A baby running barefoot by D.H. Lawrence

A baby running barefoot

Introduction

it is a really very exciting moment for parents when their child begins to step to walk. The present poem a baby running barefoot points out fatherly Love by the poet D.H. Lawrence, one of the most striking figures in the world of literature between two world wars. He is basically a novelist, but he first appeared as a poet. In print with magazine contribution in 1910 and continued to write poetry throughout his life. The present poem a baby running barefoot presents a beautiful picture of an innocent baby enjoying running in the company of nature. This poem is a pleasant picture of the world. let's analysis the poem in detail

Poem

When the bare feet of the baby beat across the grass
The little white feet nod like white flowers in the wind,
They poise and run like ripples lapping across the water;
And the sight of their white play among the grass
Is like a little robin’s song, winsome,
Or as two white butterflies settle in the cup of one flower
For a moment, then away with a flutter of wings.

I long for the baby to wander hither to me
Like a wind-shadow wandering over the water,
So that she can stand on my knee
With her little bare feet in my hands,
Cool like syringa buds,
Firm and silken like pink young peony flowers.

Theme

The central idea of the poem is the Innocence of a baby enjoying across the grass. Childhood is a blessed stage of life that is without any burden, worries or tension. This poem shows a wonderful picture of a baby running and the pleasure of her father.

Title

The title is a long but very simple title 'a baby running barefoot' is a well-chosen title it indicates the full meaning regarding the poem. The title itself is a complete statement. It is apt for the poem.

Analysis of the poem

It is rightly commented that the child is a citizen of nature. This poem shows the free movement of the child in the lap of nature and in the company of her father. This short poem is divided into only two stanzas, the first of seven lines and the second is only six lines.

This poem begins with the baby who is running barefoot across the grass. The poet has made use of figures of speech like simply personification in many lines in just the second line the poet compares the baby's white feet with white flowers :

"The little white feet nod like

white flowers in the wind."

Lawrence draws a delightful pen picture here. The baby is its movement has been glorified by comparing them with replies, little Robin's song or butterflies settle in the cup of the on the flower.

in the second stanza poet wishes, the baby wander around him and he wants the baby stands on his knee and her in his hand.

Style

Being a profound novelist, D.H.Lawrence is a popular 20th century writer. However, his verse is also remarkable. His style in this poem is simple and light. There are some example of alliteration in the poem like

Baby ...Beat

White...Wind

Run... Ripples

Like... Little

Wind... Wandering

She... Stand....etc...

A reader can observe here the objects of nature like grass, flowers, wind, water, butterflies and so on.

Conclusion

As we noted earlier 'child is a citizen of nature' Laurence has composed this poem with the same doctrine. Laurence describes the baby in the company of nature, a child looks more charming when it starts walking or running. In the Ramayana and Mahabharata, we find such a song as a highlight of the beauty of Lord Ram or Krishna when they begin to walk.

My Grandmother by Elizabeth Jennings

My Grandmother by Elizabeth Jennings

Introduction

Poetry is an oldest art. It is a performance in a few words. My Grandmother is a touching poem by Elizabeth Jenning. She presents here a strong attachment between her and her grandmother. Though her grandmother is died, she still lives in the memory of poets. Family is a little world and the poet's point out her emotional relation with her grandmother.

Poem

She kept an antique shop-or it kept her.

Among Apostle spoons and Bristol glasses,

The faded silks, the heavy furniture,

She watched her own reflection in the brass

Salvers and silver bowls, as if to prove

Polish was all, there was no need for love.

And I remember how I once refused

To go out with her, since I was afraid.

It was perhaps a wish not to be used

Like antique objects .Though she never said

That she was hurt, I still could feel the guilt

Of that refusal, guessing how she felt.

Later, too frail to keep a shop, she put

All her best things in one long, narrow room.

The place smelt old, of things too long kept shut,

The smell of absences where shadows come

That can’t be polished. There was nothing then

To give her own reflection back again.

And when she died I felt no grief at all,

Only the guilt of what I once refused.

I walked into her room among the tall

Sideboards and cupboards-things she never used

But needed: and no finger-marks were there,

Only the new dust falling through the air.

