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InTime
Joined: 06 Dec 2005
Posts: 1676
Location: CHINA-at-large
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 Posted: Thu Oct 04, 2007 9:05 am Post subject: |
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Re: "Teaching" Oral English
Below relates to learning via "non-teaching"
That is...a learning community
From pg. 1 'Promoting Change' on this China Job-related page...
...nearly 3 years ago...
It WILL come-to-be, when it's good-and-meant-to-be
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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."
_________________
U.S. NATIONAL DEBT CLOCK
$8,070,511,909,976.64
http://www.brillig.com/debt_clock/
America's support for human rights and democracy is our noblest export to the world.
William J. Bennett |
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InTime
Joined: 06 Dec 2005
Posts: 1676
Location: CHINA-at-large
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| Posted: Fri Oct 05, 2007 6:24 am Post subject: |
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Heuristic article
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http://iteslj.org/Techniques/Zhenhui-TeachingStyles.html
Matching Teaching Styles with Learning Styles in East Asian Contexts
Rao Zhenhui
rzhthm [at] public.nc.jx.cn
Foreign Languages College, Jiangxi Normal University (Nanchang, China)
Examples of Mismatches Between Teaching and Learning Styles
Liu Hong, a third-year English major in Jiangxi Normal University, China, was in David's office again. After failing David's oral English course the previous year, Liu Hong had reenrolled, hoping to pass it this year. Unfortunately, things were not looking promising so far, and she was frustrated. When David asked why she was so unhappy in his class, she said: "I am an introverted, analytic and reflective student. I don't know how to cope with your extroverted, global and impulsive teaching style?"
Jenny, an American teacher from California, sat in Dean's office again, feeling perplexed by the students' negative responses to her kinesthetic and global styles of teaching. Despite Jenny's persistent efforts to convince the students of the advantages of her teaching styles, she was told by her Vietnamese colleagues that her attempts were in opposition to the prevalent teaching styles in Vietnam. Jenny had specialized in applied linguistics for a long time and was well trained in the TESOL area in U.S.A. But all of a sudden, it seemed that all her teaching competence and experience had become useless in such a country where she had never been before. |
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Conclusion
In this article I have discussed the significance of matching teaching and learning styles in East Asian countries and provided some empirical evidence to indicate that East Asian students exhibit distinctive learning style characteristics. To understand and respect individual's diverse learning styles, I suggest that teachers employ instruments to identify students' learning styles and provide instructional alternatives to address their differences, and that teachers plan lessons to match students' learning styles while at the same time encouraging students to diversify their learning style preferences. By doing this we can assist our students in becoming more effective language learners. |
Consider Krashen's I + 1 Hypothesis.
Stretch the parameters of input acceptance/comprehension...promoting...
ACQUISITION of the FL
Too much non-comprehensible INPUT...
...and it's a WASH-OUT!!!
Same w/INNOVATIONS
...evolution...
...rather than...
...revolution... |
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u24tc
Joined: 14 May 2007
Posts: 125
Location: Dalian, China
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| Posted: Tue Oct 09, 2007 3:41 pm Post subject: |
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Currently I have an issue with the oral english classes that I am teaching.
We have been given this book to use as a guidance - New Horizon Listening/Speaking - and basically, the majority of topics within the book are useless.
Topics include: dealing with Alzheimers and single parent, double trouble?!?!
Why on earth would the students want to learn such topics?!?!
Anyway ... I decided to scrap that and made my own classes in which I feel the students would be able to use in real life situations.
My problem is this. I have 6 oral classes of which I see 3 a week. Running on alternate weeks. I see each 3/6 once every 2 weeks and it is supposed to be 1 topic each time.
So a new topic every 2 weeks.
In this class, I am technically also supposed to cover some listening but with only being given 1.5 hours per class/topic, time seems so short.
I currently asked them on problems they are experiencing and they have told me these:
1. The listening is too fast and they can not understand some of the vocab
(means I have to spend time explaining new vocab, etc)
2. Don't understand what I am saying
(Again more time used to explain meaning)
Now cramming both listening/speaking activities in a one and a half hour lecture to cover 1 topic each time is tough as it is a lot of information at one go.
Any advice appreciated.
