Archive for May, 2007
How to Learn Chinese Language Easily
Many people feel that Chinese, as a language, is tough to learn. This is because the spoken language is easier to gather than the written version. What is important in most of the languages is to imbibe the culture of the language before learning the language itself. The different regions of China have different dialects such as Beijing or Singapore Chinese, or Mandarin or Cantonese. Some of the dialects are only spoken whereas they use the mainstream Chinese characters for writing purposes.
Character Systems: Chinese as a language has two different character systems – the Traditional Chinese and the Simplified Chinese. The latter is easier to learn as it has less complicated characters.
Learn Chinese Online
Learning Chinese is a part of the curricula for a lot of people, whereas some may like to take it up as a hobby. Touted as one of the most difficult languages to learn, Chinese can be learned from experts. The best and easiest way is to learn the language online. Although the language requires plenty of efforts, it is best to devote your time and commitment for improving your chances of employment, enhancing your travel experience and negotiate internal business agreements. More and more people are turning to learning the language online.
The Chinese written system is based on a series of written characters or pictograms. Different tones are used to add different meanings to an individual word. Any online tool that helps you learn the language will help you understand the culture of the people and their way of life. Numerous websites are dedicated to learning the language online. The benefit of online learning or e-learning is that you can access ample information regarding the basics of the language. Different courses are available for learning the language and these may be in the form of video courses, audio courses or programs conducted by the best teachers of the country.
Online training will make you acquainted with different alphabets of the language. Start by mastering the pronunciation of the alphabets. The first step through which you can learn the language is through the Chinese Pinyin which comprises all the phonetic Chinese alphabets that are required for pronouncing the Chinese characters. Students can learn to distinguish the various tonalities of the language by paying keen attention to the different types of reading the Pinyin letters, initials, finals, or other tentative combinations.
Audio courses are available and their benefit is that they teach you everything about the accents and phonetics of the language. You may listen and learn the different languages of the simple Chinese vocabulary to sharpen your fluency in grammar usage by attending the online classes regularly. The modern audio and video courses offer an updated and convenient option of writing and reading Chinese.
The online Chinese programs are prepared by experienced teachers and each of them starts with the basic aspects of the language, gradually promoting the students to attend different levels of smooth and confident communication.
About the Author
Visit http://stresslesschinese.com/ for your Free 5 Lesson Beginner’s course.
The Chinese Learners newsletter gives you all the latest information. Best of all, it’s Free!
Game Power 7 has signed a distribution agreement with Pluto Games
Game Power 7 has signed a distribution agreement with Pluto Games, the leading PC and video games distributor in the Arab world.
The agreement allows gamers around the region to purchase the game package and game payment cards of Arabic Rappelz, the first Arabic online MMO game, from major retailers around the region such as Carrefour, Sharaf DG, Tokyo Games, and Virgin Mega Store.
Game Power 7 started the commercial service of Arabic Rappelz March 2009.
About Game Power 7
A publisher and developer of online MMO games and related digital media, Game Power 7 emerged as the first gaming company in the Middle East and North Africa (MENA).
Game Power 7 is a subsidiary of Weiss Investment, a leader in media business in MENA and Southeast Asia regions, and the owner of the Spacetoon and Space Power TV stations and media hubs.
Game Power 7 published the first online MMO game in the region, Arabic Rappelz, thus, taking the risk of this untapped market in MENA
The company has built a state-of-the-art game localization and culturalization facility that provides global game developers with value-added game publishing services
Game Power 7 is based in Dubai, UAE.
For more information, please contact Fadi Mujahid
About Pluto Games:
http://www.pluto-games.com/plutogames/plutogames.htm
About Arabic Rappelz
Rappelz is an Arabic massively multiplayer online role-playing game.
it is set in a medieval fantasy world, dominated by three races: the Amanes, who represent light, the Armad, who represent darkness, and the Asuria, humans that possess an affinity with nature and Each of the three races has its own classes.
You can choose your character and customize its abilities and skills, enchant your weapons and armor, upgrade them at the blacksmith, and socket them with soul stones to gain the advantage.
In addition to the great graphic and game play, Rappelz also introduce extensive pet systems. Pets in Rappelz can be considered as secondary character. Each of them has their own individual stats and spells. Pets, while summoned, will help players in doing quests, killing mobs, doing dungeon bosses or guild wars
In The new epic (Navislamia), Arabic Rappelz brings a lot of changes and improvements into the game, in addition to new areas, items and new quests.
Epic 6 also brings new dungeons for high level people. Rank 7 items are also added to the game
The biggest change is the addition of new regular and rare pets like the wolf, White dragon and Cerberus.
For more information you may visit:
http://rappelz.gamepower7.com/
About the Author
where can I find an online arabic to english dictionary or translator?
