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Sayakhan, Najat Ismael, and Darcy H. Bradley. "A Nursery Rhymes as a Vehicle for Teaching English as a Foreign Language." Journal of University of Raparin 6, no. 1 (June 28, 2019): 44–55. http://dx.doi.org/10.26750/vol(6).no(1).paper4.
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In this paper, the authors present a rationale and offer suggestions for how nursery rhymes could be used in the EFL classroom as well as how teachers and/or teachers in training might use nursery rhymes to enhance engagement in learning English. First, the authors define nursery rhymes, give a brief history of the origins, discuss the characteristics, make a case for using nursery rhymes with EFL learners, and last, offer practical suggestions for how nursery rhymes might be used in English as a Foreign (EFL) instruction. A list of accessible nursery rhyme resources is shared at the end. There are many categories in folklore, but the ones children often like the most and adults may remember well are nursery rhymes, fairy tales, fables, myths, legends, and folksongs. Each of these genres contributes in some way to the language development of children. Nursery rhymes in particular form one of the foundations of children’s as well as adults’ literary heritage. The simple rhythm and rhyme of the language, the often predictable structure of the narratives, and the appealing characters combine to produce memorable language models for young children (Cullinan & Galda, 1998; Temple, Martinez, & Yakota, 2011). Children delight in the opportunities to chant the catchy phrases, mimic the nonsense words, and recite the lines endlessly. This pleasure in nursery rhymes translates into developing many reading, writing and oral language skills such as naturally segmenting sounds in spoken words and playing with real and nonsense words. Additionally, young children appreciate the stories and verses for their rhythm, repetition, and rhyme. Their attention is focused on the fanciful language and imaginative nonsense. They learn basic story patterns, encounter vivid plots, develop a sense of theme, and meet intriguing characters that in turn become the stepping stones for subsequent literary education (Cullinan & Galda, 1998; Bodden, 2010).
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WU, Yumei. "A Comparative Study of Animal Metaphors in Cantonese and English Nursery Rhymes." Asia-Pacific Journal of Humanities and Social Sciences 2, no. 1 (March 31, 2022): 060–69. http://dx.doi.org/10.53789/j.1653-0465.2022.0201.008.p.
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Animal metaphors are commonly seen in daily language and often appears in nursery rhymes. With the Great Chain of Being as the theoretical framework, this study deeply analyzes and compares the animal metaphors in 896 Cantonese and English nursery rhymes from the cognitive linguistic perspective by classifying them and interpreting their formed images. It is found that the number of animal metaphors in Cantonese nursery rhymes is much higher than that in English nursery rhymes for Cantonese is a dialect of the Chinese language, which belongs to imagery languages. Besides, although in some way animal metaphors in Cantonese and English nursery rhymes are similar from the perspective of their educational functions, due to the cultural differences between the Cantonese-English ethnic groups, animal metaphors in Cantonese and English nursery rhymes present the cultural characteristics of Cantonese and English respectively in terms of the source domains, their metaphorical connotation and mappings. This study may provide some reference for the translation and inheritance of Cantonese and English nursery rhymes, helping to pass down and communicate the local culture, so as to realize the purposes of creating and spreading nursery rhymes.
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Suciati, Suciati, and Azizah Maulina Erzad. "Acquainting English to Young Learners through Nursery Rhymes at Playgroup." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 10, no. 1 (July 4, 2022): 17. http://dx.doi.org/10.21043/thufula.v10i1.13786.
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<em>Most children like and enjoy singing songs. It can be used as one of materials for foreign language learning. Using nursery rhymes in the classroom can be a great break from following a set curriculum</em><em>. This study aims to know the way to acquaint English to young learners through nursery rhymes, to identify the criteria of nursery rhymes that suits on the students, and to know the strengths and challenges in acquainting English to young learners through nursery rhymes at Playgroup. Qualitative research was employed to conduct this study. To collect the data, some techniques were carried out namely observation, interview, and documentation. The results revealed that the acquaintance of young learners English through nursery rhymes considers the content; students’ readiness, and class atmosphere, the nursery rhymes must teach the character education; the strengths in acquainting English to young learners through nursery rhymes at Halimatus Sa’diyah playgroup are the commitment among the manager/organizers, teachers and parents and the high awareness that English is important. And, the challenges are low teacher’s pedagogical competency, facilities, curriculum/material, and non-English school or living environment.</em>
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Bryant, P. E., L. Bradley, M. Maclean, and J. Crossland. "Nursery rhymes, phonological skills and reading." Journal of Child Language 16, no. 2 (June 1989): 407–28. http://dx.doi.org/10.1017/s0305000900010485.
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ABSTRACTNursery rhymes are an almost universal part of young English-speaking children's lives. We have already established that there are strong links between children's early knowledge of nursery rhymes at 3;3 and their developing phonological skills over the next year and a quarter. Since such skills are known to be related to children's success in learning to read, this result suggests the hypothesis that acquaintance with nursery rhymes might also affect children's reading. We now report longitudinal data from a group of 64 children from the age of 3;4 to 6;3 which support this hypothesis. There is a strong relation between early knowledge of nursery rhymes and success in reading and spelling over the next three years even after differences in social background, I.Q and the children's phonological skills at the start of the project are taken into account. This raises the question of how nursery rhymes have such an effect. Our answer is that knowledge of nursery rhymes enhances children's phonological sensitivity which in turn helps them to learn to read. This paper presents further analyses which support the idea of this path from nursery rhymes to reading. Nursery rhymes are related to the child's subsequent sensitivity to rhyme and phonemes. Moreover the connection between knowledge of nursery rhymes and reading and spelling ability disappears when controls are made for differences in these subsequent phonological skills.
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Rini, Eka Anggia. "Engaging Nursery Rhymes as Literary Works for Teaching English in EFL Students." Edukasi Lingua Sastra 15, no. 2 (January 11, 2018): 63–72. http://dx.doi.org/10.47637/elsa.v15i2.68.
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This study aimed to review five articles in engaging nursery rhymes toward teaching literary works in EFL students. By doing library research, the researcher found some problems and the solutions in engaging the nursery rhymes for EFL students. Young learner or children mostly became the subject of nursery rhymes study. Later, Najat and Bradley (2014) concluded that nursery rhymes can be applied for adult learners.
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Karote Rajan, Srija, and Uranus Saadat. "An Experimental Study on Using Rhymes to Build English Vocabulary Among Kindergarten Pupils in Bousher, Oman." International Journal of Emerging Issues in Social Science, Arts, and Humanities 02, no. 02 (2024): 91–104. http://dx.doi.org/10.60072/ijeissah.2024.v2i02.009.
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This study explores the impact of nursery rhymes on enhancing vocabulary skills among kindergarten students. It specifically focuses on the use of nursery rhymes to improve English vocabulary among young learners. The research involved five English teachers and sixty students aged 4.5 to 6 years from Indian School Bousher, Oman. Two groups were formed: control and experimental, with the experimental group taught English using nursery rhymes over a ten-week period, while the control group received traditional instruction. Data from pre-tests and post-tests were analyzed descriptively, supplemented by interviews with the English teachers. The independent variable was the use of nursery rhymes, and the dependent variable was vocabulary. The study found that nursery rhymes significantly enhanced vocabulary scores among kindergarten students, as evidenced by various assessments such as word-picture matching, identifying rhyming words, and solving crossword puzzles. Moreover, nursery rhymes play a pedagogically significant role in teaching English vocabulary, facilitating memorization, retention, and comprehension of words in an engaging manner. They encourage students to infer new word meanings and foster a fun learning environment, thereby boosting motivation, self-confidence, and reducing anxiety
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Nur Fitria, Tira. "Using Nursery Rhymes in Teaching English for Young Learners at Childhood Education." Athena: Journal of Social, Culture and Society 1, no. 2 (March 22, 2023): 58–66. http://dx.doi.org/10.58905/athena.v1i2.28.
