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Journal articles on the topic 'English Stories in rhyme'
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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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Holcomb, Leala, and Kimberly Wolbers. "Effects of ASL Rhyme and Rhythm on Deaf Children’s Engagement Behavior and Accuracy in Recitation: Evidence from a Single Case Design." Children 7, no. 12 (November 26, 2020): 256. http://dx.doi.org/10.3390/children7120256.
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Early language acquisition is critical for lifelong success in language, literacy, and academic studies. There is much to explore about the specific techniques used to foster deaf children’s language development. The use of rhyme and rhythm in American Sign Language (ASL) remains understudied. This single-subject study compared the effects of rhyming and non-rhyming ASL stories on the engagement behavior and accuracy in recitation of five deaf children between three and six years old in an ASL/English bilingual early childhood classroom. With the application of alternating treatment design with initial baseline, it is the first experimental research of its kind on ASL rhyme and rhythm. Baseline data revealed the lack of rhyme awareness in children and informed the decision to provide intervention as a condition to examine the effects of explicit handshape rhyme awareness instruction on increasing engagement behavior and accuracy in recitation. There were four phases in this study: baseline, handshape rhyme awareness intervention, alternating treatments, and preference. Visual analysis and total mean and mean difference procedures were employed to analyze results. The findings indicate that recitation skills in young deaf children can be supported through interventions utilizing ASL rhyme and rhythm supplemented with ASL phonological awareness activities. A potential case of sign language impairment was identified in a native signer, creating a new line of inquiry in using ASL rhyme, rhythm, and phonological awareness to detect atypical language patterns.
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Susanto, Susanto, Deri Sis Nanda, and Wan Irham Ishak. "Reconstructing Teachers’ Language Intervention for Phonological Aspects in EFL Classroom." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 7, no. 2 (December 29, 2022): 383–96. http://dx.doi.org/10.24042/tadris.v7i2.12309.
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Teachers’ language intervention can play a key role in helping students in the classroom interaction to learn a foreign language. In this paper, we discuss the teacher’s language intervention for phonological aspects in the English as a Foreign Language (EFL) classroom. We used a qualitative descriptive approach with a phenomenological research design. As the data, we recorded the language exchanges between the students and their teachers at the fifth year of a Primary School (Sekolah Dasar) in Bandar Lampung, Indonesia. We categorized three types of teachers’ language intervention, i.e. focalization, correction, and solicitation. Focalization intervention is manifested by the production of a lexical element. The intervention was observed in three situations, namely when reading familiar and unfamiliar English short stories, and playing a game with cards containing English words with their respective pictures, introduced in the stories. The teachers’ language interventions were coded in relation to phonological aspects, i.e. phoneme, syllable, and rhyme. The results show that there are 159 interventions in total. The teachers’ language interventions have the number of speech turns and the duration of the interactions varied in accordance with the context of situation, the Speech-turns mostly occur in reading unfamiliar English stories either for focalization, correction, or solicitation. Thus, this study concluded that teachers intervened more often in reading time of unfamiliar English stories, used focalization more frequently in the intervention, and utilized syllables more preferably as the focus in the intervention. As the implication, variability in the frequency and nature of interventions by the teachers could be at the origin of the differences observed in the performance of students.
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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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Crow, Andrea. "The Parson’s Country House Poem." Christianity & Literature 68, no. 3 (February 4, 2019): 388–407. http://dx.doi.org/10.1177/0148333119827676.
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This article demonstrates how early modern English poet-priest Robert Herrick uses verse form to examine tensions arising from food scarcity. I uncover Herrick’s creation of the “parsonage poem,” a subcategory of the country house poem through which he examines the impossible demands parsons faced in times of dearth. Living on agricultural tithes yet expected to redistribute food to feed their parishes, parsons struggled to measure resources and restrict consumption to make insufficient stores stretch further. Through careful manipulations of meter, rhyme, syntax, and syllable, Herrick articulates the unsustainability of the parson’s position and explores its relationship to declining rural communities.
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Trentinné Benkő, Éva, Valéria Árva, Núria Medina-Casanovas, and Mireia Canals-Botines. "English Language Children’s Literature as a Springboard for Teacher-Researcher International Collaboration." Gyermeknevelés 9, no. 1 (April 19, 2021): 39–56. http://dx.doi.org/10.31074/gyntf.2021.1.39.56.
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This article discusses various forms of collaboration in terms of research, teaching and innovation conducted in the field of children’s literature by four lecturers from the University of Vic-Central University of Catalonia (Uvic-UCC), Catalonia (Spain) and Faculty of Primary and Preschool Education, Eötvös Loránd University (ELTE TÓK), Budapest (Hungary). The research project that focused on the use of stories, songs and rhymes in the early English language education provided at a number of primary and preschools in Catalonia and Hungary forms the centrepiece of this joint study. The present article is an account of the follow-up research that completed the project.
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Heffernan, Thomas J. "The Authorship of the ‘Northern Homily Cycle’: The Liturgical Affiliation of the Sunday Gospel Pericopes as a Test." Traditio 41 (1985): 289–309. http://dx.doi.org/10.1017/s0362152900006929.
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In the north of England, as the thirteenth century was drawing to a close, an enterprising and pastorally zealous cleric was engaged in the composition of the most extensive preaching codex in the English language since Aelfric's Catholic Homilies. The text now known as the Northern Homily Cycle (hereafter NHC) was left untitled by an anonymous author who wrote in his native dialect and was well versed in the lore of the north country. He used a rhymed octosyllabic line throughout. His plan encompassed a free rendering of the Gospel pericope for the particular Sunday (the homilies are chiefly dominical), a complementary exegesis drawn from the Fathers, and an exemplum, reflecting a shrewd sense of his audience and the fashion of the time. In these exempla he revealed a catholic taste by selecting stories of saints and monks, stories from antiquity and the east, pieces of local Northumbrian folklore, legends of the Virgin, accounts of miraculous beasts, risqu6 fables, and child-like pious tales.
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Budzyńska, Paula. "How authentic is language included in English and German language textbooks for primary education in Poland? A case study." Glottodidactica. An International Journal of Applied Linguistics 45, no. 1 (September 10, 2018): 27–40. http://dx.doi.org/10.14746/gl.2018.45.1.02.