Theme

The poem 'My Grandmother' focusses is on the memory of the poets for her grandmother. The poem shows how poets recalls her grandmother and repents for hurting her feeling.

Title

This is a poem regarding women relationship, 'the poet' and the dead grandmother. The title is apt, as the grandmother is in the center of the poem. My Grandmother is a short, simple and suggestive title for this poem.

Content

The poem is divided into four parts. The first stanza describes the poet's grandmother working in the shop, the second incident which causes her guilt, the third stanza shows her in her retirement. In the final stanza after her grandmother has died. The speaker reflects on herself and her grandmother's life. The words 'It capt her' suggests that seems, to the speaker, her only reason for leaving she had great bond and a passion with her possession this can be found in these line ;

"She kept an antique shop or it kept her.

Among apostle spoons and bristol glass,

The faded silks, the heavy furniture."

The Grandmother of poets polished the object and antiques very well. It was a well run shop.

Elizabeth describes a particular incident that happened in her childhood. ones her grandmother asked her if she would go out with her grandmother. The poets refused the proposal as she did not want to go with her at that time, but later she started to feel guilty about refusing to go out with the old woman.

In the fourth and final stanza Elizabeth mentions the uncared antique shop. The echos of death have been surrounding the shop because it is lost its life just like the grandmother's room and finds all her belonging which is there and she realizes that she needs nund of them. There is dust everywhere and the shop is in neglected condition.

Style

Elizabeth jenning Mrs Robert Brownie is famous for her verse that is rich in quality and extremely personal. In the present poem, she employs simple language and style. The poem was set in the mind of a child and memory of Elizabeth Jenning. There is a rhyme pattern in the first stanza we find that in the first and in the third line, this is a rhyme and the fifth and sixth line also shows rhyme. When we read it, it does not sound a like but when we pronounce, there is a similar sound.

for example

True love, the poem has been design in four stanza of six line each

To wind up

My Grandmother is an emotional poem by Elizabeth Jenning. In this poem poet's remember her past days and become so emotional. This is a so fine poem by Elizabeth Jennings on the base of the relationship between the poet's and her grandmother. In this poem poet shows and recalls her attachment in past with her grandmother.

Far from the madding crowd by Thomas Hardy

Far from the madding crowd

Far from the madding crowd is Thomas Hardy's fourth novel and his first major literary success. It is his first great achievement as a novelist. It originally appeared anonymously as a monthly serial in 'Cornhill Magazine' where it gained a wide readership. The novel is often considered to be The masterpiece by him. Like his other novel, 'Far from the madding crowd' introduces the pastoral world, the world of farmers and shepherds. This novel was published in 1879. It is the first novel to be set in Hardy's fictional country of 'Wessex' in rural southwest England.

Title

This is a little longer title by Hardy 'Far from the madding crowd' but it is a symbolic title. Hardy believes that the pastoral world is pure, peaceful and governed by nature and therefore away from evils of city life. In chapter number 22 he writes;

"God was probably present in the country and the devil had gone with the world to the town"

However, some critics do not agree with this concept of the title. They argue that even the world presented here is not free from crime or abuse. The source of this title can be found in Thomas Gray's famous poem elegy written in country churchyard Hardy choose the title from this poem the line;

"Far from the madding crowd ignoble strife"

Theme

This novel deals in themes of love, honor, and betrayal against a backdrop of the seemingly idyllic but often harsh realities of a farming community in Victorian England. It describes the farmer Bathsheba Everdene her life and relationship especially with her lonely neighbor William Boldwood, the faithful shepherd Gabriel oak and the thriftless soldier Sergeant Troy. The novel also shows the influence of nature on human life, particularly on the agricultural world.

Plot construction

By profession, Hardy was an Architecture and therefor his plot are well kitt. "Far from the madding crowd" has a powerful plot construction. The novel designs into 57 chapters and each chapter is a given chapterate title.

For example

Chapter number 34 "Home again"

Most of the chapters developed the story while in some chapters, the story is very slow, but Hardy describes the lifestyle, the culture of the rustic world.

