Non-notional parts of speech. The types and functions of the Article
Non-notional parts of speech express relations between words, and phenomena denoted by these words. They are different from notional parts: they do not have nominative meaning and do not have major syntactic positions. They are prepositions, conjunctions and articles.
The article determines or not the exact position or nature of something. The articles can express different meanings, but the major ones can be reduced to two of them: the interlocutors’ awareness unawareness of the referent in general and its number (money, the money, a book, the book, books). The articles express the category of determination / undetermination. The category is represented by the opposition ‘definite / indefinite or absence of the article’.
The Definite Article. The definite is used with countable and uncountable nouns
1. The definite article identifies the denoted referent: the use of it shows the referent in its definite quality. The referent may have a definite position in relation to the speaker, hearer, and other participants of communication. In the sentence ‘I like the book’ the referent is determined as the one well-known to the speaker for its quality. In fact, the speaker makes reference to the object determining the relations between the book and himself. It is clear from the situation which referent the speaker means or it has already been mentioned. Other examples: ‘The information that you gave me was wrong (not just any information)’; ‘Can you pass me the saltplease?’
2. The definite article individualizes (gives individuality) to the denoted referent: some words are only used with the definite article for it refers to the unique phenomenon (the USA, the moon). The position of the referent, in this case, is not of great importance; its specific nature makes it deferent and unique from other referents.
3. The definite denotes the whole class of referents ‘The elephant is a magnificent animal’, ‘He studies the elephant in its natural habitat’
4. The definite denotes the class of referents when used with the adjective to make it into a noun (the poor, the English, the impossible, the accused).
5. with some fixed expressions: on the telephone (on TV), on the matter, etc.
The Indefinite Article with countable nouns
1. The indefinite denotes one particular referent, one representative of the class, e.g. ‘I met a man in the street’; in this sentence the speaker is talking about one particular man (not all men in general) but we do not know exactly which man.The Indefinite denotes an indefinite referent for the interlocutors ‘Would you like a cup of coffee?’ or ‘She is an engineer’, both mean any, but one representative of the class. Plural countable nouns and uncountable nouns used with some or any, or sometimes with no article.
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2. The indefinite denotes each representative of the class ‘$ 2 a dozen’, ‘A square has four sides’
3. The definite denotes a certain amount ‘You need a wash’; ‘She has a good knowledge of chemistry’
4. The definite denotes a kind of something ‘Medoc is a (very good) wine’
5. The definite denotes a feature / quality of the referent ‘I’ve never seen such a nice thing’.
6 with some fixed expressions: in a hurry, at a loss, etc
The Suggestopedia method
Suggestopedia is a teaching method which is based on a modern understanding of how the human brain works and how we learn most effectively. Some of the key elements of Suggestopedia include a rich sensory learning environment (pictures, colour, music, etc.), a positive expectation of success and the use of a varied range of methods: dramatic texts, music, active participation in songs and games, etc.
The lesson of Suggestopedia consisted of three phases at first: deciphering, concert session (memorization séance), and elaboration.[1][3]
Deciphering: The teacher introduces the grammar and lexis of the content. In most materials the foreign language text is on the left half of the page with a translation on the right half, i.e. meanings are conveyed via the mother tongue not unlike the bilingual method.
Concert session (active and passive): In the active session, the teacher reads the text at a normal speed, sometimes intoning some words, and the students follow. In the passive session, the students relax and listen to the teacher reading the text calmly. Music (" baroque") is played in the background.
Elaboration: The students finish off what they have learned with dramas, songs, and games.
Then it has developed into four phases as lots of experiments were done: introduction, concert session, elaboration, and production.[1][3]
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Introduction: The teacher teaches the material in "a playful manner" instead of analyzing lexis and grammar of the text in a directive manner.
Concert session (active and passive): In the active session, the teacher reads with intoning as selected music is played. Occasionally, the students read the text together with the teacher, and listen only to the music as the teacher pauses in particular moments. The passive session is done more calmly.
Elaboration: The students sing classical songs and play games while "the teacher acts more like a consultant".
Production: The students spontaneously speak and interact in the target language without interruption or correction.
There are some benefits in utilizing suggestopedia:
1. A comprehensible input based on dessugestion and suggestion principle
By using this suggestopedia method, students can lower their affective filter. Suggestopedia classes, in addition, are held in ordinary rooms with comfortable chairs, a practice that may also help them relaxed. Teacher can do numerous other things to lower the affective filter.
2. Authority concept
Students remember best and are most influenced by information coming from an authoritative source, teachers.
3. Double-planedness theory
It refers to the learning from two aspects. They are the conscious aspect and the subconscious one. Students can acquire the aim of teaching instruction from both direct instruction and environment in which the teaching takes place.
4. Peripheral learning
Suggestopedia encourages the students to apply language more independently, takes more personal responsibility for their own learning and get more confidence.
The Repetition Drill
The teacher says models (the word or phrases) and the students repeat it. A repetition drill is a series of drill where the task is to listen carefully and attempt to mimic the teacher’s models as accurately as possible.
Example:
Teacher : It didn’t rain, so I needn’t have taken my umbrella
Students : It didn’t rain, so I needn’t have taken my umbrella
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