I need a free one.
http://babelfish.altavista.com/
is not 100% accurate but close, and is free
Quranic Verses in English for Academic Purpose
BACKGROUND
Muslim educationists feel it is reasonable for students to try to make the Quran as a much a part of their lives as possible. Thus, they would no doubt consider it a great achievement if the Quran could be fitted to a large extent into any curriculum, especially at Islamic institutions, in any medium of study- including the English language and Literature curriculum.
It is important for Muslim students to have many opportunities to read and study the Quran along with their regular coursework. If this is not possible in the language of the Quran, which is Arabic, then these opportunities should be made available through the translations of the meaning of the Quran in other languages.
This paper seeks to establish the suitability of using the English translations of the meaning of the Quran as literary texts in the teaching of figurative language, specifically imagery, to undergraduate ESL students, especially at Islamic institutions.
THE CONTRIBUTION OF FIGURATIVE LANGUAGE TO THE FIELD OF ESL
Broadly defined and as mentioned by Laurence Perrine, a figure of speech is any way of saying something other than the ordinary or most direct way. Perrine goes on to say that figurative language is language using figures of speech and it is a form of expression that often provides a more effective means of saying what we mean than does direct statement (Perrine, 1983:571). The use of figurative language shows mastery in the language.
There is no doubt that to learn, understand and use figures of speech, one has to have acquire a good command of the language. Figures of speech enhance one’s ability to communicate expressively and creatively in English; they enable the language user to prove or display his/her mastery of the English language.
Figurative language is language that contains figures of speech, for example, metaphor, simile, etc. which are expressions that make comparisons or associations meant to be interpreted imaginatively rather than literally. It is reasonable to deduce that figurative language is essentially the language of poetry. Images that go beyond the fairly simple identifications of metaphor and simile are called symbols.
As discussed by Perrine, besides the fact that figures of speech help one to communicate more effectively, they also help us to exercise our imagination, add emotional intensity to otherwise merely informative statements, and bring imagery into verse which is a way to make poetry more sensuous; Figures of speech are also a means of concentrating thought and/or feeling, in other words, a way of saying much briefly (Perrine, 1983:578).
In the field of ESL, teachers are often on the look-out for appropriate literary texts to help students develop their ability in using the English language competently. Literary texts selected from any of the four major genres (novels, short stories, drama and poetry) are beneficial to the learner. The English language translations of the meaning of the Quran can be exploited in some of the courses being taught in the ESL curriculum to teach both imagery and Islam. The figurative language used in the Quran- its metaphors, similes, symbols, etc.- can certainly be looked at in more detail. Translators of the English language translations of the meaning of the Quran, in striving to put across the closest meaning they can of the original Quran, do not neglect to use figurative language effectively.
There are many techniques for teaching a language or aspects of the language in an ESL classroom . According to D.A. Wilkins, there is no single best way of teaching a language . He says that language teaching is a pragmatic business and what works is good, what does not work is bad. Nevertheless, he makes the statement that “ the ultimate aim of learning a second language must generally be to achieve the same flexibility, the same linguistic creativity that the native speaker possesses” (Wilkins, 1974:3).
Using appropriate literary texts in the ESL classroom can be beneficial to the learner from the perspective of both literature and language studies. Literary texts provide examples of language in use and thus can reinforce language learning as well as help to sharpen students’ aesthetic, intellectual and moral sensibilities since literature deals with life and issues in life, human beliefs, values and concerns. Literature can also help learners to develop or stimulate a reading habit.
Selecting literary texts for an ESL classroom is the first step in attempting to create a positive relationship between the text and the reader. Appropriate literary texts can help make language teaching and learning easier especially if these texts provide interest, context and variety for the learner. If the learner is interested in the text, he/she will be motivated to participate in class activities. The teacher will then be better able to organize activities which provide a context for the learners to get involved in the literature. Here the teacher’s aim is to help the learner understand the language and context of the literary text. Once this is achieved, the learners will be confident about delving further into the text for a deeper understanding which can stimulate their creativity and make them better able to analyse and evaluate the text itself. The learner will then be willing to read, explore and study other literary texts in the target language in and outside of the classroom. It is important that the learner enjoys interacting with the text because then learning reaches an optimal level.
When selecting appropriate literary texts, several objectives will have to be borne in mind. H.L. Moody discusses at length the selection of literary texts which revolves around three aspects- language, psychology and background (Moody, 1971:14). Briefly, what can be expected from the teacher is that he/she should be able to estimate the language capacity or proficiency of any group of students and make his/her selection on that basis.
In terms of psychology, Moody states that the teacher should select texts that will appeal to the stage of psychological development which a particular class has reached. For example, at the generalizing stage (from16 years of age onwards), students are not only interested in practical details, but are prepared to abstract, generalize, to search for the underlying causes of phenomena to make moral judgements, and generally, to philosophize.