Locale

Hardy is commented to be unvictorian novelist in the Victorian era mainly because the local, the place where his stories develop in is the rustic world. It is a world depends upon nature and not affected by the evils of Industrialisation. Far from the madding crowd also manifests the life of 'Wessex people' the people connected directly or indirectly with agriculture. Most of the action takes place in Weatherbury a town located in the Wessex region. Hardy is interested in persons as well as place and local life. The place has a very significant place in his novels. In Far from the madding crowd, all activities take place in the same region, the Wessex.

Characterization

Far from the madding crowd introduces a large group of characters, both major and minor, male and female all belonging to the agriculture world. The novel is governed by a woman Bathsheba another significant female character is Fenny Robin. Important male character or Gabriel oak, sergeant Troy, and Boldwood. The minor character of the novel is Poorarass, Coggan, Liddy, Pennyways, Maryann and many others. The characters in the novel live a simple life with the harmony of Nature.

Style

Style refers to the technique of narrating the right word for the right place. Hardy seems very effective in the matter of style. He displays a minute description of the landscape, activities of the farmer and pastoral world. He also makes fine use of the flashback technique in the novel.

To wind up

Far from the madding crowd mega-success showing the life of the rustic world. Symbolic title, well-knit plot, rich gallery of character and many other aspects make the novel more appealing.

ELT 1 Task on Bilingualism,Trilingualism and Multilingualism

This blog is a response to the task, which was given to us in the 

the paper of ELT 1.

What is Bilingualism?

Bilingualism is the phenomenon of speaking and understanding two languages of equal fluency.

What is Trilingualism?

Trilingualism is the condition of being trilingual; the ability to speak three languages of equal fluency.

What is Multilingualism?

 Multilingualism is the use of more than one language either by an individual speaker or by a community of speakers.

Different words and phrases

1) This was a good task.

Marathi : हे चांगले काम होते.

Urdu : یہ اچھا کام تھا. (Bay ajha kah taha)

Gujarati : આ સારું કાર્ય હતું.

(છેલ્લું ૧ વધારાનું લખ્યું,નોંધ ન લેવી 😅)

2) Honour

Dutch : eer

Spanish : honor

Irish : onóir

3) What is your name ?

French : Quel est votre nom ?

Italian : Come ti chiami ?

German : Wie heißen Sie ?

Chinese : 你叫什麼名字 ？

(Nǐ jiào shénme míngzì?)

Thank you madam

Chinese : 謝謝夫人  (Xièxiè fūrén)

😊

Different words and phrases

1) This was a good task.

Marathi : हे चांगले काम होते.

Urdu : یہ اچھا کام تھا. (Bay ajha kah taha)

Gujarati : આ સારું કાર્ય હતું.

(છેલ્લું ૧ વધારાનું લખ્યું,નોંધ ન લેવી 😅)

2) Honour

Dutch : eer

Spanish : honor

Irish : onóir

3) What is your name ?

French : Quel est votre nom ?

Italian : Come ti chiami ?

German : Wie heißen Sie ?

Chinese : 你叫什麼名字 ？

(Nǐ jiào shénme míngzì?)

Thank you madam

Chinese : 謝謝夫人  (Xièxiè fūrén)

😊

ગિરીશ કર્નાડ

ગિરીશ કર્નાડ

        ગિરીશ કર્નાડનો જન્મ ૧૯ મે ૧૯૩૮ માં માથેરાન મહારાષ્ટ્રમાં થયો હતો. મૂળે ગણિતશાસ્ત્રના વિદ્યાર્થી છે પણ ગિરીશ કર્નાડ એવા નાટ્યકાર છે જે કન્નડાની પ્રાદેશિક સીમા વટાવી દેશ-દુનિયામાં પહોંચી ગયા છે. ભાષાનો જાણે ભેદ ભૂંસીને તેમણે નાટક પર કામ કર્યું હોય અને સફળ રહ્યા હોય તેવા આ નાટ્યકાર છે. વિશ્વફલકના નાટ્યકારોની વાત કરીયે તો ભારતમાંથી કોઈ નામ પ્રથમ જીભ પર આવે તેવું નામ એટ્લે ગિરીશ કર્નાડ અને તેઓ નાટયકાર ઉપરાંત કુશળ અભિનેતા અને દિગ્દર્શક પણ છે.

