1.

2 Teaching English as a foreign language in Algeria context

English is compulsorily taught throughout the Algerian Middle and

Secondary schools and universities(eveninsomemilitary/security, economic and

cultural institutions). Its status thereofis that it is considered as the second foreign

language, besides French,despite the fact that it does not particularly play an

important role inthe national and social life of the Algerian people. As it (English)

isnot one of the historical components of the Algerian cultural identity

,people do not seem to need to resort to it to live their social,intellectual and

economic daily realities. Also, English in Algeria isnot the students’ natural

communicative environment. Besides, thisforeign language is not akin to the

students’ mother tongue; [Link], apart from the limited amount of

English they hear, speak,read or write in the classroom, English is, to a certain

extent, absentmost of the time in their daily lives.

Moreover, the entire cultural context in Algeria is different fromlifestyle in

Great Britain, or any other English-speaking country forthat matter. In spite of the

dramatic spread of English in media andsocianetworks as a medium of

communication, it is amazingly true tosay that only the teachers of English or the

textbooks and the readingdocuments they provide the learnerswith are considered

to be the onlysource that can inform them (to some extent, however) about the

wayof thinking and living of the English speaking peoples. More than that,and as
stated by Hayenne (1989 : 43), English is considered by someAlgerians as “ a

language of an ex-colonial and imperialist country”.In spite of all these challenges

encountered by the Englishlanguage, the Algerian political and educational

authorities havemanaged to undertake the rehabilitation of the status of

thislanguage. Because of the technical and economic exchanges allover the

world, English is now occupying a better position in theAlgerian educationa

system. Hence, most of thAlgerian studentsand even their parents are becoming

more conscious of itsimportance as an international language ‘par excellence.’

1- The Importance of the English Language

Nowadays, English is considered as the primary internationallanguage of

technology, education, aviation, global business, andinternational diplomacy. It has

become the most commonly usedlanguage of international communication today.

People, all over theworld, use it for both sending and receiving messages. Of all

languages in the world today, English deserves to be regarded as aworld language.

It is the world’s most widely spoken language afterChinese. Also, it is the common

means of communication between thepeoples of different nations (Verghese, C.P.

1989: 1). As such, it is regarded as the unique language for global communication

in the 21stcentury. Most people who use English these days are not English

andwere not born in an English speaking country. English is not onlyattracting

people’s notice, but it has gained access to both their heartsand minds as well.
Again, the number of speakers of English as a second/foreign language is

increasing every year, as mentioned before, because there is a growing importance

towards that languageas an international language and as a lingua franca.

The English of today reflects many centuries of [Link] &

Cable (1978: 1) state that, the Renaissance, the development of England as a

maritime power, the expansion of the British Empire,and growth of commerce and

industry, of science and literature,have, each in its way, contributed to make the

English language what it is today. In short, the English language reflects in its

entiredevelopment the political, social, and cultural history of the English

people. So, the existence of modern mass communications andinternational

commerce has made it possible to set up international bodies and organize events

on a global scale. The United Nations, theWorld Bank, and the European Union all

have veral official languages, as do international conferences and learned

[Link] realities nearly always dictate that English is one of theofficial

languages and also the one mostly used.

2- Motivation to learn English in Algeria

The overwhelming majority of teachers recognize that pupilscome to the

classrooms with different rates of readiness to learn. Thisreadiness is called by

researchers “Motivation”.
Harmer (2001: 68)defines motivation as “some kind of internal drive that

encouragessomebody to pursue a course of action.” If we perceive a goal and that

goal is sufficiently attractive, we will be strongly motivated to do whatever is

necessary to reach that goal”. Bernaus (1987: 45) states

that “teachers, who want to be successful in teaching, should have this definition in

mind when planning lessons to encourage themselves andtheir pupils.” On his turn,

Gardner (1985), as cited in Berns (2010: 164) defines motivation as the

combination of effort plus desire toachieve the goal of learning the language plus

favourable attitudes towards learning the language.

From the very first session, experienced teachers can spotthose skilful ones with a

strong incentive and determination to learnwhatever it takes. These intrinsically

motivated pupils, are mostly a big help to teachers. By the same token, it could be

also, noticed that some other students with a potential in learning a foreign

languageexpect to be extrinsically motivated by the charisma of their teachers. All

in all, we can say that there are two types of pupils; those who

come into the classroom with an intrinsic motivation to learn while others rely on

the teachers to trigger their extrinsic motivation.