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This study aims at investigating the authenticity of vocabulary and grammar structures included in two selected English language textbooks (hereafter ELTs) and two German language textbooks (hereafter GLTs) for the first stage of education in Poland. In order to achieve the assumed objective, the author examined literary materials, that is, songs, rhymes, or short stories, included in selected ELTs and GLTs in accordance with the principles of the corpus stylistics method developed, for example, by Semino & Short (2004), Mahlberg (2014), or McIntyre (2015). With the support of BYU-BNC and DWDS corpora, the performed analysis indicated, for instance, that in the case of both types of textbooks studied, the number of authentic words that children are to learn seems to be rather insufficient. The outcomes of the study enable suggesting certain modifications targeted at the increase of the authenticity of language that the analysed textbooks include.
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Scott, Clive. "French and English Rhymes Compared." Empirical Studies of the Arts 10, no. 2 (July 1992): 121–56. http://dx.doi.org/10.2190/ufek-yh99-erm5-7jab.
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The richness and complexity of rhyme has to a great extent been ignored. This article first examines the structural role of rhymes within metrics, illuminating its contrasted role in French and English verse. Linguistic differences and their consequences for the exploitation of various rhyme schemes in French and English are also examined—for example through a discussion of the role of rhyme in French classical drama as compared to English Restoration drama. The semantic and pragmatic consequences of rhyme are also addressed, with special emphasis on the comparative anatomy of rhyme words (morphemes, suffixes, endings) and the changed significance of rhyme with the advent of free verse.
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Dollerup, Cay. "Translation for Reading Aloud." Meta 48, no. 1-2 (September 24, 2003): 81–103. http://dx.doi.org/10.7202/006959ar.
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Abstract The article takes a look at the translation of children’s literature intended for reading aloud. The pragmatic (or theoretical) point of departure is a ‘narrative contract’ between the child (audience) and the reader as in the oral tradition of yesteryear. It is therefore argued that, at least initially, children’s literature for reading aloud was a continuation of the narrative tradition in the extended family adapted to the conditions and mores of the nuclear family. The nuclear family was a 19th century innovation promoted by the new middle classes, and they best carried on the narrative tradition by means of stories such as those of the brothers Grimm in Germany and Hans Christian Andersen in Denmark. Referring to an informal questionnaire among Translation Studies scholars covering eleven countries, it is concluded that the tradition of reading aloud for children is alive and well. This leads to a model for the translational situation for read-aloud literature that calls for guiding principles in the exploration of differences between ‘originals’ and ‘translations.’ Having introduced such layers, viz. the structural, the linguistic, the content and intentional ones, a paratextual and chronological layer are also called for, because of the ubiquity of modern co-prints and the need to introduce diachronic perspectives. The article discusses decision-makers in the process of translation, such as publishers and the like, and also briefly views questions of translational traditions before it discusses translations of the Grimm Tales into English and Danish, to conclude that there are two different schools of ‘respectable translators,’ one targeting stories for reading aloud and another for silent reading, even though the translators may not be aware of this. The final part takes up questions concerning the translation of names, rhymes, and a highly complex text which is discussed in depth. The conclusion is that translation for reading aloud is an art requiring great competence of translators. It also ought to attract more attention from Translation Studies scholars because it questions fundamentals in translation work that are also found in other types of translation. Readers should read aloud the passages cited in order to appreciate the commentary!
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Sycheva, Anastasia V. "Peculiarities of Reconstructing Russian Rhyme in English Translations." Polylinguality and Transcultural Practices 17, no. 1 (December 15, 2020): 59–64. http://dx.doi.org/10.22363/2618-897x-2020-17-1-59-64.
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The article deals with the problem of preserving the rhyme traditional for Russian poetry in translations into English. A brief analysis of Russian and foreign linguists’ works on the theory and practice of poetic translation shows that rhyme in English poetry does not play such a significant role as it does in Russian poetry. Opinions of English-speaking readers coincide with the opinion of translators. However, adequate versions of Russian poems in English with preservation of rhymes of original verses are the preferred type of poetic translation. The article deals with the problem of preserving the rhyme, characteristic of Russian poetry, in translations into English. The purpose of this scientific research is to conduct a brief analysis of the works of Russian and foreign linguists on the theory and practice of poetic translation to reveal the role and significance of the category of rhyme in English and Russian poetry. The author pays special attention to the opinion of translators of Russian poetry into English and English-speaking readers of translated Russian lyrics in the context of preserving rhyme or deviation from it. As a result of the conducted research, the author comes to the conclusion that rhyme does not play such a significant role for foreign linguists and translators as it does for their Russian-speaking counterparts. A more attractive form of poetry for them is vers libre. Consequently, the issues of rhyme reproduction for English translators are not of paramount importance. The main emphasis is on the meaning of the translated text, not its form. Opinions of English-speaking readers coincide with the opinion of translators. In addition, the article presents summary information of the conducted comparative linguistic analysis of 275 poems by B. Okudzhava and their originals. The analysis shows that in percentage terms the number of rhymed translations from the total number of translated texts is about 40%. However, the overwhelming number of English translations of poems Okudzhava - about 60% - belongs to unrhymed translations. Nevertheless, the author of the article emphasizes the need to preserve rhyme in translations as an integral part of the Russian classical verse and believes that adequate versions of Russian poems in English with preservation of original rhyme are the preferred type of poetic translation.
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Sutton, Peter. "Alliteration in Modern and Middle English: “Piers Plowman”." Armenian Folia Anglistika 10, no. 1-2 (12) (October 15, 2014): 54–62. http://dx.doi.org/10.46991/afa/2014.10.1-2.054.
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William Langland’s 8000-line fourteenth-century poem Piers Plowman uses an alliterative rhyme scheme inherited from Old English in which, instead of a rhyme at the end of a line, at least three out of the four stressed syllables in each line begin with the same sound, and this is combined with a caesura at the mid-point of the line. Examples show that Langland does not obey the rules exactly, but he is nevertheless thought to be at the forefront of a revival of alliterative verse. Further examples demonstrate that alliteration was never entirely replaced by end-rhyme and remains a feature of presentday vernacular English and poetry, even though the rhyme scheme is obsolete. It is deeply embedded in the structure and psyche of the English language.
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Kwong, Charles. "Translating Classical Chinese Poetry into Rhymed English: A Linguistic-Aesthetic View." TTR 22, no. 1 (October 21, 2010): 189–220. http://dx.doi.org/10.7202/044787ar.
