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INTERNATIONAL AND INDIVIDUAL GOALS OF TEACHING ENGLISH AS SECOND
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- Bu səhifədəki naviqasiya:
- 1) Careers that require a second language
- 3) Access to research and information
- 1) Understanding of foreign cultures
- 2) Understanding language itself
- 4) General educational values
- THE PROBLEM OF SOCIAL LIFE AND WOMAN’S FATE IN THEODORE DREISER’S “JENNIE GERHARDT” Tamara ATAKISHIYEVA
- II INTERNATIONAL SCIENTIFIC CONFERENCE OF YOUNG RESEARCHERS
- QARA BRİTANİYA ƏDƏBİYYATININ ƏSAS MÖVZULARI Turanə ABDULLAYEVA
- STUDENT PROJECTS: MOTIVATION IN FOREIGN LANGUAGE ACQUISITION Venera ULKER
- JOHN STEINBECK AND HIS EAST OF EDEN Vusala NABIYEVA
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INTERNATIONAL AND INDIVIDUAL GOALS OF TEACHING ENGLISH AS SECOND LANGUAGE Sveta GADIMOVA Qafqaz University sqedimova@qu.edu.az
Language is not only at the centre of the intellectual universe but also human life. It is one of the most important ways of expressing our negative or positive feelings for people, it is vital to achieving many of our goals and our careers, it is a source of artistic satisfaction of simple pleasure. People use language for many various purposes like planning our lives and remembering our past, exchange experiences thoughts, ideas, and emotions, and we identify ourselves with people who speak the same language. Some people in the community are able to do this in more than one language. Knowing another language can often boost your career, getting better job, a chance of getting education, the ability to take a fuller part in the life of one’s own country or the opportunity to emigrate to another, the best way to broaden one’s literary and cultural horizons ,the expression of one’s political rights or religious views. It affects people’s careers and possible futures, their lives and every identity. In a world where probably more people speak two languages than speak one, language learning and language teaching are vital to the everyday lives of millions. The reasons why the second language is being thought depend on the reasons for the educational purposes, which vary from one country to another and from one period to another. One main purpose of language teaching is to help people to think better---brain-training and logical thinking. On the other hand boost the student’s increased self-awareness and maturity and so on. There is a variety of evidence that supports the goal of brain-training for example, the people who speak several languages usually think more relevant than monolinguals. It is not for the teacher, the methodologist, or any other outsider to dictate whether a language should be thought for communication, for brain-training or whatever but for the society or the individual student decide. Let us turn to international goals, where language teaching has goals that go outside the society itself. There are many types of international goals:
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Qafqaz University 18-19 April 2014, Baku, Azerbaijan 1) Careers that require a second language Without taking into account the situation facing immigrants practicing their profession in another country, such as Polish doctors in England, there are many careers in which knowledge of another language is important. For example travel agents, tourist guides. Moreover societies will always need who are capable of bringing the gap between two countries for economic and political purposes or the purposes of war, as in the American crash program in foreign languages in World War Two, which led to audio-lingual teaching method. 2) Higher education In many countries access to higher education through another language and another country. This may be via universities sited in particular countries that use another language for higher education, say English in the National university of Singapore. 3) Access to research and information At a different level is the need for English to support various careers that are not primarily based on language-for scientists, doctors or journalists. To keep up-to-date or to be well informed, it may be necessary to use English.
English makes it peculiar in that travel could be assumed in most places in the world to be possible through English…
Let us now briefly look at the goals – Individual goals of language teaching that are not related to the society itself or its external relations. People wanted to learn a second language for personal interest rather than for overtly instrumental or integrative reasons. Several goals can be recognized. 1) Understanding of foreign cultures The Japanese syllabus for English sets as its goals ‘to understand the daily life and way of thinking of foreign people ‘and ‘to develop the basis of international understanding. Regardless of the actual language that is being learnt, it’s often held to be beneficial for the students to understand a foreign culture for its own sake.
An educated person should know something of how language itself works as part both of the human mind and of society.
and reasoning powers of the mind were enhanced through a second language. This has received support from psychological work that shows that children who speak two languages are more flexible at problem solving, and are better able to distinguish form meaning. 4) General educational values Just as sport held to train children how to work in a team and to promote leadership qualities, so L2 teaching can inculcate moral values.L2 learning provides pupils understanding of themselves and their own culture……. In brief there are various languages in the world that we talk, listen, and think which are shaped by our culture, experiences, professions, personality, mores and attitudes. The chance of us meeting someone else who talks the exact same language gives us opportunity to understand and be understood. Hundreds years ago The Prophet Muhammad mentioned”A man who speaks a language is a man, a man who speaks two languages is worth two men, a man who speaks three is worth all mankind” shows unchanging importance of teaching and learning foreign language.