It is obvious that, variety is one of the most important factorsin maintaining a high

level of motivation and interest among the learners. Yet, there are many things that

can be done by the teacher orthe textbook writer which add variety not only to the
learning process but also to thepupils’ interest in English. All teachers know

thatnothing is more tedious for the pupils than doing the same activitiesevery day.

3- Objectives of EFL teaching and learning in Algeria

In Algteria, the general objectives of teaching and learning English as a

foreign language, according to the Algerian officialsyllabuses for English, June

1999, state that the learner should achievecommunication in its various forms,

aspects, and dimensions; four

main categories of objectives can be mentioned:

- socio-cultural objectives;

-humanistic objectives;

-educational objectives;

-academic objectives .

These objectives should be reached through the development subjects f

mental abilitieand skills which should be catered for by all the included in the

curriculum because these skills are the basisfor any efficient acquisition of

language. They are: (always, accordingto the Algerian directives of June 1999.)

1- knowledge: state, recall, and reproduce;

2- comprehension: predict, identify, explain, illustrate;

3- application: predict, select, use, construct;

4- analysis: select, compare, and break down;

5- synthesis: summarize, argue, organize, and conclude;

6- evaluation: judge, select, support, attack, and evaluate.

4- The aim of teaching English in Algeria

According to the Algerian Government ‘directives’ and official texts (June

1999), the syllabuses of the English language aimat providing the Algerian learners

with the language necessary tocommunicate efficiently in a normal social and /or

working situationboth in speaking and in writing. At the same time, they aim at

enhancing those who go on further studies to use the foreign language as a means

to widen their knowledge for academic purposes in theirfield of study, (degree in

English language, translation, or journalism) and those who join the job market to

exploit, through reading, bythemselves documents, leaflets, notices related to their

occupations.

The unfortunate reality, however, can be seen in thefollowing statement:

‘Reading is neglected to a great extent inopposition to the aforementioned

directives.’ One wonders: How can we make our students self-sufficient in

exploring and exploitingmaterials that are linked to their field of study without

giving much importance to reading? And of course, when taking into

considerationthe amount of language communicated will certainly require

thenecessary amount of time which is not in accordance with the optimistic

objectives set by the authorities.

5- Learners’ knowledge by the end of middle school education

The pupils at middle school level are supposed to have attendedabout 250 hours of

English teaching classes (4 hours per week in 3 AFand 5 hours per week in 4 AF).

They are supposed to have acquired basic English (structures and vocabulary)

necessary to express thefour main functions of the language which are: description,

instruction, narration, and socializing in the four linguistic skills(listening,

speaking, reading, and writing). As a result, they areexpected to master the basic

characteristics of (English) languagewhich are: (always, according the Algerian

directives of June 1999.)

-listening to and understanding oral messages;

-guided production of simple oral messages;

-reading of simple passages and showing their understanding

of them (withoutthe interference of the oral) through performing various

activities of linguistic checking;

-writing simple personal letters;

-filling simple forms and writing elementary applicationletters;

-taking notes and writing simple summaries of medium-length texts.

Although this supposedly acquired knowledge seems to besignificant, exam results

show that most learners experiencedifficulties in using the foreign language

(English) correctly and appropriately during their first years in secondary schools.
This situation and the newly divised time-table have led thesecondary school

teachers to devote a large part of the teaching sessions to the brushing up of the

previously studied linguistic [Link] insufficient time allocated to the teaching of

English has not really helped. Bearing in mind that 2 hours per week for the

scientificclasses and 3 hours for literary classes during their first year in

thesecondary school are just sufficient to preserve some of the acquired language,

they have to restrict their objectives to the mere reactivationof basic elements seen

in the previous two years. They have for the literary streams, supplied a few more

functions and structures whereasfor the scientific stream, the effort has been

restricted to selectedfunctions in relation with English for Specific Purposes (ESP)

and their related structures. Besides that, some school administratorsbelieve that

English is a secondary language, and they often schedule it in inconvenient time

(the afternoons) where the pupils are lessenergetic and less motivated. In most

cases, all these factors haveseverely hindered the learners’ performances.

6- Learners’ knowledge by the end of their first two years in

secondary schools

By the end of their first two years in secondary school, thepupils are supposed to

have attended 296 hours of English, (156 forthe literary streams and 140 for the

scientific streams) and they aresupposed to have acquired more knowledge in the

four linguistic skills: (according to the Algerian directives of June 1999.)

