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The 20th Annual Conference on Southeast Asian Language Teaching and Applied Linguistics Theme: "Teaching & Learning: Making Connections." The Council of.

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Presentation on theme: "The 20th Annual Conference on Southeast Asian Language Teaching and Applied Linguistics Theme: "Teaching & Learning: Making Connections." The Council of."— Presentation transcript:

1 The 20th Annual Conference on Southeast Asian Language Teaching and Applied Linguistics Theme: "Teaching & Learning: Making Connections." The Council of Teachers of Southeast Asian Languages (COTSEAL) And the Southeast Asian Studies Summer Institute (SEASSI) University of Wisconsin-Madison July 16-17, 2010 The 20th Annual Conference on Southeast Asian Language Teaching and Applied Linguistics Theme: "Teaching & Learning: Making Connections." The Council of Teachers of Southeast Asian Languages (COTSEAL) And the Southeast Asian Studies Summer Institute (SEASSI) University of Wisconsin-Madison July 16-17, 2010 Communicating with Onomatopoeic words In Story and Play Role Activities for the Hmong Heritage Students Presenter: Kao-Ly Yang, Ph.D. Kao-Ly YangKao-Ly Yang Department of Modern and Classical Languages and Literatures California State University of Fresno Copyrights 2010 Kao-Ly Yang All rights reserved.

2 Outline of the Presentation 1. Some Features of the Hmong Language 2. Teaching Issues 3. Classification and Parts of Speech 4. Teaching Story Writing and Play Role in Using Onomatopoeic Words

3 1 SOME FEATURES OF THE HMONG LANGUAGE

4 The Hmong belongs to the Miao-Yao or Hmong- Mien family of language, originally from China The Hmong belongs to the Miao-Yao or Hmong- Mien family of language, originally from China Monosyllabism: One syllable = one meaning Monosyllabism: One syllable = one meaning Tonal Language: in Southeast Asia and in the West, the Hmong language has 7 tones + one variable. The tones are transcribed with consonants Tonal Language: in Southeast Asia and in the West, the Hmong language has 7 tones + one variable. The tones are transcribed with consonants Language using Latin alphabet. Language using Latin alphabet. 60-year written tradition (The language has a very rich oral tradition) 60-year written tradition (The language has a very rich oral tradition)

5 2. TEACHING ISSUES

6 In the Hmong oral literature, either in folktales or sung poetry, there are words or groups of words that are difficult to define in term of meaning. In the Hmong oral literature, either in folktales or sung poetry, there are words or groups of words that are difficult to define in term of meaning. They are mainly onomatopoeic words. They are mainly onomatopoeic words.

7 Research and teaching approach: Research and teaching approach: 1. Using French and Japanese grammars and to identify and classify: 1. Using French and Japanese grammars and Sound symbolism or phonosemantics to identify and classify: The type of sound/soudless-imitating words The type of sound/soudless-imitating words The grammatical nature of the words, otherwise parts of speech. The grammatical nature of the words, otherwise parts of speech. The grammatical function of the words (or group of words) designating their role in relationship to other words in the sentence. The grammatical function of the words (or group of words) designating their role in relationship to other words in the sentence. 2. Find the appropriate activity to teach them: here in story writing and play role

8 3. CLASSIFICATION AND PARTS OF SPEECH OF THE ONOMATOPOEIC WORDS

9 Terminology and Definitions An onomatopoeia is a figure of speech copying natural sounds. An onomatopoeia is a figure of speech copying natural sounds. Examples for the cry of pain Examples for the cry of pain (English): ouch, ow (English): ouch, ow (French): aïe, ouille (French): aïe, ouille (Hmong): uaj (Hmong): uaj Under the terms of « onomatopoeic word », are included Under the terms of « onomatopoeic word », are included (See the following page for explanations and examples) (See the following page for explanations and examples)

10 Classifications 1. Phonomimes: Sound-imitating words or onamatopoeias Sound-imitating words or onamatopoeias Example: (sound made when walking on a wood floor): tig toog Example: (sound made when walking on a wood floor): tig toog Sound ending a statement at the oral level: Sound ending a statement at the oral level: Example: (finishing a part of the story): Ces nws mus lo (Then she or he goes on.) Example: (finishing a part of the story): Ces nws mus lo (Then she or he goes on.) 2. Phenomimes: (Mimetic Words that represent soundless states or events) : Example #1: (Enhancing the color black): Dub « nciab » (black deep= dark) Example #1: (Enhancing the color black): Dub « nciab » (black deep= dark) Example #2: (A group of people starting to move): Mus kev « zom zaws » (Starting to walking in moving as a group) Example #2: (A group of people starting to move): Mus kev « zom zaws » (Starting to walking in moving as a group) 3. Psychomimes (Mimetic words that represent psychological states or bodily feelings): Example #1: (Describing an angry attitude): Dub lus (black lu= angrily) Example #1: (Describing an angry attitude): Dub lus (black lu= angrily) Example #2: (Doing something while watching from left to right or right to left, and back and forth in a romantically way): Ntsia yuj yeev (Watching romantically from left to right and right to left) Example #2: (Doing something while watching from left to right or right to left, and back and forth in a romantically way): Ntsia yuj yeev (Watching romantically from left to right and right to left)