THEODORE DREISER’S “JENNIE GERHARDT” Tamara ATAKISHIYEVA Qafqaz University zaur.atakishiyev@box.az “Being a woman is a terribly difficult task, since it consists principally in dealing with men.” ― Joseph Conrad. Social life and woman’s fate were the major problems of different ages. Theodore Dreiser is one of the greatest writers who paid attention to every little detail which made people’s life unbearable. Edgar Lee Masters compares Dreiser to a jack-o-lantern because his mouth droops and his eyes are “fixed” and “scarcely sparkling.”We witness his ideas as a socialist writer reflected in his works. What is this connected with? The answer is simple, it’s connected with society. Without inequality, injustice of this society women like Jennie Gerhardt, Carrie Meeber wouldn’t be victims of community. Dreiser had sent his hidden message namely in his “Jennie Gerhardt” as a socialist writer, specially blaming this type of society. The American life of 19 th century was like a dark world coming through the poverty for the Gerhardts and like other families. Girls of these families either should marry or carry honorably the heavy burden of life, or they should connect their lives with non-formal marriage. Jennie didn’t choose this life. This girl was a victim of society on II INTERNATIONAL SCIENTIFIC CONFERENCE OF YOUNG RESEARCHERS 394
Qafqaz University 18-19 April 2014, Baku, Azerbaijan the face of Brander. What for? Because she wanted to help her family which consisted of 8 people. Jennie’s new-born child should have been a lesson for her. But life is full of surprises. Unexpected blow for this woman was when her father lost his physical abilities. Jennie again sacrificed herself for her family and daughter. The meeting with the person like Lester Kane was a proof for this. Of course, Jennie knew what she signed; the stamp of “dishonest woman” would follow her till the end of life. Was there any way out? No, because the society for this type of women was formed in this way. There was no way out for Jennie to fight poverty. Actually, we should agree with Dreiser and blame the society, because it puts women in desperate situation. Namely because of this community Jennie couldn’t show mother care to her child. She didn’t become an immoral woman, because there was love for Lester Kane in her heart, but its cost was high. Riggio claims in his preface to the restored novel that ‘her power as a woman is clearer, and we are less likely to see her as a sentimental heroine.’ She lost her youth, the chance of getting married as a normal woman, as if someone would propose her. Jennie expected a happy marriage life only from Lester, but as society didn’t accept such women, so Lester didn’t either. We should await it, the end of such women usually becomes loneliness, though she had a child. She was so captivated by Lester she even didn’t notice the existence of child and its extinction. Yes, blow of life was when she lost her child. It’s impossible to replace your own child with any Lester Kane. A child like Vesta was a gift for Jennie, if only she could understand it in time. But it was late. However she could fill the emptiness of life by adopting 2 children and go on living. What about Lester, though he married a woman from elite class, but couldn’t complete his life. Jennie was a special woman, but stigmatized one. Our hope is women like Jennie would choose the right trap in our society. This problem occurs nowadays, too. Any person can find himself or herself in it, the main thing is to act to these people in right way and not to let any woman suffer. He really created a masterpiece and he warned us of problem of society beforehand. "For Dreiser, Jennie Gerhardt was a good career move. Now, we know that it is also a great novel."—New York Times. The novel that will teach us to concentrate on this type of problems.