1- listening comprehension

-they should be able to understand a simple oral message saidin everyday English

in interpersonal exchanges;

-they should understand the broad lines of a short talk that is delivered in standard

English.

2- oral expression

-they should be able to communicate in a limited number of topics in correct

simple English.

3- reading comprehension

-they should be able to read simple authentic texts and documents (maps, charts,

forms, notices…).

4- written expression.

-they should undertake simple writing tasks in relation with

samples studied in class.

The above skills are supposed to be achieved through the following

functions:

a- describing people (physical appearance, personality

characteristics, clothes, tastes)

b-describing places (in the past and in the present + geographical

location, inhabitants and their activities…);

c- describing objects (what they are made of, their use..);

d-narrating an event, a fact…;

e-relating personal experiences;

f- asking for and giving directions;

g-making simple comparisons between people;

h-formulating intentions and prospects;

i- instructing.

These functions are studied deeper with literary streams asthey get more sessions

of the language (during their first year only). In scientific streams, more

importance is given to functions related to:

- describing processes

- instructing…etc.

7- Learners’ knowledge by the end of their last year in

secondary school

At the end of the third year, the pupils are expected to have

certain mastery in:

1- listening comprehension

-understand different types of oral messages linked to everyday activities (face to

face conversation, telephone conversation…);

-understand the main points of a talk in standard English onvarious cultural,

scientific, and technical themes (this talk couldbe worked out in terms of lexis,

grammar, and overall organizatio).

2- oral expression

express themselves with some kind of “fluency” so as to beunderstood clearly

(even with some mistakes in pronunciation and grammar) without a risk of false

interpretations.

3- reading comprehension

- read and understand, to some extent, various kinds of variousauthentic texts

(narrative, descriptive, argumentative) ofintermediate difficulties; (But, what are

the criteria that helped

the curriculum designers to predict these difficulties?)

- exploit various documents and technical and scientific literature (newspapers’

and magazines’ articles, brochures, adverts,instructions for use…etc.);

- use reference books efficiently (dictionaries, encyclopedia).

4- written expression

- master different writing skills, note taking, organizing,summarizing, so as to be

autonomous in written expressionwhen starting from models learnt in class;

- be aware of major aspects in the culture, life, and civilization of

societies using this language

 1.3 Teaching strategies

A. The Definition of Teaching Strategy

Teaching strategy is a generalized plan for a lesson which includes structure,
instructional objectives and an outline of planned tactics, necessary to implement
the strategies.
Researchers define teaching strategies in different ways. According Herrell
and Jordan (2004: p.5) teaching strategies are “the approaches that can be used
across curricular areas to support the learning of students” Wandberg and Rohwer
(2010: p.164) define teaching strategies “to refer to 11 the structure, system,
methods, techniques, procedures, and process that a teacher uses during
instruction. These are strategies the teacher employs to assist students learning”. In
addition, teaching strategies are the strategies that teachers can use alone or with
others. These strategies must suit the needs of the principal and the teacher and
must be appropriate for the students’ needs and abilities (Picard, 2004).

(Stone and Morris, in Issac, 2010). Furthermore, Issac (2010) explains that
teaching tactics are that behavior of the teacher which he manifests in the class i.e.,
the developments of the teaching strategies, giving proper stimulus for timely
responses, drilling the learnt responses, increasing the responses by extra activities
and so on.
Lawton define, “teaching strategy is a generalized plan for a lesson(s)
which include structure desired learner behavior in terms of goals of
instructions and an outline of planned tactics necessary to implement the
strategy”. Teaching strategies refer to methods used to help students learn the
desired course contents and be able to develop achievable goals in the future.
 Teaching strategies identify the different available learning methods to enable
them to develop the right strategy to deal with the target group identified.

A. The Position of Teaching Strategy in Curriculum Development

Taba developed a Grades 1 through 8 social studies curriculum organized
around teaching-learning units (Taba, 1971 in Lunenbur, 2011:2). In the process, a
curriculum model evolved that is applicable to many types of curricula and that can
be used in many different kinds of school settings and school levels: elementary
school, middle school, and high school. The model includes an organization of,
and relationships among, five mutually interactive elements: objectives, content,
learning experiences, teaching strategies, and evaluative measures so that a system
of teaching and learning is represented.

