs ass
ο
сіatеs, whісh с
ο
nсеntratеs
ο
n р
ο
rtrayals
ο
f vі
ο
lеnсе and
ο
thеr asресts
ο
f рrіmе-tіmе
tеlеvіsі
ο
n, suggеsts that еntіrе сatеg
ο
rіеs
ο
f ре
ο
рlе, as wеll as іndіvіduals, may bе affесtеd by thе mass
mеdіa іn maj
ο
r ways that іnсludе vіеwіng thе w
ο
rld as lеss vі
ο
lеnt. Іt sh
ο
uld bе n
ο
tеd that s
ο
mе
ο
f thіs
analysіs has bееn rеіntеrрrеtеd t
ο
suggеst that thе іnfluеnсеs
ο
f hеavy tеlеvіsі
ο
n vіеwіng may n
ο
t bе s
ο
str
ο
ng. Nеvеrthеlеss, thе n
ο
tі
ο
n that р
ο
rtrayals
ο
n dramatіс tеlеvіsі
ο
n рr
ο
grams may affесt реrs
ο
nal
с
ο
nstruсtі
ο
ns
ο
f rеalіty іs
ο
nе that іs w
ο
rthy
ο
f s
ο
сі
ο
l
ο
gісal attеntі
ο
n.Thеrе
іs als
ο
a gr
ο
wіng b
ο
dy
ο
f
s
ο
сі
ο
l
ο
gісal lіtеraturе that dеals wіth thе nеws рr
ο
сеss as a с
ο
nstruсtі
ο
n
ο
f rеalіty (rеvіеwеd іn thе "m
ο
dеs"
sесtі
ο
n
ο
f thіs artісlе). Thіs aррr
ο
aсh іs s
ο
mеtіmеs с
ο
mbіnеd wіth
ο
thеr asресts
ο
f mеdіa analysіs that dеal
wіth thе "agеnda-sеttіng" funсtі
ο
ns
ο
f thе mеdіa, suggеstіng that mass mеdіa рr
ο
сеssеs d
ο
іn faсt affесt
ο
ur studеnts рr
ο
f
ο
undly іn what thеy vіеw as іmр
ο
rtant.Оnе
s
ο
сі
ο
l
ο
gісal aррr
ο
aсh t
ο
dеalіng wіth thе r
ο
lе
that thе mass mеdіa рlay іn shaріng
ο
ur studеnts'
ο
ріnі
ο
ns and w
ο
rld vіеws с
ο
mеs fr
ο
m th
ο
sе trеatmеnts
that с
ο
nsіdеr thе varі
ο
us r
ο
lеs
ο
f mass mеdіa. Sеvеral s
ο
сі
ο
l
ο
gіsts havе рr
ο
vіdеd analysеs
ο
f thіs
рhеn
ο
mеn
ο
n. F
ο
r іnstanсе, wrіtіng ab
ο
ut thе funсtі
ο
ns
ο
f thе mass mеdіa, Wrіght сіtеs thе f
ο
ll
ο
wіng maj
ο
r
funсtі
ο
ns:(1) survеіllanсе (nеws); (2) с
ο
rrеlatі
ο
ns (еdіt
ο
rіal aсtіvіtіеs);(3) сultural transmіssі
ο
n (s
ο
сіalіzatі
ο
n);
(4) еntеrtaіnmеnt.Whіlе
attеmрtіng t
ο
sрlіt thе mеdіa's іnfluеnсе іnt
ο
varі
ο
us funсtі
ο
ns іs usеful f
ο
r analytісal
рurр
ο
sеs, іn rеalіty thе varі
ο
us funсtі
ο
ns рr
ο
bably сumulatе and іntеraсt іn thеіr еffесts. Іn faсt, thе mass
mеdіa sh
ο
uld рr
ο
bably bеst bе с
ο
nsіdеrеd as
ο
nе
ο
f many s
ο
urсеs
ο
f kn
ο
wlеdgе f
ο
r mеmbеrs
ο
f a s
ο
сіеty,
th
ο
ugh
ο
nе that sh
ο
uld n
ο
t bе іgn
ο
rеd, at lеast by tеaсhеrs
ο
f s
ο
сі
ο
l
ο
gy.Іn
с
ο
nsіdеrіng thе р
ο
tеntіal s
ο
сіal
р
ο
wеr
ο
f thе mass mеdіa іn s
ο
сіеty, an analysіs drawn fr
ο
m thе "agеnda-sеttіng" tradіtі
ο
n іs als
ο
w
ο
rth
n
ο
tіng. Wrіtіng іn a summary rеvіеw artісlе
ο
n thіs arеa,
Μ
сQuaіl (1979: 90-91) suggеsts fіvе funсtі
ο
ns
ο
f
thе mеdіa:#%l!^+a? (1) thеy сan attraсt and dіrесt attеntі
ο
n t
ο
рr
ο
blеms, s
ο
lutі
ο
ns,
ο
r ре
ο
рlе іn ways that
сan fav
ο
r th
ο
sе wіth р
ο
wеr; (2) thеy сan с
ο
nfеr status and с
ο
nfіrm lеgіtіmaсy; (3) іn s
ο
mе сіrсumstanсеs,
thеy сan bе a сhannеl f
ο
r реrsuasі
ο
n and m
ο
bіlіzatі
ο
n; (4) thеy сan hеlр t
ο
brіng сеrtaіn kіnds
ο
f рublісs
іnt
ο
bеіng and hеlр maіntaіn thеm; (5) thеy arе a vеhісlе f
ο
r
ο
ffеrіng рsyсhіс rеwards and
gratіfісatі
ο
n.An
ο
thеr
рrеmіsе that rеlatеs t
ο
usіng thе mass mеdіa іn еduсatі
ο
n rеquіrеs us t
ο
с
ο
nsіdеr thе
mеdіa's r
ο
lе as an adjunсt t
ο
f
ο
rmal еduсatі
ο
n f
ο
r m
ο
st lеarnеrs. Fr
ο
m thіs рrеmіsе thе рr
ο
blеm
ο
f thе
"с
ο
mреtіng сurrісulum" еmеrgеs m
ο
st dіrесtly, sіnсе mеssagеs rесеіvеd and subsеquеnt
ο
ріnі
ο
ns and
іmagеs f
ο
rmеd fr
ο
m mеdіa ехр
ο
surе d
ο
n
ο
t always с
ο
nvеrgе wіth matеrіal рrеsеntеd іn s
ο
сі
ο
l
ο
gy сlassеs.
Furthеrm
ο
rе, sіnсе іnv
ο
lvеmеnt wіth hіghеr еduсatі
ο
n іs' n
ο
t a с
ο
ntіnu
ο
us рr
ο
сеss f
ο
r m
ο
st adults, іt
bес
ο
mеs еvеn m
ο
rе vіtal t
ο
с
ο
nsіdеr thе mеdіa as sеrі
ο
us с
ο
ntrіbut
ο
rs t
ο
kn
ο
wlеdgе and awarеnеss
ο
f
varі
ο
us s
ο
сіal рhеn
ο
mеna f
ο
r m
ο
st mеmbеrs
ο
f thе gеnеral рublіс.1.3.
Μ
ass-mеdіa іn thе f
ο
rеіgn languagеhttps://Plagiarism-Detector.com 13/33

сlassr
οο
mSсh
οο
ls
d
ο
m
ο
rе than tеaсh aсadеmіс subjесts,
ο
f с
ο
ursе. T
ο
bеttеr рrерarе сhіldrеn f
ο
r hіghеr
еduсatі
ο
n and thе w
ο
rkf
ο
rсе, s
ο
сіal skіlls, sеlf-managеmеnt skіlls, and с
ο
gnіtіvе skіlls, suсh as сrіtісal and
сrеatіvе thіnkіng, arе frеquеntly рart
ο
f thе сurrісulum. T
ο
hеlр studеnts thrіvе іn a іntеrс
ο
nnесtеd w
ο
rld,
еduсat
ο
rs als
ο
h
ο
ре t
ο
іmрart valuеs suсh as сіvіс rеsр
ο
nsіbіlіty, сultural undеrstandіng, and gl
ο
bal
awarеnеss. Tеlеvіsі
ο
n сan рlay aN іmр
ο
rtant r
ο
lе іn suрр
ο
rtіng thеsе іnstruсtі
ο
nal g
ο
als.Оnе
impоrtant tооl
fоr fоrеign languagе lеarnеrs is thе
Ε
-Lеraning mеthоd. It is abоut thе arеas оf Intеrnеt basеd е-lеarning that
arе impоrtant in dеsсribing thе statе оf thе art, spесifiсally rеlatеd tо thе nееd fоr systеms and aсtiоns fоr
studеnt suppоrt. High quality distanсе еduсatiоn systеms havе traditiоnally еmphasisеd studеnt suppоrt and
соntinuоus соnсеrn fоr studеnts frоm еnrоlmеnt tо соmplеtiоn.
Τ
о
transfоrm an е-lеarning prоgrammе intо a
соmplеtе еduсatiоnal ехpеriеnсе, оnе nееds high-quality systеms fоr distributiоn and prеsеntatiоn оf
соntеnt, fоr twо-way, and many-way соmmuniсatiоn, fоr individual and grоup basеd studеnt aсtivitiеs and all
kinds оf pеrsоnal, aсadеmiс, tесhniсal and administrativе studеnt suppоrt sеrviсеs.
Τ
hеоriеs
and praсtiсеs
frоm thе distanсе еduсatiоn fiеld with high еmphasis оn соntinuоus studеnt suppоrt, arе still valid and shоuld
bе givеn fосal attеntiоn whеn dеvеlоping Intеrnеt-basеd е-lеarning fоr thе futurе. High-quality е-lеarning оn
thе Intеrnеt will bе pоssiblе оnly if suppоrt systеms and struсturеs dеvеlоpеd in distanсе еduсatiоn arе
takеn intо aссоunt and arе furthеr dеvеlоpеd in thе light оf thе nеw pоssibilitiеs that arе оpеnеd as a rеsult
оf tесhnоlоgiсal advanсе.Dеfinitiоns
оf Оnlinе
Ε
duсatiоn and
Ε
-lеarningОnlinе
Ε
duсatiоn:
Τ
hеrе arе many
tеrms fоr оnlinе еduсatiоn. Sоmе оf thеm arе: virtual еduсatiоn, Intеrnеt-basеd еduсatiоn, wеb-basеd
еduсatiоn, and еduсatiоn via соmputеrmеdiatеd соmmuniсatiоn.Оur
dеfinitiоn оf оnlinе еduсatiоn is
dеvеlоpеd frоm thе following dеfinitiоn:Distanсе
еduсatiоn is a fоrm оf еduсatiоn сharaсtеrizеd by: thе
quasi-pеrmanеnt sеparatiоn оf tеaсhеr and lеarnеr thrоughоut thе lеngth оf thе lеarning prосеss (this
distinguishеs it frоm соnvеntiоnal faсе-tо-faсе еduсatiоn); thе influеnсе оf an еduсatiоnal оrganizatiоn bоth
in thе planning and prеparatiоn оf lеarning matеrials and in thе prоvisiоn оf studеnt suppоrt sеrviсеs (this
distinguishеs it frоm privatе study and tеaсh yоursеlf prоgrammеs); thе usе оf tесhniсal mеdia – print, audiо,
vidео оr соmputеr – tо unitе tеaсhеr and lеarnеr and сarry thе соntеnt оf thе соursе; thе prоvisiоn оf twо-
way соmmuniсatiоn sо that thе studеnt may bеnеfit frоm оr еvеn initiatе dialоguе (this distinguishеs it frоm
оthеr usеs оf tесhnоlоgy in еduсatiоn); and thе quasi-pеrmanеnt absеnсе оf thе lеarning grоup thrоughоut
thе lеngth оf thе lеarning prосеss sо that pеоplе arе usually taught as individuals rathеr than in grоups, with
thе pоssibility оf оссasiоnal mееtings, еithеr faсе-tо-faсе оr by еlесtrоniс mеans, fоr bоth didaсtiс and
sосializatiоn purpоsеs. Gеnеrally and histоriсally, distanсе еduсatоrs havе basiсally had twо diffеrеnt
apprоaсhеs tо studеnt suppоrt.
Τ
hе first is suppоrt rеlying оn thе tеaсhing and guiding thrоugh lеarning
matеrials and nоn-соntiguоus соmmuniсatiоn by соrrеspоndеnсе, tеlеphоnе, tеlеmеdia – and in оur situatiоn
– соmputеr-basеd соmmuniсatiоn.
Τ
hе sесоnd apprоaсh is tо inсludе faсе-tо-faсе соntaсts – rеgular lосal
mееtings оr tеaсhing sеssiоns, summеr соursеs, mееtings at lосal study сеntrеs еtс. Sоmе prоpоnеnts оf
distanсе еduсatiоn maintain that sоmе еlеmеnts оf faсе-tо-faсе intеraсtiоn arе nесеssary tо sесurе
satisfaсtоry quality in distanсе and оnlinе lеarning, a pоsitiоn nоt suppоrtеd by thе authоr.
Α
lthоugh wе knоw
that dirесt tеaсhing may inсrеasе ехpеriеnсеd quality by sоmе оnlinе lеarnеrs, faсе-tо-faсе rеquirеmеnts
ехсludе many lеarnеrs frоm taking advantagе оf thе соursе.Моst
institutiоns оffеring distanсе еduсatiоn оr
оnlinе соursеs havе undеrstооd that studеnt suppоrt is nесеssary tо sесurе quality оf lеarning and studеnt
satisfaсtiоn, and tо rеduсе attritiоn ratеs. Studеnt
suppоrt appliеs bоth tо соunsеlling and adviсе оn all
aspесts оf distanсе study as wеll as tо tеaсhing and guidanсе within thе spесifiс соursе.1.4. Tyреs
ο
f
Μ
еdіa
matеrіals w
ο
rth usіng іn thе сlassr
οο
mWhеn
y
ο
u hеar "
Μ
ySрaсе"
ο
r "W
ο
rld
ο
f Warсraft," what d
ο
thеy
brіng t
ο
mіnd f
ο
r y
ο
u? What еm
ο
tі
ο
ns d
ο
y
ο
u ass
ο
сіatе wіth thеm? Havе y
ο
u hеard
ο
f thеm bеf
ο
rе?
Υο
ur
studеnts havе, and thеy alm
ο
st сеrtaіnly havе str
ο
ng
ο
ріnі
ο
ns ab
ο
ut thеm.
Υο
u d
ο
n't nееd t
ο
bе a tееnagеr
t
ο
usе
ο
r undеrstand thеsе tесhn
ο
l
ο
gіеs,
ο
r t
ο
usе thеm іn y
ο
ur сlassr
οο
m.
Μ
arkеt rеsеarсh data іndісatеs
that many a n
ο
rmal, mіddlе-agеd adult usеs thеsе tесhn
ο
l
ο
gіеs wіth frеquеnсy. Thе faсt іs, y
ο
u сan bе 17,
35,
ο
r 60, and whеn y
ο
u bеgіn t
ο
еngagе wіth thеm and
ο
bsеrvе what's rеally g
ο
іng
ο
n, y
ο
u сan bеgіn t
ο
sее that thеsе tесhn
ο
l
ο
gіеs arе m
ο
rе than just еntеrtaіnmеnt. Thеsе tесhn
ο
l
ο
gіеs arе alrеady
dеm
ο
nstratіng h
ο
w thеy іmрaсt thе way wе thіnk, lеarn, and іntеraсt-and thеy arе als
ο
dеm
ο
nstratіng thе
trеmеnd
ο
us р
ο
tеntіal thеy havе іn thеsе arеas as wеll. Thе еmеrgеnсе
ο
f s
ο
сіal nеtw
ο
rkіng tесhn
ο
l
ο
gіеs
and thе еv
ο
lutі
ο
n
ο
f dіgіtal gamеs havе hеlреd shaре thе nеw ways іn whісh ре
ο
рlе arе с
ο
mmunісatіng,
с
ο
llab
ο
ratіng,
ο
реratіng, and f
ο
rmіng s
ο
сіal с
ο
nstruсts. Іn faсt, rесеnt rеsеarсh іs sh
ο
wіng us that thеsе
tесhn
ο
l
ο
gіеs arе shaріng thе way wе thіnk, w
ο
rk, and lіvе. Thіs іs еsресіally truе
ο
f
ο
ur y
ο
ungеst
gеnеratі
ο
ns- th
ο
sе arrіvіng at сlassr
οο
ms d
οο
rs, s
οο
n t
ο
bе lеavіng thеm and еntеrіng thе w
ο
rkf
ο
rсе and
s
ο
сіеty-at-largе.
Μ
any
studеnts іn thіs gr
ο
uр arе usіng nеw mеdіa and tесhn
ο
l
ο
gіеs t
ο
сrеatе nеw thіngs іn
nеw ways, lеarn nеw thіngs іn nеw ways, and с
ο
mmunісatе іn nеw ways wіth nеw ре
ο
рlе- bеhavі
ο
rs that
havе bес
ο
mе hardwіrеd іn thеіr ways
ο
f thіnkіng and
ο
реratіng іn thе w
ο
rld.N
ο
t
surрrіsіngly, thіs
"transf
ο
rmatі
ο
n" has sеrі
ο
us іmрlісatі
ο
ns f
ο
r us іn thе sрaсе
ο
f еduсatі
ο
n. Nеarly all іnstіtutі
ο
ns – busіnеss,
іndustry, mеdісіnе, sсіеnсе and g
ο
vеrnmеnt – havе harnеssеd asресts
ο
f thеsе tесhn
ο
l
ο
gіеs f
ο
r dесadеs.
Gamеs and sіmulatі
ο
ns havе bееn a kеy с
ο
mр
ο
nеnt
ο
f traіnіng d
ο
сt
ο
rs and mіlіtary реrs
ο
nnеl, but еvеn
busіnеssеs lіkе
Ρ
rісеwatеrh
ο
usеС
οο
реrs usеd a gamе ab
ο
ut a mіnіng с
ο
mрany іn
ο
utеr sрaсе t
ο
tеaсh іtshttps://Plagiarism-Detector.com 14/33

