TEACHING NON-ROMANIZED LANGUAGES THROUGH A ROMANIZED SCRIPT

Year 2019, Volume: 4 Issue: 2, 19 - 32, 01.12.2019

Zınnıa Shweıry

Abstract

In a world where non-Romanized foreign languages like Arabic, Chinese and Russian have started gaining popularity for economic and professional reasons, the necessity to look at effective teaching methods and approaches rises. Educators are acknowledging the new non-traditional means of facilitating and speeding language learning to accommodate the needs of the learners who live in a fast-paced marketplace and seek fast results. With pinyin, the Chinese Romanized script, as a point of reference due to its tried and tested effectiveness in the Chinese as a foreign language classroom, it is argued that the same concept applies to other non-Latinized languages. Data from foreign language classes in Lebanon and relevant research will be collected to prove the expediting feature of the Romanized script in the foreign language learning. Its use has already started to seep into the non-Romanized foreign language classroom. The importance of such a study lies in its contribution to the field of foreign language teaching. Through the somewhat untraditional and informal nonstandard Latinized scripts that are specific to each language, learners can learn to speak and communicate earlier and faster with the acquisition of vocabulary and pronunciation that are enhanced through reading, which in turn is made possible before the complete acquisition of the foreign language

Keywords

Teaching, foreign language, Romanized script, non-Romanized language

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