Concrete Poetry in thc Beginning Foreign Language Class  

Oleh:

Rollinson, Joyce C.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Foreign Language Annals (Full Text; di PROQUEST 2004 - terbaru) vol. 6 no. 2 (1972), page 214-219.
Fulltext: 06_02_Rollinson.pdf (424.67KB)

Isi artikel

In the beginning foreign language class, concrete poetry offers students few, if any, grammatical problems but, rather, it involves them directly in the thought processes of the foreign language. A concrete poem is a linguistically simple arrangement of words or sounds which forms an object of play or of thinking. In dealing with such a poem, the student must participate actively, either by reading, hearing, speaking, or rewriting, in the construction of the poem and must supply a conceptual interpretation himself since none is given. The appearance and sound of the poem are one with its meaning. Therefore, while the student is looking at, reading, and reciting the poem, he is learning from his own direct experience what the foreign sounds mean. This linguistic and conceptual unity forms a nucleus for introducing related grammar and vocabulary items and, consequently, for using them in the meaningful context already established. This nucleus can form a very short segment of classroom time or lead to extensive study. In either case, concrete poetry offers an excellent opportunity for students to participate meaningfully–and immediately–in the foreign language.

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