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This study is a literature review that explores the use of nursery rhymes as a teaching tool for young learners in early childhood education. Nursery rhymes, also known as English children's songs, can be an enjoyable way to engage children and foster their interest in learning English. Additionally, singing nursery rhymes can support children's physical-motor, social, emotional, and intellectual development. When selecting nursery rhymes as teaching materials, teachers must consider the appropriateness of the content for the children's age and world, and the potential for the content to encourage discussion and exploration of values and problem-solving skills. The illustrations should also be evaluated for their alignment with the story and appropriateness for the children's age. From a linguistic standpoint, teachers must choose nursery rhymes that are suitable for the children's language level, that facilitate language learning, and that can serve as the basis for activities. While there are challenges associated with selecting and utilizing nursery rhymes as teaching materials, this study suggests that their use can be a valuable tool in the early childhood education classroom
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Millan, Catalina. "Adapting Intertextuality: The case of nursery rhyme characters in creating new canons in children’s culture." Journal of Literary Education, no. 1 (December 8, 2018): 193. http://dx.doi.org/10.7203/jle.1.11445.
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The increasingly common use of English nursery rhymes intertextually has impacted upon their transfer into target cultures: entire nursery rhymes, fragments and characters are now found in translational situations. Most of these situations are adaptations of nursery rhymes into other media; and one of the most evident is the use of nursery rhyme characters found in a different context, frequently portrayed visually. Through a reception case study with Spanish students, this report intends to address issues about the relevance of intertextuality in translation, as well as the child’s assumptions in relation to discourse and visual input. Through a qualitative mixed-method study, children worked with nursery rhymes without visual prompts as well as intertextually presented nursery rhyme characters, and offered insight into acquired expectations and anticipations. Through the revision of the results, visual adaptation proves to contribute to children’s acculturation and assumptions, reducing the openness to foreignization.
Key words: adaptation, intertextuality, nursery rhymes, translation, acculturation
ResumenEl uso cada vez más común de las nursery rhymes inglesas de forma intertextual tiene un impacto sobre su transferencia a la cultura meta: rimas enteras, fragmentos o personajes se encuentran ahora en situaciones de traducción. Muchas de estas situaciones son adaptaciones de nursery rhymes a otros medios; y una de las más evidentes es el uso de personajes de nursery rhymes en un contexto diferente, normalmente con un apoyo visual. A través de un estudio de recepción con estudiantes españoles de edades comprendidas entre 12 y 14 años, este artículo pretende ofrecer respuestas sobre la relevancia de la intertextualidad en la traducción, además de las presuposiciones en relación al discurso y a los mensajes visuales. A través de un estudio de métodos mixtos, un grupo de participantes trabajó con nursery rhymes sin apoyo visual y con personajes de nursery rhymes presentados de forma intertextual y con apoyo visual. El estudio ofrece información sobre las expectativas adquiridas y los patrones discursivos de los niños y adolescentes. En la revisión de los resultados, se demuestra que la adaptación visual influye en la aculturación y las presuposiciones de los niños partiendo de un modelo hegemónico, y reduce su capacidad de extranjerización en transferencias culturales.
Palabras clave: adaptación, intertextualidad, nursery rhymes, traducción, aculturación.
ResumL’ús cada vegada més comú de les nursery rhymes ingleses de forma intertextual té un impacte sobre la seua transferència a la cultura meta: rimes senceres, fragments o personatges es troben ara en situacions de traducció. Moltes d’aquestes situacions són adaptacions de nursery rhymes a d’altre mitjans i una de les més evidents és l’ús de personatges de de nursery rhymes en un context diferent, normalment amb un suport visual. A través d’un estudi de recepció amb estudiants espanyols d’edats compreses entre 12 i 14 anys, aquest article pretén oferir respostes sobre la rellevància de la intertextualitat en la traducció, a més de les pressuposicions en relació al discurs i als missatges visuals. A través d’un estudi de mètodes mixts, un grup de participants va treballar amb nursery rhymes presentats ací de forma intertextual i amb suport visual. L’estudi ofereix informació sobre les expectatives adquirides i els patrons discursius dels infants i adolescents. En la revisió dels resultats, es demostra que l’adaptació visual influeix en la aculturació i les pressuposicions dels infants tot partint d’un model hegemònic i redueix la seua capacitat d’estrangerització en transferències culturals.
Paraules clau: adaptació, intertextualitat, nursery rhymes, traducció, aculturació
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Zeng, Yanhong. "A Comparative Study of Cultural Connotations of Animal Images in English and Chinese Nursery Rhymes." Journal of Education and Culture Studies 5, no. 4 (August 13, 2021): p14. http://dx.doi.org/10.22158/jecs.v5n4p14.
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As an important part of children’s literature, nursery rhymes are the earliest literary styles that children are exposed to after they are born. They can reflect objective things, living customs and national culture. Through the comparison of animal images in Chinese and English classic nursery rhymes, this paper concludes that there are cultural differences in animal images in nursery rhymes. Some animal images have similar cultural connotations in Chinese culture and English culture, while some animal images have different cultural connotations.
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Lian, Maria Agustina Astuti Siba, and Nuri Ati Ningsih. "The use of nursery rhymes to teach writing for the eighth grade students of SMPN 2 Geger." English Teaching Journal : A Journal of English Literature, Language and Education 7, no. 1 (June 9, 2019): 33. http://dx.doi.org/10.25273/etj.v7i1.4727.
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<p><em>Writing is one of the basic skills in English teaching that must be mastered well by the students. Nursery Rhymes is choosen as a media in teaching writing in order to make the students easily to understand. The objectives of this research are: to describe the implementation, the advantages and the disadvantages of the use Nursery Rhymes to teach writing. The researcher takes place at SMPN 2 Geger. The researcher uses qualitative approach in this research. The source of data are social situation, participant/informant, and documents. The techniques of collecting data are observation, interview and documentation. The triangulation is used to validate the data while the researcher analyze the data through three phases consist of data condensation, data display and verifying conclusion. The result of the research shows that the implementation of the use of Nursery Rhymes to teach writing are explaining materials, introducing a Nursery Rhymes, play the song of Nursery Rhymes, and guiding the students write a text about the Nursery Rhymes. Beside, the advantages of the use of Nursery Rhymes to teach writing are: it is simple and cheaper than other media, it is enriches students’ vocabulary. While, the disadvantages are: it needs much time in teaching learning process, students still ask their teacher about the vocabulary and they are too lazy to open their dictionary. Meanwhile, it is suggested that the students should bring their dictionary in English class. The other researcher are expected to do a research about Nursery Rhymes for other skills.</em></p>
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Christina, Yuni, and Pujiarto Pujiarto. "The Effectiveness of Nursery Rhymes Media to Improve English Vocabulary and Confidence of Children (4-5 Years) in Tutor Time Kindergarten." Journal of Education Research 4, no. 3 (August 31, 2023): 1326–33. http://dx.doi.org/10.37985/jer.v4i3.406.
