A brick-sized block of grey stone washed ashore on which was carved the word SAY. My dad picked it up at low tide …. Justice Each word is sacrificed to a sword that beams forth its light. It rains. Each word …. You, imprisoned by this simile! Bars, my dear, are verses. They soar when you ….
Our fir trees accost your eyes, Our names confuse your tongues. To you, we are a Russian circus: Submissive …. My toy train from childhood?
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My grandma Dora referred to the sea as a woman. I lost my fine motor skills in language twenty-four years ago. From my mother tongue remain words for …. I sit in my room wearing the mantle of death. It's still warm from your body.
It smells. Rummaging in the glow by the viaduct, bucked beneath descending soot, their necks shielded against ricocheting …. At night, your face transforms into a garden where wild prospects proliferate like oceans of alien …. The path has been made ready. The well into which I must go has sheer walls. And it's you …. Someone, anyone, everyone - hello? I can't hear any breathing, can't hear any chairs. I don't hear …. Recent Country. Original title. English title. Dutch title. Recently added poems.
Florbela Espanca. IT'S ME! Termite Queen Down in the boiler room this ikon, this body-locked Queen, trapped in her labours and suffering, her milky …. Fiona Benson.
Haruspex October and the blown mushroom dissolves, its volva clubbed, its stalk and cap, its singed and musky …. Dear No. Sophie Collins. Thank you for your honesty 1 To disturb reality using its own means and not a subjective interpretation thereof presenting ….
Published in: Education , Technology. Full Name Comment goes here. Are you sure you want to Yes No. Aleen Khan. Tik film. Rosita Apodaca , Fellow at University of Pittsburgh.
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Poetry in Translation | Axon: Creative Explorations
No notes for slide. What is the role of poetry in second language teaching and learning? Is the role of poetry in second language acquisition beneficial or rather confusing? If it is beneficial or confusing, why is it so?
What kind of qualities of the processes of second language learning can be revealed by introducing poetry into curriculum? Which style of poetry is more successful to be applied in teaching a second language? These questions, to name few of them, emerge when researchers and educators are trying to implement poetry in second language teaching.
Nearly every author of the reviewed studies mentions this unique pronunciation alleviating quality of poetic genre. Thus, according to Akyel , poetry- reading tasks encourage students to employ their knowledge of all linguistic forms, including the knowledge of phonetics and phonology, to make meaning of poetic texts. Also, as Hanauer states, poetry reading is primarily a construction process of close reading—of noticing and interpretive categories: noticing, among other elements, the particular sounds and, then, interpreting the poetical meaning based on all noticed linguistic elements.
What's more, taking into consideration the aesthetic quality of poetry, Melin considers teaching poetry as reading-response aesthetic task where sounds play the leading role in conveying the atmosphere of poetic meaning, so without noticing the sounds the full meaning of poetic texts can not be derived. In this quasi-experimental study the explicit grapheme-phoneme correspondence training was administrated to the experimental group. Natalia Reilly target grapheme to the target word. The study has shown the small, yet significant improvement in pronunciation accuracy for the experimental group.
Thus, Hanauer has explored the role of the process of reading and analyzing poetry in second language learning among advanced L2 learners with the emphasis on the processes of how the non-native speakers understand poetic texts and how this understanding interacts with their second language acquisition. This introspective study has revealed the importance of grammar structures in understanding poetry for language learners.
Moreover, what the participants were noticing the most were grammar structures Therefore, the participants used grammar structures to construct meaning.
Why Poetry Is Useful For Language Learning
Another introspective study Tin, went into more detailed exploration of the process of writing poetry and revealed the differences in the use of vocabulary and syntax by language learners while discussing and writing two types of poems—acrostics poems with high formal constrains and similes poems with loose formal constrains. While working on acrostics the students of all levels—from under-intermediate to advanced— demonstrated vocabulary exploration and syntactic elaboration; on the other hand, while working on similes the same students were using familiar vocabulary and simple syntax.
