Comparing Oscar Wilde's 'The Nightingale And The Rose'

Abstract

This paper intends to research on the idea of framing tasks by using Multiple Intelligence theory to implement Fiction Integrated language Learning (FILL) for development of linguistic competence among graduating engineers. It also aims to equip these language learners with certain life skills by designing and implementing tasks based on real life situations. The tasks were based on the fiction titled ‘The Nightingale and the Rose’ by Oscar Wilde which had been taken as input both thematically and linguistically. A task related to the fiction had been designed for assessing intrapersonal and interpersonal skills which proves to be a challenging activity. The fiction had been supplemented with oral and written tasks to be done individually

Television, computer/video games, cell phones, social networking sites, emails, chat rooms and instant messaging are common forms of entertainment and communication among students of this generation. Thereby students gain the exposure to learn from the visual media. Visual literacy has become extremely important today in both education and in the wider world of business and industry; the latter because employers are increasingly demanding it of their prospective workers. Learning with technology fosters creativity in the learner as he or she is empowered to design individual representations of content using

Thus, in language learning context, learners’ needs could be analyzed as objective needs and subjective needs or from two different directions like target needs and learning needs. While objective needs are derived from various real life language use situations and current language proficiency and difficulties of learners, subjective needs derive information from affective and cognitive factors such as personal confidence, attitudes, learning expectations and learning strategies of learners. Generally the learners complain that the prescribed textbooks do not satisfy their needs. They feel high scarcity of appropriate words while at work place. Srivastava (2009), comments on the aspects of language learning in the Indian scenario, “Looking in Indian context ‘English for specific purposes’ is at its infancy. Learners feel that the things they have learned in their educational institutions or training centers are not proving helpful when they enter the workplace or once they have completed their education. The problem does not restrict only to those students who have studied in Hindi medium schools but also with many who have got their education from good English medium