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This study aims to evaluate the effectiveness of using nursery rhymes as media in increasing English vocabulary and self-confidence in children aged 4-5 years at Tutor Time Kindergarten, an Early Childhood Education (PAUD) school. Five English nursery rhymes are used to teach vocabulary to children. This study also examines the increase in children's confidence in singing and speaking English in public. This research method is an experiment with the control group and the treatment group. The results showed that the use of nursery rhymes as media was effective in increasing English vocabulary in children aged 4-5 years. Children in the treatment group showed a significant increase in understanding and using new vocabulary after participating in song learning. In addition, this study also revealed that there was an increase in children's confidence in singing and speaking English in public after they were involved in learning to use these songs. The use of nursery rhymes as media is an effective approach in increasing English vocabulary and self-confidence of early childhood at Tutor Time Kindergarten. These results have important implications for the development of fun and interactive learning methods in the PAUD environment to facilitate children's language development and confidence in English.
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Stephenson Wilson, Jean Todd. "Recite, play and pronounce english joyfully with rhymes and chants!" DEDiCA Revista de Educação e Humanidades (dreh), no. 10 (March 1, 2016): 137–44. http://dx.doi.org/10.30827/dreh.v0i10.6855.
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In this article nursery rhymes and chants are described. These are poems which are authentic, and poems which have been composed specifically for the teaching of languages, respectively. They offer many benefits, such as the development of the listening and the speaking skills, insights into Anglophone cultures, and enjoyment for both teacher and children. Nursery rhymes and chants inspire games, handicrafts and acting out, and ideas are given for exploiting them successfully in the Primary classroom.
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Riabova, Elena, and Yury Kobenko. "Onomatopoeia in the English and German Nursery Rhymes." Procedia - Social and Behavioral Sciences 206 (October 2015): 123–26. http://dx.doi.org/10.1016/j.sbspro.2015.10.039.
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Sheet, Hiba. "A Discoursal Approach to Analysing English Nursery Rhymes." College Of Basic Education Research Journal 17, no. 1 (March 1, 2021): 1009–36. http://dx.doi.org/10.33899/berj.2021.167754.
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Angriana, Ella, Lelly Suhartini, and Sitti Agustina. "THE EFFECT OF NURSERY RHYMES ON STUDENTS’ VOCABULARY ACHIEVEMENT AT THE FIFTH GRADE OF SDN 10 POASIA." Journal of Teaching English 5, no. 1 (March 30, 2020): 74. http://dx.doi.org/10.36709/jte.v5i1.13597.
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This study is conducted to investigate the effect of using nursery rhymes on students’ English vocabulary (noun and adjective) achievement at fifth grade of SDN 10 Poasia. This study applied pre-experimental design with one group pre-test and post-test design. The population of this study was all of V grade of SDN 10 Poasia consisting of 67 students. Technique of taking sample of this study was purposive sampling involving 21 students. Vocabulary achievement test in the form of multiple choices consisting of 37 numbers was used as instrument of this study. The result showed that there was a significant effect of using nursery rhymes in improving students’ English vocabulary achievement. It was proven by the improvement of students’ mean score from pre-test to post-test. The mean score for pre-test was 34.81 and the mean score for post-test increased to 76.81. It was supported with the result of t-test, the value of Sig. (2-tailed) was 0.000 with α = 0.05. H1 was accepted because the value of Sig. (2-tailed) was below α value. It means that there was a significant effect of using nursery rhymes on students’ English vocabulary achievement of the VB students’ of SDN 10 Poasia.
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Linuwih, Endar Rachmawaty, and Nopita Trihastutie. "Digital Entertainment to Support Toddlers’ Language and Cognitive Development." TEKNOSASTIK 18, no. 1 (January 30, 2020): 1. http://dx.doi.org/10.33365/ts.v18i1.467.
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This current research aimed at seeing how English nursery rhymes and kids’ songs as learning media support toddlers who are not living in an English speaking country (Indonesia) but exposed to the English language media during their normal baby-sitting times to learning English. To observe how two Indonesian toddlers learned English language in their early critical period of language acquisition through co-watching activity, Early Development Instrument which focuses on language and cognitive development domain with reading awareness and reciting memory subdomain was applied to observe two subjects after 15 month treatments (from age 10-24 months). The results show that the media and the co-watching activity are able to support the toddlers’ understanding of the English words spoken and their ability to produce the intelligent pronunciation of those words. The interesting fact reveals that English which is normatively learned merely as a foreign language to most Indonesian people is no longer something far-off to the toddlers who are exposed to it through English nursery rhymes and kids’ songs online since they are at the very young age. They naturally tend to be bilingual since at the same time they learn their mother tongue.
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Damayanti, Tiara, Yohanes Gatot Sutapa Yuliana, and Sudarsono Sudarsono. "The Dual-Coding Theory and Digital Media: The Effect of Nursery Rhymes on Teaching Vocabulary." Lectura : Jurnal Pendidikan 14, no. 2 (August 1, 2023): 165–74. http://dx.doi.org/10.31849/lectura.v14i2.14125.
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Most of the vocabulary in English has differences in written and spoken form, then it also takes time for the learners to recognize and memorize the new vocabularies that they have learned before they implement it in their conversation. The dual-coding theory believes when verbal and non-verbal stimuli are connected, it brings a deeper understanding and better imaging of certain things. The objectives of this study are to find out whether the use of nursery rhymes is significantly effective or not, and how effective the use of nursery rhymes is for vocabulary teaching processes based on the perspective of the dual-coding theory and the aspect of vocabulary knowledge to the elementary students. The participants of this study are 64 of the Year-3 students at MI Ushuluddin Singkawang in 2022/2023 of academic year divided into two groups, control and experimental group. The data were taken from the students’ pretest and posttest results and tools to measure the data were thirty numbers of short answer questions. The findings show nursery rhymes are significantly effective for the vocabulary teaching processes to the elementary students. Nursery rhymes not only run mechanically but also activate the students’ experiences, emotions, and thoughts through the process of repeating, reciting, then practicing related to the aspect of form, meaning, and use in vocabulary knowledge. All of these processes in the classroom bring a better recall for them specifically related to vocabulary learning.
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Marshaniya, Kristina M. "T. S. ELIOT’S “OLD POSSUM’S BOOK OF PRACTICAL CATS” IN THE CONTEXT OF “NURSERY RHYMES” TRADITION." Philological Class 26, no. 2 (2021): 191–99. http://dx.doi.org/10.51762/1fk-2021-26-02-16.
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This paper presents the results of a comparative study of the collection of poems Old Possum’s Book of Practical Cats (1939) by T. S. Eliot and the collection of children’s verses Mother Goose Old Nursery Rhymes (published in 1760), compiled and illustrated by A. Rackham (1913). Consisting of 15 poems, and distinguished by its frivolity against the background of other works by Eliot, the cycle Old Possum’s Book of Practical Cats has been overlooked by both Russian and foreign researchers for a long time. Recently a surge of interest in this book of verse has been provoked by the release of a feature film Cats (2019) based on the world-famous musical by Andrew Lloyd Webber. This fact as well as the lack of serious academic studies of Eliot’s book of verse has determined the urgency and novelty of this paper. It is also important to show the involvement of this segment of Eliot’s poetry into the English literary tradition. The aim of this research is to identify the influence of Victorian aesthetics of nonsense on the poetry of T. S. Eliot’s cycle. The method of comparative analysis has been chosen as the main research method. Besides, structural-semantic and linguistic-cultural methods have been used. In understanding and interpreting the term “tradition” the author relies on Eliot’s aesthetics, in which this concept is central. The terminological unit “nursery rhymes” is used in its original traditional meaning since its historical and cultural background disappears in any Russian translation or scholarly interpretation. In the course of work, certain features of nursery rhymes have been identified in the poetic texts by the great Modernist. The study of the specificity of this genre (the playful atmosphere of the text, the special rhythms and forms of coding historical events, animalistic perspectives, the use of various repetitions and imitations, the creation of author’s occasionalisms and unusual names of characters, etc.) confirms strong influence of the tradition of English nursery rhymes on T. S. Eliot’s works.