B. Designing Teaching Strategies

Conducting a teaching activity is essentially a network or set of decisions that
the trainer takes to correlate the priority elements of his work and to build the best
solution with respect to the educational situation again. The one who instructs must
find a rational and appropriate formula to combine methods, procedures,
techniques, means and forms of organization that lead to an optimal use of the
potential of the trained subjects (Neacşu, 1990:219-220). Choosing the procedures
for training in relation to the trained subject is the teaching strategy. It is well
known that the teaching strategy is the key tool in the instructional design (Ştefan,
2003; Reiser& Dempsey, 2011;&Regeluth, 2013).
The teaching strategy results in a didactic approach to teaching and learning,
combining and optimal organizing of the methods, means and forms of grouping of
the participants (Cerghit, 2006). These elements, integrated into the operational
structures, are based on a systemic vision and designed to ensure an active and
creative learning of knowledge and to rationalize the training process. The concept
of "strategy" is operated both at the macro level, the intermediate level and the
micro level, the latter level being directly linked with learning pedagogy, training
theory and practice. Adopting a strategy means adopting a guideline for action, and
associating it a certain global way of organizational learning and learning
conditions, the use of certain methods and means. It should, naturally, be pointed
out that in reality we adopt mixed and combined strategies, according to the
objectives, the level of the group we are working with, the contents covered etc.
It is understood that any trainer has great freedom to design their work,
drawing graphs, charts, value tables or simply mental schemes which can help
increasing their ability to decide and to use effectively combined sets of methods,
tools and other training resources (Iurea, Neacsu, Safta&Suditu, 2011; Keegan,
2013. Experience has shown, moreover, that each teaching activity is unique
through the configuration of factors and interactions that constitute it, therefore the
permanent correcting of some strategies thought beforehand can bring more rigor
or rather can provide a positive feedback.

C. Characteristics of Teaching Strategies

As mentioned before, teaching strategies suggest a way in which a teaching
situation can be approached. It is important to underscore their essential
characteristics: (1) they have a normative character without the rigidity of a rule;
they are the training component of dynamic situations, characterized by flexibility
and internal elasticity. The general teaching approach outlined by educational
strategies can be "adjusted" and adapted to the training events and conditions. The
strategies largely carry the footprint of the trainer’s teaching style, creativity and
personality; (2) they have a structuring and modeling function to link the learning
situations where learners are placed and to trigger their psychological mechanisms
of learning; (3) the components of the strategy (methods, means and organization
forms of the work) form a system, establishing the connection between them, even
interrelations and interdependencies. A teaching strategy can be decomposed into a
series of operations, steps, rules of conduct specific to different teaching sequences
so that each decision indicating the transition to the next sequence by exploiting
the information obtained in the previous step; (4) they do not identify either with
the opted methodological system or the basic teaching method because the
teaching strategy aims at the training process as a whole, not a single training
sequence; (5) they have probabilistic meaning, that is that a particular teaching
strategy, although scientifically founded and appropriate for the psychological
resources of participants, cannot guarantee the success of the training process
because there is a large number of variables that can intervene in the process; (6)
they involve the students in specific learning situations and rationalize and
adequate the training content to their personality; and (7) they create an ideal
framework for interactions between other components of the training process
(Ionescu&Radu, 2001:184-185).
D. Types of Teaching Strategies
There are many kinds of teaching strategies that can be applied in the
language teaching process. Wehrli (2003) explained the teaching strategies as
follow.

1. Brainstorming
Brainstorming is a process for generating multiple ideas/options in which
judgment is suspended until a maximum number of ideas has been generated. Al-
maghrawy in Al-khatib (2012: 31) also defines that brainstorming as a group
creativity forum for general ideas.
 Moreover, Sayed in Al-khatib (2012: 31) purposed some importance of
brainstorming for the students. Those are: (a) helping students to solve problems;
(b) helping students to benefit from the ideas of others through the development
and build on them; and (c) helping the cohesion of the students and building
relationships among them and assess the views of others.
In addition, brainstorming has some advantageous, they are: (a) actively
involving learners in higher levels of thinking; (b) promoting peer learning and
creates synergy; (c) promoting critical thinking; and (d) helping groups reach
consensus.
On the other hand, there are some disadvantageous of brainstorming. (a)
requiring learners discipline; (b) may not be effective with largegroups; and (c) can
lead to “group think”.

