ارائه مقاله در همایش ملی افق های پدیدار در آموزش زبان دانشگاه آزاد اهر آذر 1392

ارائه مقاله در همایش ملی افق های پدیدار در آموزش زبان دانشگاه آزاد اهر 28 و 29 آذر 1392

تحت عنوان:

How to Teach “Samples of Simple English Poetry” as an Academic Literary Course in EFL Classes

نویسنده مقاله: سید شهاب الدین ساداتی

توضیح: «چگونگی تدریس درس نمونه های شعر ساده انگلیسی در دانشگاه»

چکیده مقاله در زیر آمده، مقاله کامل را پس از برگزاری همایش نیز در اینجا قرار می دهم

Abstract

The present study attempts to analyze the function and importance of teaching “Samples of Simple English Poetry” as an academic literary course in classes of teaching English as Second or Foreign Language. Firstly, this study considers different views about using literature in EFL / ESL classes. It reviews briefly the history of using literature in different methods of teaching English as second / foreign language. Then, the definition of poetry, its importance in EFL / ESL classes, and the difficulties of teaching “Samples of Simple English Poetry” are brought. How to select and develop poetic texts in EFL / ESL classes are other important matters which have been scrutinized in this study. Techniques, strategies, activities, and tips of teaching “Samples of Simple English Poetry” are the other major issues which have been studied and explained in this study. 

Keywords: EFL / ESL; English Poetry; Teaching Poetry; Samples of Simple Poetry

Araby by James Joyce

 

Literary Fiction

 

Setting

            Time: unknown Saturday evening

            Place: North Dublin

 

Climax: when the boy in the bazaar decides not to buy a present for Mangan’s sister

 

Suspense & Dilemma: ---

 

Conflicts: emotional, mental, and internal

 

Characters

            Nameless boy: flat, dynamic - protagonist

            Mangan’s sister: flat, static

            Uncle: flat, static

            Aunt: flat, static 

 

Point of view: first person

 

Irony: irony of situation - in the bazaar at the end of the story 

 

 

Symbols

Windows: the space separating the interior life from the exterior life, the threshold between domestic space and the outside world and through them the characters in Dubliners observe their own lives as well as the lives of others

Dusk and Nighttime: the half-life state the characters in Dubliners occupy, both physically and emotionally, suggesting the intermingling of life and death that marks every story. The darkness renders Dubliners’ experiences fearful and doomed 

 

Themes

The Prison of Routine

Restrictive routines and the repetitive, mundane details of everyday life mark the lives of all people in the world, and trap them in circles of frustration, restraint, and violence

 

The Desire for Escape from unhappy life

 

Paralysis & Death

In most of the stories in Dubliners, a character has a desire, faces obstacles to it, then ultimately relents and suddenly stops all action. These moments of paralysis show the characters’ inability to change their lives and reverse the routines that hamper their wishes. Such immobility fixes the Dubliners in cycles of experience. The young boy in “Araby” halts in the middle of the dark bazaar, knowing that he will never escape the tedious delays of Dublin and attain love. These moments evoke the theme of death in life as they show characters in a state of inaction and numbness

 

Epiphany

Characters in Dubliners experience both great and small revelations in their everyday lives, moments that Joyce himself referred to as “epiphanies,” a word with connotations of religious revelation. These epiphanies do not bring new experiences and the possibility of reform, as one might expect such moments to. Rather, these epiphanies allow characters to better understand their particular circumstances, usually full of sadness and routine, which they then return to with resignation and frustration. Sometimes epiphanies occur only on the narrative level. “Araby concludes with epiphany that the character fully registers, yet this epiphany is tinged with frustration, sadness, and regret. The epiphany highlights the repeated routine of hope and passive acceptance that marks each of these portraits, as well as the general human condition

 

Analysis

In “Araby,” the allure of new love and distant places mingles with the familiarity of everyday drudgery, with frustrating consequences. Mangan’s sister embodies this mingling, since she is part of the familiar surroundings of the narrator’s street as well as the exotic promise of the bazaar. She is a “brown figure” who both reflects the brown façades of the buildings that line the street and evokes the skin color of romanticized images of Arabia that flood the narrator’s head. Like the bazaar that offers experiences that differ from everyday Dublin, Mangan’s sister intoxicates the narrator with new feelings of joy and elation. His love for her, however, must compete with the dullness of schoolwork, his uncle’s lateness, and the Dublin trains. Though he promises Mangan’s sister that he will go to Araby and purchase a gift for her, these mundane realities undermine his plans and ultimately thwart his desires. The narrator arrives at the bazaar only to encounter flowered teacups and English accents, not the freedom of the enchanting East. As the bazaar closes down, he realizes that Mangan’s sister will fail his expectations as well, and that his desire for her is actually only a vain wish for change