Qafqaz Univeristeti turane_1988@mail.ru Qara Britaniya ədəbiyyatı termini ədəbiyyata XX əsrin 40-cı illərində daxil edilsə də 70-ci illərdən populyarlaşmağa başlamışdır. Bu ədəbiyyatın nümyəndələri müxtəlif mövzulara toxunmuşlar. Uşaqlıq, yaşlılıq, tarixi, mənsubluq və dil problemlərinə həsr olunmuş mövzular da yazılan əsərlər böyük oxucu marağına səbəb olmuşdur. Qara Britaniya ədəbiyyatında ən mühüm mövzulardan biri uşaqlıq dövrü məsələsidir. Bəzi gənc yazarlar bu mövzuya toxunduqlarından öz həyat təcrübələrinə daha çox müraciət etmişlər. Birçoxları hətta qız uşaqlarının oğlan uşaqlarından daha çox əziyyət çəkdiyinidə qeyd etmiş, cins baxımındanda bu mövzuya toxunmuşdurlar. Məsələn gənc yazar, Karl Filips müsahibəsi zamanı qeyd etmişdiki, qərbi Hindistanlı olduğu üçün o qadınların kişilərdən daha çox əziyyət çəkdiyinin şahidi olmuşdur. Onlar uşaq yaşlarından müxtəlif mənəvi zərbələr almışlar, bu, onların sonrakı həyatlarınada dərin iz buraxmışdır(Birbalsingh, 1986,səh.147). Bu mövzuda yazılmış ən məşhur nəsr əsərlərdən biri də Joan Rileyin 1985-ci ildə yazılmış “Mənsubolunmaz” (“the Unbelonging”, London: The Women's Press, 1985) əsəridi. O İngiltərədə yaşayan qeyri- ingilis əsilli qadınların həyat təcrübələrindən yazan ilk qadın yazıçıdır. Əsərdə 10 yaşlı Sünbülün(Hyacinth) İngiltərəyə gəldikdən sonra irqçiliklə bağlı yaşadığı əziyyətli günlərdən danışılır. Ümidsiz yaş dövrü hesab edilən yaşlılıq dövrü ilə bağlı mövzular Qara Britaniya ədəbiyyatında diqqət verilən mövzulardan biridir. Artıq yaşlanmış, uzun müddət mühacir həyatı yaşamış olan yaşlı mühacirlərin bəziləri dözə bilməyərək hətta öz doğma ölkələrinə qayıtmış, lakin burada da böyük maliyyə problemləri ilə üzləşmişdilər. Bu ədəbiyyatda belə mövzuda yazılmış məşhur romanlardan biri 1987-ci ildə Ravinda Ratva tərəfindən yazılmış “Bədəməl yaşlı qadın”(“A Wicked Old Woman”)əsəridi. Greys Nikolsun “Leyçester mərkəzi parkının skamyasında iki qara yaşlı adam” əsərin də iki qara dərili yaşlı adamın soyuq havada acınacaqlı vəziyyətdə oturub və onların gələcək həyatları haqqında olan arzuları vəsf olunur.
Qara Britaniya ədəbiyyatında əsas yayılmış mövzulardan biri də vətənə qayıdış məsələsidir. Yazıçılar doğma ölkəsinə geri qayıtma məsələsini ayrlca bir bölgü kimi qəbul edib, mühacirlərin uzun müddətdən sonra öz doğma ölkələrində rastalşdıqları çətinlikləri qələmə almışdırlar. Bu yazarların əksəriyyəti daha əvvəllər Britaniyaya gələn nəsillərdən olmuşlar. Onlar arasında Sam Selvonu göstərmək olar. Iki mühüm problem bu mövzu ilə bağlı daha çox qeyd edilmişdir. Birincisi bəzi mühacirlərin geri qayıtmasının qeyri-mümkünlüyü maliyyə vəziyyəti bağlıdır, bəzilərində isə bunun əsas səbəbi qorxu hissi ilə əlaqələndirilir. Bu digər ikinci mühüm məsələdir. Çünki gənc nəslin bəzi nümayəndələri demək olar ki, öz doğma vətənlərində ümumiyyətlə olmayıblar. Vernella Fullersin “Vətənə dönüş”(“Going Back Home” (1992)) nəsr əsəri buna ən baiz nümunədiri. Digər bir Asiya əsilli yazıçı Meyling Jinnin(ikinci adı Qayana) bu mövzu ilə bağlı yazdığı “Tıqqıltı”(“The Knock” (1990)) əsərində mühacirlərin məcburi köçürülməsindən bəhs olunur.