Concerning the background aspect of selecting literary texts, Moody makes the point that literature offers one of the best possible ways for people living in one environment to learn something of the lives and problems of people in other parts of the world; and it is the teacher’s responsibility to be able to guide his /her students through the changing scenes of life in whatever text the teacher chooses.
It is important that a teacher lists his/her objectives before selecting a literary text because as Thomas K. Adeyanju says, “the whole process of outlining our objectives as clearly as we can is to guide us in choosing the literary materials that can best achieve them” (Adeyanju,1978:136).
THE USE OF ENGLISH LANGUAGE TRANSLATIONS OF THE MEANING OF THE QURAN TO TEACH IMAGERY TO ESL STUDENTS
The Quran contains an abundance of imagery. Imagery as a general term covers the use of language to represent objects, actions, feelings, thoughts, ideas, states of minds and any sensory or extra-sensory experience. Many Quranic images are conveyed literally. These constitute descriptive imagery whereby they clarify or give a vivid picture of something. Then, there are images which are conveyed by figurative language, such as in metaphors, similes, symbols, etc. Figurative and descriptive imagery when projected, appeal to one’s senses. A Quranic image, like other images, may be visual (pertaining to the eye), olfactory (smell), tactile (touch), auditory (hearing), or gustatory (taste).
As mentioned above, there are images which are conveyed through the use of figurative language usually using these literary devices- metaphors, similes and symbols. As readers of the Quran, whether in Arabic or in any other language, one needs to identify and be able to interpret figurative language so as to achieve understanding and to be able to extract the deepest meaning of the message of the Quran.
It is important for ESL teachers to find as wide a range as possible of literary texts to use in the classroom because literary texts exemplify language in daily use. The rich variety of materials or literary texts can offer a wide range of activities so that the students will find pleasure and enjoyment in language and literature studies.
An ESL teacher wants to help learners develop their proficiency in order to use the target language competently. However, it should not just stop here. The teacher should strive to help the learner his/ her ability to constructively argue, converse and discuss with native speakers of the target language.
According to Earl W. Stevick, “learning a language (or anything else) is a matter of holding onto new words, new patterns, new skills and meaning” (Stevick, 1986:2). Memory is important in language learning and memory depends on mental imagery.
In the article, “Imagine if….-Changing Assumptions and Learning Styles Through Imagery,” McGillick and Mac Culum say that the mind works with images. They go on to say that “non- verbal thinking precedes the development of language and continues to be the most important way of thinking throughout life despite the apparent dominance of verbal thought”. McGillick and Mac Culum also state that ideas that come to the minds of many great thinkers come in the form of images or feelings rather than verbal concepts (McGillick and Mac Culum, 1993:12).
Quranic imagery from the English language translations of the meaning of the Quran can be used as a literary text for the teaching of imagery. Specifically, these Quranic images:
1)help learners to visualize what is mentioned in the Quran to encourage them to do good and avoid evil,
2)provide a suitable teaching strategy since comparing and contrasting the images are possible,
3)make teaching Quranic content while exploiting the figurative language in the English language translations of the meaning of the Quran possible,
4) spark interest among students since the Quran is a familiar book to Muslim students and for many, it is an important part of their lives.
The techniques used to accommodate the Quranic images can be advantageous in these aspects:
1)Accessibility. A teacher needs only to make copies of specific verses from the English language translations of the meaning of the Quran that are intended for use for that particular lesson.
2)The techniques used to teach Quranic images are easy to organize.
3)The techniques used generate a good amount of English language use and communication among students.
4)Quranic images would appeal to the interest of Muslim students, in particular, since studying them is new in ESL.
CONCLUSION
In the academic setting, especially at Islamic institutions, attempts have been made to incorporate Islam into all courses. From the discussion in this paper, one is brought to see that the English language translations of the meaning of the Quran could make good literary texts for the teaching of figurative language, specifically imagery, to ESL students at the undergraduate level. The use of the English language Translations of the Quran as literary texts in the ESL curriculum would be a sure way of incorporating Islam to a larger extent.
REFERENCES
Abdullah Yusuf Ali. The Holy Quran. Brentwood, Maryland:Amana Corp., 1983.
Adeyanju, Thomas K. “Teaching Literature and Human Values in ESL: Objective and Selection”. English Language Teaching Journal. 32.2 (1978): 113 – 8.
Al Ghazali, Muhammad and Hasanah, Umar Ubayd. Kayfa Nata’amalu Ma’al Quran : Mudarasah Bayna Alshaykh. Virginia: International Institute of Islamic Thought, 1991.
Allison, D. & Carey, J. “What do university language teachers say about language teaching research?”. TESL Canada Journal. 24(2007):61-81.
Al-Sha’rawi, Syaykh Muhammad Mitwalli. The Miracles of the Quran. Baker Street, London: Dar Al-Taqwa Ltd., 1980.