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Lukes, Alexandra. "Crypto-Back-Translation in Van Rooten's Homophonic Nursery Rhymes." Translation and Literature 29, no. 3 (November 2020): 427–47. http://dx.doi.org/10.3366/tal.2020.0440.
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This article explores the covert practice of literary back-translation, here called ‘crypto-back-translation’, through an analysis of Luis D'Antin van Rooten's Mots d'Heures: Gousses, Rames. The book contains homophonic translations of Mother Goose's Rhymes, but is presented as a collection of original French poems, edited by van Rooten with explanatory notes and translations. The article argues that crypto-back-translation takes two forms: on the one hand, it constitutes a hermeneutic strategy used by van Rooten to amuse and confound his readers, by producing new versions of known English nursery rhymes under the guise of erudite notes; on the other, it forms part of the reading process, by evoking preverbal memories of sound association, connected to language acquisition in the context of the nursery. More generally, the article discusses the role of humour and deception in translation practice, translation methodology, and the emotional, psychological, and physical effects of literary back-translation.
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Sayakhan, Najat Ismael. "Nursery Rhymes as a Vehicle for Teaching English as a Foreign Language." International Journal of Literature and Arts 2, no. 3 (2014): 84. http://dx.doi.org/10.11648/j.ijla.20140203.15.
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Wieczorkiewicz, Aleksandra. "Wiersze dla niegrzecznych dzieci. Danuta Wawiłow i angielskie nursery rhymes (przekłady, inspiracje)." Poznańskie Studia Polonistyczne. Seria Literacka, no. 32 (October 2, 2018): 345–75. http://dx.doi.org/10.14746/pspsl.2018.32.18.
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Among numerous books of poetry for children written by Danuta Wawiłow – famous XXth century Polish poet and writer – one book is special: Poems for Naughty Children [Wiersze dla niegrzecznych dzieci] published in 1987. The book is unique not only because of the poetical qualities it represents – rhythmicity, melodiousness, catchiness, melancholy and lyricism equally with pure nonsense, absurdity, grotesque, (black) humour and numerous equivoques and puns, which are characteristic for Wawiłow’s poetical works; above all else Poems for Naughty Children is a collection of translations of the traditional English nursery rhymes, made by Danuta Wawiłow, who claimed more than once that she was a translator long before she had become a writer. The article aims to explore Wawiłow’s translation work which (up to now) remains almost unknown and un-described in Polish theoretical discourse. Moreover, the author presents the outcome of her research conducted to find “missing originals” of translated nursery rhymes, offers the classification of them and undertakes critical reflection over translation strategy adopted by Danuta Wawiłow.
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Eigner, Edwin M. "Imps, Dames and Principal Boys: Gender Confusion in the Nineteenth-Century Pantomime." Browning Institute Studies 17 (1989): 65–74. http://dx.doi.org/10.1017/s0092472500002674.
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Two of the most popular forms of culture in the nineteenth century, and perhaps those to which Victorians had access at the earliest stages of their lives, are nursery rhymes and the Christmas pantomimes. The latter were and still remain the most financially successful of English dramatic forms. Indeed, they kept most of the nineteenth-century theatres open, including even the licensed theatres, and nowadays the pantomime accounts for about one-fifth of the live-theatre tickets sold in England every year. The two forms are connected, of course, because so many of the pantomime characters and plots were taken from the nursery tales.
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SARNOU, Dallel. "Teaching Algerian Third-Year Elementary-school Pupils English Vocabulary Through Songs: An Effective Instructional Tool to Enliven English Classes." Multidisciplinary Journal of School Education 12, no. 2 (24) (December 30, 2023): 277–96. http://dx.doi.org/10.35765/mjse.2023.1224.14.
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Research objectives (aims), issues or problems: The study accentuates the significant role that integrating songs into the teaching of English vocabulary has for third-year elementary-school pupils in Algeria. It aims to make English vocabulary acquisition effortless and fun for young learners and seeks to facilitate teaching English as a second foreign language for newly recruited instructors. In fact, a major query of this research concerns the incomprehensible lack of songs, poems, and nursery rhymes in the English textbook for third-year pupils, who are 8 to 9 years old, i.e., at an age when musical activities help them become motivated and interested in class activities.
Research methods: To test the efficacy of songs in teaching English vocabulary to young third-year learners, the researchers opted for a true experimental research method. An experimental group of 26 pupils was exposed to nursery rhymes about numbers, colors, and family members, while a control group of 25 pupils was taught the same vocabulary items for three weeks using lessons from the textbook only.
A short description of the context of the presented issue: The experiment took place in one of elementary schools in the city of Mostaganem, where the researchers’ former student works as a teacher of English. The experiment lasted three weeks: from January 10 to January 31, 2023.
Research findings: The findings of this research indicate that the use of songs considerably improved the average vocabulary scores for the 26 young pupils in the experimental group compared to the control group. Therefore, this research paper concludes that songs enhance natural and effortless vocabulary acquisition among third-year pupils who are learning English for the first time.
Conclusions and/or recommendations: Moreover, this study encourages elementary-school English teachers to give more pedagogical consideration to the use of children’s songs in teaching English to their pupils so as to enliven the lessons and to raise the pupils’ motivation to learn this foreign language.
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Hery, Ipung, Subadrah Nair, and Hariharan Krishnasamy. "Optimizing Nursery Rhymes to Promote Interests towards Learning English among Young Learners in Indonesia." British Journal of Education, Society & Behavioural Science 17, no. 1 (January 10, 2016): 1–14. http://dx.doi.org/10.9734/bjesbs/2016/26752.
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Raiamanda, Ismi, Nurhaeda Gailea, and Dhafid Wahyu Utomo. "The Use of Nursery Rhymes to Improve Young Learners’ English Listening Skills at Primary Education." Journal of Linguistics, Literacy, and Pedagogy 3, no. 1 (May 23, 2024): 09. http://dx.doi.org/10.30870/jllp.v3i1.24091.
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Sufa, Amy Fayla, and Dzulfikri Dzulfikri. "Exploring a Toddler’s Foreign Language Development through Watching English Videos on YouTube." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 7, no. 2 (March 23, 2023): 1723–32. http://dx.doi.org/10.31004/obsesi.v7i2.4072.
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This study explores the progress of a Javanese toddler’s Foreign Language (FL) development by providing a stimulus through watching English videos on YouTube. Zhaff, a non-English toddler living in Java was the subject of this study. Longitudinal observation in a case study used as the research method. The data were collected in the form of recorded videos, interviews, and notes taken from direct interaction. This research only focuses on his English and did not give the evidence on his Bahasa Indonesia development. As the results, Zhaff categorized as a bilingual child influenced by the media of YouTube. He experienced an improvement on his FL as the level of the video he watched increased. Starting with a simple vocabulary from animal songs, imitating songs from nursery rhymes, until the improvement in making some phrases and processing complex words that he got from cartoon dialogues. This study further reveals that children’s cognitive ability to acquire vocabulary is marvelous.
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Maulita, Peni, Suhono Suhono, Rizky Hidayatullah, and Yeasy Agustina Sari. "An Analysis of Using Chuchu TV Nursery Rhymes and Kids Songs YouTube Channel as Medium for Learning Early Childhood English Vocabulary." Bulletin of Early Childhood 1, no. 2 (December 31, 2022): 80. http://dx.doi.org/10.51278/bec.v1i2.550.