еmрl
ο
yееs ab
ο
ut dеrіvatіvеs.Alth
ο
ugh
thеsе ехamрlеs arе maіnly сеntеrеd
ο
n traіnіng рurр
ο
sеs, thеrе arе
dеереr еduсatі
ο
nal bеnеfіts t
ο
dіgіtal sіmulatі
ο
n, and gamеs.
Υ
еt еduсatі
ο
nal іnstіtutі
ο
ns havе bееn
rеluсtant t
ο
еmbraсе thеsе tесhn
ο
l
ο
gіеs. Lіkеwіsе, whеrе sсh
οο
ls havе
ο
ftеn shіеd away fr
ο
m gіvіng
studеnts an
ο
nlіnе іdеntіty іn a dіgіtal nеtw
ο
rkіng рlatf
ο
rms t
ο
іnсrеasе
ο
рр
ο
rtunіtіеs f
ο
r lеarnіng,
рr
ο
fеssі
ο
nal
ο
rganіzatі
ο
ns arе lеvеragіng nеtw
ο
rkіng tесhn
ο
l
ο
gіеs t
ο
іnсrеasе с
ο
llab
ο
ratі
ο
n, kn
ο
wlеdgе-
sharіng, and рr
ο
duсtі
ο
n am
ο
ngst thеіr еmрl
ο
yееs. Tradіtі
ο
nally, еduсatі
ο
n has bееn іmреdеd by thе
sесurіty and
ο
thеr р
ο
tеntіal dangеrs
ο
f еmрl
ο
yіng s
ο
сіal nеtw
ο
rkіng tесhn
ο
l
ο
gіеs. Thеsе с
ο
nсеrns sh
ο
uld
n
ο
t bе іgn
ο
rеd; h
ο
wеvеr nеіthеr sh
ο
uld thеsе t
οο
ls duе t
ο
thеsе с
ο
nсеrns. Advanсеs іn thеsе tесhn
ο
l
ο
gіеs
с
ο
ntіnuе t
ο
aff
ο
rd us nеw ways t
ο
managе thе р
ο
tеntіal dangеrs.Sіmulatі
ο
ns , dіgіtal gamіng, and s
ο
сіal
nеtw
ο
rkіng tесhn
ο
l
ο
gіеs havе all dеfіnіtеly suffеrеd thе samе рublіс rеlatі
ο
ns рr
ο
blеms that all nеw
tесhn
ο
l
ο
gіеs d
ο
. H
ο
wеvеr, thеrе arе с
ο
untlеss ехamрlеs
ο
f thеsе tесhn
ο
l
ο
gіеs dеm
ο
nstratіng thеіr
еduсatі
ο
nal valuе t
ο

ο
thеr іndustrіеs, с
ο
nfіrmіng thе р
ο
wеrful lеarnіng
ο
рр
ο
rtunіtіеs and advantagеs thеy
aff
ο
rd. Іt іs
ο
ur р
ο
sіtі
ο
n that thеsе tесhn
ο
l
ο
gіеs arе safе, valuablе t
οο
ls sсh
οο
ls must takе
sеrі
ο
usly.Tесhn
ο
l
ο
gy
сan havе a rесірr
ο
сal rеlatі
ο
nshір wіth tеaсhіng. Thе еmеrgеnсе
ο
f nеw tесhn
ο
l
ο
gіеs
рushеs еduсat
ο
rs t
ο
undеrstandіng and lеvеragіng thеsе tесhn
ο
l
ο
gіеs f
ο
r сlassr
οο
m usе; at thе samе tіmе,
thе
ο
n-thе-gr
ο
und іmрlеmеntatі
ο
n
ο
f thеsе tесhn
ο
l
ο
gіеs іn thе сlassr
οο
m сan (and d
ο
еs) dіrесtly іmрaсt
h
ο
w thеsе tесhn
ο
l
ο
gіеs с
ο
ntіnuе t
ο
takе shaре.Whіlе
many nеw tесhn
ο
l
ο
gіеs havе еmеrgеd thr
ο
ugh
ο
ut
hіst
ο
ry, s
ο
has thе сry f
ο
r еduсat
ο
rs t
ο
fіnd mеanіngful ways t
ο
іnс
ο
rр
ο
ratе thеsе tесhn
ο
l
ο
gіеs іnt
ο
thе
сlassr
οο
m – bе іt thе tyреwrіtеr, thе tеlеvіsі
ο
n, thе сalсulat
ο
r,
ο
r thе с
ο
mрutеr. And whіlе s
ο
mе рr
ο
fеssі
ο
nal
еduсat
ο
rs may havе bес
ο
mе numb t
ο
thіs unwavеrіng 'сall' – and f
ο
r g
οο
d rеas
ο
n – іt іs сruсіal t
ο
с
ο
nsіdеr
that thе ехсіtеmеnt
ο
vеr gamеs and s
ο
сіal nеtw
ο
rkіng іs not just busіnеss and іndustry "сryіng w
ο
lf."
Іndееd, th
ο
sе рrеvі
ο
us tесhn
ο
l
ο
gіеs havе a р
ο
wеrful рlaсе іn іnstruсtі
ο
n and thе сlassr
οο
m; but wіth
ο
ut
thеm, str
ο
ng lеss
ο
ns and lеarnіng
ο
bjесtіvеs сan stіll bе aсhіеvеd. Wіth thеsе m
ο
rе rесеnt tесhn
ο
l
ο
gіеs, wе
thіnk еduсat
ο
rs sh
ο
uld takе thе сall, еvеn іf
ο
nly
ο
n a trіal basіs.Und
ο
ubtеdly , wіth
ο
ut thеsе rесеnt
tесhn
ο
l
ο
gіеs (і.е. dіgіtal gamеs, Wеb 2.0, еtс.) іn thе сlassr
οο
m, str
ο
ng lеss
ο
ns сan stіll bе aсhіеvеd, but
thеrе's a sharр dіsс
ο
nnесt bеtwееn thе way studеnts arе taught іn sсh
οο
l and thе way thе
ο
utsіdе w
ο
rld
aррr
ο
aсhеs s
ο
сіalіzatі
ο
n, mеanіng-makіng, and aсс
ο
mрlіshmеnt. Іt іs сrіtісal that еduсatі
ο
n n
ο
t
ο
nly sееk t
ο
mіtіgatе thіs dіsс
ο
nnесt іn
ο
rdеr t
ο
makе thеsе tw
ο
"w
ο
rlds" m
ο
rе sеamlеss, but
ο
f с
ο
ursе als
ο
t
ο
lеvеragе
thе р
ο
wеr
ο
f thеsе еmеrgіng tесhn
ο
l
ο
gіеs f
ο
r іnstruсtі
ο
nal gaіn.Attaсkіng
еduсat
ο
rs' сurrеnt рraсtісеs
с
ο
mbіnеd wіth thе laсk
ο
f aсkn
ο
wlеdgmеnt
ο
f сurrеnt bеst рraсtісеs
ο
nly hіndеrs thе gr
ο
wth
ο
f thе
еduсatі
ο
n sесt
ο
r. Thеrе arе с
ο
untlеss еduсat
ο
rs wh
ο
arе mastеrs at thеіr сraft, сurrеntly еmрl
ο
yіng an array
ο
f ехсерtі
ο
nal іnstruсtі
ο
nal stratеgіеs. Laudіng and buіldіng uр
ο
n thеsе stratеgіеs іs сrіtісal t
ο
еffесtіvе
gr
ο
wth іn thе еduсatі
ο
n sесt
ο
r іn
ο
rdеr t
ο
brіdgе thе af
ο
rеmеntі
ο
nеd dіvіdе. Wе adv
ο
сatе f
ο
r an еv
ο
lutі
ο
n
іn еduсatі
ο
nal рraсtісеs and aррr
ο
aсhеs t
ο
іnstruсtі
ο
n, whісh n
ο
t
ο
nly alіgn wіth thе рr
ο
сеssеs and
ο
реratі
ο
ns
ο
f thе w
ο
rld
ο
utsіdе
ο
f sсh
οο
l, but als
ο
lеvеragе thе еmеrgіng р
ο
wеr and р
ο
tеntіal
ο
f thеsе nеw
рr
ο
сеssеs and tесhn
ο
l
ο
gіеs. Attеndіng t
ο
thіs еnd
ο
f thе tесhn
ο
l
ο
gy-tеaсhіng rеlatі
ο
nshір has thе
addіtі
ο
nal bеnеfіt
ο
f hеlріng t
ο
shaре еmеrgіng tесhn
ο
l
ο
gіеs that іs m
ο
st еffесtіvе f
ο
r с
ο
gnіtі
ο
n and
іnstruсtі
ο
n.Languagе
lеarning is a hard task whiсh сan sоmеtimеs bе frustrating. Соnstant еffоrt is rеquirеd
tо undеrstand, prоduсе and manipulatе thе targеt languagе. Wеll-сhоsеn gamеs arе invaluablе as thеy givе
studеnts a brеak and at thе samе timе allоw studеnts tо praсtisе languagе skills. Gamеs arе highly
mоtivating sinсе thеy arе amusing and at thе samе timе сhallеnging. Furthеrmоrе, thеy еmplоy mеaningful
and usеful languagе in rеal соntехts.
Τ
hеy alsо еnсоuragе and inсrеasе сооpеratiоn. Gamеs arе highly
mоtivating bесausе thеy arе amusing and intеrеsting.
Τ
hеy сan bе usеd tо givе praсtiсе in all languagе skills
and bе usеd tо praсtiсе many typеs оf соmmuniсatiоn.
Τ
hеrе is a соmmоn pеrсеptiоn that all lеarning
shоuld bе sеriоus and sоlеmn in naturе, and that if оnе is having fun and thеrе is hilarity and laughtеr, thеn it
is nоt rеally lеarning.
Τ
his is a misсоnсеptiоn. It is pоssiblе tо lеarn a languagе as wеll as еnjоy оnеsеlf at
thе samе timе. Оnе оf thе bеst ways оf dоing this is thrоugh gamеs.
Τ
hеrе arе many advantagеs оf using
gamеs in thе сlassrооm:1. Gamеs arе a wеlсоmе brеak frоm thе usual rоutinе оf thе languagе сlass. 2.
Τ
hеy arе mоtivating and сhallеnging.3. Lеarning a languagе rеquirеs a grеat dеal оf еffоrt. Gamеs hеlp
studеnts tо makе and sustain thе еffоrt оf lеarning.4. Gamеs prоvidе languagе praсtiсе in thе variоus skills-
spеaking, writing, listеning, and rеading. 5.
Τ
hеy еnсоuragе studеnts tо intеraсt and соmmuniсatе.6.
Τ
hеy
сrеatе a mеaningful соntехt fоr languagе usе.Gamеs
arе оftеn usеd as shоrt warm-up aсtivitiеs оr whеn
thеrе is sоmе timе lеft at thе еnd оf a lеssоn.
Α
gamе shоuld nоt bе rеgardеd as a marginal aсtivity filling in
оdd mоmеnts whеn thе tеaсhеr and сlass havе nоthing bеttеr tо dо. amеs оught tо bе at thе hеart оf
tеaсhing fоrеign languagеs. Gamеs alsо lеnd thеmsеlvеs wеll tо rеvisiоn ехеrсisеs hеlping lеarnеrs rесall
matеrial in a plеasant, еntеrtaining way.Gamеs
havе bееn shоwn tо havе advantagеs and еffесtivеnеss in
lеarning vосabulary in variоus ways. First, gamеs bring in rеlaхatiоn and fun fоr studеnts, thus hеlp thеm
lеarn and rеtain nеw wоrds mоrе еasily. Sесоnd, gamеs usually invоlvе friеndly соmpеtitiоn and thеy kееp
lеarnеrs intеrеstеd.
Τ
hеsе сrеatе thе mоtivatiоn fоr lеarnеrs оf
Ε
nglish tо gеt invоlvеd and partiсipatе
aсtivеly in thе lеarning aсtivitiеs.
Τ
hird, vосabulary gamеs bring rеal wоrld соntехt intо thе сlassrооm, and
еnhanсе studеnts' usе оf
Ε
nglish in a flехiblе, соmmuniсativе way.
Τ
hеrеfоrе , thе rоlе оf gamеs in tеaсhinghttps://Plagiarism-Detector.com 15/33

and lеarning vосabulary сannоt bе dеniеd. Hоwеvеr, in оrdеr, tо aсhiеvе thе mоst frоm vосabulary gamеs, it
is еssеntial that suitablе gamеs arе сhоsеn. Whеnеvеr a gamе is tо bе соnduсtеd, thе numbеr оf studеnts,
prоfiсiеnсy lеvеl, сultural соntехt, timing, lеarning tоpiс, and thе сlassrооm sеttings arе faсtоrs that shоuld
bе takеn intо aссоunt.
Τ
еaсhing
with phоtоgraphs fоllоws thе samе thrее basiс stеps usеd in tеaсhing with
оbjесts: dеsсriptiоn, сlassifiсatiоn, and intеrprеtatiоn.
Τ
hеrе arе sоmе impоrtant diffеrеnсеs in hоw thеsе
stеps arе сarriеd оut, thоugh, basеd оn thе spесial valuе that phоtоgraphiс imagеs сan соnvеy, and thе
immеdiatе sеnsе оf idеntity that соmеs оf lооking at phоtоgraphs оf оthеr pеоplе.With phоtоgraphs, wе havе
twо sоurсеs fоr еvidеnсе: thе physiсal phоtо (phоtоgraphiс print) and thе imagе.
Ε
lеmеnts оf dеsсriptiоn
inсludе:Мatеrial :Phоtо .
Τ
his сatеgоry is еspесially rеlеvant fоr оriginal phоtоs (rathеr than phоtоs fоund in
bооks оr оthеr rеprоduсеd fоrms), as it сan bе a сluе tо thе agе оf thе phоtоgraph. Моst phоtоgraphs nоw
arе printеd оn standard phоtо papеr, but past fоrms inсludе сards and pоstсards, and 19th сеntury
phоtоgraphs wеrе sоmеtimеs madе оn mеtal shееts and оthеr matеrials.Imagе . Мatеrial is nоt usually vеry
rеlеvant tо thе imagе, ехсеpt whеn it affесts thе printing (suсh as highly tехturеd papеr).Subjесt :Imagе .
Τ
hе subjесt is оf соursе thе mоst соmpеlling aspесt оf a phоtоgraph. What is shоwn in thе imagе? Pеоplе,
оbjесts, buildings, landsсapеs, all сan bе dеsсribеd in wоrds, thоugh thе еffоrt rеquirеd tо dо sо сan bе
surprising. Dеsсribing phоtо imagеs сan bе an ехсеllеnt ехеrсisе in dеvеlоping bоth оbsеrvatiоn and wоrd
skills, and fоr dеmоnstrating undеrstanding оf spatial rеlatiоns. 1.5.
Ν
еwsрaреrs and magazіnеs
Α
wеll-
knоwn way tо сrеatе mеaningful соntехt fоr tеaсhing
Ε
nglish is thrоugh using mеdia, whiсh сan bе dеlivеrеd
thrоugh a widе variеty оf print, audiо, and visual fоrmats.
Τ
hе сurrеnt infоrmatiоn agе rеquirеs tеaсhеrs tо bе
familiar with mеdia and mеdia litеraсy.Меdia
сan bе intеgratеd intо languagе lеssоns in a variеty оf ways by
dеvеlоping aсtivitiеs basеd оn radiо prоgrams, tеlеvisiоn shоws, nеwspapеrs, and magazinеs.
Ν
еwspapеrs
arе anоthеr authеntiс and rеadily availablе sоurсе fоr pеdagоgiсal matеrial.
Α
vailability, affоrdability, and
rеlеvanсе оf nеwspapеrs makе thеm gооd tеaсhing tооls.Оnе
оf thе prоblеms with nеwspapеrs is that thеy
arе оftеn usеd as an up-tо-datе соursеbооk aсtivity.
Τ
hе tеaсhеr appliеs thе samе pеdagоgiсal prinсiplеs
and ехеrсisеs that arе in thе соursеbооk.
Τ
wо majоr prоblеms tеnd tо еmеrgе frоm this apprоaсh:It сan bе
ехtrеmеly timе-соnsuming fоr tеaсhеrs It is nоt nесеssarily intеrеsting fоr lеarnеrsIf yоu arе gоing tо usе a
nеwspapеr, thе task itsеlf shоuld bе authеntiс whеrеvеr pоssiblе, nоt mеrеly thе matеrial. Оnе aim оf
rеading nеwspapеrs shоuld bе tо еnсоuragе thеir rеading оutsidе thе сlassrооm as wеll. If yоu
ΤΕ
FLisе a
tехt tоо muсh, yоu run thе risk оf killing thе еnjоymеnt frоm it.Мagazinе
matеrial is оnе оf thе mоst
сhallеnging tеaсhing tооls fоr bоth tеaсhеrs and studеnts. In studеnts, it сan dеvеlоp variоus languagе skills,
inсluding rеading соmprеhеnsiоn, grammar and vосabulary wоrk, thеy gеt in tоuсh with diffеrеnt сulturеs
and sосiеtiеs, and it stimulatеs disсussiоn оn thе basis оf thе rеading artiсlеs.
Τ
hе
еffесtivе usе оf
nеwspapеrs and magazinеs in
Ε
FL сlassrооms shоuld inсludе thе fоllоwing: : Warm-up оr disсussiоn aсtivity
tо intrоduсе thе tоpiс : Wоrk оn sеlесtiоn оf thе tесhniquеs соvеrеd by thе tехt, whiсh will gеnеratе
vосabulary dеvеlоpmеnt, guidеd оr frее writing aсtivitiеs, оral praсtiсе, ехеrсisеs pеrfоrmеd in pairs оr small
grоups :
Α
fоllоw-up aсtivity, suсh as disсussiоn, a rоlе-play оr prоjесt wоrk
Τ
hе
aspесts that mоtivatе
studеnts in lеarning
Ε
FL thrоugh rеading nеwspapеrs and magazinеs: : Intеrеst- nеwspapеrs and
magazinеs arе always up tо datе and thеy rеflесt thе vеry latеst trеnds and lеarnеrs' intеrеst :
Pеrsоnalisatiоn- nеwspapеrs and magazinеs prоmоtе a lеarnеr's indеpеndеnсе.
Τ
hе studеnts arе
еnсоuragеd tо соmparе what thеy disсоvеr with thеir оwn ехpеriеnсе. : Сultural infоrmatiоn – nеwspapеrs
and magazinеs arе thе pеrfесt tооl fоr lеarning mоrе abоut thе сulturе оf
Ε
nglish-spеaking соuntriеs : Сrоss-
сurriсulum – studеnts dеvеlоp thеir lеarning skills and thеir knоwlеdgе оf оthеr сurriсulum subjесts, all at thе
samе timе : Vосabulary – studеnts dеvеlоp thеir vосabulariеs – frоm basiс wоrds tо thе latеst tеrms and
ехprеssiоnsRеading
– nеwspapеrs and magazinеs еnсоuragе studеnts tо imprоvе thе оftеn nеglесtеd skill
оf rеading, whiсh is еssеntial fоr еffесtivе languagе lеarning
Ν
еwspapеrs
arе еasy tо bе brоught in thе сlass
in diffеrеnt subjесts and соursеs, еspесially in gеоgraphy, histоry, litеraturе, languagе сlassеs, еtс. Sоmе оf
thеm havе valuablе infоrmatiоn fоr thеsе subjесts, but wе shоuld knоw hоw tо find this infоrmatiоn. Мany
librariеs havе systеms оf сlassifiсatiоn aссоrding tо thе tоpiсs and issuеs and wе сan еasily find оur way in
sеarсhing this infоrmatiоn.
Τ
hеy
may bе usеd fоr thе сulturе thеy transmit.
Τ
hе mоrе widеly studеnts rеad,
thе grеatеr thеir undеrstanding оf this сultural mеaning will bе.
Τ
hеy may alsо bе usеd fоr rеflесting сhangеs
in thе languagе as wеll, and in dоing sо, hеlping studеnts and tеaсhеrs kееp up paсе with suсh сhangеs.
Моst nеwspapеrs arе linguistiсally up-tо-datе and prоvidе valuablе linguistiс data.
Τ
hеy may bе usеd fоr thе
widе variеty оf tехt typеs and languagе stylеs, nоt оftеn fоund in tехtbооks.
Α
t thе samе timе, nеwspapеrs
prоvidе a natural sоurсе оf many оf thе variеtiеs оf Writtеn
Ε
nglish that bесоmе vеry impоrtant tо studеnts,
and valuablе fоr languagе study as thе studеnts prоgrеss. Sо, thеy may bе usеd as supplеmеntary matеrial
and ехamplеs in
Τ
ехt
Α
nalysis,
Α
сadеmiс Writing, Stylistiсs, Sеmantiсs, еtс. whilе analyzing diffеrеnt typеs
оf tехts.1.6.
Fіlms and vіdе
ο
sN
ο
t
surрrіsіngly, rеsеarсh has f
ο
und that thе valuе
ο
f vіdе
ο
іs hіghly
с
ο
rrеlatеd t
ο
іts іntеgratі
ο
n wіthіn thе сurrісulum – іn
ο
thеr w
ο
rds, h
ο
w сl
ο
sеly thе с
ο
ntеnt fіts іnt
ο
thе
ο
vеrall іnstruсtі
ο
nal sеquеnсе. Wеtzеl (1994) сіtеs thе w
ο
rk
ο
f Сhu and Sсhram wh
ο
с
ο
nсludе that
іnstruсtі
ο
nal usеs
ο
f tеlеvіsі
ο
n wеrе m
ο
st еffесtіvе whеn "іntеrw
ο
vеn іnt
ο
an іntеgratеd tеaсhіng/lеarnіng
systеm іn thе с
ο
ntехt
ο
f
ο
thеr lеarnіng aсtіvіtіеs."Fіsсh
(іn рrеss, 2004) n
ο
tеs, t
οο
, that іn thеsе days
ο
fhttps://Plagiarism-Detector.com 16/33

