rhyme
2 articles filed under this keyword.
Nali’s Kurdish poetic rhymes
Yadgar Rasool Hamad Ameen
This research is a descriptive and analyzation to Nali’s rhymes under the title “Nali’s Kurdish poetic rhymes”. It is an attempt to exhibit how Nali used rhymes in terms of sounds and words. This research comprises of two sections along with a prelude. In the prelude section, we shed light on terminology and concepts of rhymes in Nali’s poems. We have also elaborated on Ghazal, Qasida, Mustazad and Tak. In the first section, we have explained Nali’s rhymes in details along with forms of Rawi, before and after Rawi. In the second section, Nali’s poems have been analysed on the levels of words and in terms of Radif and Hajib. In the end, we have set a number of examples to arrive on conclusion to this research.
Volume 6 · Issue 1 · June 2019Nursery Rhymes as a Vehicle for Teaching English as a Foreign Language
Najat Ismael Sayakhan, Darcy H Bradley
In this paper, the authors present a rationale and offer suggestions for how nursery rhymes could be used in the EFL classroom as well as how teachers and/or teachers in training might use nursery rhymes to enhance engagement in learning English. First, the authors define nursery rhymes, give a brief history of the origins, discuss the characteristics, make a case for using nursery rhymes with EFL learners, and last, offer practical suggestions for how nursery rhymes might be used in English as a Foreign (EFL) instruction. A list of accessible nursery rhyme resources is shared at the end. There are many categories in folklore, but the ones children often like the most and adults may remember well are nursery rhymes, fairy tales, fables, myths, legends, and folksongs. Each of these genres contributes in some way to the language development of children. Nursery rhymes in particular form one of the foundations of children’s as well as adults’ literary heritage. The simple rhythm and rhyme of the language, the often predictable structure of the narratives, and the appealing characters combine to produce memorable language models for young children (Cullinan & Galda, 1998; Temple, Martinez, & Yakota, 2011). Children delight in the opportunities to chant the catchy phrases, mimic the nonsense words, and recite the lines endlessly. This pleasure in nursery rhymes translates into developing many reading, writing and oral language skills such as naturally segmenting sounds in spoken words and playing with real and nonsense words. Additionally, young children appreciate the stories and verses for their rhythm, repetition, and rhyme. Their attention is focused on the fanciful language and imaginative nonsense. They learn basic story patterns, encounter vivid plots, develop a sense of theme, and meet intriguing characters that in turn become the stepping stones for subsequent literary education (Cullinan & Galda, 1998; Bodden, 2010).