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The Incorporation of Poetry and Creative Poetry Writing Activities as Supplementary Resources to Teach English
Transcript of The Incorporation of Poetry and Creative Poetry Writing Activities as Supplementary Resources to Teach English
It is usually regarded as:
- difficult both by teachers and students! Aims of the study Main aim To analyze the incorporation of poems and creative poetry writing as supplementary resources to learn English in an engaging and motivating way.
- 24 students
- 3rd year of E.S.O. Secondary aim To determine the effect that poetry and creative poetry writing had on students' perception of language learning after incorporating them into their English class. Poems and creative poetry writing activities - Hypotheses
questions Lower affective filter - relaxing
- engaging effective
supplementary resource learning and reviewing English in a meaningful and motivating way effective language acquisition! The Incorporation of Poetry and Creative Poetry Writing Activities as Supplementary Resources to Teach English - Quasi-experiment
- Combination of qualitative and quantitative instruments
- Nine weeks Methodology ... small Quantitative - Reflected students' language performance
(vocabulary, grammatical and phonetic points) Qualitative - Revealed learners' opinion and attitude towards poetry
+ Initial questionnaire
+ Final questionnaire Observation - Complemented all the results
- Comprised the examination of both quantitative and qualitative aspects Teachers' interviews - Eight teachers
- How acquainted they were with the introduction of poetry into their classes
- Their viewpoint about it Cristina Navarrete Justification Some reasons for working with literary texts: Linguistic: - Improving reading skills
- Developing language awareness
- Fostering language acquisition and learning
- Enriching grammar and vocabulary
- Developing the other three skills Educational: - Fostering social, cultural and aesthetic awareness
- Engaging in cross-curricular topics
- Acquiring interpretative and critical skills
- Developing creativity, growth and human values
- Promoting motivation! Intercultural: - Fostering understanding and appreciation of one's and others' culture
- Promoting intercultural awareness and cultural sensibility Materials Two poems - To read and discuss:
+ "Annabel Lee", by Edgar Allan Poe
+ "After the Lunch", by Wendy Cope
- Pre-, while- and post-reading tasks Five short creative writing activities - 'I am' poem
- Rhyming poem
- Alliterative poem
- Inner-outer poem
- Acrostic poem Three interrelated approaches: - Integrative approach
- Communicative approach
- Affective-humanistic approach - Perfectly lend themselves to the integration of all skills
- Consolidate knowledge by scaffolding
- Genuine material different from the activities included in textbooks Poetry and creative poetry writing activities: Results Initial questionnaire Pre-test / Post-test Teachers' reasons for not
incorporating poetry into
their classes - Students would not like it.
- Students would not understand it.
- Lack of time.
- Students' low level of English.
- Never having thought about it.
- Not being sure of how to do it. Initial questionnaire /
Final questionnaire Final questionnaire Observation First poems Last poems insecure
careful word choice
powerful images Students enjoyed that: Conclusions Manifold reasons for incorporating poetry into the EFL classroom:
+ linguistic and integrative
+ motivational aspects - language-based
methodology effective supplementary resource to learn and review language - creative
activities Emphasis on writing process itself rather than on final product! It was a different type of activity
They were rather simple texts
The topics were appealing
It was playful, amusing, fun