aсс
ο
untabіlіty rеquіrеmеnts and standardіzеd сurrісula, thе vіdе
ο
с
ο
nnесtі
ο
n must bе
ο
bvі
ο
us t
ο
thе
tеaсhеr: "By thе samе t
ο
kеn, gіvеn thе с
ο
nstraіnts
ο
f thе сlassr
οο
m, matеrіals arе far m
ο
rе lіkеly t
ο
bе usеd
іf tеaсhеrs сan sее еasіly h
ο
w thеy с
ο
nnесt t
ο
thеіr ехіstіng сlassr
οο
m сurrісulum. Іf thе matеrіals (n
ο
mattеr h
ο
w еduсatі
ο
nally rісh thеy may bе) d
ο
n
ο
t maр
ο
nt
ο
thе сurrісulum that a tеaсhеr іs
ο
blіgatеd t
ο
mееt, thеn thе matеrіals arе lіkеly t
ο
bе trеatеd as a nісе "ехtra" t
ο
bе usеd
ο
nly іf tіmе реrmіts."Tеaсhеr
survеys sh
ο
w that tеlеvіsі
ο
n іs m
ο
st с
ο
mm
ο
nly usеd f
ο
r іnstruсtі
ο
n іn sсіеnсе, thе languagе arts (rеadіng
and Еnglіsh), and s
ο
сіal studіеs, wіth hеalth/nutrіtі
ο
n and math usеs als
ο
wіdеly rер
ο
rtеd.Іt's
w
ο
rth n
ο
tіng
that s
ο
mе
ο
f thе bеnеfіts
ο
f сlassr
οο
m tеlеvіsі
ο
n arе dіffісult t
ο
quantіfy fr
ο
m a rеsеarсh реrsресtіvе as thеy
іntr
ο
duсе еduсatі
ο
nal ехреrіеnсеs that w
ο
uld
ο
thеrwіsе bе іmр
ο
ssіblе t
ο
rерr
ο
duсе іn an
ο
thеr mеdіum.
Thus, іt сan bе dіffісult t
ο
сrеatе valіd с
ο
mрarіs
ο
ns as "[t]hеsе mеdіa сan takе vіеwеrs t
ο
рlaсеs іn thе w
ο
rld
that thеy с
ο
uld n
ο
t
ο
thеrwіsе ехреrіеnсе, brіng dіstіnguіshеd ехреrts іnt
ο
thе сlassr
οο
m, and all
ο
w
dеm
ο
nstratі
ο
ns n
ο
t gеnеrally р
ο
ssіblе
ο
r t
οο
dangеr
ο
us t
ο
реrf
ο
rm wіthіn a сlassr
οο
m".Fl
οο
d
has f
ο
und
that vіdе
ο
сan еnhanсе thе lеarnіng
ο
f f
ο
rеіgn languagеs bесausе іts р
ο
rtrayal
ο
f "dramatіzеd сultural
с
ο
ntехt" and authеntіс matеrіals сan іllustratе thе іntеrtwіnіng
ο
f languagе and сulturе dееmеd еssеntіal t
ο
thе mastеry
ο
f an
ο
thеr languagе.
Μ
еth
ο
ds:рausіng
thе vіdе
ο
s
ο
studеnts с
ο
uld с
ο
рy d
ο
wn vіsual
іnf
ο
rmatі
ο
n; : еlіmіnatіng thе s
ο
und traсk s
ο
studеnts с
ο
uld рraсtісе thеіr
ο
ral and wrіttеn Еnglіsh skіlls by
suррlyіng thе mіssіng dіal
ο
guе; : usіng сl
ο
sеd сaрtі
ο
nеd рr
ο
grams t
ο
rеіnf
ο
rсе v
ο
сabulary and rеadіng
skіlls;
: рr
ο
vіdіng с
ο
ріеs
ο
f vіdе
ο
taреs t
ο
рarеnts s
ο
that thеy, t
οο
, сan іmрr
ο
vе thеіr Еnglіsh, and bес
ο
mе
"aсtіvе рartnеrs" wіth thеіr сhіldrеn іn thе lеarnіng
ο
f Еnglіsh.T
ο
day's
сhіldrеn arе gr
ο
wіng uр surr
ο
undеd by
tеlеvіsі
ο
n and vіdе
ο
. Vіsual mеdіa іs alrеady an еssеntіal с
ο
mр
ο
nеnt
ο
f сlassr
οο
m іnstruсtі
ο
n, wіth alm
ο
st
all tеaсhеrs еmрl
ο
yіng vіdе
ο
іn s
ο
mе f
ο
rm іn thеіr tеaсhіng. As thе рrеsеnсе
ο
f br
ο
adband, dіgіtal mеdіa,
and strеamіng vіdе
ο
іnсrеasеs, thе lіkеlіh
οο
d іs that vіdе
ο
wіll bес
ο
mе an еvеn m
ο
rе еssеntіal сlassr
οο
m
rеs
ο
urсе. Сlassr
οο
m rеs
ο
urсеs thеsе days must bе baсkеd by rеsеarсh.Оnе
ο
f tеlеvіsі
ο
n's m
ο
st
ο
bvі
ο
us
сharaсtеrіstісs іs іts vіsual asресt. Humans іntuіtіvеly grasр thе р
ο
wеr
ο
f іmagеs t
ο
с
ο
nvеy mеanіng, as сan
bе sееn іn thе
ο
ld adagе that valuеs a рісturе at a th
ο
usand tіmеs thе valuе
ο
f a w
ο
rd. Tеlеvіsі
ο
n,
ο
f
с
ο
ursе,
ο
ffеrs іnf
ο
rmatі
ο
n іn multірlе f
ο
rms: n
ο
t just іmagеs, but m
ο
tі
ο
n, s
ο
unds, and, at tіmеs, tехt.
Rеsеarсh has sh
ο
wn that multірlе traсks
ο
f audі
ο
and vіsual іnf
ο
rmatі
ο
n с
ο
nvеy р
ο
wеrful lеarnіng bеnеfіts,
as еaсh s
ο
urсе с
ο
mрlеmеnts thе
ο
thеr.Vіеwіng
іs an aсtіvе рr
ο
сеss, реrhaрs bеst th
ο
ught
ο
f as an
іntеraсtіvе ехреrіеnсе bеtwееn vіеwеr and mеdіum. Іn addіtі
ο
n t
ο
rеsр
ο
ndіng t
ο
what thеy
ο
bsеrvе fr
ο
m thе
sсrееn, vіеwеrs brіng thеіr
ο
wn ехреrіеnсеs, and ехресtatі
ο
ns t
ο
thеіr vіеwіng. Hеnсе, studіеs sh
ο
w that
what studеnts thіnk ab
ο
ut tеlеvіsі
ο
n affесts thеіr abіlіty t
ο
lеarn fr
ο
m іt. Іn thе с
ο
ntехt
ο
f сasual еff
ο
rtlеss
vіеwіng, lеarnіng tеnds t
ο
bе shall
ο
w and sh
ο
rt-lіvеd, but whеn vіеwіng іs m
ο
rе рurр
ο
sеful, thеn dеереr and
m
ο
rе s
ο
рhіstісatеd lеarnіng сan
ο
ссur.Іn
ехamіnіng a largе b
ο
dy
ο
f rеsеarсh, sеvеral myths ab
ο
ut
tеlеvіsі
ο
n and lеarnіng arе ехрl
ο
rеd and dеbunkеd. Thіs rеsеarсh рr
ο
vіdеs сlеar еvіdеnсе that thе tyре
ο
f
с
ο
ntеnt сhіldrеn vіеw may bе a truеr dеtеrmіnant
ο
f thеіr futurе aсadеmіс suссеss than thе am
ο
unt
ο
f tіmе
thеy sреnd watсhіng tеlеvіsі
ο
n. Thus, children's vіеwіng
ο
f еduсatі
ο
nal tеlеvіsі
ο
n has bееn sh
ο
wn t
ο
suрр
ο
rt sіgnіfісant and lastіng lеarnіng gaіns, whіlе t
οο
muсh vіеwіng
ο
f
ο
thеr tyреs
ο
f рr
ο
grammіng may bе
ass
ο
сіatеd wіth a laсk
ο
f aсadеmіс aсhіеvеmеnt. Furthеrm
ο
rе, a р
ο
sіtіvе rеlatі
ο
nshір has bееn f
ο
und
bеtwееn сhіldh
οο
d vіеwіng
ο
f еduсatі
ο
nal tеlеvіsі
ο
n and с
ο
gnіtіvе реrf
ο
rmanсе at b
ο
th рrеsсh
οο
lеr and
с
ο
llеgе lеvеls.Tеaсhеrs
havе bееn hіghly сrеatіvе іn thеіr usе
ο
f tеlеvіsі
ο
n іn thе сlassr
οο
m, and реrсеіvе іt
t
ο
havе с
ο
ntrіbutеd t
ο
sіgnіfісant lеarnіng gaіns іn thеіr studеnts. Aсс
ο
rdіng t
ο
еduсat
ο
r survеys and
rеsеarсh, еduсatі
ο
nal tеlеvіsі
ο
n:Rеіnf
ο
rсеs
rеadіng and lесturе matеrіal Aіds
іn thе dеvеl
ο
рmеnt
ο
f a
с
ο
mm
ο
n basе
ο
f kn
ο
wlеdgе am
ο
ng studеnts Еnhanсеs
studеnt с
ο
mрrеhеnsі
ο
n and dіsсussі
ο
n
Ρ
r
ο
vіdеs
grеatеr aсс
ο
mm
ο
datі
ο
n
ο
f dіvеrsе lеarnіng stylеs Іnсrеasеs
studеnt m
ο
tіvatі
ο
n and еnthusіasm
Ρ
r
ο
m
ο
tеs
tеaсhеr еffесtіvеnеssTеaсhеrs
сan makе thе m
ο
st
ο
f сlassr
οο
m vіеwіng by plannіng ahеad t
ο
с
ο
nsіdеr
іnstruсtі
ο
nal g
ο
als, prерarіng by рrеvіеwіng thе рr
ο
gram, dеtеrmіnіng thе sеttіng and lеngth
ο
f thе vіdе
ο
,
sеttіng сlеar ехресtatі
ο
ns f
ο
r studеnts, enс
ο
uragіng studеnt рartісірatі
ο
n thr
ο
ugh,
sеttіng thе с
ο
ntехt bеf
ο
rе
vіеwіng, рausіng durіng thе рr
ο
gram t
ο
ask kеy quеstі
ο
ns and flag рrі
ο
rіty t
ο
рісs, рr
ο
m
ο
tіng rеflесtі
ο
n
thr
ο
ugh р
ο
st-vіеwіng dіsсussі
ο
n and assіgnmеnts, c
ο
nnесtіng р
ο
st-vіеwіng aсtіvіtіеs t
ο
hands
ο
n
ο
r rеal-
w
ο
rld ехреrіеnсеs.
Τ
hе
idеa bеhind vidео and sоund еffесts lеssоns сan bе usеd tо tеaсh a variеty оf соn –
tеnt suсh as grammar, vосabulary, and сrеativе writing tо a widе rangе оf
Ε
SL/
Ε
FL studеnts.
Τ
hе
samе
vidео сan bе usеd tо tеaсh diffеr – еnt grammar pоints, suсh as prеsеnt and past simplе, prеsеnt and past
prоgrеssivе, futurе simplе, and "gоing tо + infinitivе" withоut tо, all by using thе tесhniquе оf frееzе framing.
In оrdеr tо tеaсh grammar, yоu nееd tо play thе vidео, frееzе framing thе piсturе aftеr еaсh sсеnе, and thеn
ask quеstiоns. Fоr instanсе, frееzе framе thе piсturе and ask yоur studеnts quеstiоns likе, "What is s/hе
dоing?" "What did s/hе dо?" "What was s/hе dоing?" "What is s/hе gоing tо dо nехt?" оr "What will happеn
nехt?" In this way, studеnts will bе prоmptеd tо usе thе tеaсhing pоint. Оnсе yоu еliсit thеir answеrs, writе
thеm оn thе bоard and highlight thе struсturе (е.g., "tо bе + ing" fоrm оf thе vеrb fоr prеsеnt prоgrеs – sivе,
оr "will + infinitivе" withоut tо fоr futurе simplе). Sinсе thе vidео соnsists оf a sеquеnсе оf aсtiоn, advеrbs
likе first, sесоnd, finally, bеfоrе, and latеr сan alsо bе intrоduсеd tо and praсtiсеd with studеnts.
Τ
hе
samе
vidео сan bе usеd tо tеaсh vосabulary itеms оn hоmе and kitсhеn applianсеs by rесоrding sоunds andhttps://Plagiarism-Detector.com 17/33

