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Malsol
Joined: 06 Mar 2006
Posts: 1976
Location: Lanzhou
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 Posted: Sun Dec 24, 2006 2:07 am Post subject: |
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Last edited by Malsol on Mon Feb 05, 2007 11:44 am; edited 1 time in total |
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Henry_Cowell
Joined: 27 May 2005
Posts: 3352
Location: Berkeley
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| Posted: Sun Dec 24, 2006 3:32 am Post subject: |
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| No correction of your horrendous grammatical error? Please tell us that you never teach grammar in your classes. |
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Shan-Shan
Joined: 28 Aug 2003
Posts: 1074
Location: electric pastures
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| Posted: Sun Dec 24, 2006 3:50 am Post subject: |
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Malsol wrote:
And maybe the mods know that when you allow a child like Henry to act out, they eventually quit.
Have the mods actually quit? Or is Malsol's grammar as bad as his temper tantrums? |
I believe that "they" refers to "a child" (using a unisex "they"). Thus, "they eventually quit" is not in reference to the mods packing it in but to "a child who you allow to act out". I suppose "quit" could mean stop acting out. |
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Itsme
Joined: 11 Aug 2004
Posts: 624
Location: Houston, TX
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| Posted: Sun Dec 24, 2006 4:19 am Post subject: |
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yep.. The mods are definitely walking along the beach right now..
Now if only I was.............................  |
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Henry_Cowell
Joined: 27 May 2005
Posts: 3352
Location: Berkeley
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| Posted: Sun Dec 24, 2006 4:31 am Post subject: |
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| Shan-Shan wrote: |
| I believe that "they" refers to "a child" (using a unisex "they"). Thus, "they eventually quit" is not in reference to the mods packing it in but to "a child who [sic] you allow to act out". |
But even then, there would be two possible antecedents for they in the original sentence. Not good. Ambiguous pronoun reference is a common error in written English, which is why we try to teach writers to be clear and precise.
The MalTroll should stick to films and leave the written word to others.  |
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Shan-Shan
Joined: 28 Aug 2003
Posts: 1074
Location: electric pastures
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| Posted: Sun Dec 24, 2006 4:44 am Post subject: |
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The "they" in the original sentence -- when you consider the context of the little game going on between Henry and Malsol -- was quite clear to me. No little child acting out could ever force the moderators to flee.
By the way, here's the "m" I forgot in my previous statement, Henry. Hope it disambiguates well. |
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Malsol
Joined: 06 Mar 2006
Posts: 1976
Location: Lanzhou
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| Posted: Sun Dec 24, 2006 5:48 am Post subject: |
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Last edited by Malsol on Mon Feb 05, 2007 11:40 am; edited 1 time in total |
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Bayden
Joined: 29 Mar 2006
Posts: 988
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| Posted: Sun Dec 24, 2006 6:07 am Post subject: |
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| Henry_Cowell wrote: |
Oh really? Then why hasn't medication worked in your case?
| Malsol wrote: |
| I know who you are and where you are. |
| Malsol wrote: |
| IGNORE MY WARNING AT YOUR OWN RISK. |
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Are you kidding? Was this in a PM? I didn't see it in the thread.
How does he Know you're in New York and how does he plan on getting to you?
Enquiring minds want to know. |
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Steppenwolf
Joined: 30 Jul 2006
Posts: 1769
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| Posted: Sun Dec 24, 2006 6:33 am Post subject: |
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| Malus solus wrote: |
Steppenwolf should apply to work at Beijing Foreign Languages University. A Chinese teacher there keeps her students awake by stopping the movie, replaying ad infinitum, and makes the students memorize "chunks" of language.
Rog, my students do not fall asleep in the movies for many reasons which I shall not explain because you could not comprehend. |
When posters resort to cynicism they show to the rest of the audience how fragile their philosophical system is.
I would have expected a more robust ego under your carapace, Malus Solus, but you are not capable of maintaining an honest discussion about the true pros and cons of your teaching approach.
You remeind me of those quacks in the Chinese hinterland that sell wonder medicines against everything and for everything. You are promising a sinecure when such a thing doesn't exist at all. You are a hawker of esotericism and your clients are naive, uneducated, willing victims.
Many such attempts have been madce over the last few decades, and none has borne the fruits promised by their advertisers. From Berlitz to suggestopedy tosurgery, unimaginative teachers have tried everything and failed very time; their aim is to make their own job easier because they lack the skills to get their students tuned in to the subject being taught, perhaps because these teachers are themselves highly unmotivated. In trying to make their own work less difficult they are turning their "students" into passive consumers. |
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Henry_Cowell
Joined: 27 May 2005
Posts: 3352
Location: Berkeley
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| Posted: Sun Dec 24, 2006 7:55 am Post subject: |
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| Are you kidding? Was this in a PM? I didn't see it in the thread. |
PM = psychotic message? Yessir.
