Neuphilologisches Institut - Moderne Fremdsprachen (bis 2007)
Refine
Has Fulltext
- yes (84)
Year of publication
Document Type
- Book article / Book chapter (32)
- Journal article (24)
- Conference Proceeding (12)
- Book (6)
- Review (5)
- Doctoral Thesis (2)
- Preprint (2)
- Other (1)
Keywords
- Literatur (3)
- Roman (3)
- Romanische Sprachen (3)
- Adamov (2)
- Alain ; Boudjedra (2)
- Autobiographie ; Robbe-Grillet (2)
- Chrétien <de Troyes> (2)
- Césaire, Aimé (2)
- Erzählung (2)
- Rachid ; Doubrovsky (2)
Teaching comprises all types of disciplines and teachers need to look outside the confines of English as a Second Language. The acquisition of knowledge comes in a variety of the learners’ educational potential. English as a Second Language in teaching and learning, focuses on active learner’s involvement and reduction of coercion. Indeed, Gibran’s thoughts remain true that “wisdom leads one to discuss his or her potentials. To realize this, teachers in all educational levels have to portray a less dominant classroom role in accord with the importance of classroom interaction in the teaching learning process.
N.A. Flaunders retorted that “in the average classroom someone is talking for two-thirds of the time, two-thirds of the task is direct influence.” What does this mean? Students’ participation or interaction in the classroom has a significant content to enhance their linguistic competence and its core basis is how to use the language as the most important factor in the classroom. Comprehending the information caters one to establish a fair and well-balanced condition that teachers are facilitators, and the learners are to stay in the frontline.
In today’s classroom setting, the adoption-adaption of teaching strategies focuses on the learners’ ability to have a strong command or fluency of the language. ESL is learned around the globe and the learners’ interests are the primary goals in the teaching and learning process. Colin Blakemore once said that “True knowledge, as Plato argues, must be within us all, and learning consists of solely of discussing what we already know.”
In an ESL classroom, discovery of knowledge is not a new game. Teachers do perform their tasks and the learners serve not as passive listeners but as active recipients in the transformation-sharing of all the five macro skills namely speaking, reading, writing, listening, and viewing. In fact, if commitment, knowledge of subject-matter for independent learning, and management of learning are packaged in one big box, both the teachers and the learners will operate a mutual process of generating a lively culture and quality of educational life.
With the aforementioned views I had experienced in teaching ESL, the teacher’s passion for teaching and attitude in dealing with the learners create a strong impact on the learners cognitive, affective, and psychomotor domains.
Trinidad, V.S. Naipaul’s native island, is consistently represented in the 2001 Nobel Prize winner’s fictional works, above all in "The Mystic Masseur" (1957), "The Suffrage of Elvira" (1958), "Miguel Street" (1959), "A House for Mr Biswas" (1961), "A Flag on the Island" (1967), "The Mimic Men" (1967), "In a Free State" (1971), "Guerrillas" (1975), "The Enigma of Arrival" (1987) and "A Way in the World" (1994). The present dissertation analyses representations of Trinidad as “play-culture” in the aforementioned writings by initiating a methodological dialogue between postcolonial/cultural studies on the one hand and performance studies, play theory, as well as cultural anthropology on the other hand. The study is divided into three parts corresponding to the three main facets of Trinidad as it appears in Naipaul’s fiction: firstly, as a childish world; secondly, as a festive place and thirdly, as a playground for the western imagination. The image of Trinidad as a childish space stands at the intersection of the autobiographical genre with the colonial/Social Darwinist discourse of the so-called “child races”. In both cases we have to do with a cultural construct of childhood whose main stereotypical features are smallness, imitation, irrationality and of course, playfulness. The second part of the dissertation focuses on the importance of rituals and festivals in shaping up Indian and African identities in Trinidad. Roughly, Hindu rituals are capital means to create diasporic Indias, whereas Carnival is a powerful symbol of the Afro-Trinidadian community. Nevertheless, they carry the potential of becoming genuine liminal spaces, where ethnic boundaries are transgressed. The third section is devoted to a discourse of play as imagination. In this respect, Trinidad appears as an adventure playground where the Westerner projects his/her desires, sometimes under the mask of scientific respectability. The eye of the European sees the tropical island as an exotic Garden of Eden, as an aesthetic space with strong pictorial and theatrical qualities. But if Trinidad occurs as an artistic, a fictional object, then Naipaul’s novels and stories describing it are fiction about fiction, and so have a very important metafictional component. At this stage, since metafiction is also a capital element of postmodernism, I trace back Naipaul’s ludic metaphors to the present-day Zeitgeist, pointing out the postmodern elements in his texts dealing with Trinidad.
No abstract available
No abstract available
No abstract available
No abstract available
No abstract available
A Johenne, ma dame et m'amie
(1970)
No abstract available
No abstract available