11 Parts of Speech Interjection: Uaj! (Ouch!) Interjection: Uaj! (Ouch!) Oral punctuation: Nws m Oral punctuation: Nws mus lo (S/he is going!) Adverbs (« Sound adverb »): Nws khiav tig toog. (S/he runs in making the noise « tig toog. ») Adverbs (« Sound adverb »): Nws khiav tig toog. (S/he runs in making the noise « tig toog. ») Adjectives: Plaub hau dub nciab. (The hair is dark.) Adjectives: Plaub hau dub nciab. (The hair is dark.)

12 4TEACHING WITH THE ONOMATOPOEIC WORDS STUDENTS PROFILES: STUDENTS PROFILES: Heritage Students – born in Laos, in Thailand, and in the US) Heritage Students – born in Laos, in Thailand, and in the US) Intermediate Level (at least two semesters of Hmong) Intermediate Level (at least two semesters of Hmong) Students professional goals: Mostly to become bilingual teachers and/or Hmong teachers Students professional goals: Mostly to become bilingual teachers and/or Hmong teachers ( The author has started to teach story and play role in incorporating onomatopoeic words from 2006 to now )

13 STORY AND PLAY ROLE ACTIVITY OBJECTIVE: OBJECTIVE: 1. Writing a 500-word short-story with dialogue and soundtrack (a 3D-story) in using onomatopoeic words. 2. Adapting some of the stories into play roles in producing the soundtracks and in acting. TIMING: 3 week activity (3 x 50 min/ week) TIMING: 3 week activity (3 x 50 min/ week) EVALUATIONS: EVALUATIONS: 1. Production of a complete story accordingly to the guideline with edition (wrong spellings, writing style). 2. Rewriting of a story into a play role, and participation to the play.

14 APPROACH (Part 1): Reading and Grammar APPROACH (Part 1): Reading and Grammar 1. Read a folktale (authentic text) and highlight the onomatopoeic words (in addition to its literal and literary study). 2. Classify onomatopoeic words according to the 3 groups (phonomime, phenomine, psychomine): establish a list to be used. 3. Learn to use them formally in some structured grammatical exercises (emphasis on meaning and grammatical uses).

15 APPROACH (Part 2): Story Writing APPROACH (Part 2): Story Writing Assign specific topics with actions (Possible themes: Fight between boy-friend and girl- friend, or couple, employee-boss, etc.) Assign specific topics with actions (Possible themes: Fight between boy-friend and girl- friend, or couple, employee-boss, etc.) Assign students to write the 500-word story where they must add at least 20 onomatopoeic words from the list. Assign students to write the 500-word story where they must add at least 20 onomatopoeic words from the list. Instructor corrects individually the stories: students are required to correct errors, and if necessary, to add additional onomatopoeic words. Instructor corrects individually the stories: students are required to correct errors, and if necessary, to add additional onomatopoeic words.

16 APPROACH (Part 3): Play role APPROACH (Part 3): Play role 1. 4 students (at least) choose one of their stories 2. Rewrite it with dialogue and soundtrack (using the onomatopoeic words to create a specific soundtrack for the play role) 3. Each group corrects its play with the instructors help 4. The whole class discusses about the writing process and the soundtrack 5. Rehearsing 6. Playing

17 Conclusion Outcome at the Learning level: Outcome at the Learning level: The learning of the onomatopoeic words enriches students vocabulary, enhances their reading comprehension of folktales, and creative writing skills The learning of the onomatopoeic words enriches students vocabulary, enhances their reading comprehension of folktales, and creative writing skills Students like this activity: the onomatopoeic words bring fun and excitement, so motivate them to learn Students like this activity: the onomatopoeic words bring fun and excitement, so motivate them to learn Outcome for future teacher training: Outcome for future teacher training: Knowing that the Hmong language doesnt have yet appropriate materials to teach, this teaching approach combining research and teaching --from identifying the onomatopoeic words to play role-- will develop more interest and understanding on behalf of the future teachers to develop appropriate teaching materials. Knowing that the Hmong language doesnt have yet appropriate materials to teach, this teaching approach combining research and teaching --from identifying the onomatopoeic words to play role-- will develop more interest and understanding on behalf of the future teachers to develop appropriate teaching materials.


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