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Many children who have not been able to master basic English vocabulary such as various colors, animals, fruits, and the alphabet Learning English must be done from an early age, one of the media that can be used to learn English is YouTube. YouTube is an interesting medium to use in the teaching and learning process of English. YouTube users are spread all over the world from various age groups, from early childhood to adults. One of the popular YouTube Channels among children is ChuChu TV. This study aims to analyze the use of ChuChu TV as a vocabulary-learning medium for early childhood. This research is a type of qualitative research with a case study method. Researchers used observation and interviews as data collection techniques. Participants in this study were children aged 5 to 6 years in Purwosari, North Metro District, Metro City. The research results show that the use of the ChuChu TV YouTube Channel can improve English vocabulary in some early childhood students.
Keywords: English Vocabulary, YouTube Education, Early Childhood
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Li, Li. "Translating children’s stories from Chinese to English." Babel. Revue internationale de la traduction / International Journal of Translation 63, no. 4 (November 20, 2017): 506–22. http://dx.doi.org/10.1075/babel.63.4.03li.
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Translation, according to the German functional approach to Translation Studies, is a purpose-driven interaction that involves many players. Translating children’s stories is no exception. Using her personal experience of translating Mr. Wolf’s Hotline, a book comprising 47 Chinese children’s stories by Wang Yizhen, a contemporary Chinese writer , in light of the Skopos and text-type theories of functional approach in particular, the author has outlined the strategies and methods adopted in her translations in terms of language, structure and culture. With child readers in mind during the translation process, the translator has used rhetorical devices, onomatopoeic words, modal particles, and also changed some of the sentence structures of the stories, such as from indirect sentences into direct quotations, and from declarative sentences into questions. In terms of culture, three aspects, namely, the culture-loaded images, the names of the characters and nursery rhymes are singled out for detailed analyses. Though marginalized, ‘children’s literature is more complex than it seems, even more complex’ (Hunt 2010: 1), and translation of children’s literature is definitely challenging. This paper outlines the strategies and methods the author has adopted in translating some children's stories from Chinese to English.
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Al-Asbahi, Khaled Mohammed Moqbel. "Insights into the Semantics of Reduplication in English and Arabic." International Journal of English Linguistics 10, no. 1 (January 13, 2020): 384. http://dx.doi.org/10.5539/ijel.v10n1p384.
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The paper aims to describe and compare the semantics of reduplication in English and Arabic. The paper shows more semantic similarities in reduplication than differences between both languages; although, Arabic reduplication is noted to be semantically more productive than English reduplication. Both languages divide reduplication into full/partial, free/bound, and continuous/discontinuous. Moreover, both languages share the senses of reduplication like; repetition, emphasis, intensity, onomatopoeia, contempt, affection, plurality, non-uniformity, and instability, nonsense, spread out, scatter, movement, contrast, continuity, completion, and lack of control. The semantic connection was developed between most of these concepts, which showed that ambiguity was common between both languages. Both the languages used reduplication in the nursery rhymes, lyrics, games, prayers, second language teaching, children’s phonics cartoons, advertisements, tongue twisters, slogans, newspaper headlines, and political and ideological rhetoric. These similarities support the belief of some linguists stating that different languages in the world share a variety of ‘universal’ semantic features. The study concluded that Arabic reduplication was semantically more productive than English reduplication.
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Muwati, Itai, Charles Tembo, and Davie E. Mutasa. "Children’s songs and human factor development: A comparative analysis of Shona children’s songs and imported English nursery rhymes." South African Journal of African Languages 36, no. 1 (June 2016): 55–64. http://dx.doi.org/10.1080/02572117.2016.1186897.
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Alkawwaz, Siham Mohammed Hasan. "A Phono-Rhetorical Study of Oronyms in English." Academic Journal of Interdisciplinary Studies 10, no. 2 (March 5, 2021): 129. http://dx.doi.org/10.36941/ajis-2021-0044.
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Oronym is a kind of wordplay where phrases that sound the same are comically used. This study investigates oronyms in English by analyzing their phonological aspects employed to make rhetorical effect, exploring their production mechanism, and constructing a phono-rhetorical model for analyzing them. Twelve examples of oronyms have been randomly taken from TV shows, songs, nursery rhymes, and books of jokes and fun with words. The main findings of the study have been: (1) Oronym is a rhetorical device that combines two ideas in a single sequence of words; (2) Oronyms are constructed on the basis of juncture by which the same sequence of sounds can form more than one morphemic structure; (3) juncture acts as a linguistic strategy consciously used to yield phonological ambiguity necessary for such type of wordplay; and (4) there are two main types of oronyms - Word-to-Phrase and Phrase-to-Phrase - that can be utilized vertically and horizontally. The significance of this study stems from its novelty and being an earnest endeavour to explore the linguistic features of oronyms comprehensively. It laid a theoretical foundation for promising future studies on oronyms even in other languages, especially in Arabic.
Received: 29 September 2020 / Accepted: 18 November 2020/ Published: 5 March 2021
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Osias Kit T. Kilag, Marsha Heyrosa-Malbas, Mervin T. Arcillo, and Merlinda C. Barcena. "The Role of YouTube Children's Educational Videos in Enhancing Early Childhood English Language Proficiency: An Investigation of Parental Perceptions." International Journal of Scientific Multidisciplinary Research 1, no. 7 (August 30, 2023): 833–46. http://dx.doi.org/10.55927/ijsmr.v1i7.3545.
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This study explored the use of YouTube children's educational videos to enhance early childhood English language proficiency. The study utilized a qualitative research design, and data were collected through semi-structured interviews with 10 parents of preschool-aged children. The findings of the study revealed that parents used a variety of YouTube children's educational videos to enhance their children's English language proficiency, including videos that taught basic English vocabulary, songs, nursery rhymes, grammar, and sentence structures. Participants also identified perceived benefits and drawbacks of using YouTube children's educational videos, such as improvements in vocabulary and grammar skills, exposure to the English language, and concerns about addiction to watching videos, exposure to inappropriate content, and quality and accuracy issues. Moreover, parents perceived YouTube children's educational videos to be effective in enhancing their children's English language skills, and various factors influenced their decision to use such videos, such as convenience, affordability, variety of content, and fun and engaging learning. The study suggests that YouTube children's educational videos can be a useful tool to enhance early childhood English language proficiency. However, parents need to be mindful of the potential drawbacks associated with their use, such as inappropriate content and addiction. The study also contributes to the existing literature on the use of technology in early childhood education and provides insights into parents' perspectives on YouTube children's educational videos.
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Sihite, Meida Rabia, Linda Astuti Rangkuti, and Yunita Mutiara Harahap. "Trauma Healing: English for Young Learners bagi Anak-Anak Terdampak Erupsi Gunung Sinabung." Wahana Jurnal Pengabdian kepada Masyarakat 1, no. 2 (September 5, 2022): 30–36. http://dx.doi.org/10.56211/wahana.v1i2.116.
