Казахский государственный женский
педагогический университет Вестник №3(51), 2014 г.
74
- It is also fun to get students to transform content words to synonyms or antonyms and then
discuss the subtleties of vocabulary.
Translating Poems.This kind of activity is most challenging and requires a good sense of poetry.
It also requires at least Upper-Intermediate level of language proficiency. This year our teachers’
staff have arranged a contest among the students of Oriental Studies Faculty to let them discover
their poetic talents. The results surpassed our expectations. About twenty students showed their
real interest in translation and did their best to excel in it. As classical literature is always high
standard, the poems by Charlotte Bronte were chosen. Translating makes students understand
how important it is to know the types of stylistic devices and it develops their abstract thinking.
We are giving one of the students’ translation works which met all the requirements of the
contest for accuracy, artistry and
presentation, below:
«Evening Solace» by Charlotte Bronte
Шарлотта Бронте. «Кешкі күй»
THE human heart has hidden treasures,
In secret kept, in silence sealed; -
The thoughts, the hopes, the dreams, the
pleasures,
Whose charms were broken if revealed.
And days may pass in gay confusion,
And nights in rosy riot fly,
While, lost in Fame’s or Wealth’s illusion,
The memory of the Past may die.
But there hours of lonely musing,
Such as in evening silence come,
When, soft as birds their pinions closing,
The hearts’ best feelings gather home.
Then in our souls there seems to languish
A tender grief that is not woe;
And thoughts that once wrung groans of
anguish,
Now cause but some mild tears to flow.
Жүрегің толы асыл қазына – құпия,
үнсіз сақталар.
Қиял мен ләззат, үміт пен арман – айтылса,
сиқыр жоқ болар.
Жайдары өңмен күндер де өтер, түндер де өтер
санаусыз,
Атақ пен даңқ та, байлыққа мастық келмеске
кетер жараусыз.
Бірақ та болар жалғыздан жалғыз, елеусіз,
кешке күй кешер.
Тым нәзік сәттер, жүректің нағыз сезімін татар
бал-шекер.
Сол кезде жаның мұңайып сәл-сәл күрсінер,
бірақ қайғырмас.
Бір кезде үрей тудырған ойлар қинамас енді,
ақпас жас.
Бір кезде дүлей, ес-түссіз сезім көрген түс
болып жоғалар.
Өзіміз сезген қуаныш-қайғы – бәзбіреу айтқан
зауалдар!
Қан жылап тұр ма жүрегің қазір? Қашанға
Қазақ
мемлекеттік қыздар
педагогикалық университеті Хабаршы №3 (51), 2014 ж.
75
And feelings, once as strong as passions,
Float softly back-a
faded dream;
Our own sharp griefs and wild sensations,
The tale of others’ sufferings seem,
Oh! When the heart is freshly bleeding,
How long it for that time to be,
When, through the mist of years receding,
Its woes but live in reverie!
дейін, сеніңше?
Жылдармен бірге жылжиды бәрі, елес боп
қалар. Сенші.
(Translated by Ainura Tokhbaeva, 3
d
year student,
Foreign Philology)
Some pros and cons. You might need to spend a bit of time finding a poem that links
thematically with your scheme of work.
- You can reject poems that are too long, too archaic or too obscure, or that you can't muster
any enthusiasm for or that the students may not respond to. The wrong poem is worse than no
poem at all.
- You need to explain your pedagogical rationale and the aims of activities very clearly, and
students who have disliked studying literature in their own language may need extra motivation.
- You sometimes reassure your students that their other needs, e.g. exam preparation, are
being met.
- It's worth taking the risk and using poems though, because poems can foster a love of
English, and they are so versatile.
- You can use them as warmers or fillers, and as the catalyst for many different activities
with students ranging from Pre-intermediate to Proficiency, and with multilevel classes.
- Students find a poem a welcome, and sometimes an inspirational change from a
coursebook. Poems can be involving, motivating and memorable, and they can supplement and
enrich just about any lesson.
Conclusion. One of the things which is good about using poetry in the classroom is that you can
usually create lots of opportunities for personalisation. This means that the students have plenty
to say, and the communication is genuine because they are talking about their own experiences
or hypotheses. They are engaged and motivated, which helps to make the lesson and the
language (and sometimes even the poem) memorable. Although we have no formal training in
literature,
unlike some of our students, we can bring our love of poetry into the classroom.
REFERENCES
1. Literature in the Language Classroom Collie & Slater CUP , 1987.
2. Literature Duff & Maley OUP, 1990.
3. Teaching Literature Carter & Long Longman, 1991.
4. Christina Smart, British Council, Hungary
Using Poems in Teaching English, 2011.
5. www.PotW.org/poem of the week.
