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Teaching Media Arabic: A Theme-Based Approach

Teaching Media Arabic: A Theme-Based Approach. Jocelyne Owens United States Naval Academy. Approaches to Media Arabic. Wide range of genres Text only or Text and audio and visual All learners or Intermediate and Advanced learners 1,000 basic words emphasized

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Teaching Media Arabic: A Theme-Based Approach

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

  2. Approaches to Media Arabic

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

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

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

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

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

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

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

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

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

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

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

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

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

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