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Rhyme is an important element in the fusion of sense and sound that constitutes poetry. No mere ornament in versification, rhyme performs significant artistic functions. Structurally, it unifies and distinguishes units within a poem. Semantically, it can serve to enhance or ironise sense. Emotively, it sets up pleasing resonances that deepen artistic appeal. And prosodically, rhyme can be seen as the keynote in a melody: rhyme is a modulator of pace and rhythm, while rhyme change can mark a turn of rhythm and sense in a long poem. Different languages have different combinations of linguistic resources for versification. This essay will revisit the debate on the use of rhymed English to translate classical Chinese poetry, moving beyond the general observations and experiential insights currently available to present concrete evidence on the rhyming resources and practices of English and Chinese. These comparative observations should shed new light on the linguistic and aesthetic issues involved in using rhymed English to translate classical Chinese poetry.
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Goswami, Usha, Jean Emile Gombert, and Lucia Fraca de Barrera. "Children's orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish." Applied Psycholinguistics 19, no. 1 (January 1998): 19–52. http://dx.doi.org/10.1017/s0142716400010560.
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AbstractThree experiments were conducted to compare the development of orthographic representations in children learning to read English, French, or Spanish. Nonsense words that shared both orthography and phonology at the level of the rhyme with real words (cake-dake, comic-bomic), phonology only (cake-daik, comic-bommick), or neither (faish, ricop) were created for each orthography. Experiment I compared English and French children's reading of nonsense words that shared rhyme orthography with real words (dake) with those that did not (daik). Significant facilitation was found for shared rhymes in English, with reduced effects in French. Experiment 2 compared English and French children's reading of nonsense words that shared rhyme phonology with real words (daik) with those that did not (faish). Significant facilitation for shared rhyme phonology was found in both languages. Experiment 3 compared English, French, and Spanish children's reading of nonsense words (dake vs. faish) and found a significant facilitatory effect of orthographic and phonological familiarity for each language. The size of the familiarity effect, however, was much greater in the less transparent orthographies (English and French). These results are interpreted in terms of the level of phonology that is represented in the orthographic recognition units being developed by children who are learning to read more and less transparent orthographies.
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Rejeki, Sari, and Henny Suharyati. "English Learning Using Pronouncing the Rhyme Method." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 1, no. 1 (September 1, 2017): 12–19. http://dx.doi.org/10.33751/jhss.v1i1.367.
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The study aims to seek the kinds of phonological interference in the English pronounciation of teachers of North Bogor PAUD. The study is a descriptive qualitative research where data is collected by recordings, transcribing and identifying pronunciation difficulties. Based on the findings, factors such as intereference, the differences in the sound system in the two languages affect the teachers pronunciation. It is evident in the data the teachers of PAUD experienced difficulties in pronouncing the consonant phonemes /p/, /k/, /g/, /d/, /s/, //, and the vowel phonemes /?/, //. Diphthongs and stress are also a source of constraint. Keywords: interference, phonemes, diphthongs.
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BAUSCHATZ, PAUL. "Rhyme and the structure of English consonants." English Language and Linguistics 7, no. 1 (May 2003): 29–56. http://dx.doi.org/10.1017/s1360674303001035.
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Luo, Yilu, and Honghui Tan. "Rhythm Reproduction in English Translation of Chinese Poetry: A Contrastive Analysis of Li Bai's “GUAN SHAN YUE”（关山月）and its English Version." IRA International Journal of Education and Multidisciplinary Studies 16, no. 3 (August 31, 2020): 143. http://dx.doi.org/10.21013/jems.v16.n3.p3.
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This paper contrasts the rhythm of Li Bai's “GUAN SHAN YUE”（关山月）and that of Fletcher's English version “The MOON OVER The PASS” and finds out the functional equivalence between the Ping (平) and Ze (仄) (level and oblique tones) of Chinese poetry and the lightly stressed and heavily stressed syllables of English poetry, the number of Yan (言) (the number of characters) and the number of feet, and the rhymes. To promote the realization of musical beauty, formal beauty and emotional expression in the translation of Chinese poetry and reproduce the rhythm of ancient Chinese poetry, five-character and seven-character poem with regular line can be translated into iambic pentameter; pre-Tang poem and Song Ci with irregular line can be translated according to the analogy of character and syllable, and the feet of the translated poem can mainly be iambs; the rhyme of the translated poem can be couplet rhyme, cross rhyme or alternate rhyme. Based on this strategy, the author translates her self-created poem “MAN JIANG HONG ZHAN YI”（满江红·战疫）into English to prove the feasibility of the rhythm reproduction strategy of the English translation of ancient Chinese poetry.
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Tanasijević, Ivana. "U TRAGANjU ZA IZGUBLjENIM SMISLOM: „RAZBRAJALICA, OKTOPOD-PRIČA“ LASLA BLAŠKOVIĆA." Lipar XXI, no. 73 (2020): 133–43. http://dx.doi.org/10.46793/lipar73.133t.
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The paper aims to explore the genre specifics of the novel Counting-out Rhyme, Octopus-Story written by Laslo Blašković, as well as the semantic layers that were activated in this manner. By accepting the traditional genre of the novel, which was transformed in the direction of a counting-out rhyme and octopus-story, the novel is constructed as a formally unique, subjective literary expression. Building its narrative flow upon the destinies of different personalities, who built seemingly independent stories, the novel Counting-out Rhyme develops the idea of a single story. With each new destiny, the story gets its variant, so the figure of the octopus will become a metaphor of literature in the most general sense. The story, having lost its meaning due to countless repetitions, like a counting-out rhyme, will become a structure of sound and scream, while the need for narration will become a principle of self-preservation.
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Tartakovsky, Roi. "Towards a theory of sporadic rhyming." Language and Literature: International Journal of Stylistics 23, no. 2 (May 2014): 101–17. http://dx.doi.org/10.1177/0963947013502404.
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A surprising amount of 20th-century (and earlier) English-language poetry employs rhyme, but not the rhyme we normally think of, which marks the end of the line in metrical poetry, but a kind of half-intentional half-accidental rhyme that can appear anywhere within the text. This type of rhyming, which I term ‘sporadic’ and distinguish from ‘systematic,’ has illuminating potential as it relies on, but also departs from traditional rhyme functions. As such, it asks for a new theorization. In this essay I elaborate the core characteristics of sporadic rhyming, and then exemplify and qualify these through a series of readings.
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LI, CHUCHU, MIN WANG, and JOSHUA A. DAVIS. "The phonological preparation unit in spoken word production in a second language." Bilingualism: Language and Cognition 20, no. 2 (October 28, 2015): 351–66. http://dx.doi.org/10.1017/s1366728915000711.