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Bahasa Inggris sudah diajarkan sejak usia dini sejak tingkat sekolah dasar. Hal ini dilakukan untuk mengikuti perkembangan zaman yang semakin global serta untuk memperkenalkan bahasa Inggris sebagai bahasa internasional. Namun, pada kenyataannya, hingga saat ini banyak siswa/i masih beranggapan bahwa bahasa Inggris adalah mata pelajaran yang sulit, serius, menakutkan, bahkan menjemukan. Fenomena ini juga terjadi pada anak-anak terdampak erupsi Gunung Sinabung di Kawasan Relokasi Siosar, Desa Simacem, Kabupaten Karo. Mereka kurang menguasai bahasa Inggris dasar, lebih dominan berbicara bahasa lokal, serta rendahnya rasa percaya diri mereka untuk berbicara bahasa Inggris akibat metode pengajaran bahasa Inggris yang kurang menarik yang diperoleh di sekolah serta trauma akibat menjadi korban erupsi Gunung Sinabung yang menyebabkan mereka harus direlokasi ke daerah pengungsian. Untuk itu, tim pengabdian terdorong untuk melakukan kegiatan pemulihan trauma berupa pelatihan bahasa Inggris bagi anak-anak terdampak erupsi Gunung Sinabung dengan metode pembelajaran Fun Communicative Learning through games and nursery rhymes. Kegiatan ini bertujuan untuk membantu masyarakat khususnya anak-anak usia sekolah dasar agar kejadian atau bencana yang terjadi selama ini tidak berdampak buruk dan berlanjut pada stabilitas mental dan emosional ke depan. Dengan kegiatan ini diharapkan rasa percaya diri anak-anak akan terbangun kembali karena adanya bentuk perhatian lain berupa Trauma Healing.
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Concannon-Gibney, Tara. "“Teacher, Teacher, can’t Catch Me!”: Teaching Vocabulary and Grammar using Nursery Rhymes to Children for Whom English is an Additional Language." Reading Teacher 75, no. 1 (May 13, 2021): 41–50. http://dx.doi.org/10.1002/trtr.2013.
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Tetrault, Simone. "The Influence of Early Childhood Media in Promoting Speciesist Ideologies." Animal Ethics Review 3, no. 1 (February 7, 2023): 11–18. http://dx.doi.org/10.31009/aer.2023.v3.i1.03.
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While communications and media research has been conducted on the influence of children’s literature in shaping the attitudes of children towards various marginalized groups, the specific impact of anthropocentric viewpoints and speciesist ideologies conveyed through imagery and narrative in early childhood literature has been largely overlooked. The goal of this article is to use a critical literacy approach to analyze poignant examples of early childhood literature in the English language canon, and to draw links between the ways in which these media normalize the oppression of non-human animals in similar ways to that of other historically marginalized human groups. The author argues that seemingly innocuous works such as baby board books, picture books, and nursery rhymes, can have a profound impact on shaping the attitudes of children towards non-human animals, and thus, demonstrate a pressing need for more narratives that decenter human characters and interests, emphasize the personhood of non-human animals, and take an anti-speciesist approach towards storytelling in order to work towards dismantling systems of oppression that actively harm non-human animals.
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Tokpayeva, Lyazzat Sabirovna, Gulzhana Aytzhanovna Kuzembayeva, and Diana Pavlovna Spulber. "A Comparative Lexical Analysis of Kazakh, Russian and English Children’s Folklore." RUDN Journal of Language Studies, Semiotics and Semantics 15, no. 1 (March 15, 2024): 107–25. http://dx.doi.org/10.22363/2313-2299-2024-15-1-107-125.
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Occupying a special position in the oral folk art of any nation, children’s folklore is a complex field, which interrelates two areas: folklore for children and folklore created by children, learned from adults, and passed on from some children to other children. Human world and values are reflected in folklore - thus the ethnographic study of children’s folklore contributes to the understanding of the specifics of various cultures, and children’s participation in them. The purpose of the study is to describe children’s folklore in the Kazakh, Russian, and English languages from the linguistic and cultural comparative perspectives. The importance of identifying the lexical and phraseological features of different genres of children’s folklore and describing their common and culturally marked characteristics lies in the fact that despite the availability of ethnographic studies of children’s folklore in some cultures, there doesn’t exist a single research on cross-cultural comparative perspectives of various genres of children’s folklore. The study employed analytical descriptive, and comparative methods. The research data were collected through the online sociolinguistic surveys parallelly conducted in the Republic of Kazakhstan and the Russian Federation. Texts of children’s folklore in English were taken from the collections Nursery Rhymes and Mother Goose’s Songs . The amount of research data made nearly 2000 Kazakh, Russian and English children’s folklore texts. The study revealed that the genre variety of children’s folklore leaves an imprint on the language of each genre. The lexical and phraseological analysis of various genres of children’s folklore demonstrated an active use of neologisms, transrational language and personal names. Children’s folklore is characterized not only by genre and intragenre dynamics, but also by historical changes.
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Watanabe, Naomi. "Phonology-Based Instruction for Pre-Literacy Japanese Elementary Students." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (August 1, 2021): 98. http://dx.doi.org/10.37546/jaltpcp2020-13.
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This study investigated the following three points regarding the effectiveness of phonology-based instruction on Japanese elementary school students. (1) Does phonology-based instruction have positive effects on improving phonological awareness in Japanese elementary school students?; (2) To what extent does phonology-based instruction enhance letter knowledge in Japanese elementary school students?; and (3) Does phonology-based instruction motivate Japanese elementary school students to learn English? Twenty-nine fourth graders in a public elementary school received phonology-based instruction, such as reciting and singing along with nursery rhymes, detecting rhymes or initial phonemes, and counting syllables. These activities took place during weekly 15-minute modules in English classes. Additionally, letter activities were conducted in English and other subjects to help develop phonological awareness. Study results suggested that phonology-based instruction was effective in improving students’ phonological awareness and attitudes to learn English. 本研究は、日本の小学生に対する音韻指導の有効性について、以下の3点について調べたものである。(1) 日本の小学生の音韻認識の向上にプラスの効果があるか。(2) 日本の小学生の文字知識をどの程度向上させるか。(3) 日本の小学生が英語を学ぶことへの動機付けとなるか。参加者は、公立小学校の4年生29名で、ナーサリーライムの暗唱や歌唱、脚韻や最初の音素の気付き、音節の数などの音韻指導を受けた。これらの活動は、毎週の英語の授業で15分の帯活動で実施され、さらに、音韻認識の発達を促進するために英語および他の教科で文字の活動が行われた。結果として音韻指導が小学生の音韻認識と英語学習に対する態度を向上するのに効果的であることが示唆された。
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Joseph, Michael. "Tommy Thumb’s Pretty Song-Book: The First Collection of English Nursery Rhymes; A Facsimile Edition with a History and Annotations ed. by Andrea Immel and Brian Alderson." Children's Literature Association Quarterly 40, no. 3 (2015): 301–4. http://dx.doi.org/10.1353/chq.2015.0031.
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Marshaniya, Kristina M. "PROBLEMS OF REFRAIN TRANSLATION IN T. S. ELIOT’S ‘OLD POSSUM’S BOOK OF PRACTICAL CATS’." Вестник Пермского университета. Российская и зарубежная филология 12, no. 3 (2020): 79–85. http://dx.doi.org/10.17072/2073-6681-2020-3-79-85.