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Qafqaz University 18-19 April 2014, Baku, Azerbaijan Digər əhəmiyyətli mövzu tarixlə bağlıdır. Burada əsasən əsərlər nəql edənin dili ilə verilir. Bu əsərlərdə XVIII və XIX əsr plantasiyalarda işləyən qullar, onların həyat tərzləri tərənnüm edilir. Qara Britaniya ədəbiyyatında diqqət çəkən daha bir mövzu mənsubluq məsələsidir. Qeyd etdiyimiz kimi, bu ədəbiyyatın nümayəndələri əslən Qərbi Hindistandan, Cənubi Asiyadan və Afrikandan mühacir olunmuş yazarlardır. Onlar çalışırlar ki, yazdıqları mövzularda daha çox özlərinin cəmiyyətdə edə bilmədikləri, unutduqları mənsubiyyətləri haqqında geniş yazsınlar. Zülfi Kar Xose tərəfindən yazilan “Bu landşaft, bu insanlar” (“This Landscape, These People” (1964)) Qara Britaniya ədəbiyyatında mənsubluqla bağlı yazılmış məşhur poemalardan biriir. Poema üç hissədən ibarətdir. Birinci hissədə hadisə İngiltərədə cərəyan edir. Burada yazıçı yad ölkədə olmağın, özünü həmin cəmiyyətə mənsub olmadığını, insanlar tərəfindən kənarlaşdırıldığında nə kimi hisslər keçirdiyini qeyd edir. İkinci hissədə hadisələr Hindistanda baş verir, birinci hissədən fərqli olaraq burada müəyyən pozitiv hisslər duyulsa da yazıçı özünü bu cəmiyyətədə uyğunlaşdira bilmir, bu ölkəni özünə doğma vətən kimi qəbul etmir. Üçüncü hissə yenidən İngiltərədə cərəyan edir, lakin artıq bir çox illər keçmiş, bir çox şeylər dəyişmişdir. Burada yazıçının qəhrəmanı hansısa bir cəmiyyətə mənsub olmaq üçün artıq cəhd etmir, sadəcə konkret şəkildə özünü “yad” adlandırır. Qara Britaniya ədəbiyyatında maraqlı mövzularan biri yeni dil məsləsidir. Salman Rüşdi etriaf etmişdir ki, qara yazıçının ağ cəmiyyət tərəfindən bir yazıçı olaraq qəbul edilməsi böyük məsuliyyət tələb edir və burada onun dili xüsusi rol oynayır. Bunun nəticəsində də bir çox yazıçılar sırf cəmiyyət tərəfindən qəbul edilmək məqsədi ilə öz doğma dillərini tamamilə unudub nəin ki yaradıclıqlarında, hətta öz şəxsi həyatlarında da bu dilə üstünlük verirlər. Bu mövzuda yazılmış iki poema daha çox diqqəti cəlb edir. Bunlardan biri Kreys Nikols tərəfindən digəri isə Jon Akkard tərəfindən yazılıb. Nikolsn yazdığı “Biz yeni düyanın qaraları”(“We New World Blacks” (1984)) poemasında dil ünsürü maraqlı bir fakt olaraq qoyulmuşdur, poemada göstərilir ki, müasir Qara Britaniya ədəbiyyatının nümayəndələrinin əksəriyyəti məhz şüurlu olaraq öz əsərlərində dil mövzusuna toxunmuşdular. Bu əsərdə mənsubiyyət məsləsi ilə dil məsələsi qarşılaşdırılır və göstərilir ki, bu iki mövzu bir-biri ilə sıx əlaqəlidir. Dilini unutmaq, onu digəri ilə əvəz etmək milli mənsubiyyətini unutmaq dərəcəsində əhəmiyyətlidir. Nikols eyni zamanda bu əsərində yerli əhali ilə “qaralar”arasında mübarizədən, hətta dərilərinin rənginə görə cəmiyyət tərəfindən təcrid olunmalarından da bəhs etmişdir. O qeyd etmişdir ki, digər tərəfdən mühacirlərin öz dillərində danışmaqları onların həyatları üçündə təhlükəli idi, bəzi belə hallarda bu onlarla yerli əhali arasında küçə savaşlarına gətirib çıxarırdı. Qara Britaniya ədəbiyyatında geniş yayılmış bu mövzular mədəniyyətlərin müxtəlifliyindən irəli gəlir və belə bir nəticəyə gəlmək olar ki, əslində hibrid mədəniyyəti global dünyamızı çirkləndirən bir vasitə kimi görməkdənsə, belə bir münasibətin millətlər arasında daha yaxın və dost münasibətin qurulmasına yardımçı olmasını önə çəkmək daha düzgün olardı.