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This study investigated the phonological preparation unit when planning spoken words with native Chinese speakers who speak English as a Second Language (ESLs). In Experiment 1, native Chinese speakers named pictures in Chinese, and the names shared the same onset, same rhyme, or had nothing systematically in common. No onset effect was shown, suggesting that native Chinese speakers did not use onset as their preparation unit. There was a rhyme interference effect, probably due to lexical competition. In Experiment 2, the same task was conducted in English among Chinese ESLs and native English speakers. Native speakers showed onset facilitation whereas ESLs did not show such an effect until Block 3. ESLs’ phonological preparation unit is likely to be influenced by their native language but with repetition they are able to attend to sub-syllabic units. Both groups showed rhyme interference, possibly as a result of joint lexical and phonological competition.
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Cho-Hi Joh. "The Practice of Using Rhyme in English Expressions." Journal of English Language and Literature 53, no. 1 (March 2007): 129–53. http://dx.doi.org/10.15794/jell.2007.53.1.006.
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Mykhalchuk, Nataliia, and Ернест Івашкевич. "INNOVATIVE PEDAGOGICAL ASPECTS OF USE OF AUTHENTICITY OF MATERIALS IN TEACHING ENGLISH." Інноватика у вихованні, no. 16 (November 25, 2022): 82–94. http://dx.doi.org/10.35619/iiu.v1i16.492.
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In this article there were studied pedagogical and psychological principles of using authentic materials, which are a fairly new direction for pedagogical science and practice. We showed, that as a rule teachers were used to pay attention to textbook materials. However, in modern educational activities, teachers-methodists tend to use authentic materials to a much greater extent than to use educational texts. This, in turn, will greatly contribute to a more productive mastering of educational materials by schoolchildren. On the other hand, the authenticity of the content material allows pupils to delve into the essence of the theoretical and practical issues having been studied, and this will have a rather positive effect on the overall effectiveness of training, on better mastering of educational content in general.
In our empirical research we proposed for pupils of secondary school such proverbs and sayings, which they had to study. Before giving the pupils such a task to study these proverbs and sayings, we combined the last ones into some main paradigmatic groups, such as: “Skills. Personal characteristics”; “Personal experience. Skills”; “Help”; “Laziness. Negligence”; “Teaching. Tutorials”. We studied phonetic and stylistic aspects of proverbs and sayings with the component of “human activity”. In turn, after studying them we modelated some exercises for pupils, to underline in their structure the paradigm of authenticity. So, in this article it was firstly when for pupils there were proposed our author’s authentic tasks and exercises. We proved, that pedagogical and psychological content of these lexical units in a large degree was reached by rhyme of proverbs and sayings, such as: rhyme of proverbs and sayings; full male rhyme; accurate or identical male rhyme; full female rhyme; alliteration of proverbs and sayings; repetition of two sounds in the structure of proverbs and sayings; a combination of alliteration with rhymes in the structure of proverbs and sayings; assonance in the structure of proverbs and sayings.
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Olaru, Victor. "The two english versions of Mioritza." Alea : Estudos Neolatinos 16, no. 1 (June 2014): 192–200. http://dx.doi.org/10.1590/s1517-106x2014000100014.
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This paper proposes a short comparative analysis of two English translations of the Romanian poem Mioritza, the first from 1856, made by Henry Stanley, and the second, by the American Poet W.D. Snodgrass, from 1972. It is argued that the latter has more poetic value, for it utilizes rhyme patterns and a meter closer to the Romanian ballad.
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Khan, Saleemullah. "http://habibiaislamicus.com/index.php/hirj/article/view/66." Habibia Islamicus 5, no. 2 (June 30, 2021): 135–40. http://dx.doi.org/10.47720/hi.2021.0502a11.
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The Literature is going to transform into a Universal Brand and to produce a Continental Version. Arabic and English needs to have Literary Covenant of cross cultural Studies. The Field of “Comparative Literature” is a Linking Bridge between the world famous and enormous Literatures. Like other realms of Literature it also have effects on Wisdom Literature and especially on Proverbial Comparative Studies. There is no Proverb less Literature in the world and in each Literature, Proverbs have the similar vocal, Structural, Lexical and Semantic Features which make it sure to be memorized and retrieved while dealing with the Situations. As we come across the common Properties of Proverb ( i.e. Succinctness, Recurrence, Catchiness, Eloquence, a) in Arabic and English which reflects Human Nature , we also find various Speech Stylistics like Assonance, Consonance, Alliteration, Parallelism, Repetition, Regression, Anadiplosis and Antithesis. Rhyme is one of these prominent feature of Proverbial Structure. It is a Rhetorical Embellishment related to Arabic and English Acoustics. This Feature makes the proverb more attractive and catchy. This Article deals with the Similarities and Dissimilarities of the Rhyme and Rhythmic Properties used in the Structural Patterns of Proverb in the Languages, Arabic and English. The Article will answer the Question whether Rhyme is found in Arabic and English or not? And also the question, Are there Identical Embellishments in the Arabic and English Rhetoric? Is Proverb a common phenomenon in Arabic and English? The Article replies in Yes as it has Universal Standard.
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Ha, Yeoun-Hee. "Similarity-Based Rhyme correspondence in English and Korean Raps." British and American Language and Literature Association of Korea 146 (September 30, 2022): 249–70. http://dx.doi.org/10.21297/ballak.2022.146.249.
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The purpose of this study is to examine whether the feature similarity affects the rhymability of slant rhymes. This study is based on the P-map hypothesis (Steriade 2001, 2003). The data consist of 15,881 rhyming pairs in 80 American rap songs and 90 Korean rap songs. Except for perfect rhyming pairs, this study focuses on 4,662 slant rhyming pairs so as to find out the impact of psychoacoustic similarity on forming a rhyming pair. To calculate between the feature similarity and rhymability, this study employs Similarity values and Observed-Expected values. This paper compares English and Korean raps in three feature classes: place, manner, and major class. With a few exceptions, results from the analysis confirm the feature similarity affects rhymability. This is in good agreement with a previous study(Kawahara 2007).
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Brim, Connie. "A Note on “English Rhyme in the Holderness Dialect”." English Language Notes 39, no. 1 (September 1, 2001): 5–12. http://dx.doi.org/10.1215/00138282-39.1.5.
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Davenport, W. A. "Ballades, French and English, and Chaucer's 'Scarcity' of Rhyme." Parergon 18, no. 1 (2000): 181–201. http://dx.doi.org/10.1353/pgn.2000.0012.