Also, while discussing acrostics, the students were using the L2 to directly access the meaning of the upcoming poems, and in the process the co-emergence of form and meaning chaotic brainstorming occurred. In terms of the 4 5. Natalia Reilly theory of creativity, chaos is a necessary predecessor of anything new to emerge, and, as a result, in the case of working on acrostics, new vocabulary and new for the students, more elaborated syntax were coming into existence.
Poetic vocabulary has its own specific features, which are beneficial for second language learners. According to Lazar , poetry widely uses polysemous words in different contexts, and by decoding the meaning of the polysemous words, students acquire deeper understanding of grammatical and semantic contexts. As it has been mentioned in part 2, Lazar has emphasized the importance of focusing on polysemous words in poetic texts for better understanding semantic contexts; moreover, the author stated that poetry is often semantically rich because it is very rich in multiple levels of meaning, and that by 5 6.
Natalia Reilly decoding these multiple levels of meaning, the language learners develop their interpretive abilities, which are crucial in second language acquisition. The poetry reading, according to Hanauer is a construction process of linguistic interpretation, in which, by noticing and understanding grammar structures, as has been mentioned in part 1, second language learners construct and develop interpretations of the poem content. The author has determined the series of progressions of the process of linguistic interpretation of meaning from noticing linguistic items to semantic and pragmatic construal, such as noticing the sequence of linguistic items, noticing and questioning the sequence, moving on from world knowledge to interpretive hypothesis sequence, then new interpretation following world knowledge sequence.
As Hanauer has pointed out, poetry reading can create cultural awareness while language learners are noticing the gap between the poem content and their own world knowledge of the target culture. Natalia Reilly regards to two categories of being— individual and social statuses. Ontologically poetry bears socially constructed and individually contextualized meanings Weinstein, , as cited in Hanauer, Thus, poetry has the particular value of the unique in terms of entrance into a multileveled socio-cultural linguistic human experience; consequently, poetry has value in promoting multiculturalism in the process of second language acquisition.
Poetry as a tool exploring culture is considered by Melin The author suggests holistic approach to teaching poetry by combining close reading response and genre-analysis and adding writerly perspective, readership issues, and culture-performative aspects of poetry. The researcher considers that the separate approaches may inadequately address issues of culture. She emphasizes that poetry is a part of other domains of culture and should be considered in connection with language and literature cultural sources.
According to the author, poetry emphasizes language-literature-culture relationship, explores the target language culture, and promotes the learning of the target culture. The combined linguistic and sociocultural analysis of poetic texts gives language learners the access to the target culture Hanauer, , ; Lazar, ; Melin, Natalia Reilly differences of the two epochs.
The author looks into the connections between specific language items, such as grammar, lexis, and context, as well as into more generalizable linguistic principles, such as interpretive abilities in connection with cultural awareness. As a result, the author concludes that poetry gives the access to the target culture by offering insights into the particular society through dramatized situations.
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Based on the assumption that humans are in need to explore and express their own lives, Hanauer in his study combined the quantitative analysis of corpus of second language poems with the theoretical research of the dehumanization in language learning. The research was conducted by using a range of linguistic, textual and literary measures, such as text size, lexical category, the Lexical Frequency Profile, poetic features, thematic organization, lexical content, and degree of emotionality by computing emotional words.
Natalia Reilly communication it develops into the resource of a personal, emotive, and expressive self- realization. The process of writing poetry can also give second language learners the rare chance to express themselves in the L2 in a unique way—not only personally and emotionally, but also at the highest possible level. Not only writing poetry can give second language learners the opportunity of self- expression and self-realization; reading poetry is also a creative process of individual self- expression.
Moreover, according to Akyel , the stylistic analysis of poems with focus on the lexical items can motivate not students only, but also the teachers in the process of discovering the unique choice of words conveying meaning. Plus, Hanauer pointed out that the first stage of poetry writing by second language learners is the stage of generating personal motivation necessary for second language acquisition.