TEACHING NON-ROMANIZED LANGUAGES THROUGH A ROMANIZED SCRIPT

Yıl 2019, Cilt: 4 Sayı: 2, 19 - 32, 01.12.2019

Zınnıa Shweıry

Öz

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

Anahtar Kelimeler

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

Kaynakça

• ABOU EL-GOUKH, S., 2014. Overcoming the anxiety of speaking Arabic as a foreign language from students’ perspectives: a qualitative case study.
• ALLWRIGHT, D., 2014. Observation in the language classroom. New York: Routledge.
• BASSETTI, B., 2007. Effects of hanyu pinyin on pronunciation in learners of Chinese as a foreign language. In: GUDER, A. JIANG, X. AND WAN, Y., ed, The Cognition, Learning and Teaching of Chinese Characters. Beijing, China: Beijing Language and Culture University Press, .
• BRINKMANN, S., 2014. Interview. Encyclopedia of Critical Psychology. Springer, pp. 1008-1010.
• CELEBI, B., 2006. Opting for characters over pinyin. China Daily, 14. ISSN 0748-6154.
• CHEN, M.J. and CHAK-KAU YUEN, J., 1991. Effects of Pinyin and Script Type on Verbal Processing: Comparisons of China, Taiwan, and Hong Kong Experience. International Journal of Behavioral Development : IJBD, 14(4), pp. 429.
• CHEN, T., 2014. Teaching Chinese as a Foreign Language at Primary School in England. Quarterly Journal of Chinese Studies, 2(4), pp. 67-83.
• CHUNG, K.K., 2007. Presentation factors in the learning of Chinese characters: The order and position of Hanyu pinyin and English translations. Educational Psychology, 27(1), pp. 1-20.
• CHUNG, K.K., 2003. Effects of Pinyin and first language words in learning of Chinese characters as a second language. Journal of Behavioral Education, 12(3), pp. 207-223.
• CHUNG, K.K., 2002. Effective Use of Hanyu Pinyin and English Translations as Extra Stimulus Prompts on Learning of Chinese Characters. Educational Psychology, 22(2), pp. 149-164.
• DAN LIN, CATHERINE MCBRIDE-CHANG, HUA SHU, YUPING ZHANG, HONG LI, JUAN ZHANG, DORIT ARAM and IRIS LEVIN, 2010. Small Wins Big: Analytic Pinyin Skills Promote Chinese Word Reading. Psychological Science, 21(8), pp. 1117-1122.
• ELKHAFAIFI, H., 2005. Listening Comprehension and Anxiety in the Arabic Language Classroom. The Modern Language Journal, 89(2), pp. 206-220.
• ELO, S., KÄÄRIÄINEN, M., KANSTE, O., PÖLKKI, T., UTRIAINEN, K. and KYNGÄS, H., 2014. Qualitative content analysis: A focus on trustworthiness. Sage Open, 4(1), pp. 2158244014522633.
• FLICK, U., 2015. Introducing research methodology: A beginner’s guide to doing a research project. California: Sage.
• GOLONKA, E.M., BOWLES, A.R., FRANK, V.M., RICHARDSON, D.L. and FREYNIK, S., 2014. Technologies for Foreign Language Learning: A Review of Technology Types and Their Effectiveness. Computer Assisted Language Learning: An International Journal, 27(1), pp. 70-105.
• HANSEN, G.F., 2010. Word Recognition in Arabic as a Foreign Language. The Modern Language Journal, 94(4), pp. 567-581.
• HAYES-HARB, R. and HACKING, J.F., 2015. The influence of written stress marks on native English speakers’ acquisition of Russian lexical stress contrasts. Slavic East Eur.J, 59, pp. 91-109.
• LEE, C.H. and KALYUGA, S., 2011. Effectiveness of Different Pinyin Presentation Formats in Learning Chinese Characters: A Cognitive Load Perspective. Language Learning, 61(4), pp. 1099-1118.
• ROBERTS, R.M. and KREUZ, R.J., 2015. Becoming Fluent: How Cognitive Science Can Help Adults Learn a Foreign Language. Mit Press.
• TAN, L.H., XU, M., CHANG, C.Q. and SIOK, W.T., 2013. China’s language input system in the digital age affects children’s reading development. Proceedings of the National Academy of Sciences of the United States of America, 110(3), pp. 1119-1123.
• TAYLOR, S.J., BOGDAN, R. and DEVAULT, M., 2015. Introduction to qualitative research methods: A guidebook and resource. John Wiley & Sons.
• WAHBA, K., TAHA, Z.A. and ENGLAND, L., 2014. Handbook for Arabic language teaching professionals in the 21st century. London: Routledge.
• XING, J.Z., 2006. Teaching and Learning Chinese As a Foreign Language : A Pedagogical Grammar. Hong Kong: Hong Kong University Press.
• YONGBING, L., 2005. A pedagogy for digraphia: An analysis of the impact of Pinyin on literacy teaching in China and its implications for curricular and pedagogical innovations in a wider community. Language and Education, 19(5), pp. 400-414.
• ZHAO, A., 2009. Foreign Language Reading Anxiety: Investigating English-Speaking University Students Learning Chinese as a Foreign Language in the United States., Florida State University