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Guan, Yao, and M. Jeffrey Farrar. "Do Chinese- and English-speaking preschoolers think differently about language?" First Language 36, no. 6 (October 25, 2016): 617–36. http://dx.doi.org/10.1177/0142723716673956.
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Metalinguistic awareness is the ability to identify, reflect upon, and manipulate linguistic units. It plays a critical role in reading development. The present study investigated Chinese- and English-speaking preschoolers’ metalinguistic awareness development and the role of cognitive and linguistic abilities in its development. Forty-two Chinese-speaking and 36 English-speaking monolingual children completed a series of metalinguistic awareness, false belief, inhibitory control, and receptive vocabulary tasks. The results revealed distinct pathways for the two language groups. English speakers had a more advanced level of rhyme awareness. Chinese speakers developed homonym understanding faster during the preschool years. Inhibitory control was more important for Chinese speakers to develop synonym and homonym understanding, whereas receptive vocabulary was crucial for English speakers to develop rhyme awareness. These differences may be attributable to the characteristics of the Chinese and English languages, as well as the patterns of cognitive development in the two populations.
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Jones, Francis R. "Poetry translators and regional vernacular voice." Target. International Journal of Translation Studies 26, no. 1 (March 7, 2014): 32–62. http://dx.doi.org/10.1075/target.26.1.02jon.
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This study investigates how poetry translators tackle source regional voice within their wider approach to poetic text. It analyses eleven translators’ ‘outputs’ of Scots and English translations from Giuseppe Belli’s 19th-century regionallanguage sonnets, which are set in working-class Rome. Each output was coded for voice (space, community, tenor marking), text-world space, and poetic form (rhyme, rhythm), then analysed quantitatively and qualitatively; translator interviews and translators’ written commentaries provided extra data. Translators ranged along a spectrum (apparently genre-specific) between two extremes: (1) ‘relocalising’ voice into target regional language/dialect with similar workingclass and informal features to Belli’s originals, whilst relocalising place and person names to target-country analogies, and recreating rhyme and rhythm; (2) translating into standard (supra-regional, literary/educated, neutral-toformal) English, whilst preserving Belli’s Roman setting, but replacing rhyme and rhythm by free verse. This reflects a spectrum between two priorities: (1) creatively conveying poetic texture; (2) replicating surface semantics.
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Hanson, Kristin. "Formal Variation in the Rhymes of Robert Pinsky’s the Inferno of Dante." Language and Literature: International Journal of Stylistics 12, no. 4 (November 2003): 309–37. http://dx.doi.org/10.1177/09639470030124002.
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Rhyme is commonly defined as the repetition of certain final sounds. In English poetic practice, however, even within single poems, the extent of the repetition often varies, sometimes involving more similarity than definitions of the form suggest, and sometimes less, often as a means of creating aesthetic effects. As noted by Zwicky (1976) and more recently developed by Holtman (1996), such variation raises both descriptive and theoretical questions about the form: out of the full range of imaginable variations in rhyme, which are actually used by poets, and why? Here a close study of the variations used by Robert Pinsky in his slant-rhyme translation of Dante’s Infernoidentifies practices which turn out to be shared with other English poets, and to reflect phenomena in English phonology itself. Rhymes may match melodic structure only, reflecting the separation of melodic structure from rhythmic structure which phonological theory has hypothesized. Rhymes may differ in distinctive features – specifically voice in obstruents, place in nasals, and possibly height in vowels – reflecting the way those features are sometimes altered to satisfy constraints of English phonology. Rhymes may differ in one member having an extra final [s/z], reflecting the possibility of such an appendix in English syllable structure (Golston, 1997). These practices support the suggestion by Kiparsky (1973, 1987), building on Jakobson (1960), that the constraints that define poetic forms refer to the same structures that grammars do.
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Dowker, Ann, and Giuliana Pinto. "Phonological devices in poems by English and Italian children." Journal of Child Language 20, no. 3 (October 1993): 697–706. http://dx.doi.org/10.1017/s0305000900008540.
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ABSTRACTPoems were elicited from 133 English children between two and six and 171 Italian children between three and seven, using a similar technique, and the results were compared. Both groups produced large numbers of poems. There were great similarities and some differences. The majority of poems in both samples contained phonological devices (mostly rhyme and alliteration) and the proportion was higher (87%) in the Italian sample than in the English sample (59%). The proportion of poems that contained rhyme was close to 45% in each sample, with no consistent age difference in either sample. About one-third of Italian poems and just over a fifth of English poems contained alliteration. The frequency of alliteration declined with age in the English sample but not in the Italian sample. Possible reasons for the differences between the samples are considered. It is argued that the similarities are more important, and their theoretical implications are discussed.
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Hu, Min. "The Relationship between English Phonological Awareness of Chinese English Learners and Their English Skills." Theory and Practice in Language Studies 9, no. 1 (January 1, 2019): 45. http://dx.doi.org/10.17507/tpls.0901.07.
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This study investigated the relationship between English phonological awareness (PA) of Chinese English learners and their three English skills (reading, spelling, and listening). Four-hundred college students participated in the study. The results of correlation and regression analyses demonstrated that: 1) overall PA correlated significantly with the three skills and predicted spelling strongly, listening intermediately, and reading weakly; 2) the three levels of PA had differential effects on English skills: reading was only significantly predicted by syllable awareness, spelling by onset-rhyme and phoneme awareness, and listening by all levels of PA; and 3) the predictive effects of tasks corresponded to the difficulty of the processing skill required by a task. This study has borne out a vital role of English PA in improving adult Chinese English learners’ English skills.
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Wardani, Intan Kusuma, and Issy Yuliasri. "Translation Quality of English - Javanese Songs By Pentul Kustik Band." English Education Journal 10, no. 1 (March 15, 2020): 18–27. http://dx.doi.org/10.15294/eej.v10i1.32770.
