GCSE Hebrew (Modern)₈₆₇₈

Whilst it is useful for students to concentrate on a core of key language for any given topic, it is impossible to predict all the linguistic elements they might meet when reading and listening to authentic Modern Hebrew, or which they themselves might need to use.

For this reason, the student will need to develop communication strategies as part of the teaching and learning process, which will greatly increase their ability to cope successfully with unknown words.

There are two main types of strategy: those that relate to understanding (reading and listening) and those that relate to production (speaking and writing).

As a Semitic language, Modern Hebrew has no relation to English or any other European language, except for some 'international' vocabulary and a number of words and phrases which belong to the substandard layer of the language. Because of this, teachers should also devise their own strategies to help students learn the necessary skills, in addition to those listed below.

3.4.1 Strategies for understanding

3.4.1.1 Using the visual and verbal context

The skilled reader can find many clues about the purpose and content of a text from a study of the layout, the title, the length, the typeface and any related pictures. That is why, wherever possible, texts are presented in the exam in their original format. When reading and listening, students can learn to infer the meaning of new words from the verbal context in which the new words themselves are set. So, for example, someone who did not know the word מַשָׂאִית might be able, after some appropriate practice, to deduce from the following context that it is some sort of vehicle: המשׂאית סטתה מהכביש והתנגשה בעץ

3.4.1.2 Ignoring words which are not needed

Many tasks contain words which are not essential for an understanding of the main points of the text. What is important in the text is often presented more than once, in different ways: the student may not understand a point in one form of words and understand it fully in another.

3.4.1.3 Using audio-visual context

Pictures, films, videos, illustrations, sound, mime and gestures can all help the student understand content and consequently memorise new words and expressions. Teachers should use this strategy to help students in the classroom as well as improve their performance in the exam.

3.4.1.4 Making use of intonation

Although this method can mainly be used in listening, some punctuation marks can be used in a text instead of intonation (eg question and exclamation marks). The teacher should therefore ensure that students benefit from these to improve their understanding.

3.4.1.5 Making use of grammatical and semantic markers

When reading and listening, students can learn to infer the meaning of unknown words by deduction from roots they are familiar with. Teachers should draw student's attention to other derivatives of the same root which are close to the basic meaning of the root and encourage them to guess the meaning. For example, (עלינו על הגג במעלית (שורש ע.ל.ה or (המכתב כתוב בכתב- יד ברור (שורש כ.ת.ב

Through proper training students will develop an awareness of grammatical rules and forms by memorising prefixes, infixes and suffixes, or specific formations and patterns which will help them understand a verbal utterance or a written text. For example:

• the prefix ה is usually used as the article 'the'
• the prefix וּ or וְ is usually used as the conjunction 'and'
• the prefix בְּ or בַּ is usually used as the prepositions 'in' or 'by'
• the prefix לְ or לַ is very often used as the preposition 'to'
• the prefix מִ or מֵ is very often used as the preposition 'from'
• the prefixes א.י.ת.ן are usually used to indicate the future tense
• the prefix שֶ is used to indicate 'that'; 'which'; 'who'; 'whose' and 'whom' in statements in the affirmative
• the suffix ה X usually denotes a feminine form
• the suffix יִם X usually denotes the dual except, for example, שִינַיִם, שָמַיִם מַיִם
• the suffixes יִם X and וֹת X which usually denote the plurals of masculine and feminine nouns and adjectives respectively (with some exceptions)
• the pronominal suffixes of the verb in the past tense (eg תִּי/תָּ/תְּ/נוּ )
• the pronominal suffixes of the noun and prepositions (eg ךָX / ךְX / יX )

Noun patterns which accommodate words belonging to certain 'semantic fields' eg

• the pattern MIF’AL or MIF’ALAH usually denotes a place
• the pattern MAF’EL or MAF’ELAH usually denotes a tool
• the pattern PA”AL usually denotes a profession
• the pattern PA”ELET” usually denotes an illness
• the pattern PA’OL accommodates all basic colours
• the verb patterns which are used to denote forms, tenses and moods.

3.4.1.6 Making use of social and cultural contexts

Students are normally familiar with many concepts about which they hear or read in their own mother tongue, and which occur in Modern Hebrew too. Those broadly include social, economic, legal, political, recreation (eg sport), terminology and titles. Also, many words and expressions in English have found their way into Modern Hebrew slang, and should easily be recognised by students of Modern Hebrew (eg fantasti(c), perfect, bye).

3.4.1.7 Using cognates

There are many words which have the same form, and essentially the same meaning, in Modern Hebrew and in English (eg anecdota, astronaut, badminton, dieta, defekt, general). When such words occur in context, students can be expected to understand them in English and Modern Hebrew.