Asad, Muhammad. The Message of the Quran. Gibraltar: Dar al-Andalus Limited, 1980.
Borj, S. “Conditions for teacher research.” English Teaching Forum. 44(2006):22-27.
Bowen, T. & Marks, J. Inside Teaching. Oxford: Macmillan, 1994.
Carter, R. & Long, M. Teaching Literature. London: Longman, 1991.
Duff, Alan and Alan Maley. The Inward Ear. Cambridge, England: Cambridge University Press, 1989.
Frye, Northrop, Sheridan Warner Baker and Geroge B. Perkins. The Harper Handbook to Literature. New York: Harper & Row, 1985.
Khalifa, Mohammad. The Sublime Qur’an and Orientalism. Essex, England: Longman Group Ltd., 1983.
Kramsch, C. Context and Culture in Language Teaching. Oxford: Oxford University Press, 1993.
Labom, Jol. Tafsil Ayat AlQuran AlHakim. Lebanon: Dar Alkitab Alarabi, 1963.
Larsen, F.D. Techniques and Principles in Language Teaching. Oxford: Oxford University Press, 2000.
Lazar, G. Literature and Language Teaching. Cambridge: Cambridge University Press, 1993.
Mawdudi, Abul A’la. Toward Understanding Islam. Leicester: Islamic Foundations, 1980.
Montet, Edward. AlMustadrak. Lebanon: Dar Alkitab Alarabi, 1963.
O’Malley, J.M. & Valdez, P.L. Authentic Assessment for English Language Learners: Practical Approaches for Teachers. New York: Addison Wesley, 1996.
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Peregov, S.F. & Boyle, O.F. Reading, Writing, and Learning in ESL. New York: Addison Wesley Longman, 2001.
Perrine, Laurence. Literature – Structure, Sound and Sense – 4th Edition. New York: Hartcourt Brace Jovanovich, 1983.
Pickthall, M. Marmaduke. The Meaning of the Glorious Koran. New York: Mentor Books, 1963.
Richards, J.C. & Nunan, D. Second Language Teacher Education. Cambridge: Cambridge University Press, 1990.
Richards, J. & Rodgers, T.S. Approaches and Methods in Language Teaching: A Description and Analysis. (2nd ed.). New York: Cambridge University Press, 2001.
Stevick, Earl W. Images and Options in the Language Classroom. Cambridge, England: Cambridge University Press, 1986.
Von Denffer, Ahmad. Ulum Al-Quran, An Introduction to the Sciences of the Quran. Leicester: The Islamic Foundation, 1985.
Wilkins, D.A. [David Arthur] Second Language Learning and Teaching. London: Edward Arnold, 1974.
Woodward, T. Models and Metaphors in Language Teacher Training. Cambridge: Cambridge University Press, 1991.
Wright, Andrew. Pictures for Language Learning. Cambridge, England: Cambridge University Press, 1989.
About the Author
I am, at present, a Lecturer in the English Department at the British University in Egypt — El Shorouk City, Cairo. I am a U.S. citizen with a PhD in English Literature and Applied Linguistics-Stylistics, as well as a master’s degree and a postgraduate teaching diploma in Teaching English as a Second Language. I have taught both in the United States and abroad.
My research is in the field of using English language translations of the Quran as material for the teaching of English language and literature to non-native English speakers. I have done extensive work in this area since 1992, and I have accumulated many case studies and classroom observations. Starting from the experience of substituting sections from the Quran for the standard classroom text, I have employed various pedagogical approaches to teaching the Quran as literature — questionnaires, stylistic analysis, comparative studies of different English language translations, linguistic analysis of verses, and so on. I have also organized a forum on this topic with experts in the field.
In doing all of this, my intention was not to look at the religious value of the verses, but at the literary value that is so abundant in both the English language translations and the original. I have been able to prepare a number of articles based on the data from my classroom experiences.I would like to share my findings through my articles internationally.
[mage lang="" source="flickr"]free portuguese lessons[/mage]
I want to learn portuguese. Can anyone tell me about some really good website that offer free lessons?
Can you also tell me portuguese names for boys and girls?
a good website to learn languages for free:
www.livemocha.com
and if you’d like you can ask me, and i’ll teach you^^ portuguese is my mother tongue.
boys names:
joão (joo-UH-oo)
pedro (PEH-droo)
carlos (CAR-loosh)
josé (prenounced as “JO-ze, “e” as in “america”)
fernão (fehr-NUH-oo)
ricardo (hee-CAR-doo)
girl:
inês (ee-NEHsh)
beatriz (beh-uh-treesh)
tatiana (tah-echee-UH-nah)
débora (DEH-bo-rah, “e” as in “america”)
isabela (ee-za-be-lah)