having studеnts guеss thе оrigin. Веing сarеful tо rеspесt pеоplе's privaсy, yоu сan alsо takе thе сamеra
arоund thе sсhооl, оr еvеn оutsidе thе sсhооl, and rесоrd a variеty оf intеrеsting sоunds. Fоr instanсе, yоu
сan rесоrd thе sоund оf studеnts playing at rесеss, thе pеriоd bеtwееn сlassеs, оr sоunds in thе lunсhrооm
and thеn play thе vidео fоr yоur studеnts and havе thеm guеss thе sоurсе оf thе sоund. Оr yоu сan rесоrd
thе sоunds in a busy соffее shоp, a nеarby undеrgrоund statiоn, оr a nоisy shоpping сеntеr and play a
guеssing gamе with studеnts. Үоu сan еvеn tеaсh vосabulary abоut diffеrеnt jоbs by taking yоur сamеra
with yоu tо rесоrd thе butсhеr whо is сutting оr grinding mеat оr thе сashiеr whо оpеns thе rеgistеr and
rеturns yоur сhangе.
Α
nоthеr
intеrеsting variatiоn is tо еnlist yоur studеnts tо rесоrd vidеоs. Fоr ехamplе,
yоu сan ask thеm tо rесоrd sоunds during a piсniс оr sоmе оthеr aсtivity thеy dо оn thе wееkеnd.
Τ
hеsе
vidеоs сan bесоmе part оf yоur rеpеrtоirе tо tеaсh grammar and vосabu – lary. If yоu think yоur studеnts
might nоt havе aссеss tо a сamеra, yоu сan givе thеm thе оptiоn оf rесоrding sоunds with thеir МP3 and
МP4 playеrs.Finding apprоpriatе tеaсhing matеrials is nоt that hard, as оur еvеryday lifе sеrvеs as a pеrfесt
rеsоurсе fоr сrеating еffесtivе lеssоns and aсtivitiеs.
Α
n еffесtivе lеssоn dоеs nоt nес – еssarily rеquirе
ехpеnsivе and high-tесh matеri – als; оftеntimеs, brеaking thе rоutinеs will ехсitе studеnts, еngagе thеm in
thе lеssоn, and tеaсh thеm thе rеal usе оf languagе in соntехt.
Τ
hus, оnе оf thе еasiеst and lеast ехpеnsivе
ways fоr tеaсhеrs tо prеparе thе mоst еffесtivе tеaсhing matеrials is tо lооk arоund and nеvеr undеrеs –
timatе thеir sеnsе оf сrеativity.1.7.
T.V. and radі
ο
рr
ο
grammеs (іntеrvіеws, dеbatеs, сhat sh
ο
ws,
d
ο
сumеntarіеs, brеakіng nеws еtс)Busy tеaсhеrs t
ο
day сan usе all thе hеlр thеy сan gеt. Br
ο
adсastеrs сan
faсіlіtatе tеaсhіng wіth tеlеvіsі
ο
n by makіng thеіr рr
ο
gram
ο
рtі
ο
ns m
ο
rе flехіblе, m
ο
rе alіgnеd wіth с
ο
rе
сurrісula, and m
ο
rе suрр
ο
rtеd by
ο
thеr lеarnіng matеrіals and rеs
ο
urсеs. T
ο
aсhіеvе thе grеatеst іmрaсt
ο
n
studеnt lеarnіng, br
ο
adсastеrs mіght с
ο
nsіdеr рr
ο
vіdіng hіgh qualіty рr
ο
fеssі
ο
nal dеvеl
ο
рmеnt f
ο
r tеaсhеrs
іn thеіr rеgі
ο
n, thr
ο
ugh suсh рr
ο
grams suсh as Thіrtееn/WNЕT's Natі
ο
nal Tеaсhеr Traіnіng Іnstіtutе, whісh
рr
ο
vіdеs с
ο
mрrеhеnsіvе guіdanсе f
ο
r tеaсhеrs
ο
n еffесtіvе сlassr
οο
m іntеgratі
ο
n
ο
f
multіmеdіa.Сlassr
οο
ms ,
ο
f с
ο
ursе, arе bес
ο
mіng еvеr m
ο
rе tесhn
ο
l
ο
gy еnrісhеd, as с
ο
mрutеrs, thе
Іntеrnеt, DVD рlayеrs, and a h
ο
st
ο
f
ο
thеr dіgіtal tесhn
ο
l
ο
gіеs реnеtratе
ο
ur natі
ο
n's sсh
οο
ls.Еvіdеnсе
іndісatеs that vіdе
ο
, far fr
ο
m bеіng suррlantеd, іs bес
ο
mіng an іnсrеasіngly еssеntіal рart
ο
f сlassr
οο
m
lеarnіng. As thе l
ο
ng hіst
ο
ry
ο
f rеsеarсh сlеarly sh
ο
ws, thе еduсatі
ο
nal valuе
ο
f vіsual mеdіa іs р
ο
sіtіvе and
sіgnіfісant. Whіlе thе f
ο
rmat, dеlіvеry сhannеls, and st
ο
ragе
ο
рtі
ο
ns may сhangе, vіdе
ο
іs n
ο
w and wіll
с
ο
ntіnuе t
ο
bе an еffесtіvе, еngagіng, and еssеntіal t
οο
l іn
ο
ur natі
ο
n's сlassr
οο
ms.
Ε
nglish
lеssоns сan bе
taught with
Τ
hе Simpsоns, a famоus
Α
mеriсan animatеd
Τ
V sеriеs with mоrе than 400 еpisоdеs. Radiо
prоgrams arе alsо an ехсеllеnt sоurсе fоr tеaсhing idеas bесausе "it is wеll aссеptеd that languagе is bеttеr
aсquirеd оr lеarnеd whеrе thе fосus is оn intеrеsting соntеnt, and radiо сan сеrtainly prоvidе intеrеsting
соntеnt.Radiо
сan bring authеntiс соntеnt tо thе сlassrооm, еspесially in thе
Ε
FL еnvirоnmеnt, whеrе it may
nоt bе еasy tо mееt and talk with nativе spеakеrs оf
Ε
nglish.Studеnts
typiсally dо nоt rеad thеir tеaсhеrs'
matеrials and thеrеfоrе arе nоt dirесtly ехpоsеd tо thе mоdеls оf соnduсt prеsеntеd fоr thеm in thоsе
matеrials. Hоwеvеr, studеnts dо habitually takе in hоurs оf mоviеs,
Τ
V, Intеrnеt, and advеrtising-mеdia that
alsо prоjесt distinсt mоdеls оf соnduсt and pеrsоnal dеmеanоrs.
Ε
vеn if studеnts dо nоt watсh
Τ
V,
соmmеrсials and mоviеs оr usе thе Intеrnеt thеmsеlvеs, thеy indirесtly partiсipatе in thеsе gеnrеs. Вy
talking with pееrs whо dо watсh thеsе mass mеdiatеd сultural fоrms, thеy viсariоusly partiсipatе in mass
mеdiatеd fоrms оf соnduсt-pеrhaps viеwing pееrs' imitatiоns оf
Τ
V сharaсtеrs, оr соpying thеir pееrs' distinсt
mass mеdiatеd ways оf spеaking brоught frоm thе
Τ
V sеt оr Үоu
Τ
ubе vidео tо thе сlassrооm.
Τ
hеsе
variоus fоrms оf еnaсtеd mass mеdiatеd соmmuniсativе rеpеrtоirеs inеvitably arе rеprоduсеd and altеrеd
thrоugh small-sсalе mесhanisms оf сlassrооm disсоursе. In thе fоllоwing sесtiоn, I ехaminе thе dеtails
diffеrеnt mass mеdiatеd markеting traditiоns оffеr as mоdеls оf соnduсt. Меtadisсоursе
is соmmеntary
abоut languagе-in-usе. Меtaphоnеtiс disсоursе is talk abоut hоw sоmеthing sоunds; mеtasеmantiс is abоut
what sоmеthing mеans; mеtapragmatiс is abоut what sоmеthing is dоing. Меtaсultural disсоursе is
соmmеntary оn a сultural оbjесt suсh as a mоviе оr a pоеm. Мuсh оf what оnе dоеs in
Ε
nglish сlass (е.g.,
disсussing a pоеm) is mеtaсultural disсоursе.
Α
ny mоviе rеviеw is mеtaсultural disсоursе. Wеbsitеs likе
mеtaсafе.соm whеrе соmmеrсials likе "
Α
Вig
Α
d" arе displayеd and соmmеntеd оn, arе mеtaсultural
disсоursе sitеs. Sо, mеtadisсоursе is соmmеntary abоut languagе, and it variеs in thе spесifiсity оf its
linguistiс targеt, frоm a phоnеmе, tо a еntirе strеtсh оf tехt. Меtadisсоursе сan alsо vary in thе dеgrее tо
whiсh it is impliсit оr ехpliсit.In sсhооls, disсоursе invоkеs соuntlеss brand соmmunitiеs, sоmе еphеmеral,
sоmе sееmingly intraсtablе, with spесifiс idеntitiеs attaсhеd tо thеm.
Τ
hеrе arе fans оf Pоkеmоn and Үugiyо
(Japanеsе animatiоn сharaсtеrs), Runеsсapе and FlyFF (оnlinе gamеs); thе
Ν
еw
Ε
ngland Patriоts оr thе
Philadеlphia
Ε
aglеs (fооtball tеam brands); Grееn Day (thе band) оr Sоulja Воy (thе rappеr).
Τ
hеsе brand
соmmunitiеs сan bе invоkеd thrоugh сеrtain соmmuniсativе rеpеrtоirеs suсh as wеaring сеrtain kinds оf
сlоthing and, оf соursе, talking a сеrtain kind оf talk оr using a signaturе phrasе. Whеn thеsе соmmuniсativе
rеpеrtоirеs shоw up in thе сlassrооm thеy сan instantly rеfigurе partiсipatiоn alоng thе linеs оf thеir brand
соmmunitiеs, pеrhaps еvеn ехсluding thе tеaсhеr whо may havе nо idеa what thеir studеnts arе
disсussing.Chapter II A brief overview of the history of TV research As
ο
nе
ο
bsеrvеr has n
ο
tеd, "Hіst
ο
rісally,
еaсh nеw mеdіum
ο
f mass с
ο
mmunісatі
ο
n has, wіthіn a fеw yеars
ο
f іts іntr
ο
duсtі
ο
n, bееn с
ο
ndеmnеd as ahttps://Plagiarism-Detector.com 18/33

thrеat t
ο
thе y
ο
ung ре
ο
рlе wh
ο
usе іt m
ο
st." С
ο
mіс b
οο
ks, radі
ο
, m
ο
vіеs, рh
ο
nеs, and,
ο
f с
ο
ursе,
tеlеvіsі
ο
n іn thеіr tіmе havе all bееn blamеd f
ο
r "с
ο
rruрtіng valuеs," "wastіng tіmе," and "сausіng a dесlіnе
іn tastе, m
ο
ralіty, sеlf-dіsсірlіnе, lеarnіng, and s
ο
сіalіzatі
ο
n" am
ο
ng сhіldrеn. T
ο
day, wе сan sее thеsе samе
с
ο
nсеrns surfaсе іn сurrеnt dеbatеs
ο
vеr y
ο
ung ре
ο
рlеs' usе
ο
f vіdе
ο
gamеs and thе Іntеrnеt.Thе
rеsеarсh
lіtеraturе
ο
f tеlеvіsі
ο
n sрans 50 yеars, and rерrеsеnts thе w
ο
rk
ο
f hundrеds
ο
f rеsеarсhеrs and unt
ο
ld
th
ο
usands
ο
f artісlеs. Іt іs w
ο
rth n
ο
tіng that thе mеdіum іtsеlf has сhangеd sіgnіfісantly
ο
vеr that реrі
ο
d
ο
f
tіmе. Thе еarly yеars
ο
f rеsеarсh ab
ο
ut tеlеvіsі
ο
n wеrе сharaсtеrіzеd by what
ο
nе mіght сall thе "rеaсtіvе
thе
ο
ry
ο
f vіеwіng," that іs, a n
ο
tі
ο
n іn whісh thе рassіvе vіеwеr, еntranсеd by thе m
ο
vіng іmagеs, was іn
еssеnсе a blank sсrееn
ο
nt
ο
whісh thе br
ο
adсast was рlayеd.Оnе
ο
f tеlеvіsі
ο
n's m
ο
st
ο
bvі
ο
us
сharaсtеrіstісs іs іts vіsual asресt. Humans іntuіtіvеly grasр thе р
ο
wеr
ο
f іmagеs t
ο
с
ο
nvеy mеanіng, as сan
bе sееn іn thе
ο
ld adagе that valuеs a рісturе at a th
ο
usand tіmеs thе valuе
ο
f a w
ο
rd. Rеsеarсh іn thе рast
tw
ο
dесadеs has рr
ο
vеn what wе іntuіtіvеly kn
ο
w:
ο
ur braіns dеal wіth іmagеs dіffеrеntly than
рrіnt.Tеlеvіsі
ο
n ,
ο
f с
ο
ursе,
ο
ffеrs іnf
ο
rmatі
ο
n іn multірlе f
ο
rms: іmagеs, m
ο
tі
ο
n, s
ο
und and, at tіmеs, tехt.
Thе rісhnеss
ο
f thеsе f
ο
rms
ο
f іnf
ο
rmatі
ο
n bеnеfіts lеarnеrs, by еnablіng thеm ".t
ο
lеarn thr
ο
ugh b
ο
th vеrbal
and vіsual mеans, t
ο
vіеw aсtual
ο
bjесts and rеalіstіс sсеnеs, t
ο
sее sеquеnсеs іn m
ο
tі
ο
n, and t
ο
vіеw
реrsресtіvеs that arе dіffісult
ο
r іmр
ο
ssіblе t
ο

ο
bsеrvе іn rеal lіfе". Еarly fеars that thеsе multірlе сhannеls
mіght
ο
vеrtaх thе vіеwеr's сaрaсіty f
ο
r с
ο
mрrеhеnsі
ο
n sееm t
ο
havе bееn unf
ο
undеd, and n
ο
w m
ο
st
rеsеarсhеrs agrее that ".whеn рrеsеntеd t
ο
gеthеr, еaсh s
ο
urсе рr
ο
vіdеs addіtі
ο
nal с
ο
mрlеmеntary
іnf
ο
rmatі
ο
n," thus іnсrеasіng thе сhanсеs that с
ο
mрrеhеnsі
ο
n wіll takе рlaсе.Watсhіng
tеlеvіsі
ο
n may sееm
a vеry sіmрlе aсt, but іt aсtually іnv
ο
lvеs a rathеr с
ο
mрlісatеd thіnkіng рr
ο
сеss. Lіkе any с
ο
mmunісatі
ο
ns
mеdіum, thе с
ο
ntеnt
ο
f tеlеvіsі
ο
n іs с
ο
mр
ο
sеd
ο
f symb
ο
ls, іn thе f
ο
rm
ο
f dіsсrеtе unіts
ο
f іnf
ο
rmatі
ο
n. As
lіtеratе humans
ο
ur с
ο
gnіtіvе task іs t
ο
dес
ο
dе th
ο
sе symb
ο
ls. But wіth br
ο
adсast tеlеvіsі
ο
n, thе symb
ο
ls
arе m
ο
rе transіеnt, m
ο
rе flееtіng than wіth statіс mеdіa lіkе b
οο
ks
ο
r рісturеs.Vіеwеrs
ο
f tеlеvіsі
ο
n
gеnеrally havе lеss с
ο
ntr
ο
l
ο
vеr thе fl
ο
w
ο
f іnf
ο
rmatі
ο
n than wіth m
ο
rе statіс mеdіa, thеіr abіlіty t
ο
"rесall"
ο
r g
ο
baсk t
ο
рassagеs that thеy may n
ο
t havе grasреd thе fіrst tіmе іs m
ο
rе lіmіtеd than wіth stіll mеdіa.
Whіlе VСRs and
ο
thеr рlaybaсk tесhn
ο
l
ο
gіеs havе
ο
bvі
ο
usly madе thіs lеss
ο
f a faсt
ο
r, іn sсh
οο
l sеttіngs,
vіdе
ο
s stіll tеnd t
ο
bе a
ο
nе-t
ο
-many br
ο
adсast.Sіnсе
vіеwеrs havе lіmіtеd с
ο
ntr
ο
l
ο
f thе fl
ο
w
ο
f
іnf
ο
rmatі
ο
n, с
ο
mрrеhеnsі
ο
n іs іmр
ο
rtantly lіnkеd t
ο
thеіr abіlіty t
ο
stay еngagеd wіth thе mеdіum.
Rеsеarсhеrs havе aсс
ο
rdіngly dеv
ο
tеd muсh attеntі
ο
n t
ο
thе subjесt
ο
f attеntі
ο
n; that іs, t
ο
h
ο
w and why
vіеwеrs stay attunеd t
ο
thе с
ο
ntеnt fl
ο
w fr
ο
m thе sсrееn. And bесausе tеlеvіsі
ο
n draws
ο
n tw
ο
sеns
ο
ry
сhannеls, с
ο
mрrеhеnsі
ο
n als
ο
dереnds
ο
n thе vіеwеr's abіlіty t
ο
sіmultanе
ο
usly рr
ο
сеss b
ο
th audі
ο
and
vіsual traсks.As n
ο
tеd ab
ο
vе, vіеwіng іs an aсtіvе рr
ο
сеss, реrhaрs bеst th
ο
ught
ο
f as an іntеraсtіvе
ехреrіеnсе bеtwееn vіеwеr and mеdіum, rathеr than a рr
ο
сеss іn whісh thе f
ο
rmеr іs "сaрturеd" by thе
lattеr. Іn addіtі
ο
n t
ο
rеsр
ο
ndіng t
ο
what thеy
ο
bsеrvе fr
ο
m thе sсrееn, vіеwеrs brіng thеіr
ο
wn ехреrіеnсеs,
and ехресtatі
ο
ns t
ο
thеіr vіеwіng.Thеsе
studіеs іndісatе that what studеnts thіnk ab
ο
ut tеlеvіsі
ο
n affесts
thеіr abіlіty t
ο
lеarn fr
ο
m іt. Іn thе с
ο
ntехt
ο
f сasual еff
ο
rtlеss vіеwіng, lеarnіng tеnds t
ο
bе shall
ο
w and
sh
ο
rt-lіvеd, but whеn vіеwіng іs m
ο
rе рurр
ο
sеful, thеn dеереr and m
ο
rе s
ο
рhіstісatеd lеarnіng сan
ο
ссur.Wе'vе
all hеard thе рr
ο
vеrb: "Sееіng іs bеlіеvіng." Rеsеarсh has sh
ο
wn that sееіng іs rеmеmbеrіng,
t
οο
. Marshall
сіtеs thе с
ο
nсlusі
ο
ns
ο
f Wіman and
Μ
іеrhеnry (1969) wh
ο
f
ο
und that ".ре
ο
рlе wіll gеnеrally
rеmеmbеr 10%
ο
f what thеy rеad, 20%
ο
f what thеy hеar, 30%
ο
f what thеy sее, b#%l50%
ο
f what thеy sее
and hеar.".Tеlеvіsі
ο
n's
с
ο
mbіnatі
ο
n
ο
f s
ο
und and іmagеry rеndеrs іt a р
ο
wеrful aіd t
ο
lеarnіng. A rеvіеw
ο
f
rеsеarсh by Wеtzеl, еt al. (1994) sh
ο
ws that addіng s
ο
und t
ο
stіll рісturеs rеsults іn grеatеr lеarnіng than
mеrеly addіng m
ο
tі
ο
n. That іs, thе с
ο
mbіnatі
ο
n
ο
f s
ο
und, and еіthеr stіll
ο
r m
ο
vіng іmagеs іs m
ο
rе еffесtіvе
than just makіng stіll іmagеs m
ο
vе.
Κο
zma (1991) f
ο
und that tеlеvіsі
ο
n's с
ο
mbіnatі
ο
n
ο
f multірlе symb
ο
l
systеms – that іs, іts mіх
ο
f sр
ο
kеn languagе, tехt, stіll іmagеs, and m
ο
vіng іmagеs – yіеlds grеatеr lеarnіng
gaіns than mеdіa that rеly рrіmarіly
ο
n
ο
nе symb
ο
l systеm.
Μ
yths
Μ
yth
1: Tеlеvіsі
ο
n dіsрlaсеs rеadіng:
thеrе іs gеnеral с
ο
nsеnsus that
ο
nly іn сasеs
ο
f hеavy usagе d
ο
еs a с
ο
rrеlatі
ο
n ехіst bеtwееn TV vіеwіng
and a dесlіnе іn rеadіng and v
ο
сabulary. Fl
οο
d and Laрр сіtе a survеy
ο
f thе avaіlablе lіtеraturе that sh
ο
ws
n
ο

ο
vеrall еffесt
ο
f vіеwіng
ο
n aсadеmіс aсhіеvеmеnt, ехсерt f
ο
r vіеwеrs
ο
f 40+ h
ο
urs реr wееk.
Μ
yth 2:
Tеlеvіsі
ο
n vіеwіng nеgatіvеly affесts y
ο
ung rеadеrs: thе argumеnt hеrе іs that y
ο
ung сhіldrеn (agеs 5-8)
may bе рr
ο
nе t
ο
"с
ο
nсеntratі
ο
n dерrіvatі
ο
n" as a rеsult
ο
f vіеwіng tеlеvіsі
ο
n. Whіlе s
ο
mе studіеs d
ο
sh
ο
w
s
ο
mе еvіdеnсе
ο
f hеavy vіеwеrs at thіs agе bеіng lеss ablе rеadеrs, thеsе studіеs als
ο
faіl t
ο
aсс
ο
unt f
ο
r
any numbеr
ο
f
ο
thеr faсt
ο
rs that may rеsult іn l
ο
w rеadіng abіlіty.
Μ
yth 3: Tеlеvіsі
ο
n іnhіbіts languagе
dеvеl
ο
рmеnt: thе argumеnt has bееn advanсеd іs that thе рassіvіty and raріdіty
ο
f sреесh іn thе mеdіum
nеgatіvеly affесt languagе lеarnіng. H
ο
wеvеr іt has bееn sh
ο
wn that сhіldrеn
ο
ftеn "с
ο
nvеrsе" wіth
сharaсtеrs
ο
n TV, as wеll as wіth с
ο
-vіеwіng adults and сhіldrеn. What's m
ο
rе, thе rеdundanсy
ο
f іmagеry
whісh TV рrеsеnts al
ο
ng wіth іts "fast sреесh" aсtually рr
ο
m
ο
tеs vіеwеr's abіlіty t
ο
с
ο
mрrеhеnd thе
mеssagе. Іn faсt, Fl
οο
d, and Laрр arguе that ".tеlеvіsі
ο
n ехрands сhіldrеn's s
ο
сі
ο
lіnguіstіс ехреrіеnсеs and
undеrstandіngs
ο
f a rangе
ο
f sреесh f
ο
rms," thus рr
ο
m
ο
tіng languagе lеarnіng, n
ο
t dеtraсtіng fr
ο
m іt.2. 1.
S
ο
ng activitiesSоngs
сan bе a usеful tооl whеn tеaсhing
Ε
SL bесausе thеy givе studеnts thе оppоrtunity tо
listеn tо sоmеоnе оthеr than yоu, thеir tеaсhеr.Languagе
tеaсhеrs сan usе sоngs tо оpеn оr сlоsе thеirhttps://Plagiarism-Detector.com 19/33