Modern Hebrew has a small vocabulary of words, terms and concepts which have entered the English language from Modern Hebrew (eg Shalom, Bar-Mitzvah, Mazal Tov). Teachers should encourage students to identify, memorise and actively use these words both orally and in writing.

Teachers should, especially in the early stages of study, assist the student by using as many cognates as possible to train the student in identifying familiar words in order to help him/her understand the context.

• common terminology pronounced exactly as in English טלפון, רדיו, צ'ק
• common terminology which is pronounced slightly differently טלוויזיה, טמפרטורה, גַּז
• proper names pronounced as in English דן, אמריקה, סקוטלנד
• names pronounced in a slightly different way אברהם, רבקה, ירושלים

3.4.2 Strategies for production

Research and experience show that people who communicate effectively in a foreign language tend to make good use of systematic efficient verbal and non-verbal strategies to get meaning across, in spite of their imperfect command of the language.

Individual students may fail to learn – or forget – language items required by some tests, or they may wish to attempt to go beyond the demands of the specification in completing the task set. In these circumstances, the following strategies can prove useful. They fall into two main categories: non-verbal and verbal.

3.4.2.1 Non-verbal strategies

Gesture and mime

Students should be encouraged to use gestures and mime to express themselves verbally if they cannot remember a word or an expression. These strategies can also be used by the teacher in the class to help students memorise a word or an expression, since students will associate the word with the gesture. Although this strategy can help to maintain communication in the classroom, it has obvious limitations in the speaking test which is recorded and where students are assessed on the basis of the language they produce.

Expression and intonation

Accompanied where appropriate with sounds (eg Ah!) which, with appropriate intonation, facial expression and gestures can convey such attitudes and functions as pain, surprise, anger, fear, pleasure and admiration.

Drawing

Can be an efficient strategy with some tasks (especially written) and can convey both attitude and information eg a diagram showing how to get from one point (eg a station) to another (eg a home).

3.4.2.2 Verbal strategies

Making use of synonyms or words from a cognate 'semantic field'

Students should be encouraged and trained to use, when appropriate, synonyms or a word which belongs to a cognate 'semantic field'. This strategy will enable the student to make up for the forgotten word, and to learn to distinguish between meanings and nuances eg:

אני רוצה לומר /להגיד /לספר /לגלות לך

Using a word which refers to a similar item

Using a word which refers to a similar item to the one the speaker/writer wishes to refer to, but for which he/she has forgotten the word. This is not always effective and its use would be assessed according to its effectiveness in a particular context.

Request for help

This can include requests for translation eg ?... איך אומרים בעברית and questions which make no reference to English eg ? איך קוראים לזה בעברית . While these strategies are obviously useful in authentic situations, they are likely to be less helpful to students in the exam. However, it is clearly preferable to use such requests for help than for communication to collapse and their use will be assessed according to the context. When requests for help with specific problems occur, the teacher should maintain the role of a sympathetic native speaker and help accordingly.

Simplification

When a student avoids the use of a form of which he/she is unsure, by using a form which he/she finds simpler. When such simple forms are used correctly and appropriately they will be rewarded accordingly. Correct and appropriate use of more complex forms will also be rewarded.

A systematic use of simplified forms may reduce error, facilitate communication and increase fluency, but if overused, this strategy may result in students failing to demonstrate fully their linguistic capabilities.

Making use of intonation and punctuation

Intonation is used in any conversation to demonstrate feelings and attitudes. Students should be encouraged to use intonation when speaking Modern Hebrew, and punctuation (eg question and exclamation marks) in writing.

Paraphrase

This is where the student uses words and messages in acceptable Modern Hebrew, avoiding the use of words which he/she has forgotten. When used well, this strategy communicates the message effectively to a sympathetic native speaker and such use in an exam would be assessed accordingly.

Reference to specific features

1. ביקרתי את דוד בבית – החולים = הלכתי לראות את דוד בבית-החולים
2. ...הכתובת שלי היא = אני גר ב
3. = החיה בעלת האוזניים הגדולות

This is a commonly used strategy which can be effective in communicative terms, and it's use would be assessed accordingly in an exam.

Topic avoidance

When the student ignores or abandons a topic because of inability to deal with it. Use of this strategy in the exam will not allow a student to be given full marks. Use of it in a learning situation will reduce opportunities for the development or expansion of the student’s repertoire. It is a strategy which should be discouraged. Approaches which lay more stress on correctness than on communication can tend to encourage the use of avoidance strategies.