2. Case-based Small-group Discussion

In this teaching strategy, small groups of 5-10 address case-based tasks,
exchanging points of view while working through a problem-solving process. In
this teaching strategy process, Srinivasan, Wilkes, Stevenson, Nguyen, and Slavin
(2007) explained that the group focuses on creative problem solving, with some
advance preparation. Discovery is encouraged in a format in which both students
and facilitators share responsibility for coming to closure on cardinal learning
points.
Case-based Small-group Discussion has some advantageous. They can be (a)
actively involves participants and stimulates peer group learning; (b) helps
participants explore pre-existing knowledge and build on what they know; (c)
facilitates exchange of ideas and awareness of mutual concerns; and (d) promotes
development of critical thinking skills;
 On the other hand, Case-based Small-group Discussion has some
disadvantageous. It (a) can potentially degenerate into off-task or social
conversations; (b) can be a challenge to ensure participation by all, especially in
larger groups; and (c) can be frustrating for participants when they are at
significantly different levels of knowledge and skill.

3. Demonstration
Demonstration means performing an activity so that learners can observe how
it is done in order to help prepare learner to transfer theory to practical application.
Moreover, demonstration strategy involves the teacher showing learners how to do
something (Adekoya and Olatoye, 2011).
The advantageous of demonstration are to (a) help people who learn well by
modelling others; (b) promote self-confidence; (c) provide opportunity for targeted
questions and answers; and (d) allow attention to be focused on specific details
rather than general theories.
The disadvantageous of demonstration: (a) is of limited value for people who
do not learn best by observing others; (b) may not be appropriate for the different
learning rates of the participants; and (c) requires that demonstrator have
specialized expertise if highly technical tasks are involved.

4. Games
Games are used to bring competition, participation, drills, and feedback into
the learning experience as a motivator and opportunity for application of
principles. Carefully planned uses of games in the classroom (e.g., for practicing
certain verbs, tenses, questions, locatives, etc.) add some interest to a classroom
(Brown, 2000: 146).
 The advantageous of game: (a) actively involves learners; (b) can add or
regenerate motivation; (c) promotes team learning and collaborative skills; (d)
provides a challenge that can lead to confidence in knowing and expressing the
material; (e) provides feedback; and (f) can create a “fun” learning environment.
5. Independent Study
The disadvantageous of game: (a) can create in-group/out-group
feelings; (b) can demotivate students who are not competitive by nature; (c)
can create feelings of inadequacy in those not as skilled or forceful; and (d) can
discourage creativity if the format is very rigid and the focus is strongly on
winning.
Independent study is a teaching strategy designed to enhance and support
other instructional activities. Learning activity is typically done entirely by the
individual learner (or group of learners) using resource materials. It may be done
using computer/web-based technology. Alberta Learning (2002: 73) also defines
independent study as an individualized learning experience that allows students to
select a topic focus, define problems or questions, gather and analyze information,
apply skills, and create a product to show what has been learned.
The advantageous of independent study:
(a) fosters independent learning skills
(b) allows learners to progress at their own rate
(c) enhances other learning experiences.
The disadvantageous of independent study:
(a) may be disconnected from immediate objectives
(b) may be difficult to identify/access appropriate materials.

E. The principles of Effective Teaching Strategy

 Devlin and Samarawickrema (2010: 113-114) proposed ten principles of
effective teaching strategy. They are: (1) Teaching and curriculum design need to
be focused on meeting students’ future needs, implying the development in
students of generic capabilities such as critical thinking, teamwork and
communication skills, amongst others; (2) Students must have a thorough
understanding of fundamental concepts even if that means less content is covered;
(3) The relevance of what is taught must be established by using real-life, current
and/or local examples and by relating theory to practice; (4) Student beliefs must
be challenged to deal with misconceptions; (5) A variety of learning tasks that
engage students, including student discussion, need to occur in order that
meaningful learning takes place; (6) Genuine, empathetic relationships with
individual students should be established so that interaction can take place; (7)
Teachers should motivate students through displaying their own enthusiasm,
encouraging students and providing interesting, enjoyable and active classes; (8)
Curriculum design should ensure that aims, concepts, learning activities and
assessment are consistent with achieving learning outcomes related to future
student needs; (9) Each lesson must be thoroughly planned but flexible so that
necessary adaptations may be made based on feedback during the class; and (10)
Assessment must be consistent with the desired learning outcomes and should,
therefore, be authentic tasks for the discipline or profession.
 1.4 Using drawing teaching vocabulary in EFL classes

1.4.1 Definition of vocabulary

Vocabulary is important to learn because the students may not have good

ability to do the communication when they do not have good enough mastery on

vocabulary. Spellery (2002:2) stated that vocabulary a mastery goes through a

passive stage before becoming active knowledge so that teaching vocabulary must

be the first priority in the English language.