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The growing interest in the Old Possum’s Book of Practical Cats poetic cycle by T. S. Eliot, associated with the theatrical release of the film Cats in 2019, which is based on the musical under the same name by E. L. Webber, as well as the lack of serious academic research on the poetics of the great modernist poet’s cycle, determine the novelty and relevance of this study. The article provides a comparative analysis of Russian translations (by A. Sergeev, S. Dubovitskaya, V. Betaki, S. Sapozhnikov) of poetic refrains in the poems included in the cycle. The research is based on the material presented in the annotated, authoritative edition of Eliot’s poetry full collection The Poems of T. S. Eliot (Volume Two, 2015), compiled and edited by one of the leading modern Eliot researchers Christopher Ricks. The analysis is focused on such aspects as the degree of translation accuracy, the refrain subject structure, professional challenges and translation decisions adopted by the authors to convey the typical characteristics of English children’s folk poetry (nursery rhymes), the traditions of which Eliot follows. This article also discusses various approaches to defining refrain. Existing in many forms and having various goals, the refrain is a universal graphic and expressive tool that is used to highlight the main theme of the work and create its structure, in order to bring any important points to the attention of the reader and to facilitate their memorization. The translators’ desire to reproduce all the signs of the original refrain: the poetic structure, graphic highlighting of components that are significant for the author, the rhyming methods and the refrain emotional reflection, makes it possible to embody the features of children’s folk poetry as a literary tradition on which the stylistic unity of all the texts included in the cycle is based.
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Reynolds, Kimberley. "Tommy Thumb's Pretty Song-Book: The First Collection of English Nursery Rhymes. By Andrea Immel and Brian Alderson. Los Angeles, CA: Cotsen Occasional Press. 2013. 212 p. £120 (hb). ISBN 978-0-615-67876-4." Journal for Eighteenth-Century Studies 38, no. 2 (April 22, 2015): 304–5. http://dx.doi.org/10.1111/1754-0208.12234.
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Lynn, Joanne L. "Runes to ward off sorrow: rhetoric of the English nursery rhyme." Children's Literature in Education 16, no. 1 (1985): 3–14. http://dx.doi.org/10.1007/bf01136988.
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Jeon, JIn-Ho. "A Study on the Differences between Parents' Media Education Experience and Necessity in Children's YouTube Use Patterns." Korea Association for Early Childhood Education and Educare Welfare 26, no. 3 (September 30, 2022): 7–36. http://dx.doi.org/10.22590/ecee.2022.26.3.7.
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This study analyzed the differences in the educational experience and necessity of children's media YouTube usage and parents' education. The purpose of this study is to prepare a media guidance plan for young children in a digital environment. This study is an analysis study using data from the 2020 Children's Media Use Survey by the Korea Press Foundation during the COVID-19 period. As a result of the study, first, as for the devices using YouTube, smartphones accounted for the most at 41.6%, followed by tablets, smart TVs, computers, and others. It was found that on average, children spend more than an hour on YouTube per day between 100 and 130 minutes per week. On the other hand, on the weekend, on average, people watched YouTube for more than 2 hours, between 120-130 minutes. Second, it was found that the YouTube content watched during a week of infants was watched more in the daycare center in the cartoon/animation category, but the toy materials and games were watched more in the kindergarten. Meanwhile, as a result of analyzing the educational contents watched for a week, nursery rhymes/music accounted for the most at 18.6%, followed by fairy tales, English education, nature education, and sociality education. Third, the reason for letting infants watch YouTube was not to be disturbed by the child (23.9%) the most, followed by stress/diversion, compensation, acquisition of new information, and the child being choked up. Fourth, education experience and necessity of parental education The Internet showed the highest number of places to get help for media use guidance (25.7%). In terms of media education, it was found that children received more media education in kindergarten than in daycare center. It was found that more education was received in the non-adoptive parental cohabitation group than in the adoptive-parent cohabiting group.
And in terms of the benefits of media education, it was shown that the media education received by parents, early childhood guidance, and children in kindergarten was more beneficial than daycare.
Necessity of Media Education Overall, all respondents answered that they needed it as around 4.0.
Media education required for young children showed the highest level of self-regulation ability at 36.4%, followed by understanding of positive/negative effects, information utilization method, and information discrimination ability. As a research suggestion, the guidelines for prevention of media overdependence in infants and young children should provide specific guidelines for children's media use along with information on cognitive development, physical development, and emotional development that match the characteristics of infants and young children according to the number of months. In addition, it is absolutely necessary to develop a curriculum that includes the harmful effects of digital media and the advantages and disadvantages of media according to the stage of children's development in the professional training course for educational institutions (kindergarten) and childcare institutions (daycare centers).
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Borisenko, Yu A. "LITERARY NONCE WORDS AS A TRANSLATION PROBLEM (BASED ON ENGLISH LITERARY TALES)." Bulletin of Udmurt University. Series History and Philology 30, no. 5 (October 27, 2020): 774–84. http://dx.doi.org/10.35634/2412-9534-2020-30-5-774-784.
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The article examines specific characteristics of literary nonce words on the example of English literary tales. It attempts to classify them on the basis of the word-building patterns used (highlighting the so-called nursery words and nonce words proper). It also describes their main functions in a literary text. The research objectives also included a comparative analysis of the translations of famous English literary tales. The analysis proved that the main translation strategies while dealing with literary nonce words are the creation of nonce words in the target language, descriptive translation and compensation. The most successful translation decisions take into account the target audience of readers and include the use of wordplay, as well as phonetic expressive means such as rhyme, alliteration and onomatopoeia. In general, the translation of nonce words directly depends on the specifics of word-building patterns that exist in the source and target languages.
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Kuzmina, O. A. "“The House That Jack Built” by Jessie L. Gaynor as an example of an English language operetta for children." Aspects of Historical Musicology 15, no. 15 (September 15, 2019): 231–49. http://dx.doi.org/10.34064/khnum2-15.12.