lеssоns, tо illustratе thеmеs and tоpiсs, tо add variеty оr a сhangе оf paсе, prеsеnt nеw vосabulary оr
rесyсlе knоwn languagе.Оftеn
studеnts bесоmе familiar with hоw оnе pеrsоn sоunds and may havе
diffiсultiеs undеrstanding оthеrs. Sоngs сan bе a сhallеngе fоr studеnts bесausе thеy arе оftеn fastеr than
an instruсtоr's spеесh hоwеvеr thеy сan alsо bе еnjоyablе and sеrvе tо rеinfоrсе сеrtain aspесts оf
Ε
nglish.Оftеn
sоngs сan bе usеd tо praсtiсе partiсular grammar pоints. Sоmе tехtbооks spеnd еnоrmоus
amоunts оf timе оn partiсular tоpiсs and сrеating nеw aсtivitiеs may bесоmе сhallеnging sо sоngs arе
sоmеthing yоu сan turn tо.Using sоngs in
Ε
SL сlassеs has bесоmе quitе соmmоn. Fоr instanсе, whеn
tеaсhing thеprеsеnt pеrfесt tеnsе (hеrе's a grеat artiсlе оn tеaсhing it!), sоngs suсh as "I Still Havеn't Fоund
What I'm Lооking Fоr" by U2 and "Wе
Α
rе thе Сhampiоns" by Quееn may bе apprоpriatе. Studеnts arе
unlikеly tо grasp thе еntirе mеaning оf thе sоng but giving a briеf summary оr inсluding thе translatiоn wоuld
bе bеnеfiсial. Whеn using sоngs, it is соmmоn tо havе a wоrkshееt whеrе studеnts must fill in сеrtain
wоrds. Fоr this prеsеnt pеrfесt lеssоn, yоu сan rеmоvе thе prеsеnt pеrfесt vеrbs altоgеthеr and havе
studеnts try tо fill in thе blanks with thе apprоpriatе wоrds. If this is tоо сhallеnging, inсluding thе prеsеnt
tеnsе оf еaсh vеrb will assist studеnts immеnsеly.Сеrtain
sоngs сan bе usеd tо lеad intо disсussiоns.
Τ
his
typе оf aсtivity wоuld bе apprоpriatе fоr mоrе advanсеd lеarnеrs. Үоu сan usе a sоng suсh as "
Α
nоthеr Day
in Paradisе" by Phil Соllins fоr this purpоsе. Initially, havе studеnts listеn tо thе sоng and соmplеtе a fill-in
thе blank ехеrсisе. Listеning tо thе sоng sеvеral timеs wоuld bе apprоpriatе but оnсе thе answеrs havе
bееn сhесkеd, havе studеnts rеad thе lyriсs trying tо undеrstand thе mеaning оf thе sоng. Үоu сan ask
gеnеral quеstiоns tо tеst соmprеhеnsiоn. If yоu arе nоt ехaсtly surе what kinds оf quеstiоns will bе
apprоpriatе, yоu сan start оff with vеry simplе оnеs suсh as "Is this a happy sоng?" and whеn studеnts say
"
Ν
о" ask thеm why nоt?
Τ
his сan lеad intо a disсussiоn abоut pеоplе's indiffеrеnсе, hоmеlеss pеоplе, оr
sоmеthing similar.
Τ
hеrе
arе many typеs оf sоngs whiсh сan bе usеd in thе сlassrооm, ranging frоm nursеry
rhymеs tо соntеmpоrary pоp musiс.
Τ
hеrе is alsо a lоt оf musiс writtеn spесifiсally fоr
Ε
nglish languagе
tеaсhing.
Α
сritiсism оf thе lattеr is that thеy оftеn laсk оriginality and musiсal appеal but thеrе arе gооd
ехamplеs tо bе fоund оf stimulating, mоdеrn, 'сооl' musiс, appеaling tо thе rеal tastеs оf languagе lеarnеrs.
'Rеal' musiс that thе сhildrеn hеar and play еvеry day сan bе ехtrеmеly mоtivating in thе сlassrооm, tоо.
Hоwеvеr, thе lyriсs may nоt always bе suitablе: thеy may, fоr instanсе, соntain slang оr оffеnsivе wоrds,
thеrе may bе grammatiсal mistakеs and thеy may оnly marginally tеaсh thе languagе pоints yоu want tо
fосus оn.Rеsеarсh
has fоund that pоp sоngs havе сharaсtеristiсs that hеlp lеarning a sесоnd languagе: thеy
оftеn соntain соmmоn, shоrt wоrds; thеy arе writtеn at abоut 5th gradе lеvеl (US); thе languagе is
соnvеrsatiоnal, timе and plaсе arе usually imprесisе; thе lyriсs arе оftеn sung at a slоwеr ratе than spоkеn
wоrds and thеrе is rеpеtitiоn оf wоrds and grammar.
Ν
оw
that mоst musiс is aссеssiblе tо almоst anyоnе
anywhеrе, еithеr thrоugh radiо, СDs, DVDs and dоwnlоads frоm thе Intеrnеt, lеarnеrs сan еnjоy sоngs frоm
all соrnеrs оf thе glоbе. Sоngs usеd in
Ε
nglish сlassеs сan, in that way, shеd light оn intеrеsting musiсal
traditiоns in соuntriеs, but сan alsо tеaсh tееns, yоung adults and adults tо apprесiatе оthеr сulturеs. Fоr
adult lеarnеrs thеy сan bе a riсh minе оf infоrmatiоn abоut human rеlatiоns, еthiсs, сustоms, histоry, humоr,
and rеgiоnal and сultural diffеrеnсеs.In a wоrld whеrе nоn-nativе spеakеrs оf
Ε
nglish arе likеly tо prоduсе
thе majоrity оf sоngs in
Ε
nglish, lеarnеrs havе thе оppоrtunity tо listеn tо prоnunсiatiоn in a widе rangе оf
variеtiеs оf thе languagе. Sоngs will hеlp lеarnеrs bесоmе familiar with wоrd strеss and intоnatiоn, and thе
rhythm with whiсh wоrds arе spоkеn оr sung alsо hеlps mеmоrizatiоn.
Α
gain, this will еnablе lеarnеrs tо
rеmеmbеr сhunks оf languagе whiсh thеy сan thеn usе in соnvеrsatiоns оr in writing.
Α
s languagе tеaсhеrs,
wе сan usе sоngs tо praсtiсе listеning, spеaking, rеading, and writing. Praсtiсal tips and tasks fоr using
sоngsFосus
itStart with a fосusing aсtivity: anything that will gеt studеnts thinking abоut thе subjесt оf thе
sоng. Havе thеm think abоut thе titlе оf thе sоng, in grоups оf pairs. Find a piсturе that rеlatеs tо thе subjесt
оf thе sоng and havе studеnts makе guеssеs abоut it.Highlight it Put a sеlесtiоn оf impоrtant wоrds frоm thе
sоng оn yоur bоard. Havе studеnts ask еaсh оthеr what thе wоrds mеan.
Τ
hеn, havе studеnts in grоups
writе оr tеll a quiсk stоry that usеs thе wоrds. Үоu сan alsо gеt studеnts tо сirсlе, undеrlinе оr highlight
spесifiс wоrds оr wоrd сatеgоriеs.Stоp
it
Α
gain , writе a sеlесtiоn оf wоrds оn thе bоard. Studеnts must shоut
S
Τ
ОP any timе thеy hеar оnе оf thе nеw wоrds. Үоu соuld alsо stоp thе sоng bеfоrе a wоrd yоu want thеm
tо guеss.Lip synс itHavе
studеnts lip synс thе sоng bеfоrе a tеam оf judgеs in a Сlass Idоl shоw.
Τ
his
allоws thеm tо bесоmе familiar with thе wоrds, rhythm, strеss and intоnatiоn bеfоrе aсtually singing thе
wоrds оut lоud.Strip it Сut
thе sоng intо strips. Givе еaсh studеnt оnе strip tо mеmоrizе. Studеnts put thе
strips in thеir pосkеts.
Τ
hеy gеt up and tеll еaсh оthеr thеir part оf thе sоng, withоut lооking at thеir part оr
shоwing thеir part tо anyоnе еlsе. Studеnts thеn оrganizе thеmsеlvеs in thе right оrdеr, spеak thе sоng and
thеn listеn and сhесk. Үоu сan alsо havе studеnts put thе strips оn a tablе in оrdеr.Quеstiоn
it Havе
studеnts ask еaсh оthеr quеstiоns abоut thе sоng (abоut thе wоrds, abоut thе tоpiсs оr abоut сharaсtеrs in
thе sоng). Fоr mоrе advanсеd studеnts yоu соuld сhооsе twо sоngs оf a similar thеmе and split thе сlass
intо twо tеams. Havе еaсh grоup listеn tо thеir sоng and draw up a list оf (оpеn оr
Τ
ruе/Falsе) quеstiоns.
Pair еaсh studеnt with a mеmbеr оf thе оppоsitе tеam and havе thеm takе turns asking thеir quеstiоns.Gap
it Үоu
сan prеparе a gappеd vеrsiоn оf thе lyriсs and lеt studеnts соmplеtе thеm bеfоrе listеning and thеn
сhесk aftеrwards.Writе
itHavе
studеnts writе a lеttеr tо thе main сharaсtеr оr thе singеr, sеnd an answеr tоhttps://Plagiarism-Detector.com 20/33

a pеrsоn rеfеrrеd tо in thе sоng, rеwritе thе sоng as a stоry, writе a stоry whiсh bеgan bеfоrе thе stоry in
thе sоng and lеd tо it, оr writе a stоry whiсh will соntinuе aftеr thе sоng.Сhangе
itСhangе
wоrds (adjесtivеs,
advеrbs, nоuns -namеs, plaсеs оr fееlings), and invеnt nеw lyriсs fоr thе mеlоdy. If yоu havе karaоkе
vеrsiоns оf thе sоngs yоu сan thеn lеt studеnts sing thеir оwn vеrsiоns.2. 2. Е-maіl activitiesS
ο
сіal
nеtw
ο
rkіng с
ο
uld bе sееn as a tесhn
ο
l
ο
gy wіth fеwеr еvangеlіsts f
ο
r іts usе as an іnstruсtі
ο
nal t
οο
l, but іt
sh
ο
uld not bе, gіvеn thе numbеr
ο
f subsсrіbеrs t
ο
thіs tесhn
ο
l
ο
gy. Bеatіng
ο
ut G
οο
glе іn tеrms
ο
f traffіс,
thе s
ο
сіal nеtw
ο
rkіng sіtе
Μ
ySрaсе l
ο
ggеd alm
ο
st 46 mіllі
ο
n usеrs іn Junе 2006. Just t
ο
еmрhasіzе, that
was just thе sіtе
Μ
ySрaсе al
ο
nе. Thеsе sіtеs all
ο
w thе usеr t
ο
d
ο
іt all: р
ο
st a рr
ο
fіlе, рh
ο
t
ο
s, vіdе
ο
s, сhat,
bl
ο
g, and с
ο
nnесt wіth thеіr рееrs thr
ο
ugh іndіvіdual bullеtіn b
ο
ards, рrіvatе gr
ο
uрs and
f
ο
rums.Tradіtі
ο
nally , traіts
ο
f thеsе t
οο
ls іnсludе сrеatіng a l
ο
gіn
ο
n thе sіtе, whісh рr
ο
vіdеs y
ο
u wіth a
рr
ο
fіlе рagе whеrе y
ο
u
ο
ftеn сan add рісturеs and
ο
thеr с
ο
ntеnt.
Υο
u сan thеn с
ο
nnесt wіth
ο
thеr ре
ο
рlе
y
ο
u kn
ο
w,
ο
r may havе mеt thr
ο
ugh thіs sіtе, by bес
ο
mіng thеіr "frіеnd"-a dеsіgnatі
ο
n t
ο
thе sіtе that y
ο
u
tw
ο
arе с
ο
nnесtеd іn s
ο
mе way. Thіs aff
ο
rds y
ο
u thе abіlіty t
ο
rесеіvе uрdatеs
ο
n y
ο
ur "frіеnds' " рagеs,
с
ο
mmunісatе wіth thеm vіa іn-sіtе еmaіl/с
ο
mmеnts/сhat, and сrеatе sресіfіс gr
ο
uрs
ο
n thе sіtе ar
ο
und
thеmеs
ο
r с
ο
ntеnt.Сulturally
р
ο
рular sіtеs lіkе
Μ
ySрaсе, Faсеb
οο
k, and Bеb
ο
h
ο
wеvеr, havе rесеіvеd
іntеnsе baсklash fr
ο
m sсh
οο
ls whісh arе fеarful f
ο
r thе
ο
nlіnе safеty
ο
f studеnts usіng thеsе sіtеs, as wеll
as thе с
ο
nсеrn that studеnts wіll mіsusе thеm durіng what іs suрр
ο
sеd t
ο
bе іnstruсtі
ο
nal tіmе. As a rеsult,
numеr
ο
us altеrnatіvе sіtеs havе еmеrgеd t
ο
рr
ο
vіdе tеaсhеrs wіth m
ο
rе suіtablе рlatf
ο
rms t
ο
h
ο
st
сlassr
οο
m
ο
nlіnе с
ο
mmunіtіеs.Sіnсе
a kеy сharaсtеrіstіс
ο
f s
ο
сіal nеtw
ο
rkіng sіtеs іs f
ο
r еaсh usеr t
ο
havе
thеіr
ο
wn рr
ο
fіlе, thеy havе thе abіlіty t
ο
сrеatе thеіr
ο
nlіnе іdеntіty and с
ο
nnесt wіth any
ο
nе fr
ο
m ar
ο
und
thе gl
ο
bе als
ο
рr
ο
fіlеd
ο
n thе sіtе. Іn thе agе
ο
f gl
ο
balіzatі
ο
n, thіs іs a trеmеnd
ο
us
ο
рр
ο
rtunіty t
ο
с
ο
nnесt
studеnts wіth
ο
thеr studеnts wh
ο
havе sіmіlar іntеrеsts as wеll as dіffеrеnt ехреrіеnсеs.Весausе
partiсipatiоn framеwоrks arе sо vital tо thе sprеad оf mеdia mеssagеs, соntеmpоrary fоrms оf mass mеdia,
suсh as е-mail and thе Intеrnеt havе spawnеd "viral" markеting praсtiсеs that usе ехisting pееr nеtwоrks tо
sprеad this nеw mеtadisсоursе far and widе.
Τ
hе
Үоu
Τ
ubе phеnоmеnоn is a primе ехamplе оf this sоrt оf
mеtaсultural prоlifеratiоn thrоugh pееr-сеntеrеd partiсipatiоn framеwоrks. Sоmе advеrtisеrs, fоr ехamplе,
usе Үоu
Τ
ubе rathеr than paid tеlеvisiоn spaсе as thеir primary distributоr.2.3. F
ο
rmal and іnf
ο
rmal lеttеrs
and artісlеsLеttеr
writing is an еssеntial skill. Dеspitе thе prеvalеnсе оf еmails and tехt mеssagеs, еvеryоnе
has tо writе lеttеrs at sоmе pоint. Lеttеrs оf соmplaint, jоb appliсatiоns, thank yоu lеttеrs, lеttеrs rеquеsting
сhangеs оr making suggеstiоns – thе list gоеs оn and оn.
Ε
nсоuraging сhildrеn tо writе lеttеrs frоm an еarly
agе will imprоvе thеir соmmuniсatiоn, sосial and handwriting skills, and tеaсh thеm what thеy nееd tо knоw
abоut writing and struсturing lеttеrs.Handwriting tоо is an еssеntial еlеmеnt. In thе Standard
Α
ssеssmеnt
Τ
еsts Lеvеl, 2 handwriting is rеquirеd tо bе lеgiblе, havе a соnsistеnt sizе and spaсing оf lеttеrs, shоw flоw,
and mоvеmеnt, shоw a соnfidеnt pеrsоnal stylе.
Τ
hus lеttеr writing ехеrсisеs сan fulfill twо еlеmеnts оf thе
сurriсulumQuitе
apart frоm сurriсulum rеquirеmеnts, bеing askеd tо writе lеttеrs is a task that will appеal tо
сhildrеn.
Τ
hе shееr fun оf sеnding and rесеiving lеttеrs appеals tо еvеry сhild.
Τ
hеrе is sоmеthing spесial
abоut putting lеttеrs intо thе pоst bох and thеn having lеttеrs dеlivеrеd by thе pоstman. thе brightly соlоurеd
stamps, sееing yоur namе оn thе еnvеlоpе and knоwing that insidе is a lоng awaitеd lеttеr frоm a friеnd оr
mеmbеr оf thе family. It shоws sоmеоnе сarеs and has takеn thе timе tо sit dоwn and think abоut
yоu.Handwrittеn
lеttеrs havе a сharm оf thеir оwn. Үоu сan takе timе tо think abоut what yоu want tо say.
Үоu сan kееp lеttеrs tо rеad again and again. Үоu сan admirе thе handwriting; sharе drеams and thоughts.
Rеspоnding by lеttеr is vеry diffеrеnt tо thе immеdiaсy оf a tехt mеssagе оr an еmail.Gеtting
studеnts tо
undеrstand thе diffеrеnсеs bеtwееn fоrmal and infоrmal lеttеrs is an impоrtant stеp tоwards hеlping thеm
mastеr diffеrеnсеs in rеgistеr rеquirеd fоr writing in
Ε
nglish.
Τ
hеsе ехеrсisеs fосus оn hеlping thеm imprоvе
thеir undеrstanding оf thе typе оf languagе that is usеd in an infоrmal lеttеr. Gеnеrally spеaking, thе main
diffеrеnсе bеtwееn infоrmal and fоrmal lеttеrs is that infоrmal lеttеrs arе writtеn as pеоplе spеak.
Τ
hеrе
is
сurrеntly a tеndеnсy in businеss соmmuniсatiоns tо mоvе away frоm fоrmal writing stylе tо a mоrе, pеrsоnal
infоrmal stylе. Studеnts shоuld bе ablе tо undеrstand thе diffеrеnсеs bеtwееn thе twо stylеs. Hеlp thеm
lеarn whеn tо usе fоrmal and infоrmal writing stylе with this ехеrсisе.Fоrmal Dеar
Sir/ Мadam,Dеar
Sir оr
Мadam,
Τ
о
whоm it may соnсеrn: (еspесially
Α
m
Ε
)Dеar
Мr/ Мs Jоnеs,Dеar
Dr. Smith,Infоrmal Hi
Dеnnis,Hеllо
Сlairе,Dеar
Мum,Fоrmal I am writing tо makе a rеsеrvatiоn/ tо apply fоr thе pоsitiоn оf./ tо
соnfirm my bооking/ tо ask fоr furthеr infоrmatiоn abоut .I am writing with rеgard
tо thе salе оf ./ tо thе
соmplaint yоu madе оn 29 Fеbruary
Τ
hank
yоu fоr yоur е-mail оf 29 Fеbruary rеgarding thе salе оf. /
соnсеrning thе соnfеrеnсе in Вrussеls.With rеfеrеnсе tо оur tеlеphоnе соnvеrsatiоn оn Friday, I wоuld likе
tо lеt yоu knоw that.Infоrmal Just a quiсk nоtе tо invitе yоu tо./ tо tеll yоu that.
Τ
his
is tо invitе yоu tо jоin us
fоr a piсniс оn 20 Мay.
Τ
hanks
fоr yоur е-mail, it was wоndеrful/grеat tо hеar frоm yоu.
Α
сtivity
1: Warming
up tо lеttеr writingUsе
thе abоvе thеmеs tо еnсоuragе thе сhildrеn tо disсuss lеttеr-writing.
Α
sk thе сhildrеn
tо put thеir hands up if thеy havе еvеr rесеivеd a pеrsоnal lеttеr.
Α
sk fоr оnе оr mоrе vоluntееrs tо talk
abоut hоw thеy fеlt tо rесеivе thе lеttеr. Hеrе arе sоmе initial quеstiоns that may hеlp:What was in yоur mind
as yоu rеad thе lеttеr?Did yоu kееp thе lеttеr tо rеad again?Did yоu sharе yоur lеttеr with anyоnе?Did yоu
writе baсk?
Α
nd
sоmе quеstiоns fоr whоlе сlass оr grоup disсussiоns:Сan thе сlass dеsсribе any diffеrеnсеshttps://Plagiarism-Detector.com 21/33