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Translating English songs into Javanese language both semantically and emotionally presents a challenge to translators because regional differences always limits some linguistic and cultural aspects. Here, Pentul Kustik band attempts to provide a good English-Javanese song translation that can help Javanese people to understand the song and popularize it. Low’s Pentathlon Approach (2005) highlights several unique aspects of translating lyrics, which cover the elements of singability, sense, naturalness, rhythm, and rhyme. This study uses Low’s theory and assesses the quality of English-Javanese translation of song lyrics The object of this study is 15 English-Javanese song translation by Pentul Kustik Band. There are 328 data analyzed. The result shows that 223 data (68.09%) are considered singable and 105 data (32.02%) are considered less singable. In the aspect of sense, 142 data(46.30%) were considered having less accurate sense, while 186% data (53.70%) having accurate sense. In addition, 252 data (78.02%) are found to be natural and only 71 data (22.08%) are said to be less natural. The rhythm analysis indicates 123 data (37.50%) uses addition, 115 data (35.06%) uses reduction and 90 data(27.44%) preserves the original syllable numbers. The rhymes found in this study have 3 patterns. First, the translator replicates the sound and the pattern of the original song rhyme into the translated version. Second, the translator preserves the pattern of the original rhyme but modifies the sound used in the translated version. Third, some translations are found as half-rhymed or unrhymed free verses.
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Balombin, Clare. "Foi que doi." Reinardus / Yearbook of the International Reynard Society 26 (December 31, 2014): 1–13. http://dx.doi.org/10.1075/rein.26.01bal.
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One aspect of the late 12th and early 13th century Old French tales of the fox, Renart, that has been overlooked* is that the animals and humans who populate the stories invoke or mention a wide variety of saints – 64 in all.† Renart himself names 36 different saints when making 75 invocations. The choice of saint’s name to be invoked in the Roman de Renart appears to have been based on more than rhyme. Rhyme could invite multiple possibilities, given the number of saints with identical names listed in the martyrologies that circulated at that time.‡ Comparing the renardian situation with a saint’s vita or passio reveals a rich deposit of narrative, geographic, and symbolic information that the numerous, mostly anonymous, authors often manipulated to humorous, ironic, or subversive effect.
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Lu, Lianzhi. "Some Linguistic Features of the Baeu Rodo Scriptures." Journal of Language Teaching and Research 12, no. 4 (July 1, 2021): 595–602. http://dx.doi.org/10.17507/jltr.1204.10.
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Zhuang, one of the fifty-six ethnic groups in China, enjoys the second largest population among all members in the Chinese family. The Baeu Rodo scriptures, a reflection of the Zhuang culture, are recited by indigenous ritual specialists called boumo for the important life-circle ceremonies of betrothal, marriage, birth, and death, or for cases of dealing with quarrels, summoning lost souls, and driving away devils. Based on the Baeu Rodo texts, it is concluded that the most impressive linguistic features of the Baeu Rodo scriptures are versification, waist-rhyme, and balanced repetition. The scriptures are written predominantly in five-syllable verse and they are in poetic form. Waist-rhyme is a rhyme in which the last syllable in the first line of a stanza rhymes with the middle syllable in the following line, which is extremely different from a rhyme in English. Balanced repetition refers to the structures that are in similar form and function and equal length but usually occur in two or more lines in verse, expressing the same idea or contrasting ones. The discussion of these striking features of the Baeu Rodo scriptures is of great significance, leading to a better understanding of the texts which serve as carriers of the traditional Zhuang culture and promoting the intercultural communication between the Zhuang people and the English people.
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Oktaviana, Gina Oktaviana, Sumardi Sumardi Sumardi, and Endang Setyaningsih Setyaningsih. "Integrating Short Stories into English Language Teaching: What English Teacher Educators Say about It?" AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (November 1, 2022): 6851–64. http://dx.doi.org/10.35445/alishlah.v14i4.2172.
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Although prior studies have shown the pedagogical potential of short stories in language learning, only a few studies have investigated English teacher educators' perceptions and experiences with short stories in initial language teacher education courses. This narrative study aims to investigate how short stories are integrated into English language teaching in a teaching education institution. Empirical data were gathered through semi-structured interviews with three English teacher educators. This study used member-checking to ensure the validity of the data. Four steps were used to analyze the data in this study: 1) compiling, 2) disassembling, 3) reassembling, and 4) interpreting. Findings showed that the integration of short stories was carried out in two ways. First, short stories were used as teaching materials in extensive reading courses in the second semester. Second, short stories were used as the basis for creating learning activities. Eight classroom activities were identified from English teacher educators’ stories. Three challenges were encountered by English teacher educators in integrating short stories into English language learning, such as finding the “right” short stories, students' low interest in reading the short stories, and limited facilities and time to execute the planned activity. Generally, the findings imply that the selection of short stories appears to be an essential element, and if English teacher educators can successfully overcome the challenges they encounter, the integration process can be smoothly conducted. Hopefully, future studies will provide ways for teachers to select the right stories and develop learning activities based on the stories chosen.
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McDougall, Jill. "Teaching Literacy Through Rhyme and Rhythm." Australian Journal of Indigenous Education 24, no. 2 (1996): 56–58. http://dx.doi.org/10.1017/s1326011100002489.
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Poems, songs and chants are excellent resources for developing competence in English for Aboriginal children who speak other languages at home. Children find rhythmic and repetitive language attractive and accessible. It is not unusual to hear children using the language over and over again in their play and, incidentally, teaching it to younger children in the community. As chunks of language are memorised, new language structures and vocabulary are also internalised. While there is very little commercial material available which is relevant to the interests and needs of remote Aboriginal children, it is a powerful learning activity for children to work with the teacher to create texts which reflect shared experiences.
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., Kasiyarno, and Japen Sarage. "HIDDEN OR COGNITIVE RHYMES AND DIRTY JOKE IN JAVANESE PUN." Humanities & Social Sciences Reviews 7, no. 3 (April 28, 2019): 298–305. http://dx.doi.org/10.18510/hssr.2019.7345.
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Purpose: This article tries to overview different forms of rhyme in Javanese literature to exhibit the existence of possible distinct rhymes in it. This article puts more emphasis on the logical riddle of wangsalan, which invites readers to frown at it. This kind of rhyme may be unclassified in English so that it may be proper to name it cognitive rhyme. This article also tries to see the use of repetition in a Javanese pun, which can be considered to be a dirty joke.
Methodology: The data of Javanese literary works, which are obtained from fossilized wangsalan and puns found in songs and sayings, are analyzed in terms of the existing repetitions.
Results: Hidden rhyme and dirty joke in Javanese pun lead results that Javanese literature like literature in common employs repetition or parallelism to produce good memory of the words.
Implications: Repetition is the heart of language art. Whether a whole or a part, different linguistic units repeat their beats to create good feats. Poets make use of repetition to cling words’ images in our mind. Livingstones (1991) says: ‘A good rhyme, a repetition of sound, pleases us. It gives a certain order to our thoughts and settles in the ear pleasantly.’ As a universal phenomenon, rhyme exists in all literary languages including in Javanese literary texts and oral tradition.
