Developing Language Skills through Nursery Rhymes [4]
论文作者:LI Qing-feng论文属性:短文 essay登出时间:2009-03-31编辑:黄丽樱点击率:7448
论文字数:2221论文编号:org200903312235152445语种:中文 Chinese地区:中国价格:免费论文
关键词:nursery rhymeslanguage developmentlanguage skillslistening skillsArticulation Skills
the conversation between teachers and learners. Bradley and Bryant (1985) suggest one method with which two things are to be done. One is to make learners more aware of the sounds shared by different words, and the other is to give them the idea that words with common sounds often share the same spelling patterns. All these activities can help learners recognize and remember words. To illustrate what Bradley and Bryant suggest, let’s first look at the following nursery rhyme:
Jack and Jill went up the hill,
To fetch a pail of water,
Jack fell down,
And broke his crown,
And Jill came tumbling after.
Then up Jack got, and home did trot,
As fast as he could caper,
They put him to bed,
And plastered his head,
With vinegar and brown paper.
After choosing the nursery rhyme and reading it to learners a number of times, teachers can have the learners recite it until they can say it aloud easily and playfully. It can be noticed in this nursery rhyme that “water” and “after”, “down” and “crown”, “got” and “trot”, “caper” and “paper” rhyme; “Jack” and “Jill”, “fetch” and “fell” have the same beginning sound; “pail” and “came”, “Jill” and “hill”, “did” and “him” share the same middle sound. Learners are very sensitive to these words while reading them. Therefore, teachers can ask questions such as “What words in the nursery rhyme look alike?” or “Can you see the part of these words that is the same?” so as to ask the learners to identify these words which have the same rhyming sound, the same beginning sound or the same middle sound. Teachers can also ask the learners if they know any other words that sound the same. Learners feel interested and motivated in this activity and they may show much more interest in the sounds of the words.
5. Conclusion
Nursery rhymes are ideally suited toward developing learners’ sensitivity of the sound patterns of a language. Through nursery rhymes, young learners will be introduced effortlessly to the sounds and ways of saying the language and ways of recognizing words. Through nursery rhymes, learners can also build up a bank of words which they know how to articulate correctly. Therefore, they can use the nursery rhymes as
References, going back to them when they want to know how to read a new word. It is believed that teachers’ choice of nursery rhymes may pave the way for the skill with sounds which has a powerful and widespread effect in learners’ learning experience. Nursery rhymes can become an important part in an attempt in early foreign language learning.
References:
Bryant, P. & Bradley, L.. 1985. Children’s Reading Problems:
Psychology and
Education. Oxford: Basil Blackwell Ltd.
Gordon, A. & Browne, K. W.. 1993. Beginnings and Beyond. New York: Delmar Publishers.
Machado, J. M.. 1995. Early Childhood Experiences in Language Arts: Emerging Literacy. New York: Delmar Publishers.
Weaver, C.. 1998. Reconsidering a Balanced Approach to Reading. Urbana: National Council of Teachers of English.
Weinberger, J.. 1996. Literacy Goes to School. London: Paul Chapman Publishing Ltd.
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