        ગિરીશ કર્નાડનું એક નાટક ‘હયવદન' જેને વેસ્ટ ઝોન યૂથ ફેસ્ટિવલમાં ભજવવા માટે પસંદગી કરાઇ અને તેનું વાંચન પણ કર્યું જોકે તેને છોડીને નાગમંડલ નાટક અમે પ્રસ્તુત કરેલું પણ તેમના અવસાન સમયે થયું કે કાશ આ નાટક કર્યું હોત. આ ‘હયવદન' ૧૯૭૧માં લખાયું. આ નાટકનો આરંભ કર્ણાટકની લોકનાટયશૈલીથી થાય છે. નાટકનું કથાનક વૈતાલ પચ્ચીસી તેમજ તેનો સ્ત્રોત આપણા પ્રસિધ્ધ ‘કથાસરિત્સાગર'ની ‘મસ્તક વિનિમયની' કથામાં છે. આ નાટક અમદાવાદમા ભજવાય ચૂકેલું છે.

ગિરીશ કર્નાડ પાસેથી ‘યયાતિ'(૧૯૬૧), ‘તુઘલક'(૧૯૬૪), ‘હયવદન'(૧૯૭૧), ‘અંજુ મલ્લિગે'(૧૯૭૭), ‘હિટ્ટીનાં હુંજા'(૧૯૮૦), ‘નાગમંડળ’(૧૯૮૮), ‘તાલેડાંડા’(૧૯૯૦), ‘અગ્નિ મટ્ટ માલે' (૧૯૯૫) વગેરે નાટકો ઉપરાંત ‘નિશાદા'(૧૯૬૪) એક રેડિયો નાટક મળે છે.

તેમના નાટકો વિષે વધુ વાતો ફરી ક્યારેક થોડા વધુ વાંચન સાથે કરીશ.

Language and Principles of Language Teaching

Language and Principles of Language Teaching

Prepared by: Dhaval Diyora

Roll No: 05

Paper – 12 : A: English Language Teaching – 1

M.A (English):  Sem -3

Enrollment No: 2069108420190013

 Batch:  2018-20

 Email: d.d.diyora@gmail.com

 Submitted to: Smt .S. B Gardi, Department of English,

MK Bhavnagar University.

Topic: Language and Principles of Language Teaching

What is Language?

            According to Oxford Advanced Learner, language is a " system of sounds, words, patterns, etc. used by humans to communicate thoughts and feelings".

 

            Collins Cobuild Essential English Dictionary defines language is,

a system of communication which consists of a set of sounds and written symbols which are used by the people of a particular country for talking or writing.

            Language is a human and social activity without which humans cannot function in society. It is one of their basic needs, one has to learn it. It is not something optional, we just cannot avoid it.

            Language is a system of systems. It is said to be structured at the following five levels:

1. Phonological Level

2. Morphological Level

3. Syntactic Level

4. Graphic Level

            Human language is different from that of animal language. 'Though animals, birds, etc. Do not possess a verbal language but they succeed in communicating different things by barking, meowing, chirping, etc. In fact, animal communication has certain limitations and therefore cannot express abstract concepts.

            Human language is creative in nature. We create new sentences that may be heard or read in the past. This is what we call 'linguistic creativity'.

            Language is a code. When a speaker speaks or a writer writes, his message is encoded. The message that is encoded by a speaker or writer is, in fact, decoded by a listener or reader. The code is already known to the listener - speaker and reader-writer. That is the reason why they get what is conveyed to them. It has both content and expression. Language is also considered as a skill.

 
From the above definitions and observations it is discernible that the language is:

(1) a system of sounds, words, patterns, etc.;

 (2) used by humans to communicate thoughts and feelings;

(3) the ability to use words in order to communicate;

(4) a human activity;

 (5) bound up with nationality, religion and the feeling of self;

Mother - Tongue ( L )

 L. is the mother - tongue of the child. It is the first language and is essentially the language spoken and/or used by the mother of the child. The child acquires his mother - tongue because it is unavoidable and indispensable for him.

