Relevant bibliographies by topics / Horror tales, english – study and teaching

Academic literature on the topic 'Horror tales, english – study and teaching'

Author: Grafiati
Published: 26 July 2024
Last updated: 27 July 2024

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Journal articles on the topic "Horror tales, english – study and teaching"

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Kim, Hyun-Sook. "The Why and How of Korean Primary School Teachers Teaching English Using Fairy Tales: Qualitative Research." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 15 (August 15, 2022): 167–87. http://dx.doi.org/10.22251/jlcci.2022.22.15.167.

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Objectives The purpose of this study is to analyze in detail the motives and methods of English classes using fairy tales through in-depth interviews with primary school teachers who have conducted English classes using fairy tales. Methods Through the qualitative research method, three primary English teachers were selected as intentional sampling(convenient sampling) method, and data were collected through triangulation such as interviews, non-participatory observation(class videos), documents, and class photos, and analyzed using constant comparative analysis, which is an open coding, categorization, and category confirmation process. Efforts were made to report validity and reliability through member checks with the analyzed data. Results The motivations of primary English teachers who used fairy tales were analyzed as three main themes: ‘Striving for overcoming the limitations of primary English textbooks,’ ‘Development of students' critical thinking skills,’ and ‘Will to improve as English teachers.’ The English class method using fairy tales was analyzed into three main topics: first, ‘whole language learning’, second, ‘real communication-oriented class’, and third, ‘student-centered class’. Conclusions It is not only necessary to develop primary English textbooks that can provide a rich context, communicate in practice, and improve students' interest, motivation, and confidence but also needed to train English teachers as an in-service on related textbooks.
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Arfani, Sri, Rini Martiwi, and Oldea BrKaro Sekali. "arfani IMPROVING ENGLISH PRONUNCIATION SKILL THROUGH THUMBELINA AND PINOCCHIO FAIRY TALES." Journal of English Language and Literature (JELL) 5, no. 02 (September 4, 2020): 1–10. http://dx.doi.org/10.37110/jell.v5i02.99.

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As the objective of EFL teaching is to help students to communicate fluently in the target language, teachers should provide authentic models of language use for every level and age. To hit the target we should focus not only on linguistic, but also on literary and cultural elements. Since fairy tales offer these elements, they are highly beneficial to use in EFL teaching programs, especially for young learners. This objective of this research is to investigate the effectiveness of teaching English pronunciation through fairy tale media. This research was conducted at SMPS PGRI Pondokgede class 8-3. The writer has conducted field research for 1 month. Some data was taken through observation, process, and post-learning and teaching activities. This paper contains ways to improve students’ English pronunciation by providing Thumbelina and Pinocchio fairy tales. The result of this study indicated that: (1) teaching English pronunciation trough fairy tale is effective to increase students’ pronunciation (2) students become easier to understand the subject matter and increase their English vocabulary, and (3) students become more active and confident when reading texts or fairy tales by showing good pronunciation.
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Fitriani, Rizka, I. Putu Ngurah Wage Myartawan, and I. Nyoman Pasek Hadi Saputra. "Moral Analysis in the Videos of English Fairy Tales Channel and Its Relevance to Narrative Text Learning in Senior High School." AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (October 30, 2021): 1643–52. http://dx.doi.org/10.35445/alishlah.v13i3.887.

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This study analyzes the moral values of legends and fairy tales on the English Fairy Tales YouTube channel and examines its relevance to narrative text learning in schools. The approach used is qualitative research, with descriptive type. The sample videos taken from the English Fairy Tales channel are five videos. According to theory, analysis of moral values is carried out by looking at video samples and describing them. In contrast, relevance analysis will be carried out by reviewing the applicable learning syllabus. The research found that the videos analyzed contain values always to be grateful to God, care for others, be diligent, be brave, help each other, keep promises, and never give up. In addition, the moral values found in legends and fairy tales on the English Fairy Tales YouTube channel have relevance to the teaching of narrative texts in class X of Senior High School because the moral values contained in legends and fairy tales on the English Fairy Tales YouTube channel can support the use of English Fairy Tales channel videos as learning media that is in line with the learning competence.
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LĂPĂDAT, Laviniu Costinel. "From Folklore to Literature: Utilising Bram Stoker’s Dracula as a Teaching Resource for Romanian Cultural Education." ANALELE UNIVERSITĂȚII DIN CRAIOVA SERIA ȘTIINȚE FILOLOGICE LIMBI STRĂINE APLICATE 2024, no. 1 (July 19, 2024): 310–24. http://dx.doi.org/10.52744/aucsflsa.2024.01.34.

