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Teaching Media Arabic: A Theme-Based Approach

Teaching Media Arabic: A Theme-Based Approach

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Teaching Media Arabic: A Theme-Based Approach

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  1. Teaching Media Arabic:A Theme-Based Approach Jocelyne Owens United States Naval Academy

  2. Approaches to Media Arabic

  3. Wide range of genres • Text only or Text and audio and visual • All learners or Intermediate and Advanced learners • 1,000 basic words emphasized • Translations or no translations

  4. Two Alternative Approaches • 1. A large variety of articles • Advantages • Can cover different topics, styles, newspapers: in general, genre-rich coverage possible • Disadvantages • Large number of articles can strain students’ vocabulary uptake and retention

  5. Two Alternative Approaches • 2. The related articles approach • Disadvantages • Loss of genre coverage • Advantages • Students can master the material they are presented with • Students get the necessary tools to work independently from their instructor

  6. The related articles approach Role of instructor: 1. Establish student goals : • To master a pre-determined number of vocabulary items • To feel very confident in reading/analyzing/discussing/translating a variety of theme-related articles • To conduct independent research specific to the selected themes 2. Work towards these goals by: • Selecting themes • Controlling the amount of new vocabulary • Determining how much should be retained at the end of each unit • Determining the cultural content that should be emphasized • Preparing the necessary worksheets/handouts

  7. Exemplification: The Global Oil Economy • Step 1 • Search the web for theme-related articles displaying similar vocabulary items, collocations and expressions

  8. Step 3 Ask student to : • look up the meaning of the new vocabulary items and expressions of the first article, • organize their work in a bilingual terminology bank or a bilingual excel table or better in a translation memory, • learn new words and expressions to participate in class discussion of the article

  9. Step 4: in-class work: • Ask one student to present his/her bilingual spread sheet or table to the class. • Discuss new words and expressions • Activate newly acquired vocabulary Homework: Ask students to search the web for sentences containing the new vocabulary and expressions

  10. Example of students’ research findings • توقعتمنظمة الدول المصدرة للبترول (أوبك) زيادة الطلب العالمي على النفط بمعدل 1.2% في عام 2011، مع ارتفاع الطلب على نفطهاالخام للمرة الأولى ... • تشير الدراسات والدلائل إلى استمرار زيادة الطلب العالمي على الطاقة ولا يوجد ما يدلعلى الإطلاق علىتراجع مكانة النفط كمصدر رئيس للطاقة. • توقعتمنظمة أوبك الأربعاء زيادة الطلب العالمي على النفط هذا العام وبشكل يفوق التوقعات، وذلك قبل أسبوع من موعد اجتماع المنظمةالوزاري في .. • الكويت: التعافي يرفع الطلب على النفط اشترك في صحيفتنا الإخبارية اليومية ... الاقتصاد الأوروبي والأميركي قد يساعد على زيادة الطلب على النفط. ....

  11. Step 5 (in-class) • Use worksheets to consolidate vocabulary acquisition, content understanding and speed of thinking: • Multiple choice questions • Compose a title or a headline • Brainstorm and categorize synonyms • Fill in graphs, organizers • Draw what is described • Put sentences in the correct order • Questions requiring a one sentence answer • Sentences with one content error where students are asked to correct the wrong information • Fill in blanks

  12. Step 6: • Start a thematically related article 2 and follow the same pattern as for article 1. Characteristics of article 2: • Fewer new vocabulary items • Shorter Goals: • Same as for article 1 in addition to increasing speed of student in reading and comprehending the content

  13. Last step • Select several paragraphs from the various articles discussed in class and ask students to translate them consecutively: one student reads the Arabic and the other student translates.

  14. Goals achieved • By the end of each unit students will have: • mastered the vocabulary items specific to the discussed theme • Increased their self-assurance • Acquired quickness and speed in reading, comprehending and discussing the specific theme • Developed their independent researching skills

  15. Some statistics at the end of the unit • ITEM Number • Nouns 65 • Verbs 40 • Collocations 15 • TOTAL 120 vocabulary items