I'm still waiting for the guy to appear on my doorstep to deliver his "consequence." Will it be an invitation to play chinafriendfinder with him? |
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Malsol
Joined: 06 Mar 2006
Posts: 1976
Location: Lanzhou
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| Posted: Sun Dec 24, 2006 8:10 am Post subject: |
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Last edited by Malsol on Mon Feb 05, 2007 11:39 am; edited 1 time in total |
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Itsme
Joined: 11 Aug 2004
Posts: 624
Location: Houston, TX
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| Posted: Sun Dec 24, 2006 9:11 am Post subject: |
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He said:
She Said:
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| blah blah blah + 1 |
They said:
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He said:
She Said:
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So he said:
In which case I say:
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He said:
She Said:
They said:
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He said:
She Said:
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So he said:
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Hu? |
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InTime
Joined: 06 Dec 2005
Posts: 1676
Location: CHINA-at-large
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| Posted: Sun Dec 24, 2006 3:22 pm Post subject: |
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BACK to:
*Optical Topics
*Topical Optics
BELOW is from 1st page of PROMOTING CHANGE Thread...on this JOB-Related page.
For myself, rather than ask students their OPINIONS about a movie, I show them a brief/self-contained movie sequence, then have the students sit in 2/4 lines, in pairs facing each other...and then do
SAY and DO
DO and SAY
TPR-S
then I have them circulate every few minutes
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| Quote: |
http://www.njcu.edu/cill/journal-index.html
Autonomous Learning through Cinema:One Learner 's Memories
The Creative Connection in Movies and TV: What '"Degrassi High" Teaches Teachers
Creating Theater in the ESL Classroom
Imagination in Second Language Acquisition
Imagination Really Means Freedom
The Imagination:Where Roles and Images Reside
The Influence of Affective Variables on EFL/ESL Learning and Teaching
L 2 Learning:Restructuring the Inner World
Language Learning through Lies and Fantasies
Mental Holography:The Power of Imagery in Communication
Multiple Intelligences and Second Language Acquisition
On Creating Theatrical Collages with ESL Students
Organic Learning:Crossing the Threshold from Conscious and Unconscious
The Role of Emotions in Language Teaching
Storytelling: A Way of Freeing the Imagination.
Teaching English Through Broadway Musicals
Telling Tales in School: Using Myths in the ESL Classroom
Who am I in English? Developmenting a Language Ego
Whole Brain Learning and Relaxation Techniques |
_________________
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BELOW are some principles/practices of Movie Magic. Of course, only some elements are practical in the classroom. What I aim for is an Intensive Language Learning Environment, with many activities going on at the same time.
==============================================
Key Principles
*Second language acquisition occurs when
comprehensible input is delivered in a low-anxiety
situation, when real messages of real interest are
transmitted and understood.
(Krashen)
*A very interesting hypothesis is that we learn best
only when the pressure is completely off, when anxiety
is zero, when the acquirer's focus is entirely on
communication; in short, when the interchange or input
is so interesting that the acquirer 'forgets" that it
is in a second language.
(Krashen)
*It has become evident to many teachers of ESL
students that most of the available texts and
materials are based on artificial sequencing of
grammatical structures and stilted, often irrelevant,
dialogues and topics.
(Rodriguez and White)
Key Elements
*high ratio of native/advanced English speakers to
English learners
*a bilingual Mandarin-English environment--bringing
together Chinese interested in improving their
English, as well as foreigners
*a variety of activities available for the
participants
(1)free conversation
(2)viewing/discussion of movie/movie segment
(3)discussion of movie reviews
(4)movie-based role plays
(5)a wide range of other activities--Theatre Games,
discussion topics, public speaking training, Karaoke
singing
One difficulty with English conversation
centers/corners is that the unstructured dynamic
frequently loses focus. The members and conversation
partners often experience the awkward feeling of a
first date--trying to think of things to say, having
uncomfortable periods of silence, wishing they were
somewhere else.
DVD movies will be an essential element for this project.
All members will share the experience of viewing the film, so conversation will have a common focus. In addition, we can offer:
*a wide range of movie reviews for each movie--promoting vocabulary development/critical thinking/active discussions
(available at www.imdb.com)
*movie scripts (available at www.script-o-rama.com)
Over the years, L2 teachers have developed a wide range of communicative techniques based upon the creative use of movie segments, such as:
VIEWING COMPREHENSION (with sound off)
DIALOGUE BUILDING (with sound off)
AURAL ONLY PREDICTION (with sound only)
PREDICTIVE VIEWING--What will happen?