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Stoker's „Dracula” is not merely a tale of horror but a intricate interweaving of historical fact and Romanian folklore. The strigoi and nosferatu, while possibly perceived as mere relics of bygone superstitions, are integral facets of Romanian cultural identity. Their tales, replete with the wisdom and anxieties of a civilization, invite us to engage deeply with the narratives that have shaped and continue to influence a nation's collective psyche. It is this intricate dance between the real and the imagined, the living and the undead, that renders the study of Stoker’s Dracula and its Romanian origins a compelling academic endeavor. For educators, the myths of the strigoi and nosferatu, when juxtaposed against Stoker’s Dracula, offer a treasure trove of opportunities. They unveil a society's deep-seated beliefs, fears, and aspirations. Analyzing these tales provides insights into Romania's cultural, religious, and social mores, making them invaluable tools for cultural education. By deconstructing the origins and evolutions of these myths, students can be introduced to broader themes of life, death, societal values, and the interplay of indigenous and external religious influences.
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Novianti, Nita. "Introducing Critical Literacy to Pre-Service English Teachers through Fairy Tales." Journal of Literary Education, no. 4 (July 31, 2021): 131. http://dx.doi.org/10.7203/jle.4.21026.

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The need for a more critical approach to EFL teaching and learning is undeniable, yet little has been done to prepare teachers for teaching with this approach. This article reports one of the cycles on my action research study, involving a teacher educator and 35 pre-service English teachers. Together with the teacher educator, a unit on critical literacy was developed using fairy tales as the core text. In the unit, we introduced pre-service teachers to critical literacy through the critical reading, analysis, and rewriting of fairy tales for social transformation. They were assigned to rewrite a fairy tale as a form of social action and to reflect on the choices made in the rewriting process. The re-written fairy tales and the accompanying reflection essay were analysed using a rubric adapted from the four dimensions of critical literacy (Lewison et al., 2002). The re-written fairy tales and the reflections suggest the pre-service teachers’ growing understanding of the non-neutrality of text, ability to read from a different perspective and offer an alternative one, and ability to identify socio-political issues, such as stereotypes, and to subvert them.
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Anggraini, Ririn, Tatum Derin, Jaka Satria Warman, Nunung Susilo Putri, and Mutia Sari Nursafira. "Local Cultures Folklore Grounded from English Textbooks for Secondary High School Indonesia." Elsya : Journal of English Language Studies 4, no. 3 (November 22, 2022): 267–79. http://dx.doi.org/10.31849/elsya.v4i3.10582.

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English Language Teaching (ELT) is inseparable with the teaching of the language’s culture. Indonesia has a national agenda of integrating folklore into the subject of English language in schools. Therefore, this study aims to identify the types of folklore in Indonesian EFL textbooks for secondary high school. This study collected data from 10 textbooks from Grades 7, 8, 9, 10, 11, and 12, which are published by Erlangga, Yrama Widya, Yudhistira, PT Tiga Serangkai Pustaka Mandiri, and Kemdikbud. The data analysis method was content analysis. Results showed that Indonesian EFL textbooks for secondary high school level contains 5 genres of folklore, namely fables, fairy tales, folktales, legends and myths. This study found that the most dominant type of folklore in the textbooks are legends 12 (36,3%), followed by folktales 11 (33,3%), fairy tales 5 (15,1%), fables 3 (9,3%), and lastly myths 2 (6,0%). All genres covered the cultural heritage of nearly every island and major city in Indonesia, including other countries such as Vietnam, Serbia, German and Japan. This means that Indonesia is succeeding in carrying out the national agenda of preserving students' cultural awareness and local wisdom through the teaching of folktales in ELT. The findings of this study are useful to support and enrich cultural elements integrated in English textbooks particularly the for the teaching of folklore in Indonesian EFL classrooms.
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Roy, Dr Hareshwar. "Chekhov’s Death of a Clerk: A Critical Appreciation." SMART MOVES JOURNAL IJELLH 8, no. 3 (March 28, 2020): 8. http://dx.doi.org/10.24113/ijellh.v8i3.10462.

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The present paper proposes to undertake a deep study of the Death of a Clerk. This beautiful short story has been written by Anton Chekhov, a prominent story teller of Russia. This story has been translated into English from Russian by Ivy Litvinov. This translation of Ivy Litvinov has been made the basis of the present study. The period of 1880-1885 is a very important period in the career of Anton Chekhov. During this period, he wrote hundreds of humorous tales. They show a keen sense of the social scene and of the incongruities of life. These tales reveal a deep feeling for human injustice and suffering. In these stories Anton Chekhov attempted to see things as they were and to deal with them as he saw them. According to him a reasoned life without a clear-cut point of view is not a life, but a burden and a horror. This was a strange idea for that day but it played a significant role in his works. Chekhov’s Death of a Clerk is one of them. It beautifully presents the picture of the life of a society based on tyranny and servility.
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Tiarina, Yuli, Hermawati Syarif, Jufrizal Jufrizal, and Yenni Rozimela. "Students’ need on basic English grammar teaching material based on interactive multimedia: an innovative design." COUNS-EDU: The International Journal of Counseling and Education 4, no. 1 (March 3, 2019): 29. http://dx.doi.org/10.23916/0020190419310.