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McKie, Michael. "The Origins and Early Development of Rhyme in English Verse." Modern Language Review 92, no. 4 (October 1997): 817. http://dx.doi.org/10.2307/3734202.
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ALBAKRY, M. "NEW STORIES OF ENGLISH: Alternative Histories of English." American Speech 79, no. 1 (March 1, 2004): 101–4. http://dx.doi.org/10.1215/00031283-79-1-101.
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Porges, Timothy. "FORM in English: Uncle Stories." Art Journal 49, no. 3 (1990): 219. http://dx.doi.org/10.2307/777107.
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Cooke, J., and J. de Grandsaigne. "African Short Stories in English." World Literature Today 60, no. 4 (1986): 682. http://dx.doi.org/10.2307/40142958.
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Fitri, Aulia, Haru Deliana Dewi, and Rahayu Surtiati Hidayat. "THE QUALITY OF RHYME AND RHYTHM IN SONG LYRIC TRANSLATION." Paradigma: Jurnal Kajian Budaya 12, no. 2 (September 26, 2022): 213. http://dx.doi.org/10.17510/paradigma.v12i2.507.
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<p>This research is a development of Low’s theory (2008) on assessing the quality of song lyric translation based on its translation method. The objective of the study is to discover the quality of rhyme and rhythm of song lyrics in the album We Love Disney which have been translated from English to Indonesian. Therefore, this study focuses on the quality of rhyme and rhythm of the translation because these elements are significant parts of the songs. Low’s theory has been applied in the present study to measure the song lyric translation quality using three translation methods: communicative, free, and semantic methods. The study employs a qualitative approach through comparative analysis. Data in the analysis are the song lyrics and their translation, and their rhymes and rhythms. The values of the rhyme and rhythm in the translations were obtained from the comparative analysis. The findings reveal that song lyrics translated using the communicative translation method have a higher rhyme value than the original song lyrics; in contrast, the lyrics translated using a free method yield a rhyme value with a considerable difference. The assessment of rhythm reveals that a song translated using the free method shows a substantial difference in value compared to translations using the other methods.</p>
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Tehuayo, Ivana. "Speech Acts in GEICO’s Short Stories and Nursery Rhymes Advertisements." K@ta Kita 7, no. 1 (February 28, 2019): 42–47. http://dx.doi.org/10.9744/katakita.7.1.42-47.
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In this study, the writer analysed the visual and the verbal data from four of GEICO’s 2010 advertisement campaign using speech acts theories. The illocutionary acts that are found in the advertisements are representatives (16), followed by expressives (4), and directives (4). Through the speech acts types and the visuals, GEICO wants to persuade the audiences to emotionally believe in their company and hopefully use their insurance service. From this study, the writer wants to say that through constructing and formulating the right words in literary works adaptation, one can create a powerful promotion tool that will persuade the audiences to do some beneficial future actions for the speaker. Key words: Speech act, nursery rhyme, short story, advertisement, persuasion, emotional connection.
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Syathroh, Isry Laila, Bachrudin Musthafa, and Pupung Purnawarman. "Providing teaching resources for young learner classes: Best practices in efl context." ELT in Focus 2, no. 2 (July 17, 2020): 51–62. http://dx.doi.org/10.35706/eltinfc.v2i2.3054.
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The availability of teaching resources is one of important factors to create successful lessons in teaching English to young learners (TEYL). Teachers can use flashcards, toys, songs, rhymes, books, audio visual materials, digital recourses and others to support teaching and learning process. Ready-made materials are available in stores, however they are usually expensive. The aim of this article is to share one of the best practices in providing resources for young learners in learning English. In the academic year of 2018, 40 students of English Department of IKIP Siliwangi took English for Young Learners (EYL) course for two credit hours. This is the second subject which is related to teaching young learners after they learned TEYL subjects as the perquisite subject in the previous year. In this course, students re-learned the concept of TEYL and the concepts how to provide teaching materials and resources for TEYL classes. At the end of the course, they should show their projects and demonstrate how to use them in TEYL. The findings reveal that students’ are very creative in designing resources for TEYL classes. This ability is very crucial in order to create child-friendly pedagogy in EYL classrooms.
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Bağcı Ayrancı, Bilge, and Gıyasettin Aytaş. "Preschool teacher candidates’ views on functionality of child literature in education Okul öncesi öğretmen adaylarının çocuk edebiyatının eğitimde işlevselliği üzerine görüşleri." Journal of Human Sciences 14, no. 4 (December 16, 2017): 4226. http://dx.doi.org/10.14687/jhs.v14i4.5093.