STUDENT PROJECTS: MOTIVATION IN FOREIGN LANGUAGE ACQUISITION Venera ULKER Qafqaz University vvakilova@qu.edu.az
Motivation or, the lack of it is a major problem for most teachers of English as a Second Language (ESL) or as a Foreign Language. It is common knowledge that for second language learning to occur, a certain degree of motivation should be in place. Otherwise, all efforts to teach students to speak, write, and read simply go down the drain. William Littlewood explains that “motivation is the force that involves student into learning process, and determines whether a learner embarks on a task, how much energy he devotes to it, and how long he perseveres.” Nevertheless, students in EFL classroom unfortunately are very often there because they have to be, not because they want to be. In many language schools the learning material has to be accomplished within the frames of curriculum and progress plan. That complicates teacher’s work and leaves students frustrated and bored. Although they perform oral presentations, listen to taped passages, and practice language skills, task-based activities in the textbooks do not represent real life or elicit authentic communication. In other words, the course content is usually is not related to what the students really want to do. At this point, replacing or converting some of the activities in textbook to project task can be an alternative way to cover compulsory material and motivate students to take charge of their learning. The project-based learning originates from Pragmatism, the philosophical movement which appeared in the middle of the 19 th
application of knowledge in everyday life. Various benefits of incorporating project work in second and foreign language settings have been suggested. It gives opportunities for students to develop their confidence, self-esteem, independence, to increase social, cooperative skills, and group cohesiveness. Another reported benefit is improved language skills. Because students are involved in purposeful II INTERNATIONAL SCIENTIFIC CONFERENCE OF YOUNG RESEARCHERS 396
Qafqaz University 18-19 April 2014, Baku, Azerbaijan communication to complete authentic activities, they have the opportunity to use language in a relatively natural context. A further benefit is that project work progresses according to the specific context and students’ interests that enhanced motivation, engagement and enjoyment. There are many types of projects that can be done in the classroom, and more they relate to the real world and interesting current events, the more they will result in the use of authentic language to accomplish a task. That is why before introducing the project, it is important to decide which part of material or task included into curriculum can be converted into project task to reach language goals and increase students’ positive attitudes toward learning. In my EFL class project work is usually performed by a group of students, or individually. Depending on the material, this work can be done and presented during the lesson or given as home work. The main objectives are to inform students about an issue of current popular interest and encourage them to use the language skills and structures that have been introduced in class before the project. Another important point in pre-project consideration is making sure that students will work at a suitable degree of difficulty. Motivation is decreased when tasks are consistently too easy or too difficult for learners. When task are too easy for students, they become bored and do not learn. If tasks are too difficult, students will become non-responsive. To sum up teaching EFL class is a complex process and variety of methods applied makes learning beneficial. Project-based learning is obviously a challenge; to be successful; the teacher must take several important factors into consideration. The reward is increase of student interest and involvement in acquiring a foreign language.
JOHN STEINBECK AND HIS EAST OF EDEN Vusala NABIYEVA Qafqaz University vusalanv@mail.ru
The Nobel Prize writer John Ernst Steinbeck is one of the greatest American writers of the 20th Century. His mother, Olive Hamilton, was a teacher and he received his love of reading from his mother’s inspiration. He was born in Salinas, California, and that’s why California is a descriptive part in many of his stories and novels. As an example we may see “Of Mice and Men”, “Tortilla Flat”, “East of Eden” etc. His works incorporate both realism and naturalism. He generally depicts in his works “powerless” people in society, poverty, problems of immigrants, and their working condition. In other words, he was the voice of working class of America. “East of Eden” is a delightful family saga. It’s his one of the best-known and most ambitious novels but by critics this novel was not accepted smoothly. “East of Eden” was first published in September 1952, and became number one on the fiction best-seller list exactly in the same year. Steinbeck considered “East of Eden” to be his masterpiece. He stressed that: “It has everything in it I have been able to learn about my craft or profession in all these years.” He further claimed: “I think everything else I have written has been, in a sense, practice for this… If “East of Eden” isn’t good, then I’ve been wasting my time.” Steinbeck did not embellish reality he spend approximately five years in the process of writing a novel and read a lot of sheets of local newspapers. Steinbeck devoted this book to his sons, Tom and John. Steinbeck wanted to describe the atmosphere of Salinas Valley in details for them. “East of Eden” is partly fiction and partly personal history, and that’s why it is considered to be semi-autobiographical novel. It tells the story of two generations of American families living in Salinas. One of them is Steinbeck's maternal grandfather Samuel Hamilton and another fictional family, The Trasks. The idea of the novel is gorgeous. Vivid characters, great descriptions of nature make this novel powerful. And the main feature and artistism of John Steinbeck is that he created a lot of characters in this novel and each of them without restriction are main or minor, teaches us to something, this something sometimes fascinates us and sometimes disturbs. In this book he touch constant problem of the human beings. Struggle between good and evil, forgiveness, love and hate, danger of isolation, sin, self-destruction, guilt etc. With his distinctive manner he tried to decode “What is man?” One of the crucial points in this novel is contact with the Bible. Steinbeck as a great master built moral bridge turning our attention to the “First Bloody War of Human” and how Cain committed the first murder by killing his brother Abel. History repeats itself in this novel too. And here he emphasized that every person has his/her truth and driving with this truth generally has different, sometimes fatal consequences. Here he wanted to stress other factor like that you may kill someone indirectly hurting him/her emotionally. The result could be the same.
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