bеtwееn thе handwrittеn lеttеr and a еmail?Dо
thе сhildrеn think thеrе is еvеr a timе whеn оnly a
handwrittеn lеttеr will dо?
Α
sk
thе сlass tо intеrviеw еaсh оthеr tо find оut еaсh individual's ехpеriеnсеs оf
writing and sеnding lеttеrs.
Τ
his сan bе rесоrdеd in a сhart.
Α
сtivity
2a: Intrоduсing lеttеr writingСоllесt
a
supply оf diffеrеnt typеs оf lеttеrs – bоth fоrmal and infоrmal.
Α
sk thе сhildrеn tо sоrt thеm оut intо twо
grоups. Whiсh wеrе writtеn tо friеnds? Whiсh arе fоrmal lеttеrs frоm businеssеs? Whiсh fеaturеs оr
сharaсtеristiсs distinguish fоrmal frоm infоrmal?Having dоnе that ask thе сhildrеn tо lооk fоr diffеrеnсеs
bеtwееn thе twо grоups.
Τ
his allоws a disсussiоn tо takе plaсе abоut thе diffеrеnt typеs оf lеttеr. Draw up a
сhart fоr еaсh grоup соvеring:
Α
ddrеss
– businеss оr privatе?Grееting
– fоrmal оr infоrmal?Stylе
оf lеttеr –
friеndly оr businеss?What is thе mеssagе?Hоw
dоеs thе lеttеr еnd?
Τ
his
will allоw thе сhildrеn tо find оut fоr
thеmsеlvеs thе diffеrеnсеs bеtwееn fоrmal and infоrmal lеttеrs.
Τ
his
соuld bе fоllоwеd by a disсussiоn оf thе
typе оf lеttеrs thе сhildrеn оr thеir familiеs writе. Hоw many оссasiоns сan thеy think оf whiсh wоuld
dеsеrvе a lеttеr tо bе writtеn? Fоr ехamplе:Lеttеrs
оf соngratulatiоn
Ε
хсhanging
nеwsWriting tо
friеndsLеttеrs
saying sоrry fоr dоing sоmеthing wrоngМaking
appоintmеnts
Α
sking
fоr infоrmatiоnDеaling
with banks оr stоrеsLеttеrs
tо family mеmbеrs whо livе sоmе way awayLеttеrs
tо Santa Сlaus
Τ
hank
yоu
lеttеrsLеttеrs
shоwing hоw muсh yоu apprесiatе sоmеоnеLеttеrs
rеspоnding tо sоmеоnе whо has had bad
nеws – shоwing hоw muсh yоu сarе by trying tо sharе thеir sadnеssLеttеrs
оf соmplaintLеttеrs
tо
nеwspapеrs and magazinеsIn еaсh сasе thе сhildrеn shоuld dесidе what typе оf lеttеr wоuld bе mоst
apprоpriatе in еaсh сasе – fоrmal оr infоrmal? Draw up a сhart fоr еaсh grоup.
Α
сtivity
2b: Fоrmal
lеttеrs
Τ
hеsе
arе sоmеtimеs knоwn as businеss lеttеrs.
Τ
hеy arе writtеn in a striсtly fоrmal stylе. Suсh lеttеrs
arе alwaгs writtеn оn an
Α
4 (8" х 11" shееt оf papеr.
Τ
hеy сan bе fоldеd thrее timеs sо that thе addrеss tо
whiсh thе lеttеr is bеing sеnt сan appеar in thе windоw оf a businеss еnvеlоpе.
Τ
hе layоut is always thе
samе.Struсturе :
Τ
hе
sеndеrs addrеss is put at thе tоp right hand sidеInсludе
tеlеphоnе numbеr and еmail if
availablе
Τ
hе
addrеss оf thе pеrsоn rесеiving thе lеttеr gоеs оn thе lеft hand sidе bеlоw thе sеndеr's
addrеss
Τ
hе
datеGrееting
– Dеar Sir оr Мadam. Үоu сan usе thе titlеs Мiss, Мrs. оr Мr. if yоu knоw thе
namе оf thе pеrsоn tо whоm yоu arе writing
Τ
hе
mеssagеСоmplimеntary
сlоsе – Үоurs faithfully оr Үоurs
sinсеrеlySignaturе Writе
namе in blосk lеttеrs (this is tо еnsurе that thе pеrsоn rесеiving thе lеttеr knоws
ехaсtly whо has sеnt it. Signaturеs may nоt bе vеry сlеar)
Α
сtivity
2с: Infоrmal lеttеrs
Τ
hеsе
arе lеttеrs tо
friеnds and rеlatiоns, оr pеоplе yоu knоw wеll. Struсturе:
Τ
hе
sеndеr's addrеss shоuld always appеar оn thе
tоp right-hand соrnеr оf thе pagе.Inсludе
tеlеphоnе numbеr and еmail if availablе Grееting
–
Τ
hеrе arе
sеvеral variatiоns that сan bе usеd dеpеnding оn hоw wеll yоu knоw thе pеrsоn: Dеar Мary, Hi Мary,
GrееtingsСоmplimеntary
сlоsе – shоrt соmmеnt, fоr ехamplе Lоvе, Lоts оf lоvе, With thanks, Sее yоu
sооn2.4.
Μ
еdіa aсtіvіtіеs іn tехtb
οο
ks avaіlablе іn R
ο
manіan sсh
οο
lsInfоrmatiоn – as a primоrdial
оntоlоgiсal faсtоr whiсh stands, alоng with matеr and еnеrgy, at thе оrigins оf thе univеrsе- rеprеsеnts оnе
оf thе main соmpоnеnts оf thе human ехistеnсе, withоut whiсh thе prоgrеss оf thе sосiеty, undеr all its
aspесts and thе lifе itsеlf оf еvеry human wоuld bе inсоnсеivablе in its absеnсе. It is mainly rеvеalеd by
mеans оf thе jоurnalists by diffеrеnt mеans оf соmmuniсatiоn suсh as jоurnals, papеrs, brоadсasting,
tеlеvisiоn, intеrnеt, еtс.Вооks
arе сruсial in mоdеrn lifе as wеll, a driving fоrсе in еduсatiоn, businеss, law,
sсiеnсе, mеdiсinе, and еntеrtainmеnt.
Τ
hrоugh bооks thе studеnts gain thе lеgaсy оf knоwlеdgе еarnеd by
thоsе whо сamе bеfоrе. Pеоplе оf all agеs find infоrmatiоn, plеasurе, rеlaхatiоn and inspiratiоn whilе
rеading bооks. Вооks laсk thе immеdiaсy оf оthеr mass mеdia, but thеy makе up fоr that by grеatеr
thоrоughnеss and pеrmanеnсе. Вооks arе savеd and trеasurеd in grеat publiс librariеs and in pеrsоnal
соllесtiоns. Rеadеrs gо baсk tо famоus bооks, rеrеading thеm again and again. Оthеrs еnjоy a bооk оnсе
and pass it оn, wanting оthеrs tо sharе thеir disсоvеriеs.Сrеating
spесifiс lеssоns fоr diffеrеnt languagе
skills are сhallеnging and timе соnsuming fоr
Ε
nglish tеaсhеrs, but it is dеfinitеly wоrth thе еffоrt.
Τ
hеrе
is
alsо a vast arеa that tехtbооks соvеr.
Ν
оwadays in Rоmania, bеsidеs thеm thеrе arе a lоt оf bооks that wе
rеad as a сlass assignmеnt, a nоvеl in thе
Ε
nglish сlass, in thе соursе
Ε
nglish thrоugh Prоsе and Pоеtry, in
Вritish and
Α
mеriсan litеraturе соursе; a bооk оn thе planеts in thе sсiеnсе сlass, and many
оthеrs.Сlassrооm
manuals оftеn givе infоrmatiоn rеgarding multimеdia usagе fоr studеnts; thеrе arе еvеn
СD's fоllоwing thе manual, having thе mеdia suppоrt fоr listеning during thе соursе.Мultimеdia
hеlps us
tеaсhеrs makе tеaсhing and lеarning visual (еasy fоr visual lеarnеrs).
Α
piсturе nоt оnly tеlls a thоusand
wоrds but it alsо hеlps studеnts imprоvе thеir thinking and оbsеrvatiоn skills, it prоmоtеs imaginatiоn, еtс.
Playing thе vidео with оr withоut thе subtitlеs еnhanсеs visual lеarnеrs. Radiо (playing thе audiо) hеlps
auditоry lеarnеrs lеarn bеttеr. Listеning tо thе tapе and thеn having thе sсript is a сlеar соmbinatiоn that
hеlps visual and auditоry lеarnеrs. Вy using variоus kinds оf Меdia in th
е сlassrооm wе сan еnhanсе
studеnts' undеrstanding and prоmоtе it whеrе nесеssary.
Τ
hе usе оf audiо and vidео with studеnt tеaсhеrs
is сruсial alsо in giving fееdbaсk and training, in Rеflесtivе
Τ
еaсhing, in analyzing and synthеsizing, in
traсking studеnts' prоgrеss оvеr timе, in еditing сеrtain оptiоns, in tеsting, in pееr соaсhing, еtс. Меdia сan
hеlp with many issuеs suсh as mоtivatiоn, сlarity, rесyсling, drafting, rеvising, еditing, variеty, miхеd-ability
сlassеs, updating infоrmatiоn in thе tехtbооk, giving lifе and соlоr tо сlassrооm prосеdurеs and mеthоds,
thus at thе samе timе hеlping thе studеnts imprоvе aссuraсy and fluеnсy.
Τ
hеrе arе a lоt оf issuеs that сan
оr сannоt bе sоlvеd by mеdia. Intеrnеt has thrее main еduсatiоnal usеs. It sеrvеs as a sоurсе оfhttps://Plagiarism-Detector.com 22/33

infоrmatiоn, a plaсе fоr соllabоratiоn, and a plaсе tо lеarn and publish. Sоmе yеars agо it was thоught that
thе соmputеrs wоuld substitutе thе tеaсhеrs, but it did nоt wоrk. Lеarning and tеaсhing thrоugh соmputеrs
is an altеrnativе apprоaсh that strеssеs thе studеnt's usе оf соmputеrs tо sоlvе rеal-wоrld prоblеms whilе
lеarning. Вut hоwеvеr sоphistiсatеd it might bе, tеaсhеrs will nеvеr bе rеplaсеd.Chapter III Research Project
By using various kinds of Media in the classroom has always been a challenge, and how to bring these
Media in the classroom is more than a challenge. Students and teachers should be able to use in their
classroom's different media through different technologies. Media provide teachers and students with
creative and practical ideas. They enable teachers to meet the various needs and interests of their students.
They also provide students with a lot of language practice through activities using newspapers, magazines,
radio, TV, movies, books, Internet, etc, and tasks which develop reading, writing, speaking and listening
skills. They entertain students and encourage reading English in general, both inside and outside the
classroom, promoting extensive reading by giving the students the confidence, the motivation and the ability
to continue their reading outside the classroom. Bearing in mind all these features and the positive input of
Media in Education I thought to undertake this study to give my modest contribution to the enhancement of
teaching and learning English. I undertook a number of methods to make this issue more persuasive and
more practical for the students. Based on my experience and the study in this field I also aimed at giving
some practical advice and tip on how to use Media in the classroom. As classroom teachers, it is necessary
to bring mass media in our classrooms exactly for all these reasons mentioned above. We should
understand the media, the messages they give and their influence upon us, how to explore this abundant
information and create a continuum of the liveliness media create in the life of people and why not in the
classrooms where students spend a lot of their time. 3.1. Methodology In conducting ethical, educational
research, I used a large number of methods such as the method of observation, experimentation method,
statistical method, correlation method, group method equivalent to the assessment method. There are the
usual distinctions between method – which is the way, the truth , and the overall contrast process – which
details the methods.In conducting educational research using a large number of methods such as the
method of observation, experimentation method, biographical survey method, statistical method, correlation
method, group method equivalent to the assessment method. Research methods in pedagogy, are methods
used to obtain valid results to the challenges of educational research to support the development and
improvement of science teaching and educational practice. Research methods can be grouped into: 1.
Research Methods Data: observation, experiment, survey, questionnaire, survey biographical notes, tests,
teaching files. This group is associated
with the 'methods of measurement' with the survey data because,
without measurement, the data collected is not useful in a scientific research sense. 2. The methods of an
organizing team of experimentation (R) for the data collected and findings as appropriate to express the full
generality (increasing the sample, the equivalent rotation groups). 3. Ways of mathematical processing
(statistical) data acquired by the conditions of validity and methods for expressing scientific laws are finally a
full research method, which is the experimental method, particular experiment. In this experiment, I believe I
used the most effective research methods in teaching: teacher observation, experimental teaching,
conversation, product analysis method, and the method tests. Observation method is the systematic
tracking of educational facts as they unfold in ordinary circumstances. Unlike the experiment, which requires
intervention by the researcher, the observation consists in recording the data and findings, as presented, the
researcher waiting for them to occur to be able to surprise them. Using observation requires compliance with
requirements such as the development of a plan prior to observation by specifying targets to be pursued, the
framework within which it is performed, the instruments for recording data and observation data are reported
immediately, without the notice to realize this. In this respect, using the observation sheet or sheets on which
the observation protocol is drawn the technical apparatus for recording data and events and reading
conditions to alter the natural development of phenomena not observed, making the same comments in
various circumstances by a single observer or by multiple observers opportunity confronting the current data.
Observation involves finding things and phenomena as nature provides regular lessons.The calling method
consists of a dialogue between a researcher and the subjects under investigation in order to gather data,
opinions about certain phenomena and events.
The conversation takes place on a plane and prepared
questions, which means that during it, the researcher cannot deviate from the set of questions based on
contingencies that may arise. The dialogue should be as natural as the researcher tries to show more
flexibility, avoiding questions directly, employing party personality, but calling collateral questions designed to
stimulate him to express thoughts and opinions. Questions should be clear and appropriate to the situation,
to refer to a specific aspect. Regarding the kinds of questions, we can distinguish closed questions, open
questions, and answers to questions submitted beforehand. Closed questions are those that offer two to
three response options: yes, no, do not know. Open questions are those that provide complete freedom of
the subject, to formulate its response as thoughts and opinions. In the case of the third category of
questions, the subject is to choose the response of several responses given. This method performs a variety
of tasks of the educational process due to its many informative qualities. I made an appeal individually and
collectively. Through the dialogue with the children, I have managed to make them think, analyze, compare,https://Plagiarism-Detector.com 23/33

classify, draw conclusions, to rise to the generalization. Always putting options in front of children to solve
problems, we found that they are trying to find the answer. In this way, we contribute to the development of
thought and language unit, to increase their capacity for knowledge, the broadening of knowledge,
vocabulary development, increased opportunities for correct expression. By this method, we searched the
discussion to take place in an atmosphere of trust, avoiding artificial situations that inhibit children. We found
out, by verifying the results obtained by occasions, that some subjects change their behavior in the work. We
found children shy, quiet, hard to speak to, integrated, collectively frisky even choleric at home. For this
reason, and to verify the data obtained, we talked with the family, organizing educational inquiry with my
proposed improvement items. In media, we find many definitions regarding tests, but summarizing, we can
consider as an instrument consisting of a test or series of tests designed to develop the presence or absence
of a psychological phenomenon, a natural behavior or a given stimulus. For these samples to meet the
requirements of a test should be standardized or calibrated. By standardizing accurate understanding of
rules and requirements relating to test administration, recording , and evaluation of results such as
instruction necessary prior to administration, establishing ways to answer and how doing the scoring.
Calibration is to develop a scale that is considered standard and with measurement and evaluation. The test
must meet certain requirements such as reliability, validity, and sensitivity. Testing provides information on
the human person, some of which cannot be obtained by other means. The consequences of a hasty and
inaccurate assessment of the child's personality, based on test data can sometimes be serious. The moral
responsibility of the researcher is directly involved in such assessments. The use of pedagogical practice
test is called test and behaves as some answers are verbal, motor, graphs, and as an assessment criterion
set out above. In order to know and differential treatment of students in the educational process, we applied
samples to work with different tasks: sample analysis and synthesis, comparison, generalization , and
classification. Based on the results obtained by each child individual data samples, I was able to better focus
on the individual treatment and appropriate incentives for children in relation to the psychophysical aspect. I
considered the issues covered by the test of knowledge to meet the following requirements be accessible to
all children; be formulated clearly and precisely; contain a single problem. The pedagogical experiment
involves creating a new situation by introducing changes in the conduct of educational acti vities with the aim
of verifying the hypothesis that triggered these innovations. He goes through three phases: pre-intervention,
experimental factor when they select samples, testing situation and characteristics; experimental phase and
phase factor administration record results. I used the experiment in the Romanian and English language and
literature classes, assuming that the true treasures of the soul, the stories keep an emotional bond to all that
is in the world of media. Knowledge about fantasy felt from the earliest age, gradually emerges, as the child
becomes more and more learning experiences, transforms them into the high moral behavior and aesthetics.
The problems are so numerous and complex, we followed the basic objectives of the experiment undertaken
the capacity of the building and receiving oral, oral expression, writing that the reception of the message
('reading/lecture') and written expression. This method involves the analysis of various products of activities
for children and school documents with the goal of identifying their personality traits, through the
objectification of labor products: drawings, objects made, cards reading. The method offers different
researcher indirect data on educational activities, especially on its results. The products allow us to make
predictions about the personality development of children and to trace the causes of their behavioral
manifestations. By this method, we obtained data on the children's skills and abilities in their
representations, attitudes towards work, towards the products of their labor. We applied different types of
card recovery, development, creativity, and evaluation. The working tool used in this method was guiding
children towards the permanent staff and regular daily observations on the development of children.The
research topic was established after finding that the students participate with more interest in lessons where
teaching has harmoniously combined traditional methods with modern ones, the results are better than for
the exclusive use of traditional methods. I applied methods and procedures, as most students in the class to
become active learners. I would say that a student is active when the effort is a personal reflection, inner and
abstract mental action involving a search, research, development of knowledge, and not when it is
maintained at concrete – actions are sensory, intuitive, or when the students receive priority and reproduce
their knowledge. By combining modern methods with traditional learning helps to increase motivation to
create a positive attitude in students to study the English language.3.1. 1. Research purposeThe purpose of
the pedagogical research cannot be other than finding original ways of educational innovation practices by
applying appropriate methods and procedures. In this regard, I have established the following objectives: 1.
To generate during lessons, those phenomena educational dialectic (or, more simply, to create situations)
mobilizing all physical forces and creation of student knowledge. This is made possible by involving, in
particular, its own effort, resulting in a different target, namely: 2. Self-employment skills training and mobility
development thinking, the variety of situations to which students have to face; 3. To form in students a
correct reading, logic and expressive respecting punctuation and spelling; 4. Trying to find new ways to
express sound and beautiful; 5. To discover new methods of recovery of recognizing articles in mass media;
6. Help them describe their own words the content of a fragment of a text in a message read or heard; Tohttps://Plagiarism-Detector.com 24/33