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This article, a part of dissertation entitled Developing Basic English Grammar Teaching Material based on Interactive Multimedia at University Level, presents the results of a study conducted to find the model of Basic English Grammar teaching material based on interactive multimedia needed by the students. This empirical research employed both quantitative and qualitative analyses. Seventy eight students of English Department of Universitas Negeri Padang were involved. The students were required to articulate their need on a design of Basic English Grammar teaching material based on interactive multimedia. The data were collected through an open questionnaire. The first result is that Basic English Grammar teaching material based on interactive multimedia is very needed (with the score 3.1 out of 4). Second, the result indicates the organization of Basic English Grammar teaching material based on interactive multimedia. The organization consists of six parts. They are Time to watch/sing/read, Time to chat, Time to Focus, Time for fun practice, Time for tube, and Time for action. Third, the students have different learning style. Fourty two students (53.84%) have visual learning style. Twenty two students (28.21%) have audio learning style. The rest, fourteen students (17.95%) have kinestetic learning style. Four, the finding shows the students have their favorite movies, colors, and music. The students like comedy/humor, drama, horror, dokumentary, and action movies; they love pop, jazz, rock, country, and rap music; they adore blue, green, black, pink, and red color. Another important research finding is almost all students (91%) have their own laptop. Those findings will be considerations in designing the Basic English Grammar teaching material based on interactive multimedia. Further research to see the effectiveness of the model of Basic English Grammar teaching material based on interactive multimedia needs to be done.
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HAMIMED, Nadia. "A Review on Instructing English through Literary Genre." Arab World English Journal 12, no. 3 (September 15, 2021): 278–93. http://dx.doi.org/10.24093/awej/vol12no3.19.

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This study aims to highlight the utilization of literary genre as a well-liked method for instructing both language skills (that is to say, writing, reading, speaking, and listening) and language fields (that are grammar, pronunciation, and vocabulary). Why employing literary textbooks in foreign language classrooms and the main motives for choosing appropriate fictional texts in these classrooms are emphasized to make the reader acquainted with the motivating incentives and standards for foreign language teachers’ employing and picking erudite textbooks. Additionally, the teaching of language skills and literary genre gains benefits of diverse fields of literature (like drama, poems, tragedy and tales) to language teaching and to several difficulties met by language teachers in the sphere of instructing English using fiction (i.e. shortage of training in the field of literature teaching English as a Second English and Teaching English as a Foreign Language curriculums, deficiency of precise aims describing the function of fiction in English as a Foreign Language and English as a Second Language, foreign language teachers’ not possessing the experience and preparation in literature, and lack of suitable teaching tools to be utilized by foreign language teachers in a class milieu) are taken into consideration.
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Maulidia, Annida. "The Impact of Short Stories in English Language Learning Classroom." Journal of English as a Foreign Language Education (JEFLE) 4, no. 2 (March 5, 2024): 94. http://dx.doi.org/10.26418/jefle.v4i2.74897.

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With compact yet captivating tales, short stories have the potential to be an effective tool for enhancing students' writing skills in English language learning classrooms. As a result, this study article gives a complete overview of the literature on the impact of short stories on language learning. A systematic strategy is used in this study to discover and assess relevant nonempirical studies, theoretical frameworks, and expert perspectives on adding short tales to improve students' writing skills. The data for this research were analyzed, and ten published articles on the subject were reviewed. The findings from the evaluated journal papers show that including short stories in English language education, particularly in intensive reading courses, has a good influence. The findings from the evaluated journal papers show that including short stories in English language education, particularly in intensive reading courses, has a good influence. These findings are useful for educators and curriculum makers who want to improve language learning experiences by using short stories. According to the article, various outcomes were discovered during the evaluation, particularly for teachers and students during teaching and learning.Keywords: Short stories, impact, English, language learning classroom
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Books on the topic "Horror tales, english – study and teaching"

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Anna, Powell, and Smith Andrew 1964-, eds. Teaching the Gothic. Basingstoke, UK: Palgrave Macmillan, 2006.

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Education, Ontario Ministry of. Basic English: Horror. S.l: s.n, 1990.

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Long, Hoeveler Diane, and Heller Tamar 1959-, eds. Approaches to teaching Gothic fiction: The British and American traditions. New York: Modern Language Association of America, 2003.

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Thompson, Lars. Companions to literature : monstermania. Edited by Hayes Becci 1948-. Mississauga, ON: S.B.F. Media, 1993.