Vocabulary is fundamental to the mastery of the all skill, because they are

smallest element of the sentences. According to Cameron (2001:72), “children will

ask what a particular word means, or how to say a word in the foreign language”.

Vocabulary defined in Oxford Dictionary (2007 as a total number of words

used in particular sphere. In Longman Dictionary (1995), vocabulary defined as all

the words that someone knows, learns or uses. Moreover, according to Webster

(2003): vocabulary is: 1)A list or collection of words and phrases usually

alphabetically arranged and explained or defined; 2)A sum or stock of words

employed by a language, group, individual, or work in a field of knowledge; 3)A

list or collection of terms or codes available for use. In another words vocabulary is

a list of items and phrases generally organized and explained in any subject,

register and particular group.

 Hatch and Brown (1995, p.1) argued that "vocabulary refers to a list of

words that individual speakers of language might use". That is, vocabulary may

refer to list of words and expressions that language speaker employs in his

speaking and reading.

 1.4.2 Techiniques in teaching vocabulary in EFL classes

There are several techniques that can be applied in teaching vocabulary.

More importantly, teachers have to vary techniques in presenting and explaining

the meanings of new vocabulary items to their learners. Thus, the teacher's

intervention is required.

Gains & Redmen (1986 reviewed the most common way in presenting and

conveying the meaning of the new vocabulary items. The techniques divided into

two groups: visual techniques and verbal techniques .

1. Visual Techniques

Generally, visual techniques constitute two main techniques which are

visuals, mime and gesture.

a) Visuals

Visual techniques include flashcards, photographs, black board drawing,

wall charts and realia. In addition these techniques are used for conveying

meanings, and they are especially valuable for teaching tangible items of

vocabulary for instance, food or furniture, and other areas of vocabulary such as

places, professions, and descriptions of people, actions and activities.

b) Mime and Gesture

These techniques are used additionally as another way of conveying

meanings. When teaching an item such as" to swerve". A teacher might build a
situation to illustrate it in the black board, and then he can use gestures in order to

give clear interpretation to the concept.

2. Verbal techniques

a) Use of Illustrative Situations (oral or written)

This technique is useful for teaching abstract items. Instructors can use

different situations and contexts in order to assist the learners understanding and

interpretation of concepts. Further, the use of pictures might help learners to

comprehend, acquire, and remember words easily.

b) Use of Synonymy and Definition

This technique is generally used with the low level students; teachers

can use synonyms to explain the meaning of items. For example: to explain the

meaning of "humorous", the teacher directly use the synonym "funny". Moreover,

definition is another important technique in conveying meaning. Accordingly,

clearly contextualized illustrations are required to clarify the limits of the item.

c) Contrasts and Opposites

As with synonymy, contrasts and opposites are alternative techniques in

presenting words and their meanings. Therefore learners can grasp the sense of

such items. As instance of, to present the meaning of "empty", is illustrated by

contrasting it with "full". Nevertheless, it is necessary to illustrate the contexts in

which these items are took place.

d) Scales

Once learners have learnt two contrasting or related items, this way can be

useful to revise and feed new items. This can be seen in adverb of frequency

"never", "hardly ever", "occasionally", "sometimes", "often", and "always",

learners need to be aware about the use of appropriate order.

e) Translation

The process of giving the equivalence of words in target language from

mother tongue is called Translation. It is considered as an effective way of

transmitting meaning and messages. Besides, translation does not consume a lot of

time, and it is obviously one way to solve the problems of explaining the difficult

word.
 1.4.3 Definition of drawing

Drawing is considered one of the most beautiful types of art, and one of the
skills that children learn early to increase their intelligence, develop their finger
muscles, increase their visual acuity ,and they may have an ability to learn any
language in an easy way.

Drawing is the prevalent language of children (Rubin, 1984). As an educator

of children aged 3-5 years, drawing is a method of teaching I utilise everyday in a
number of different scenarios.
Drawing is a fundamental human activity which expresses and intensifies
our experience of existing in the world.

+
 1.4.4 Types of drawing

Drawing is the foundation for many creative practices. Most skilled

illustrators engage in multiple kinds of drawing to express their plans and ideas.