REVERSE PREDICTION--What happened before the sequence seen?
JIGSAW VIEWING (Only half the viewers see the sequence, and they relate it to those who haven't. Replay it to compare.)
Such approaches can create an enhanced learning environment, in harmony with Krashen's principles:
*A RICH VARIETY OF COMPREHENSIBLE INPUT
*A LOW-ANXIETY SITUATION
*REAL MESSAGES OF REAL INTEREST
A short (1 to 3 minutes) close-captioned movie segment offers the learner a synergistic schemata of opportunities for comprehensible INPUT. The visual images themselves are comprehensible and are stored
in the students' memories as EXPERIENCES, rather than as a language lesson that must be "studied/learned" because the teacher will test the students for their ability to "remember" the lesson.
A schematic tapestry of English words becomes associated with the movie's images and emotions. Plot, character, emotion--these are the 'hooks' by which the language becomes comprehensible input and stored intake. This dynamic is quite different from the artificial approaches typically used--vocabulary lists, linear progressions in grammar complexity etc.)
To use another metaphor, the memories of the movie segment can be seen as gravitational schemata which can attract and retain words associated with the images. As the learner thinks of a scene, an
ever-expanding constellation of words and sentences can become linked in the memory with a pleasant (LOW-ANXIETY) experience, rich with REAL MESSAGES OF REAL INTEREST. As the learner thinks of one character,
a tremendous variety of adjectives and actions can become part of the schemata.
This is in harmony with the episode hypothesis, which states that "text (i.e. discourse in any form) will be easier to produce, understand, and recall to the extent that it is motivated and structured episodically...these ideas lead to the supposition that perhaps second language teaching would be more successful if it incorporated principles of good story
writing along with the benefits of sound linguistic analysis." (Oller)
In addition to discussion of the movies, Members and Dialogue Partners will also be active in role play based upon the movie segments. In Why Drama Works: A Psycholinguistic, Susan Stern at UCLA brings together
a wide range of research relating to the power of role play for creating an enjoyable and effective second language environment:
*MOTIVATION "The purposefulness of dramatic activity
can provide a strong instrumental motivation for
language learning...Moulding emphasized that drama
provides the context for a meaningful exchange in
which participants see a reason to communicate, and
focuses on 'how to do things' with the language rather
than on merely 'how to describe things.' Malley and
Duff explained that language teaching has tended to
kill motivation by divorcing the intellectual aspects
of language (vocabulary + structures) from its body
and emotions, limiting instruction to the former.
Dramatic techniques restore the body and emotions to
language learning, thereby restoring emotion."
*SELF-ESTEEM "An analogy between acting and martial
arts suggested by Via explains one way in which drama
helps self-confidence. Just as a yell accompanies the
strike in order to build the confidence and increase
the energy of the attacker, so a strong and clear
voice (necessary when performing) gives the language
learner confidence. Drama also raises self-esteem by
demonstrating to L2 learners that they are indeed
capable of expressing themselves in realistic
communicative settings."
*SENSITIVITY TO REJECTION "L2 learnwers who are afraid
of what others may think of their less-than-perfect
comand of the language will be inhibited in using it.
This is especially true of adults. Several educators
have found that drama creates a
non-threateningsituation which can reduce and even
eliminate sensitivity to rejection."
*EMPATHY 'Guiora explains that emphathic capacity is
dependent upon the ability to partially and
temporarily suspend the functions that maintain one's
separateness from others (usually called ego
boundaries)...Guiora et al. hypothesize that ability
to approximate native-like pronunciation in a second
language is related to the flexibility or permeability
of one;s ego boundaries.
*SPONTANEITY "Mann explains that persons in the
spontaneous state completely forget the existence of
the audience or cease to be completely about its
reactions,,,'In varying degrees the person in such a
state acts as though inspired. He draws on resources
which neith he nor his friends may have thought he had
at his disposal.' If this state can be induced in L2
learners via drama, the usual gap between thought and
statement which ceases to exist in the native
language might cease to exist in the second language
as well." |
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Henry_Cowell
Joined: 27 May 2005
Posts: 3352
Location: Berkeley
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| Posted: Sun Dec 24, 2006 6:49 pm Post subject: |
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ChinaMovieMagic
= InTime
= endless self-promotion
= EGO the size of the Middle Kingdom
Endless
Gross
Obsession |
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InTime
Joined: 06 Dec 2005
Posts: 1676
Location: CHINA-at-large
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