B. Second language ( L . )

            A second language may be defined as the language which a child/person learns consciously after or with the mother - tongue

 

C. Third Language ( L .)

            The third language is the language that a child/person learns after having learned the first language and the second language. A child learns a third language either out of need or compulsion or pleasure. In a multilingual country like India, children have to learn a third language at school, for it is on the prescribed course.

D. Foreign Language ( FL )

            A foreign language is a language spoken in a foreign country. A mother - tongue in a country can be a foreign language for another country. That way every language is a foreign language. A language may be a foreign language, for it may be foreign to the people of another country.

E. Dead Language ( DL )

            A dead language is a language that is out of use and is no more used by people for communication. It exists only in literature. People do not speak or write it. It is not live. In other words, people do not communicate through it. Many linguists are of the opinion that languages never die and it is derogatory to label a language as dead. They argue that language is dynamic by nature, how can it die? So long as people read it, it can not die. There are linguists who argue that if a language is not used as a tool of communication, it is as good as dead. Some people call Samskrit a dead language in India. The subject is still debatable.

F. Classical Language ( CL )

            The classical language is a language which is traditional in nature and has a rich literature as well as an elegant past. Latin, Greek, Persian, Sanskrit, etc. are considered classical languages,

G. Modern Language ( ML )

            A modern language is one that is used by the modern world. For instance, English is one of the modern languages in the world now.

 

H. Target Language ( TL )

            The target language is one that is learned as a target. It is a purposeful activity . Any language can be a target language.

Principles of Language Teaching

( 1 )  Introduction

Teaching a language is a serious business and must be conducted carefully. Language teaching should receive psychological, linguistic and pedagogical support which would help the teacher in teaching the target language successfully. Researches have done in the field of linguistics, sociolinguistics, psychology, and pedagogy have brought out certain principles of language teaching. In his book, Robert Lado has discussed the principles of language teaching. The principles are stated briefly here.

( 2 ) The Principles of Language Teaching

1. Teach speech before writing.

2. Teach Basic sentences.

3. Establish the patterns as habits through patter practice. Talking about the language is not knowing it.

4. Teach the sound system structurally for use by demonstration, imitation, props, contrast, and practice.

5. Keep the vocabulary load to a minimum while the students are mastering the sound system and the grammatical patterns,

6. Teach and present problems in meaningful situations.

7. Teach reading and writing as manipulations of graphic representation of language units and patterns that the student already knows.

8. Teach the patterns gradually, in cumulative graded steps. To teach a language is to impart a new system of complex habits, and habits are acquired slowly.

9. The translation is not a substitute for language practice.

10. Teach the language as it is, not as it ought to be.

11. The student must be engaged in practice most of the learning time.

12. When a response is not in the repertory of the student, shape it through partial experiences and props.

13. Speed and Style: Practice must end in a linguistically acceptable and psychologically full experience.

14. Provide immediate reinforcement.

15. Impart an attitude of identification with or sympathetic understanding of the people who speak the second language rather than merely a utilitarian attitude toward the language or a disinterested or negative attitude toward the people of the language.

16 Teach the meaning content of the second language as it has developed in the culture where the language is spoken natively.

17. Teach primarily to produce learning rather than to please or entertain.

18. Habit-Formation: - An attempt should be made to form a habit in the students for learning a language by the following process.

Habit of listening

The habit of reading storybooks, newspapers, and magazines

The habit of going library

The habit of using correct grammar

The habit of consulting a dictionary

The habit of correct pronunciation

Habit of repeating

Language teaching is an art like all other arts, it needs sustained „practice and drill‟ so great stress should be laid on practice instead of cramming exercise. The English teacher should be armed at all fronts‟ like cultural. Social oral behavioral and conversational approach language habits are formed – 1. Recognition, 2. Imitation, 3. Repetition, 4. Variation, 5. Selection.

Works Cited

c.Paul. Teaching English as a second language. 1989.