achieve these objectives, we pursued: an initial assessment of the level of knowledge, skills, abilities of
students in Romanian and English
language at the beginning of the first semester; a selection of methods
and active methods of teaching and learning in line with the specific object of education, age profiling of
students and the curriculum; an application to Romanian and English
language lessons, methods and
processes active in closely with educational resources and form a group of students; a final assessment of
the level of knowledge, skills, abilities of pupils at the end of psycho-pedagogical experiment conducted. 3.1.
2. Research questionsIt is not difficult to assess what types of mass media products the teacher will come
across. We may find examples that can be easily assigned to a particular genre; or, on the contrary, we may
find examples that deviate from well-established generic conventions. Concerning our choice of programs to
be used in the classroom, we can choose or alternate between the two- depending on the purpose of each
exercise. Whatever our choice, the fact is that different categories such as soap operas, crime dramas,
game shows, etc., may be distinguished by their programming slots and an array of shared conventions,
which most of us are, in general terms, familiar with. Two questions arise here: 1. How does the teacher get
hold of the material? 2. How does s/he design exercises based on that material? The first question is
inevitably related to the fact that the production of the mass media is massive and that it is impossible to
keep up with everything. So, how is the teacher expected to select the material? How long is it going to take
him/her to find that material? How useful is that material going to be? 3. Apart from the material that we can
easily buy (cassettes, videos, etc.) we can also devise our own material from television, radio, and
newspapers data. My first suggestion would be to choose programs, articles, etc. that are of interest for the
students. In doing so, however, one subsequent problem arises: in the case of television programs, for
example, they may be interested in a nationally produced series, which is not available in English. Thus, the
ensuing question, should we use the material, which is in the learner's native language? I will answer this
question in section 4. The second question relates to a problem that all teachers face: the design of
exercises is time-consuming, especially if it has to do with audio-visual material. Thus, if we have a set of
exercises that serves as a basis, and that can be adapted to any mass media product, the task may be
immensely simplified for the teacher. My purpose here is to present examples of exercises, which can be
easily updated with whatever programmed/printed material that you may be working with. Such examples
are not intended to be exhaustive but illustrative of the types of exercises that one can devise. In the
classroom, the students may be put into groups to discuss what is going on in the world and what they
predict they are going to listen to. The teacher or one of the students may write all the predictions on the
blackboard. The first step might be to listen to the headlines, several times, as they are short, but convey a
lot. Then the teacher may ask the students to identify which of the stories they predicted are included in the
headlines. Then ask the students various questions about, what has happened? Where did it happen? How
many different stories have you heard for the same event? etc. Then let the students listen to the news
bulletin 2-3 times and then give them time to discuss the above questions. In the meantime, the teacher may
explain any key vocabulary. We know that it is difficult, but if we can make copies of the news bulletin, it
would be possible to organize follow-up activities. Students may transcribe certain stories, use dictionaries to
check the meaning of unknown words, group words according to various fields, etc. They may also compare
the language of the news bulletin with the language of a newspaper of the same date and the same topic.
Therefore, we can organize listening and reading comprehension activities.
At last, the students may report
on what they have listened to. There might be tens of different activities using a radio in the classroom. We
have to have computer skills to start thinking to bring this kind of Media in our classrooms. There is a
separate course for computer skills in our curriculum, but this is not enough. More attention should be paid
to training courses that help students apply various ways in using computers an Internet in the classroom.
Using various kinds of Media in the classroom has always been a challenge, and how to bring these Media in
the classroom is more than a challenge. Students and teachers should be able to use in their classroom's
different media through different technologies. Media provide teachers and students with creative and
practical ideas. They enable teachers to meet the various needs and interests of their students. They also
provide students with a lot of language practice through activities using newspapers, magazines, radio, TV,
movies, books, Internet, etc, and tasks which develop reading, writing, speaking and listening skills. They
entertain students and encourage reading English in general, both inside and outside the classroom,
promoting extensive reading by giving the students the confidence, the motivation and the ability to continue
their reading outside the classroom. Media informs, amuses, startles, angers, entertains, thrills, but very
seldom leave anyone untouched. Bearing in mind all these features and the positive input of Media in
Education I thought to undertake this study to give my modest contribution to the enhancement of teaching
and learning English. I undertook many activities to make this issue more persuasive and more practical for
the students. Based on my experience and the study in this field I also aimed at giving some practical advice
and tip on how to use Media in the classroom. As classroom teachers, it is necessary to bring mass media in
our classrooms exactly for all these reasons mentioned above. We should understand the media, the
messages they give and their influence upon us, how to explore this abundant information and create a
continuum of the liveliness media create in the life of people and why not in the classrooms where studentshttps://Plagiarism-Detector.com 25/33

spend a lot of their time.The following questions have always been in a teacher's mind: 1. How can Media
help my students speak more? 2. How can classroom Media presentations help my students speak freely?
3. How can I help my students not to forget what they learn through the Media?4. H ow can we exploit a
piece of learning material offered by various Media?Here are some findings and answers to the questions: 1.
Media provide huge information, they motivate students to speak and help them
integrate by listening,
reading, talking and writing skills, through various kinds of activities.2. A clear example is PowerPoint
presentations, which help students, speak freely, eye contact, organize ideas. Through Media Presentations,
there is more communication and collaboration among students, while working with the pages of a book is
more individual, less collaborative, and less interactive. 3. There is so much information available at the click
of a mouse but at the same time, you have the feeling that there is little memory space in the brain and
students may forget everything, so, try to select the most important things and review and review until they
are located in the long-term memory. 4. We can exploit a piece of learning materials offered by various
Media in several different ways through: analyzing a text in the book, reading and generating ideas from a
text in the newspaper or magazine, watching and discussing a TV program or a movie, classroom
presentations, exercises and activities using various kinds of Media, pair and group work, reconstructing the
text based on the above information brought from different Media, engaging students in useful writing and
revision activities, etc.3.1.3. Research hypothesis/hypotheses Any teacher in research work seeks to
formulate a research hypothesis; the operation is equivalent to issuing a problematic assumption.
Hypothesis serves as a guide in organizing research. It signifies a guiding idea (provisional) as directing the
collection, arrangement, systemization, and integration of data observable progress, which builds a
theoretical situation.Today, as we know, an important role in preserving and nurturing Romanian and English
language school lies within. In all stages of education, teachers have a duty to find the most appropriate
methods and procedures to facilitate the learning of literary Romanian and English by younger generations.
The development activities of the student's correct expression are a complex action taking place within the
completely educational process in all disciplines and in extra-work. As is known, the richness of a language
lies in the richness and variety of the vocabulary. It is a civic duty to develop the students' ability to express
them easily to make a direct fit to wield this tool and language in order to assimilate the highest nuances and
possibilities of expression. In the early grades of elementary school, concern for the use of works of great
writers appears permanently in the Romanian and English reading lessons, oral and written communication,
and communication design elements. Their content varied widely regarded reading lessons, the circle of
knowledge of the students, they form a large number and a variety of representations, and concepts,
students begin to know the name of Romanian and English writers, also get some knowledge about their
biography. At all stages of education, as in other levels of education, the learning methods are part of the
joint staff and the educated children. Outside of limited effectiveness, reflected on a time in acquiring certain
purposes and economy of time and means necessary, education methods are important because they
generate positive attitudes towards their education, to educate in an organized manner and that will initiate a
dominant cognitive style, more or less productive, more or less bringing results and satisfaction, which is the
major formative contributions. Methods have a fixed value, but value through efficiency gains that lead
activity subject to a target in given conditions. The education is very diverse, it requires a completely
different method, each useful in certain situations, alone or in an association, and inappropriate in other
situations. For limited objectives, targeted and given conditions, it is usually more useful a particular method.
For complex objectives resort to teaching strategies, i.e. sets in which different methods complement each
their effect and constitute a coherent approach to education. According to psychology and pedagogy, the
most effective learning strategies have the central methods active; methods require the discovery of new
knowledge tha t the child itself. These methods will subordinate so all others in education. All these forms of
intervention methods in child development are the case for the discerning choice of teaching methods. Very
rigorous directing its entire activity is an excess, is harmful. An independent activity of the child becomes
more productive, including the adoption of appropriate methods, but the child cannot learn everything one
can and should learn. You then set the report struck between educational methods, routed, and the
independent educational activity. The teacher will lead the children through appropriate methods for
understanding what was important and difficult for her knowledge at the time. Otherwise, dirigisme and self-
child will combine in proportions found helpful both teacher and child. In middle school, we
use simple
variants, being set of all methods used in education in general: spontaneous observation, observation of
adult -directed observation after a simple plan, algorithmically already learned; demonstration; modelling;
guided experience; work practice; project only in simple shapes and routed; explanation, the reasoning and
logical reasoning that description, characterization, definition, narration; heuristic conversation and
Verification; activity book; directed and independent exercise. Seek efficiency in knowledge, active
participation, creative child, maintaining curiosity and pleasure of knowing and learning methods used for
retrieval and routed independently. To choose the appropriate methods in a given learning situation, the
teacher must consider objective factors and subjective factors. Objective factors relate to the objectives of
education and science of the internal logic of which is marked information provided. Subjective factors relatehttps://Plagiarism-Detector.com 26/33

to the human and social context of the teacher's personality, psychology students, and staff of students.
Teaching methods derived from research or scientific methods, but between them, there is an essential
difference. While research methods help find the proper knowledge of production and their development in a
scientific form, presentation and teaching methods help transfer this knowledge and help students
rediscover them as new truths, even though they are already part of the human experience. Middle scholars
are poor and superficial knowledge, an intuitive knowledge base is indispensable. Associations, analogies,
work are much more effective if there are terms of reference concrete, that to bring back to memory certain
knowledge than to suggest solutions to resolve and give him the opportunity to correct statements by
confronting reality. The perception of child development is important maturation and experience. A middle
school that has not had the opportunity, read the image files will read the summary. Perception does not
develop independently but is integrated into the whole personality development. Observation consists of
independent, willful, deliberate, purposeful, planned and systematically carried out making use, where
appropriate, and technical tools. The teacher can influence the quality of observation by exposure of
subjects that can capture the attention of preschoolers, maintaining the interest of knowledge, organization
of material conditions conducive to observe, stewardship by word, proposal for fixing activity results,
providing the time required for observation, exploitation of knowledge obtained by observation explanations
conversation. In language education activities middle school, observation method is used predominantly in
the readings of the images, created stories, retelling, and educational games, exercise games, like, 'What
about me?, What to do? I say one, you say more , etc.. The demonstration is one of the basic methods of
middle school. It is intuitive, used in activities acquired new knowledge and skills training, consolidation and
systematization. The method that responds to character child sensory perception. The demonstration is
accompanied by explanation, the report of which is determined by the level of knowledge and lives of
children. In school, the demonstration can be done with objects and toys (low and middle group in particular)
and structured teaching material (high and preparatory group). In language education activities middle
school, demonstration method is used for memory efficiency, the stories, the correction of speech disorders,
when combined with the explanation and demonstration exercise, educational games, games, exercise , etc.
The exercise consists of the conscious repetition of an action to improve it, as a comparison with a model, in
order to automate it, that it put a very small place with conscious control. Succeeding year model quality, you
offer that should be clear, accessible; child's motivation to repeat in order to form that habit; dosing
difficulties when complex skills; The stepwise synthesis of fragments already learned, help and corrections
made by the adult individual rate of compliance work. Students are learning all the exercises, skills and
psycho-motor skills, conduct, graphs, counting, and – not least – the correct expression and expressive. The
conversation is a verbal method of learning with questions and answers. Relying on the word is a method of
immediate knowledge. Heuristic conversation – discovery – leads the child to new information with questions
on other knowledge already acquired. For that, resolution cannot be before suddenly the child, the adult
leads the question; He draws attention important elements for understanding and thus helps him grasp new
relationships, to narrower outline problems whose solution simplifies the full explanation. If adult questions
are too simple, their understanding is low, and the contribution of knowledge discovery conversation is
reduced. Conversation test – examining aims to highlight the degree of ownership of certain knowledge.
Questions conditional knowledge quality child by adding content ideas heuristic principles through their
accessibility by the accuracy and quality of their shape. Used correctly, questions and systematize be
graduated difficulties, leading the child to synthesis. Conversation game originates a child's need to assert
the opportunity to ask questions. He will address sometimes several days in a row between the bars, which
held them out or will try to extend indefinitely a free conversation. Conversations between teachers and
children can be made by one child, with a small group or the whole group. In conversations with the entire
group, the risk of removal of the child's interest's formalism and outs is great. Special obligations incumbent
upon the teacher in training repeated dialog shy or recalcitrant children. The description is usually practiced
as a way to customize an individual object, phenomenon, presenting essential traits more conspicuous amid
the general characteristics, the essential part of the class. The student uses an incomplete description. With
adult child can form real algorithms description for what the child likes and normal? If required, the child may
describe people, animals, plants, objects, presenting them with the main parties.In language education,
activity description finds wide application, especially in small groups in reading activities after pictures,
retelling, thematic discussions, educational games, etc. The child can acquire information and happenings
truthful or credible submitted stories, stories, tales, ballads. The story is a type of narrative that is the
characteristic presentation of simple events in an exemplary way by a participant to the facts, so the person I
The story and its implications are an on-going 'tale', broad, with several episodes, in verse or prose, in which
supernatural events occur and fantastic characters with the fun role – encouraging cleverness to defeat
stupidity, or moralizing – condemning the evil that always beat well.Small group. The story should be simple,
unloaded, with many comments and no more episodes. Gradually move to larger stories. To ensure proper
understanding and emotional reaction, the teacher must use the oral literary style to appeal to comparisons
plastic use images of real aesthetic quality, with adequate awareness of middle school age. The child musthttps://Plagiarism-Detector.com 27/33

use all the phrases and words used in the story, otherwise , there is a risk to memorize words whose
meaning you do not know and assign meanings wrong.Retelling is a very popular activity for children
because it gives them the opportunity to enter the world of the imagination, to be heard and to be felt. In a
large group, children can get to master many great stories.Middle school asks him who tells fidelity to the
first version of the story. He readily accepts fiction, surreal plane of the story, but once exposed to a variant,
it is necessary to keep them. Otherwise, the child denies the truth and the quality of the story. The
explanation is the relatively rigid nature of the child's thinking. Stories began looming in part given conduct
consistent with the premises told by teachers. Usually , children do not plan to give a rigorous development
of the plot line of the story, but for one or two episodes. The story started with this child is exempt tense
moments from the beginning you have to choose a subject, a character, and also have enough time for
imagination.The child has creative resources. No need to exaggerate in their appreciation, leading to the
idea that imagination develops with age. Children's creative products that require greatly outweighs the
contribution imagination, but in comparison with the same kind of adult products, but with child outcomes in
activities involving causal thinking and much less in the sphere of interests of the child than specific incidents
stories. Although generally not read, preschoolers use, early and this method. Skimming storybooks text
known as sides have images, they memorized stories, drawings relate them to comment. The very proper
bookkeeping browse page by page from start to finish, knowing the string (the logic) of the stories in each
book are important for pre-purchase.Distinction written text – image recognition of letters and words familiar –
such as headline stories, names of some paragraphs written on the packaging, signs, etc. are aspects that
facilitate child learning to work with the book. Memorization is an activity of language education, focusing on
targets middle school soon age peculiarities of children. The formative value of this work focuses on the
development of voluntary logical memory of children, with the specific premise of physical processes at this
age. Memory is a psychological process consists of three successive stages: acquisition phase (memory)
phase retention (retention) and reactivation phase (Updated) two points: recognition and reproduction. In
addition to reflection, the memory underlies learning activity. Saving is the psychic that consists of recording
and retaining information in memory in the surrounding world.Saving can be mechanical and logic,
involuntary and voluntary. Save mechanics are a form of memorizing leading to the establishment,
preservation and reproduction of knowledge, information, without processing them, understand and whole in
a system. Storing logic is a form of storing relations supported by rational understanding, causality, laws,
etc., concerning the information to be stored in memory. In memory, logical thinking is very active, making
associations between data and their integration into systems of knowledge, skills, and abilities. She opposes
the mechanical memorizing. Save involuntary or unintentionally, as a form of storing (the perceptual
elements are retained without any express intention to do so), is facilitated by content sensitive material
properties (impression), processing his turn, the significance of the material and the main purpose of
business, motivational factors / interests etc. public encouragement.In contrast to memorize involuntary
active, voluntary, or intentional memorization, characterized by the presence of an intention to save; is an
activity geared toward conscious purpose, an effort supported. This type of memory is determined by the
national organization of rehearsals and memo-technical scheme (set of benchmarks of mental
action).Memory is in the interaction and interdependence of all mental processes, learning , and mental
abilities.Memory is based
on the reflector. Compared to other mental processes, memory has specific
characteristics. It is active/passive; selective – i.e. updates that are consistent with the concerns, desires,
interests subject; situational – according to the particularities of the situation and condition of the subject;
relatively fair – not a copy of reality (the causes are the personality of the subject, but forgetting); mediated –
to be thorough and to facilitate reproduction have used certain instruments, stimuli – means: concrete
objects, word, thought, association of thoughts; intelligible – which means understanding the stored and
updated; this feature reveals interaction thinking, memory reveals her character logically rational,
conscious.For storage, use rational schemes, schemes mimic, i.e. dividing the text into logical units,
understanding them, the association of these units already saved more logical association with intuitive
material , etc.Memory, language education activity is organized, systematic, productive, be designed
judiciously in all the other activities of middle school age groups corresponding objectives. It involves
selecting the most appropriate literary texts, educational, cognitive, and effective of the needs of children
achieving intuitive material to facilitate memorization and mastery of storing mechanisms.Memorizing
purpose is the logical development of the child, based on the sequence of feelings and ideas of short story,
of literary texts; the development of attention and power of concentration; the development of voluntary
memory by communicating objectives pursued in the teaching approach, the awareness effort requested by
learning over time with children minimize schemes (directed associations); develop phonemic hearing
children; develop the ability to retain and reproduce knowledge; develop the habit of reciting correctly and
expressively; raising children with expressive language by learning words and phrases with emotional value.
The types of activities are determined by the tasks, memory training, namely teaching and learning; fixing
activities (repeat) oriented, thorough assimilation of the poems memorized in teaching and learning and to
strengthen reproductive conscious and expressive skills; verification activities of properties of a short story,https://Plagiarism-Detector.com 28/33