Types of drawing includ :

1. Caricature drawing

Caricature drawings are images that depict their subjects in oversimplified or

overdramatized manners. Some hallmarks of caricatures may include enlarging or

shrinking someone's facial features or personifying an object. Teacher may use

caricature in animation, advertising or graphic design.

2. Cartoon drawing

Cartoon drawings typically depict a more comedic or whimsical view of the

world. Similar to caricatures, they may use overdramatized shapes and colors to

show emotion or tone through images. Teacher may use cartoons in illustrations,

animation, advertising and graphic design. Some specific types of cartoons

include:

Comics

Comics use cartoon-style drawing to present scenes and stories through

action panels. Besides images, comics use textual devices like captions and speech
bubbles to create more robust stories. They may vary in length—from a single

panel to an entire book—and complexity. Some examples of comics include

graphic novels and Manga, a type of comic book developed in Japan that includes

anime-like characters.

Editorial :

Editorial cartoons use a comics-style of panel storytelling to make a joke

or comment on a topic of cultural relevance, such as politics or pop culture. They

are usually only one panel long, use captions and other textual devices for clarity

and are slanted toward a specific opinion.

3. Figure drawing

Teacher create figure drawings, also known as still-life drawings, by

making observations of the physical world. Subjects are often human models, but

can also include objects like fruit, vehicles or items in nature. Teacher who work

in figure drawing try to capture the world as they see it. Art instructors typically

use figure drawing to teach fundamentals and help students learn perspective,

proportions and shading.

4. Gesture drawing

Like figure drawing, gesture drawing uses real-life subjects as inspiration.

However, gesture drawing focuses on movement and hopes to capture action, form

and pose. Often, models or subjects change poses every one to five minutes to
enact motion. The shorter the pose, the less an artist can capture, so gesture

drawings may be less detailed than other types of illustrations.

1.4.5 The relationship between drawing and language teaching

The most obvious connection between drawing and language is that

drawing can be used to help us to remmber words. It has been convincingly shown
that words are better recalled when they are learned as drawing rather than speech
in particular conditions. Drawing can be used profitably with virtually all
languages learners.
However the choice of type of drawing obviously depends on many factors,
including the age, language level, cultural background and drawing interests of
learner as well as the general learning context. drawing is the universal language of
childhood. Spontaneity in the use of words is prevented by the need to learn
vocabulary, syntax, grammar, and correct usage and yet mental development,
learning, emotional health, and social integration require it. In the early years when
the foundations of intellectual and emotional development are at their most critical
stage, words alone are not up to the task. Children use drawing to articulate,
express, and communicate their subtlest, most intellectually complex, and most
emotional cathartic perceptions, thoughts and feelings.
Research on the influence of working memory and control processes on
schoolchildren’s drawing is fairly extensive (for reviews see Morra, 2008a, Morra,
2008b). However, only few studies focused on these influences in preschoolers.
Very young children have a narrowly limited working memory capacity and,
therefore, they can activate only few figurative and operative sensorimotor
schemes at a time. A certain degree of working memory development seems
necessary to coordinate a set of sensorimotor schemes that are involved in the
transition from scribbling to representational drawing, approximately during the
third year of life (Morra, 2008a, Morra and Panesi, 2017). Also inhibitory control
seems to be involved in the first “meaningful” scribbles (Freeman & Adi-Japha,
2008), in the emergence of representational drawing (Riggs et al., 2013), and in the
development of the human figure drawing (Lange-Küttner, Kerzmann, &
Heckhausen, 2002). That why many children remember language more easily
when they learn through creative activities such as drawing, colouring and crafts
because they develop language skills in a natural, stress, and free way.
1.5 CONCLUSION

To sum up ,this chapter is review of relevant literature concerning our

research topic '' The use of drawing in learning English vocabulary '' it shows that
teaching vocabulary is the most important part of English language and can be
accomplished via drawing this practice is a technique which help students cultivate
their capacities to imagine and visualize in their minds , allowing for quicker
learning .Teacher should acknowledge that drawing encourages students to
develop focus towards lesson and increases teacher attractiveness . Drawing also
enhances students discourse .By means of the continues discourse of asking each
other question ,it is highly evident that students naturally improve their daily
conversation .Traditional methods in the modern era may now be archaic and
obsolete for use in classroom settings, but the use of drawing remains ever so
practical.