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Background. The children’s opera in all its diversity has undergone a rapid path to its formation and development, responding to changes in the art and aesthetic space of musical culture. The active being and the practical use of this phenomenon only emphasize the gaps in musicology science more acutely. Some researchers combine with the notion of «children’s opera» both works that involve children to participate in the performing process, and those which are aimed at a certain age audience. Other authors put the term «opera for children» as universal, but use it to describe various works. However, if the information about this genre is contained in the scientifi c literature, research on opera for children-performers analogue, children’s operetta which was formed and used by considerable demand in the late 19th – in the fi rst half of the 20th century in the English-speaking countries, is practically absent. This determines the relevance of the chosen subject. Objectives. The objective of this study is to consider the features of the libretto, the compositional and dramaturgical properties of the children’s operetta by J. L. Gaynor The House that Jack Built as one of the English-language samples of the genre. Methods. So far these methods were been applied: historical, structural and functional, comparative. Results. It is diffi cult to indicate the exact date of the children’s operetta emergence. It is known from available literature that it became widespread in the 1880s. In the following decades, the popularity of children’s operettas does not fade, rather, it only grows. The school authorities even were worried about such an intensity of extracurricular work. However, this fact did not affect the number of performances. There are books containing instructions and guidance, tips on probable diffi culties that could be faced by fi rst-time directors. In particular, it was recommended to divide responsibilities between school departments and draw up a general plan of action. Attention was paid to organizing an advertising campaign to attract as many viewers as possible. With such performance enthusiasm, there was a certain lack of repertoire written specifi cally for children and adolescents. Not surprisingly, the music teachers sought to replenish it. Among them was an American piano and harmony teacher Jessie Lovel Smith Gaynor (1863–1921) who composed The House that Jack Built (1902). This is not the only sample of children’s operetta in the heritage of J. L. Gaynor, she wrote a few more works, mostly after fairy tales: The Lost Princess Bo-Peep (its plot matches Jack’s one), The Toy Shop, Snow White, The Magic Wheel, Three Wishes, The Return of Proserpina, and On Plymouth Rock. The libretto of The House that Jack Built, written by A. G. D. Riley, is compiled on the basis of nursery rhymes, which are an integral part of the English-speaking countries culture. The operetta includes 24 folklore texts (full or fragmented): poems, two counters, and a ballad. To organize the plot, the librettist used the «stringing» method, or the cumulative principle, joining each subsequent element to the previous one with the help of the Mother Goose’s recitative lines. She is the key character, who greets and introduces new guests at her party. This principle is refl ected in the organization of the whole operetta. Mother Gooses’ cues are a refrain similar to the poem The House that Jack Built. Each character is not related to the previous one or the next, they are united only by belonging to the images of folk poetry. Since the libretto is mainly based on miniatures (with one or two verses), there are many participants of the performance: 43 characters, 21 thrushes, and collective characters, the number of which is not specifi ed precisely. There is no plot in common sense – as a series of related events built in accordance with certain principles – in The House that Jack Built. Rather, it reminds the carnival procession, in which characters are appearing one by one. They have bright, sometimes extravagant costumes, which vary with the speed of the pattern in the kaleidoscope. The structure of the operetta is simple and clear. It consists of two acts, divided into 19 big numbers (9 in the fi rst action, 10 in the second), which are often built in the form of a suite. The balance among solo-ensemble and choral numbers in The House that Jack Built is unequal. The choruses prevail in the operetta (there are about 20 of them). It is diffi cult to name the exact number because the author does not always clarify the exact cast. Solo and ensemble numbers are 4 times fewer; in addition, there are 2 numbers in the 2d act, in which the soloist and choir sing together. To achieve compositional and dramatic unity, there was a need to involve additional means in addition to the cross-cutting image of Mother Goose, since the Jack’s plot is deprived of the consistent development of events. This function is performed by several themes: «fairy tale» (in the future it is associated with the appearance of fairies and elves), «pastoral» (its emergence is marked by the remark Andante Pastorale), the theme of Jack, the dance motive, and the theme of King Cole. They are exhibited in the overture for the fi rst time. When the act begins, they are joined by the themes of Mother Goose and Thrushes. For the fi rst time, most of the themes are conducted in the overture. This determines the suite character of its structure: 6 episodes that contrast with each other by tempo. The piano part plays an important role in the operetta. It presents the leading themes, the main image-bearing and poetic motives, and supports the performers in the vocal appearances. The revealed signs give grounds to consider the English-language children’s operetta a national model of opera for children-performers. Conclusions. In the English-speaking countries, particularly in the USA, at the end of the 19th – in the fi rst half of the 20th century the tradition to perform operettas at schools was formed. This works from their form and contents were similar to compositions which were called children’s operas (operas for children-performers) in Europe. An analysis of The House that Jack Built by J. L. Gaynor allows us to interpret the author’s genre name in its original linguistic meaning – «small opera». A signifi cant number of such works still remain beyond the attention of scholars and require a thorough study both in historical and in theoretical directions.
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Kristanto, Wisnu. "Javanese Traditional Songs for Early Childhood Character Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 169–84. http://dx.doi.org/10.21009/141.12.
Full textAbstract:
Character education in early childhood is not new, and character education is also not just a transfer of knowledge, but something that needs to be built early on through various stimula- tions. This study aims to develop the character of early childhood through audio-visual media with traditional Javanese songs. Using educational design-based research to develop audio-visual media from traditional songs, this media was tested in the field with an experimental design with a control group. Respondents involved 71 kindergarten students from one experimental class in one control class. The data revealed that character education in children shows the average value of the experi- mental class is higher than the control group, this means character education in children can be built through traditional songs. Further research can be done to improve the character of early childhood through a variety of media that interests children.
Keywords: Early Childhood, Character Education, Javanese Traditional Songs Media
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Putri, Aprilia Riyana. "IMPROVING YOUNG LEARNERS’ LISTENING SKILL BY USING NURSERY RHYMES SONG." Journal of English Teaching and Learning Issues 1, no. 2 (December 18, 2018). http://dx.doi.org/10.21043/jetli.v1i2.3843.
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Listening is one of the most important skill in learning language for young learners, because the first way to learn language start from learning how to listen. In learning English, most of young learners in Indonesia found some difficulties to listen directly from the native speaker or from the environment, such as from young learners’ school or from young learners’ family, it happened because English is still as the second language in Indonesia which is not use in daily life. Many media uses by most of schools in Indonesia to improve young leraners’ competencies in English, for example by using some application from smartphone or by using song. Here, the researchers choose nursery rhymes song as an alternative media in improving young learners’ listening skill. The experimental research design was employed. The experimental group was taught using nursery rhymes song while the control group was taught using the conventional method. There are two classes in the same level at six grade level from SDUT BUMI KARTINI JEPARA participated in this study, they are from maroco and mesir class. The findings indicated that nursery rhymes song significantly improved the students’ listening skill toward learning English. This study concluded that nursery rhymes song is one of media that is very effective for improving young learners’ listening skill because young learners are very happy to learn English while singing the nursery rhymes song.
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Abdaliyeva Periwza Isaevna and Amirlan Seydin Elsuyer uli. "NURSERY RHYMES AS A MEANS OF UPBRINGING CHILDREN IN KARAKALPAK CHILDREN’S FOLKLORE." EPRA International Journal of Multidisciplinary Research (IJMR), October 21, 2021, 266–68. http://dx.doi.org/10.36713/epra8752.
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The article deals with the importance of nursery rhymes as a means of upbringing children in Karakalpak children’s folklore. In the aticle, Karakalpak, Kazakh and Kyrgyz children’s folklore have been analyzed. Descriptive and comparative methods analyzes are used in this paper. Also, some examples of nursery rhymes from Karakalpak children’s folklore have been analyzed and their meanings are explained in the English language. KEY WORDS: upbringing, Karakalpak, children’s folklore, nursery rhymes
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,Afshan Syed Mahmood, Muhammad Asim Khan, Bilqees Anwer. "A COMPARATIVE EVALUATION OF URDU AND ENGLISH ANIMATED NURSERY RHYMES USING NEUMANN’S AND HERODOTOU EVALUATION RUBRIC." Pakistan Journal of Educational Research 6, no. 2 (June 30, 2023). http://dx.doi.org/10.52337/pjer.v6i2.843.
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YouTube has fast become a pastime and source of info-cum-entertainment in Pakistan, winning it the ninth rank amongst countries with the most YouTube users. Parents allow children as young as ninth months old and onwards to watch YouTube for cartoons and rhymes, with oversight on children's screen-watch. The current study aims to assess whether Neumann's and Herodotus’ YouTube video evaluation rubric can be applied to YouTube nursery rhymes in other languages to evaluate the edutainment elements. The original 17-pointer rubric was extended to 21-pointers to compare age-appropriateness, content quality, design features, and learning objectives of famous Urdu and English animated nursery rhymes. The results show that Urdu rhymes videos are better in terms of age appropriateness, content quality, design features and learning objectives. Hence, they effectively contribute to children's socio-cultural and linguistic development
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De Mello, Geraldine, Mohammad Nor Afandi Ibrahim, Nalini Arumugam, Misyana Susanti Husin@Ma'mor, Nur Hidayatulshima Omar, and Sai Dharinee Sathiyasenan. "Nursery Rhymes: Its Effectiveness in Teaching of English among Pre-Schoolers." International Journal of Academic Research in Business and Social Sciences 12, no. 6 (June 20, 2022). http://dx.doi.org/10.6007/ijarbss/v12-i6/14124.
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Haroon, Haslina. "A.W. Hamilton and the translation of English nursery rhymes into Malay." Indonesia and the Malay World, March 9, 2023, 1–27. http://dx.doi.org/10.1080/13639811.2023.2168390.
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