The narrator’s change of heart concludes the story on a moment of epiphany, but not a positive one. Instead of reaffirming his love or realizing that he does not need gifts to express his feelings for Mangan’s sister, the narrator simply gives up. He seems to interpret his arrival at the bazaar as it fades into darkness as a sign that his relationship with Mangan’s sister will also remain just a wishful idea and that his infatuation was as misguided as his fantasies about the bazaar. What might have been a story of happy, youthful love becomes a tragic story of defeat. The narrator’s failure at the bazaar suggests that fulfillment and contentedness remain foreign to Dubliners, even in the most unusual events of the city like an annual bazaar

The tedious events that delay the narrator’s trip indicate that no room exists for love in the daily lives of Dubliners, and the absence of love renders the characters in the story almost anonymous. Though the narrator might imagine himself to be carrying thoughts of Mangan’s sister through his day as a priest would carry a Eucharistic chalice to an altar, the minutes tick away through school, dinner, and his uncle’s boring poetic recitation. Time does not adhere to the narrator’s visions of his relationship. The story presents this frustration as universal: the narrator is nameless, the girl is always “Mangan’s sister” as though she is any girl next door, and the story closes with the narrator imagining himself as a creature. In “Araby,” Joyce suggests that all people experience frustrated desire for love and new experiences

 

 

Some parts are taken from sparknotes.com

 

انتشار درسنامه زبانشناسی عمومی سوسور - سید شهاب الدین ساداتی

انتشار ترجمه درسنامه زبانشناسی عمومی سوسور در نشریه الکترونیک آدم برفی ها

مترجم: سید شهاب الدین ساداتی

لینک دریافت مطلب:

http://adambarfiha.com/?p=8256

Albert Camus’s The Guest

 

Conflicts: mental: Daru vs. Balducci, emotional: Daru vs. Arab

 

Climax: when the Arab chooses the way to the imprisonment

 

Setting

Time: during Algerian War (1954)

Place: Algeria

 

Characters

Daru: round, dynamic

Balducci: flat, static

The Arab: flat, static

 

Point of view: third person limited

 

Suspense: ---

 

Ending: open/indeterminate

 

Symbols

Schoolhouse on the hill: is the symbol of solitude

Snow: is the symbol of despair and death

 

Irony

Verbal Irony: L’Hote: the guest or the host

Irony of Situation: at the end of the story when the Arab chooses the way to the imprisonment

 

Themes

The unpredictability of the consequences of human choices in unfriendly conditions 

Freedom: the freedom to choose one’s action gives meaning to human life. Freedom is inherently connected with the human right to choose a course of action. Freedom gives life meaning, and through independent action one finds value in life 

Solitude: the physical isolation and the failure to act lead to moral solitude. Daru’s failure to act with regard to the Arab’s fate has left him disconnected from himself

The Limits of Human Knowledge: Everyone in “The Guest has limited knowledge of the happenings of the story. Balducci doesn’t know why the Arab killed his cousin, or why Daru must take the Arab to the police; he simply has his orders and follows them. Daru doesn’t know whether the Arab should be released or punished. Meanwhile, the Arab displays confusion when Daru asks him difficult questions and when Daru explains his choice to either escape to the south or turn himself into the police

The Absurdity of human life: Camus envisions the universe as silent and indifferent (his portrayal of the cruel plateau region fits this vision very neatly). Despite this indifference, human beings must survive. They continue to build meaning and pursue certainty, even though such aims are impossible. This combination of a godless, uncaring world and human striving leads to a condition that Camus dubs “the absurd.” He writes, “The absurd is born of this confrontation between the human need and the unreasonable silence of the world.” Although it might sound pretty depressing to live in an inescapable state of “the absurd,” Camus feels that this is the only way we can exist. One must continue striving, choosing and pursuing freedom, even though the universe does not care whether we live or die. Daru’s ability to find comfort and within the harsh plateau climate bodes well for his ability to sustain life in absurd conditions; however, his failure to respond to the moral dilemma represented by the Arab ultimately crushes him. In the face of ambiguity and uncertainty, one must act with an absurd confidence. One must choose anyway. Daru fails to do so, and thus falls into despair

 

Existentialism: the main subject/concern is human’s existence

Free will: we create our own reality

Authenticity: to find the right way

Responsibility: existence precedes essence

 

 

 

 

the notes about the themes are taken from www.gradesaver.com