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Child literature pieces are significant in terms of solidifying educational attainments in children. Abstract concepts such as cultural background and values need to be solidified in children’s minds that are in the concrete operational stage. Including crucial attainments such as cultural and universal values, child literature pieces are unique educational materials. Child literature pieces include fairy tales, rhymes, drama and poems etc., and are the first materials that anyone encounters during early childhood.Child literature pieces are quite helpful to provide preschoolers with educational attainments who do not like being told what to do, but can assess the events and characters in fairy tales. Enjoying the repetitions in rhymes, preschoolers can gain linguistic enthusiasm and awareness during this period. The benefits of child literature during preschool age can be increased, thus it is an important field of interest that must be considered by preschool teacher candidates.This qualitative research made use of semi-structured interview forms to collect data. The study findings showed that the first child literature pieces that came to preschool teacher candidates’ minds were fairy tales, stories and rhymes. These participants stated that child literature was mostly effective in improving preschoolers’ creativity. This response was followed by finding child literature effective in improving cognitive and linguistic abilities. The participant preschool teacher candidates’ responses as the most important characteristics of child literature pieces were mostly including them to be appropriate for level, simple, interesting and creative. They can be said to approve child literature in terms of improving cognitive, social and creativity skills. The most emphasized issues concerning the use of child literature pieces during preschool were the appropriateness to children’s level, cognitive skills, social skills, being interesting and not covering violence and fear themes.Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetÇocuk edebiyatı ürünleri çocuğa verilmek istenen kazanımları somutlaştırması bakımından önemlidir. Kültürel birikim, değerler gibi soyut kavramların somut işlemler dönemindeki çocuğa sunulması bu kavramların somutlaştırılmasını gerektirmektedir. İçerisinde kültürel ve evrensel değerler gibi önemli kazanımları barındıran çocuk edebiyatı ürünleri bu bakımdan eğitim materyali olarak eşsizdir. Çocuk edebiyatı ürünleri içerisinde masallardan, tekerlemelerden, dramadan, şiirlerden vb. bahsetmek mümkündür. Çocuk edebiyatı ürünleri insanın da ilk çocukluk evresinden itibaren ilk karşılaştığı ürünler arasındadır.Çocuk edebiyatı ürünleri, okul öncesi dönemde kendisine ne yapılacağının söylenmesinden hoşlanmayan ancak masallardaki vb. karakterleri, olayları değerlendiren hedef kitleye kazanım sağlanması bakımından da son derece faydalıdır. Tekerlemelerdeki tekrarlardan hoşlanan okul öncesi dönem çocuğu dil sevgisi, bilincini de bu sayede erken yaşlarda edinebilir. Okul öncesi dönemdeki faydaları bu şekilde arttırılabilecek çocuk edebiyatının okul öncesi dönem öğretmen adayları tarafından farkında olunması gereken bir alan olduğu unutulmamalıdır.Araştırma modeli olarak nitel araştırma yaklaşımı kapsamında yarı yapılandırılmış görüşme formu ile veri toplama tekniği seçilmiştir.Araştırmanın sonucunda okul öncesi öğretmenlerinin çocuk edebiyatı ürünü olarak zihnine ilk masal, hikaye ve tekerlemelerin geldiği görülmektedir. Okul öncesi öğretmen adayları çocuk edebiyatını en çok çocukların yaratıcılık düzeylerini geliştirmede etkili bulmuşlardır. Bu cevabı bilişsel gelişim ve dil gelişimi için yararlı bulduklarını gösteren cevaplar takip etmektedir. Okul öncesi öğretmen adaylarının çocuk edebiyatı ürünlerinde bulunması gereken en önemli özellik olarak çoğunlukla, seviyeye uygunluk, sadelik, ilgi çekicilik ve yaratıcılık cevaplarını verdikleri görülür. Okul öncesi öğretmen adaylarının beceri kazanımı bakımından bilişsel beceriler, sosyal beceriler ve yaratıcılık becerileri için çocuk edebiyatını daha uygun buldukları söylenebilir. Okul öncesi öğretmen adaylarının okul öncesi eğitimde çocuk edebiyatı ürünlerinin kullanımına dair en çok vurgu yaptıkları konuların seviyeye uygunluk, bilişsel beceriler, sosyal beceriler, şiddet ve korku ögelerinden uzaklık ile ilgi çekicilik olduğu görülür.
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Hu, Fanghui. "A Study on Chinese EFL Learning of English Pronunciation from the Perspective of Aesthetic Linguistics." Theory and Practice in Language Studies 7, no. 7 (July 1, 2017): 579. http://dx.doi.org/10.17507/tpls.0707.12.
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English phonetic learning, as the beginning of learning a foreign language, is of great importance in EFL learning. However, the present Chinese EFL learners’ phonetic learning is not satisfactory. Based on theories of aesthetic linguistics, this paper analyzes the aesthetic attributes of English pronunciation and intonation, including the beauty of sonority, rhyme, rhythm, intonation, and succession. And then pedagogical implications are proposed about how to raise EFL learners’ aesthetic consciousness and creation of English pronunciation.
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Nirmala, Afsun Aulia. "ASONANSI DALAM CERPEN “UGD” KARYA DJENAR MAESA AYU." Sasando : Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Lembaga Penelitian dan Pengabdian Masyarakat Universitas Pancasakti Tegal 1, no. 2 (November 30, 2018): 112–18. http://dx.doi.org/10.24905/sasando.v1i2.32.
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The research that discusses about assonance can be related to literature including short stories. The "UGD" short story by Djenar Maesa Ayu is a work that contains some of the beauty of the language in it. Djenar is able to concoct language into a beautiful sentence. Thus this research is expected to be able to analyze the style of asonance in the "ER" short story. Asonansi is a vowel sound repetition to make internal rhymes in phrases or sentences, and together with alliteration and consonance function as one of the rhyme building blocks. Asonans do not have to rhyme; identity that depends only on the vowel and consonant sounds. Thus, asonance is the resemblance of units which are generally less than syllables. The method of this research is descriptive qualitative with the method of note and note. The results of this study were to describe the asonance in the ER short story by Djenar Maesa Ayu.
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Hu, Min. "L1 Language Experience and English Phonological Awareness of Chinese College Students." Journal of Language Teaching and Research 10, no. 3 (May 1, 2019): 583. http://dx.doi.org/10.17507/jltr.1003.22.
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This study investigates the roles of two kinds of L1 language experience—early spoken language acquired before literacy and used as home language as well as Pinyin alphabetic knowledge—in Chinese college students’ phonological awareness (PA) in English. PA is critical to the improvement of language skills in either L1 or L2. Research on contributing factors for PA performance can provide language teachers with guidance on enhancing their students’ PA. A questionnaire was conducted to examine 408 adult participants’ home language. A Mandarin PA test, which included syllable differentiation, onset oddity, rhyme oddity and tone identification, was used to assess their Pinyin alphabetic knowledge. An English PA test was carried out to assess three levels of PA (syllable, onset-rhyme and phoneme) across four tasks (oddity, segmentation, blending and substitution). Results show that 1) these two kinds of L1 language experience exerted significant effects on adult learners’ PA in English; 2) the effects were modified by both level of PA and difficulty of task; and 3) the effects appeared weak due possibly to adult learners’ higher English proficiency. These results underscore the necessity to consider the impact of L1 language experience in both researching and training Chinese learners’ PA in English.
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Xiong, Qiang. "On Two Intractable English Poetic Elements." Theory and Practice in Language Studies 6, no. 8 (August 1, 2016): 1698. http://dx.doi.org/10.17507/tpls.0608.26.
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Besides such readily acquired poetic techniques as meter, rhyme, syntactic inversion, imagery, tone etc., which are essential poetic features, a sound comprehension and appreciation of a large number of English poems also entails the proficient knowledge of screening of part of speech and semantic rejuvenation with regard to certain outwardly simple, actually capricious words residing in poems. While some flexibility is expected to exhibit in the process of deciding upon the correct part of speech of some elusive lexis shrouded in particular poetic milieu, an acquaintance with English etymology sometimes not only helps us arrive at the reasonable lexical sense, but also emanates for us a quaint and dainty poetic essence.