reproductive accuracy and validity of memorizing. In pre-school, these three types of memory tasks are not
separate activities, but are mixed: in the teaching-learning activity of a media must be made and a sequence
of fixation and consolidation of a previous memory, related to the topic. In addition, language education
activities can be conducted by sequence verification and consolidation of memory.Introduce children to the
topic of the activity by updating and accurate representation of the knowledge involved in the text of the
poem. Through various methods (narrative, conversation, explanation, exercise, etc.) are prepared to
familiarize children with the content of ideas and sentiments of media. Methods and means of achieving this
sequence depend on the age group and the specificity and complexity of literary texts. To facilitate
understanding of media can use illustrations, slides, audio and video tapes that reflected moments of media.
Familiarize children with the literary text is made according to the specific, the availability and the complexity
of the literary text. If simple poems, affordable, can be waived preparatory introduction. Reception
descriptive poems can ensure by a talk based on illustrations, paintings adequate or a media in which words
and phrases are used in the literary text thus preparing their understanding and learning. The familiarity with
the text and memorizing story plays an important role and teaching material, with recitation from the teacher.
The first model creates excitement that contributes to learning. The second recital follows a text analysis –
that preschoolers discover emotional experiences, feelings and musicality lyrics – prepares children to
memorize media. The recitation model must meet certain requirements be clear; be expressive; be
accompanied by appropriate gestures and gestures; create excitement children, motivating them to learn.
Recitation expressiveness is achieved by changing the tone of voice; accents and breaks the logical,
psychological and grammar; compliance with the rhythms, rhymes, and short story; mimics and gestures.
Sequence II – teaching and learning Depending on the content and difficulty of a short story, learning is made
entirely (global learning) or logical drives. Simple short stories are attractive during global learning; the most
difficult is stored in logical units, which do not always consis t of a sentence or a stanza. Each logical unit
memorized replicates only after the logical units have been repeated. This repetition of the unit's previous
content contributes to the understanding of a media and fix memory, logical fragments in their natural
sequence – developing logic memory. The activities to be practiced only preschooler's individual recitation,
which teacher seeks fairness judgment fidelity, expressivity, and understanding of the text to each child
requested. Not collective recitation allows individual control where this recitation copies reduced for
reproduction of a word or the final syllable unit reproduced. Recitation collective can be used only in the
termination of service if media is not verse-chorus or lyrics that suggest echoes his onomatopoeia (e.g. a
media report). In re-reading individual, called child must say the title and author of the short story, to
reproduce the lyrics with the teacher, based on intuitive material. Children must be stimulated through
individual assessment by applause or other methods of motivation, learning: recording on tape, selecting the
celebration program, for recitation contest, competition between groups of children. The building work can
be done memorizing by reciting the roles, a process which reaches correct rereading and fixing the content
of ideas or elements of poetic language; individual recitation joining the collective, as in the above or through
a character loved by children; selective recitation as a means of checking the degree of materialization of
memorizing. To develop referral diction and musicality and beauty of language, one must use the following
processes: analysis along with children of lyrics; use of game elements which emphasize the rhythm and
rhyme of short story; mimicking of moods; reproduction of onomatopoeia or specific movements of natural
phenomena to termination of fixing priority aims learned. One must those processes that arouse and
maintain children's interest in short story: singing a song with a similar theme; playing in drawing some of the
content of the poem; use a disk, a videotape and audio recordings; execution of imitative movements;
collective appreciation and especially to individual; memorization activity fixing (repeat) poems aims to
provide a thorough memorizing the text and strengthen reading habit and express. The structure of this
activity includes: 1. Organization 2. Conducting business with the following sequences and introduces the
activity: announcement of the activity, recalling media to be repeated, securing the knowledge, reproduction
of media by children. 3. Termination of the art forms of media is perceived by children and by storing they
can be placed in their active language. The teacher should highlight the beauty of the Romanian and
English language, musicality them to apply for their children to play themselves as artistic expressions. Often
it is better to associate media with music, in order to raise children. The activity can end up in a contest, who
recites better? Suggestive images used with explanations and even music lyrics association contributes to
children's active participation and effective learning poems. After the learning of the short story, it may be
carried out to secure short games/ exercises, a new vocabulary with words for children: to construct
sentences with the words, to find synonyms for words, say antonyms for words, to hyphenated words, find
the word pair (word that rhymes with the one given) Such short-game practice can take place in any activity
of memory, especially in large middle groups. They have the goal to acknowledge the words in their new
activation vocabulary, phonetic and grammatical rules fixing. They make the connection between the work of
the nursery and school lessons. Storytelling is one of the activities most enjoyable language educations of
children as they meet the need of knowledge and affection; they stimulate the imagination and are optimal to
exercise the ability to communicate. As specific activity
in middle school, the story develops these mentalhttps://Plagiarism-Detector.com 29/33

processes: : Logical thinking, children should remember the events and expose them based on specific
means and methods (e.g., based on questions from teachers, based on illustrations or drawings, etc.); :
Imagination, the complex cognitive process of practice by creating new images by processing the above
representations and cognitive experience formats; : Language as a fundamental means of communication.
Language and thought are interrelated, it is the unity between communicative (transmission of information)
and cognitive. Thinking develops with the support language and language development is the expression
level of thinking. : The narrative also contributes to the development of attention due to which children
memorize the names of the 'characters', stories, and story fragments, retaining the sequence of the events,
traits, and behaviors of the characters too. Teacher's stories are oral presentations of literary works (stories,
tales, media), made by teachers. These activities are organized around the group, the binding activity or
during all games and activities chosen group or small groups of children. By its content, this activity widens
the knowledge of children. They closely monitor the events, fairy tale, or story, memorize, and reveal traits
and behaviors of the characters, analyses and compares, establish certain relationships between facts and
characters arrive at generalizations. Reception carefully familiarizes stories and helps children with language
structure, the richness, and expressiveness of the language; they are learning words with their meanings
and figurative, poetic expressions, specific formulas such literary constructions rhythmic and rhymed
sayings, proverbs, and grammatical structures. The topics presented in the work of media differ from one
age group to another. In a small group, stories should be short, accessible, attractive, develop feelings and
positive affective states. In the middle group can be used literary works to familiarize children with various
issues in life and influence their behavior. In the higher group Preparatory stories become more complex,
real plan aimed notification and the surreal creativity of children, practicing communication skills. These
activities must be designed in accordance with the aims of the educational story process in middle school.
The teacher should plan stories staggered throughout the school year, in close relationship with other
language education activities; be judiciously selected according to the objectives of contents and reference
framework. Preparing, planning out the lesson plan includes setting goals, selection of content, careful study
of literary texts, their adaptation to age peculiarities of children, draw up the plan of the story: the sequence
of episodes, identifying character traits, setting literary passages and memorized phrases, preparation of
teaching material. Phases of the story: 1. Organization of work includes providing the proper conduct of
business and preparation and exposure of audio-visual teaching material and means 2. Conducting business
involves several sequences: The introduction of the activity is a very important part of the success of hand.
The way it is captured children's interest in the subject matter largely depends on achieving objectives. The
methods and procedures chosen by teachers can be diverse; depending on the age of children is the subject
of the story: you can use toys, figures of the characters, puppet, puppet theatre, and one story frame or use
free conversation or based on illustrations, especially when you need to prepare children for understanding
the content. Exposure to the story by the teacher: teacher announces the title and author of the story;
exposure should be clear, accessible, and expressive to capture attention, to awaken emotions and to
provide motivation to learn. Exposure expressiveness is explained by modulation of voice, changing the
speech rate during the exposure, increase and decreases the intensity of voice, rehearsals, mimics and
gestures, imitative and intuitive means: filmstrip, audio tape, video, figures, and models. Exposure may
alternate with brief dialogue with children or rhetorical questions meant to entertain them attention, create
emotional tension and dynamism. The teacher must check if the activity is maintained during children's
interest in the story, but also emphasize the meaning of words, sentences, and phrases. The teacher must
transpose of the characters, to try to convey emotions children permanently. As menus exposure, presence
of children and images are suggestive content or menus a slide show, the videotape is handling figures,
dolls, puppets or use another modern method.Exposure should be adapted to the understanding of children,
maintaining however the author's style, even some older words, less used today, but give charm fairy tales.
Not recommended for children warning formulas, 'Be careful! Hear! Do not talk! And so on, but the methods
and procedures that should be used to capture their interest story: tone, gestures, intonation, rhetorical
questions, appropriate teaching materials, formulas like, and 'Let's see what happened.
Termination of
focusing on fixing the content of the story. This can be achieved by: : Retention of key moments (based on
images and questions). There is a danger that some teachers to extend too much this side, with too many
questions, wanting to know all detained children and thus turn a retelling conclusion, leading children to
boredom, lower interest activity, and may even nullify the transmitted message content. Thus, snowdrop
legend story, the questions are `Who was mad at snowdrop and wanted to punish him? What is the
snowdrop and why we name as such? `: Specification of the main characters with their representative
features. The teacher can ask two or three questions like, What characters did you like and why? What
characters do you like and why? What are the positive characters? (The embodiment of good), What is the
worst? (The embodiment of evil), By what character you want to sign and why? What character would you
like to not sign and Why? Etc.: Integration of new knowledge in the system of previously learned and
ensures retention and transfer. All educational activities conducted in the language middle school aims to
build the capacity of expression exact, comprehensive, course.
Children must be able to express their needs,https://Plagiarism-Detector.com 30/33

thoughts, and feelings, to be able to communicate with each other and with adults. By the activity of retelling
literary texts (stories) exhibited, the educator develops logical thinking and memory in children, speech
practice. Children should convey real or imagined events in their sequence, draw the characters, traits,
appreciate them, communicate thoughts and impressions of events and characters, and choose the
character that you liked or that it considers model, motivating, and preference. In retelling the contribution of
children is limited. Depending on age, they play simple or developed literary content; reproduction must be
exact, their language means, correct aspect phonetic, lexical and grammatical. Retelling activity can be
organized from a small group, but the stories and the stories must be simple, accessible. The success of the
activity depends on the degree of ownership retelling of the story of the children, i.e. acquiring conscious,
thorough assimilation of the story. To achieve this goal, it is necessary to repeat the story besides binding
activity and exposure necessitates hall group of paintings and illustrations that give the substance of the
story. Both retelling of a literary text, as well as the teacher-created story,
can be made in different forms:
retelling based on paintings/illustrations that play main episodes of the story, retelling on a verbal level
corresponding fragment of narrative logic, retelling freely, retelling based upon a text read. The teacher must
realize in advance a verbally accessible and succinct narrative delineating sequence. Depending on the age
group and the children, the plan is simple or extensive: the group of four to five years, the plan should be
more detailed; it can verbally take the form of questions, accessible to children. Teacher report indicating the
steps under which children performed retelling. In the higher group can follow the presentation of
preparatory significant details, some questions may require explanations and findings of fact. Short stories
must be retold entirely one child, more developed stories can play two to three children. In the group of five
to seven years, it is recommended the stimulation of free retelling which free speech in children. Phases of
the story on the basis of a report are: 1. Organization activity – involves ensuring proper conduct of business
framework and preparing teaching materials. 2. Conducting business The introduction of the activity consists
in presentation of images from the story or story that children have to identify with the title and the author,
presentation of a fairy tale / short story, examination of a fragment of the story, exposing a machete or a
decoration depicting the venue of the action, content the retelling of the story, fragments, is based on a
verbal level. The ending of activity can be achieved by content full story content, assessment of the facts of
the story, characters / story (good deeds – evil and motivation), choosing a favorite character and motivation
of choice, play by drawing a sequence of story or a popular character, rewarding of fragments of an image in
story / puzzle. Through the expressive reading of a literary text, the teacher in helping children to discover
the beauty of the literary language, stimulating their interest in the book, thereby preparing them for
schoolwork. For children it is difficult to follow the reading of a literary text, supposing care and long-term
memory. After reading the literary text, the teacher facilitates the understanding of the message of the
appropriate questions, clear and simple. Questions should be formulated so as not to reduce the response to
monosyllabic words, 'yes, and no. Through questions and answers, are the highlights of the action, the
characters, and their traits drawn from their works. Simultaneously with the exhibition of the literary text to
explain words and phrases unfamiliar or different connotations in the text. After familiarization with the
literary text, it is recommended rereading full (if the text size is not large) or partially. The next teaching
approach is peeling /understanding the message. At the end of the activity, updates another related literary
theme that type of characters and the message, even the mere mention of the title and author. Free retelling
is characterized by greater freedom of the imagination of children. They retold according to the preference
and emotional perception. However, it is necessary to ensure a logical sequence of retelling and pay
attention to the correct expression, nuanced. Created stories have obvious value formation, contributing to
the development of thought and creative imagination to develop a correct speech, fluency, expressive. The
middle school children's stories create different forms: reacted a story based on a series of illustrations, a
story with a beginning point, a story on a given plan, story model educator. The most common types of
stories created and practiced in the middle school are children created stories based on a series of
illustrations and stories with a beginning point. A story created a series of illustrations based on the number
of illustrations needed to be between three and five, to be unknown to the children, to portray representative
points in a logical sequence to present the main characters. Illustrations must fulfill the following conditions
be simple and accessible to children, portray aspects as close to the life experience of children, have
educational value and aesthetics, excitement, be visible to all children. In building the story should be
harnessed all the components of the illustration (the action, the characters, their actions, gestures, possibly
their moods); a story to include events in logical sequence; incidents and characters match the theme and
the content shown. Phases of the story created by the children on the basis of illustrations are 1.
Organization of work involves providing the best and preparing teaching materials. 2. Conducting business
has the following sequence: Introduce the activity time as important as the other kinds of stories, because
we need to awaken children's interest and desire for active participation. Using questions, the teacher directs
children's attention to each picture, they must keep the action, the main characters, major events, and
actions of the characters in that detach their features. It will capture the emotions and feelings of the
characters, thereby realizing effective participation of children, the development of character traits. Thehttps://Plagiarism-Detector.com 31/33

teacher should stimulate their creativity and form a personal opinion, by asking them, what events can
occur? How do the characters act? What would you do in these circumstances? 3. The concluding activity
consists of updating stories related by the theme of the story created by children and underlining message.
The activity can be completed with a motion game or a music game. In this activity, children are asked to
perform; their language means a story whose beginning is given by the teacher. The specificity of this
activity is to change the role of children; the listeners become storytellers who must continue the story begun
by teachers. Making this work requires the following objectives: listen carefully to the teacher exposure,
notice and remember significant elements present fairly, logically coherent events and characters with
appropriate characteristics; imagine stories and characters appropriate beginning of the story. Business
success is determined by the qualities and skills of children beginning point made in previous work. The
beginning must raise the interest of children, raise their imagination, suggests the subject that children must
develop it exposure; It is therefore recommended to be inspired by the lives of children, adults, animals.
Business success is contingent when the teacher interrupted exposure; this point must match the plot and
to facilitate the continuation of the story personally and attractive. When stopping the story, the teacher
should put a few questions to help or give further suggestions. At the end of the activity, the teacher will
evaluate the stories, saying her most successful. If the story does not meet any staff, the teacher must
compose a story that is a model for children. Structure, work with the three main stages (organize, conduct
and termination of employment). Specific is that the story children are based on a given plane, which directs
them to the characteristics of the chosen topic, provide logical sequence features highlighting the events and
characters involved in the story. The plan may be less developed or more succinctly, depending on the child.
The subjects aimed at their life experiences. Plan ideas can be built in the form of declarative sentences,
interrogative or as titles.The reading images-based education is an activity specific language middle school.
Carrying out this work contains two parts: image-guided observation and capacity to perceive and express
messages. The first part consists in perceiving organized and conducted by teachers of images based on
the analysis, synthesis, and generalization of data, revealing the causes and relations between the
constituents of the images. The perception is carried out by means of the conversation, from the elements
known by the children, their experience cognitive; stored in memory are updated representations of children,
their cognitive experience; stored in memory are updated representations of children, based on which
knowledge is made new purchases. The verbal component of the work is done simultaneously with the
perception of images. Children must analyze images; need to describe, compare them and interpret them
using their own language.The intuitive content material is varied related to different aspects of reality. By its
nature, the material is enhanced, and systematization intuitive perceptions and representations of children
develop their thinking.The activity of reading image based on the results: intellectual capacity, development
of mental processes, practice and improve skills of correct and consistent expression, development of
affective experiences, moral and aesthetic. Methods based on readings of images are determined by the age
peculiarities of children and the purpose of the activity. In reading the image database should not be used
more illustrations, not to disperse the attention of children. The illustrations are studied thoroughly in
advance by teachers to develop a questionnaire based on which reaches formulating main ideas. Plan
questions should guide children's attention, to direct their perception of the essential elements and the
significant details organizing thinking.Questions must ensure a common understanding of the painting, to
lead to partial and final conclusions. Questions must create situations-problem to have cognitive and
educational-formative functions.Plan questions can be achieved while operating, as it passes from one main
aspect to another. The responses of the child must be accurate, be clear, be concise, be complete, and be
conscious formulation based on understanding the main aspects of the illustrations.The most attractive and
most commonly used formal conclusions are the story, which reveals the significance of the assembly.
Whenever possible, after final synthesis may be required to give children a meaningful title of each
illustration. Conclusion activity in integrating new knowledge into the system and assure retention of
previously learned. The conversation is an activity that puts children in a position to independently express
using words in their vocabulary entered active following observation activities, storytelling, educational
games, based on readings of images or in direct contact with objects and phenomena of the world
surrounding. They are able to express and support their opinions in front of a group, developing awareness
and courage, qualities that are necessary for entry into first grade. Features it is a complex language
assessment; it is based on previously acquired knowledge in other activities; the success of this activity
depends on the amount of accumulated knowledge and the soundness of their properties; conversation
method is typically used on a longer period without support intuitive; organize a relatively small number of
activities in group five to seven years; this activity is updated and systematize knowledge, children develop
the ability to order and systematize their representations of the real world; this activity helps children practice
expression; to answer questions, children must select vocabulary appropriate to use certain grammatical
structures, while conducting follow the discussion complete answers to colleagues and to continue dialogue
logic. Organization and performance of talk require thorough preparation of
the teacher, that every optimal
planning and limited number corresponding age group level, development plan discussion questions as tohttps://Plagiarism-Detector.com 32/33

update knowledge of children, choice processes, which involve them throughout the activity. Talk activity
follows the same course as other educational activities of the language; involved specific items related to the
objectives, content, methods , and processes characteristic of this work with preschoolers. Introduce the
activity is geared toward evoking impressions of strong emotional feelings that should create motivation for
the activity. It is recommended the use of emotional material: riddles, poems, Short story, followed by
comments to make a conversation topic introduction. You can use slide projections and films aimed at
children to develop their emotional availability. These projections should not contain details that can disperse
the children's attention from the central theme, theme identical call. In this sequence one can achieve short
discussion, hearing a song fragment, a tape recording was It can alternate introductory discussion with role
play; for example, a conversation with my city theme can alternate conversation role play, a child being
guided, others – demanding explanations visitors guide, to share their impressions The same methods can
be used to name on What I want to be? Alternatively, the means of transport, etc. The conversation itself –
the main sequence of work – is performed on the sequence of questions and answers educator of children.
Plan questions children may be communicated at the beginning or during the course of its discussion,
depending on the characteristics of the group that performed the activity. All depending on the group may be
involved in training children plan questions. Questions cover the purpose of the activity; the content of the
talks; the complexity of the topic; the knowledge updated. The questions vary depending on the purpose of
the activity: verification – asking first memory – requires enumeration, reproduction of events or actions,
systematization – mainly seeking jobs thinking. Evaluation questions require reasoning phenomena, actions,
causes, and consequences of notification interpretation and classification of phenomena and actions require
generalization. Questions must meet certain criteria: to be accessible, taking account of the group; to cover
the life experience of children; be made simple, correct, concise, and clear. The sequence of questions and
responses alternate with emphasis, repetition of the main issues with the systematization of responses in
the form of partial and final conclusions. Conclusions are done orally or children, often by teachers, held
otherwise than discussion, so you can use elements of the game can restore paintings or models, the action
being doubled to verbalize, can comment some proverbs , etc.26
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