Application of pedagogical cues for teaching grammar in technical higher education institutions
DOI:
https://doi.org/10.29051/el.v7iesp.2.15135Keywords:
Comic strip, Learning grammar, Pedagogical cues, VisualizationAbstract
The purpose of the paper is to prove the effectiveness of using pedagogical cues in the form of comic strips, NLP graphics and color when learning the grammar of the English language. The experiment presented in the research (in which 57 students from 17 to 25 years of age participated) proved that grammar rules are comprehended easier, faster, and more effectively if visualized cues are used when memorizing the material. A methodology for teaching grammar with the use of comic books was developed as well as the methodological materials for teaching grammar to students of technical higher education institutions. The experiment confirmed that in case of applying the proposed methodology the formation of grammatical skills is 17% faster and more effective.
Downloads
References
ANISIMOVA, E. E. Linguistics of the text and intercultural communication (on the basis of creolized texts). Moscow: Academia, 2003. 128 p.
BERKOWITZ, J.; PACKER, T. Heroes in the classroom: Comic books in art education. The Journal of Art Education, v. 54, n. 6, p. 12-18, 2001.
BIM, I. L. Theory and practice of teaching german in high school: problems and prospects. Moscow: Enlightenment, 1988. 256 p.
BOYD, B. Using comics and superheroes to teach gramar. Available: http://www.macmillanenglish.com/events/using-comics-to-teach-grammar/. Access: 15 Jan. 2018.
DAVIS, F.; RIMMER, W. Active grammar. Level 1. Cambridge University Press, 2012. 200 p.
DEMCHENKO, E. Distinctive features of students of technical universities. TM student, 2018. Available: http://tmstudent.ru/article/otlichitelnyie-chertyi-studenta-tehnicheskogo-vuza. Access: 15 Jan. 2019.
DOMINIQUE, P. et al. Le Nouveau Sans Frontières 1. Nouvelle Edition. Cle International, 2002. 224 p.
DUBROVIN, M. I. Illustrated guide to English grammar. Express course. Moscow: Start-Press, 1992. 224 p.
ECKERSLEY, C. E. Essential English for foreign students. 1992. 336 p.
GEZ, I. I. et al. Method of teaching foreign languages in secondary school. Moscow, 1992. 412 p.
GRAMMARMAN Comic. Available: http://grammarmancomic.com. Access: 15 Jan. 2019.
HARMER, J. The practice of english language teaching. Longman, 2015. 446 p.
KAPUSTINA, A. A.; DIKOV, A. V. Training of information security with the help of comics. Publishing house "Education and Informatics". Available: http://infojournal.ru/product-informational-safety/. Access: 01 Dec. 2018.
KLEMENTEVA, T. B.; MONK, B. Happy English. Book. 1. Textbook. for grades 5-6. Moscow: Education, 1993. 416 p.
MALYSHEVA, A. D. Influence of the type of personality and thinking on the educational activity of students (on the example of learning foreign languages). Pedagogy and Psychology: Trends and Development Prospects, Volgograd, n. 3, p. 76-79, 2016
MCCLOUD, S. Understanding the comics. Invisible art. Moscow: White apple, 2016. 216 p.
MURTAZAEVA, M. M. Modern methods and technologies of teaching foreign language and literature in school and university: monograph. Volkhov: Izd-vo Lema, 2012. 78 p.
OLIVERI, D. Cartoon drawing in the classroom: ways to use cartoons in teaching. Available: http://homeschool-curricula.suite101.com/article.cfm/cartoon_drawing_in_the_classroom. Access: 01 Dec. 2018.
POPOVETS, M. A. English in comics. Moscow: Eksmo, 2015. 320 p.
PORSHNEVA, E. R. Grammatical concepts and methods for constructing them in the study of a foreign language (on the material of foreign studies). In: PORSHNEVA, E. R.; SPIRIDONOVA, O. V. Foreign languages at school. 2008. n. 6, p. 73-77.
SPITALNIK, I. Cartoons in the classroom. 2018. Available: http://s3.amazonaws.com/powtoon/books/Cartoons-in-the-Classroom-Book. Access: 01 Dec. 2018.
STOWELL, L. Write and draw your own comics. Usborne Publishing Ltd, 2014, 102p.
THORNBURY, S. How to teach grammar. Edinburgh: Pearson, 1999. 189 p.
UR, P. Grammar practice activities. A practical guide for teachers. New York: Cambridge University Press, 1999. 148 p.
VESNINA, T. What is your mentality? Available: http://www.greenmama.ru/nid/2207139/. Access: 01 Dec. 2018.
VITLIN, J. L. Learning adults in a foreign language. Questions of theory and practice. Moscow: Pedagogy, 1978. 165 p.
VYGOTSKY, L. S. Collection of works in 6 volumes. Moscow, 1982. 504 p. v. 2.
VYGOTSKY, L. S. Collection of works in 6 volumes. Moscow, 1983. 369 p. v. 3.
WILLIAMS, R. Image, text, and story: comics and graphic novels in the classroom. Art education, 2008. p. 13-19.
WILSON, B. More lessons from the superheros of J.C. Holtz: the visual culture of childhood and the third pedagogical site. Art Education, v. 58, n. 6, р. 18-24, 2005.
YASYUKOVA, L. A. Regularities of the development of conceptual thinking and its role in teaching. Saint Petersburg.: IMATON, 2005a. 256 p.
YASYUKOVA, L. A. The role of conceptual thinking in teaching. Bulletin of Practical Psychology of Education, v. 1, n. 2, p. 22-29, Jan./Mar. 2005b.
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Os manuscritos aceitos e publicados são de propriedade da Revista EntreLínguas. Os artigos publicados e as referências citadas na Revista EntreLínguas são de inteira responsabilidade de seus autores.
Transferência de direitos autorais – autorização para publicação
Caso o artigo submetido seja aprovado para publicação, já fica acordado que o(s) autor(es) autoriza(m) a UNESP a reproduzi-lo e publicá-lo na EntreLínguas, entendendo-se os termos “reprodução” e “publicação” conforme definição respectivamente dos incisos VI e I do artigo 5° da Lei 9610/98. O artigo poderá ser acessado pela rede mundial de computadores (Internet), sendo permitidas, a título gratuito, a consulta e a reprodução de exemplar do artigo para uso próprio de quem a consulta, desde que haja a citação ao texto consultado. Essa autorização de publicação 328 EntreLínguas, Araraquara, v. 1, n .2, p. 323-328, jul./dez. 2015 não tem limitação de tempo, ficando a UNESP responsável pela manutenção da identificação do(s) autor(es) do artigo. Os artigos publicados e as referências citadas na Revista EntreLínguas são de inteira responsabilidade de seus autores.