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1947-, Behrendt Stephen C., and Mellor Anne Kostelanetz, eds. Approaches to teaching Shelley's Frankenstein. New York: Modern Language Association of America, 1990.

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Grein, Birgit. Terribly effective: A theory, exemplary study and defense of contemporary horror fiction. Trier: WVT, Wissenschaftlicher Verlag, 2000.

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Blanton, Linda Lonon. ESL composition tales: Reflections on teaching. Ann Arbor: University of Michigan Press, 2002.

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Leroux, Gaston. The phantom of the opera. Waterville, Maine: G.K. Hall, 2002.

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Leroux, Gaston. The phantom of the opera. London: Virgin, 1986.

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Almond, David. Clay. New York: Delacorte Press, 2005.

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Book chapters on the topic "Horror tales, english – study and teaching"

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Wilson, Amanada K. "Teacher Tales About Professional Development in an Evolving Profession." In Formación de docentes en universidades latinoamericanas, 179–216. Editorial Uniagustiniana, 2019. http://dx.doi.org/10.28970/9789585498273.05.

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This chapter presents the results of an investigation which explores the impact on in-service teacher development resulting from an evolution in English language teaching in Mexico. Using a qualitative approach grounded in sociocultural theory, it presents the narrated stories of seven English language teachers whose experiences span a period of almost a quarter of a century at a public university in central Mexico. Their development as teachers is seen through the re-living, telling, and re-telling of their lived experiences viewed through a Vygotskian lens. A thematic re-storying system is used to analyze the data collected, revealing common themes beginning with the participants’ entry into the profession, their socialization into the community of teachers, and ultimately, their motivation to develop as teachers. This study is not meant to offer an exhaustive review of all teachers throughout the country, but through these narrated stories, both the how and the why of participants’ in-service teacher development tell a bigger story of a winding path from institutionally-promoted teacher training to self-motivated teacher development and a growing sense of professionalism.
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Malik, Dr Raman. "CRITICAL INTERPRETATION: AN EXPLORATION OF THIS EDUCATIONAL PRACTICE THROUGH SARAH FIELDING’S THE GOVERNESS (1749)." In Research Trends in Language, Literature & Linguistics Volume 3 Book 1, 28–40. Iterative International Publisher, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3bglt1p2ch3.

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This paper highlights two important aspects regarding girl’s education in England from the early to the mideighteenth century when interpreted through Sarah Fielding’s The Governess (1749). Former exploration of differences in education on the basis of gender and class in institutions founded by the Church or established by the English government provide extensive information on the type of education given to girls. This chapter, however, explores the type of education deemed necessary for girls and establishes, one, proper instruction for directing their imagination and two, critical interpretation of every knowledge they receive to be the distinguishing features of a good education. Such an education not only helps them in becoming exemplary students whose investigative minds aim at interpreting reasons behind every line written in books but also dutiful citizens who aim for personal happiness and social development. Sarah Fielding through her ideal educator tries to persuade the eighteenth century educational institutions to redirect their objectives toward the betterment of young readers. According to her, teachers in such institutions should aim at the intellectual development of their students through proper instructional teaching rather than preaching religion that remains irrelevant as a subject for children to study. Fielding’s only children’s novel, The Governess, which was published in 1749 presents an educational practice that lays emphasis on improving students’ interpretative skills, especially of girls, in the eighteenth century. It alienates itself from the early eighteenth century educational ideas of Mary Astell and the later religious educational ideas of Hannah More. The Governess, which is also considered to be the first book in the genre of children’s literature, encapsulates the ideas of philosophers such as John Locke and the Bluestocking Elizabeth Montagu on good education and presents them in a much simplified form to her readers. Like Montagu, Sarah Fielding uses fairy tales, fictional autobiographies, fables and dramatic plays to communicate her message and asks her readers to interpret the actions of these characters for learning important morals. It is the induction of such genres of literature (fairy tales, plays) into the education of children which distinguish her novel from the complex and lengthy educational tracts of other prominent thinkers mentioned above, and which help us in understanding how teaching children to critically interpret the books they read strengthens the foundation of their intellectual development.
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Conference papers on the topic "Horror tales, english – study and teaching"

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ARPENTII, Tatiana. "Developing learners’ attitudes and values through fairy tales." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v3.24-25-03-2023.p192-196.

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The article presents a study of fairy tales as a valuable source for training learners’ English language skills, as well as one of the possible complementary didactic materials for developing learners’ personality. Thus, the paper points out the effects of fairy tales in the English classroom and their potential to bring the whole magic world to learners, teaching them moral values and language norms and standards. Moreover, there are described some algorithms how to use fairy tales in a fruitful way to contribute to the learner’s development as a whole.
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