Topics I cover include: Travel; Job interviews; Presentation, etc |
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arioch36
Joined: 21 Jan 2003
Posts: 3589
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| Posted: Tue Oct 09, 2007 4:47 pm Post subject: |
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| Consider Krashen's I + 1 Hypothesis. |
People misuse Krashen so much.
First, Krashen doesn't really say anything new, but is the posterboy for that "camp", which really isn't pertinent to whether what he says is right or wrong
Second, what Krashen says, and all his research on which he has based books, articles, and speaking topics , is based on teaching a target population that is already immersed in english such as the U.S. or the U. K. While he has visited east asia, none of his stuff is based on teaching outside the U.S.
For instance he stresses heavily the importance of the individual reading books. I AGREE TOTALLY. I think any one who seriously studied another language at their home uni would agree that reading books ... novel in the target language is very important.
Uh, what books are available to the Chinese student? Penguin Classics? Jane Eyre? I scramble for any book I canget my greedy paws on.
English immersion? WHat nonsense is this? And when Krashen speaks of this, it means the tv at home is in English. At my college, once a month or so there is an English movie. All shopping and business is not done in English. Other classes (including some english classes) are not done in English
And finally Krashen never considers that a totally different culture creates a mind that thinks and learns differently, just like children's and adult's minds think and learn differently. Brain scans show that Chinese brought up in the native culture use their brains differently to solve problems
It drives me crazy. Where Krashen adres these things. he doesn't because it is not where he is at.
Whether Krashen is "right or wrong" is not relevant to China today (or perhaps ever) |
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SnoopBot
Joined: 21 Jun 2007
Posts: 740
Location: USA
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| Posted: Tue Oct 09, 2007 7:41 pm Post subject: |
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Do these things:
First purchase a folder (portfolio type) dedicate 1 folder for each oral class. In this folder put a progress sheet on what you will be doing the next class, use it as a diary. Inside the folder prepare blank topic sheets. On these topics sheets summarize a topic and place some generic questions related to the topic that will be addressed. This allows the lower-level students to jot down a few words to remember during their oral discussion.
Now, each class has a different level and speed, so you might stay on one topic for a longer period of time. As the weeks progress you can be on totally different topics at each class. (This is why you must prepare a folder for each class to help YOU remember. Topic sheets will be placed in that folder for reference and extras)
Topics
Let each class write at least a min of 5 topics THEY want to discuss. Review all the topics, don't require the students to place their names on their topic suggestions.
Next review and develop topics for each class, you can use the same generic topics for all classes but you might have a particular class that wants to discuss a specific topic. Create your own to satisfy each class. Make xerox copies and place in the folder. Evert week pass out the topics BEFORE HAND, this gives them 1 week to prepare.
Use your imagination to add humor and fun to the class.
Next: Listening problem:
Tell the students that studies show a correlation between oral ability and listening. Listening must be at a certain percentage before ORAL will improve. Explain this as best as possible without using linguistics or statistical data.
This will tell them the first priority is for them to develop good listening skills which will influence improvement in oral skills.
Next develop a listening assessment chart:
Each class this chart will be marked (by the student) at the level they could understand the lesson EX: 50% = understood 50%. At the end of the class walk around and look at where they marked on the graph. If most are above 70% increase speech speed, if below 40% go slower. Keep the average range for the class between 60-80%. If you start to see 90% or higher increase the difficulty. If below adjust to keep within the learning range.
The listening chart will have date on the X axis and 0-100% on the Y axis
all the student has to do is write in the date at the bottom of the column, and then mark their level from 0%-100% . Make them bring these to each class. Not only does the chart give you a reflective feedback tool but also gives the students a graphic tool to see their PROGRESS. When they see the progress going up they will be more motivated.
I collect and turn in my graphs to the head office after the class is fully completed.
As you progress in the classroom start to rely on the other students to ask questions to each other and debate or discuss the topics. (they are practicing oral-listening at the same time) Try to limit your talking as the class progresses (at first you will need to do lots of talking which builds trust and listening levels) At the very end you will be like a " Game show host, doing the directing while the students are highly active in discussions and debates" All you do is inject humor and interest along with corrections.
Unknown vocab: Start a word wall, any words not know are written on the board. Have a student write the Chinese translation for each word. Pronounce each word with articulation and then give the definition and use it in an example. Leave up as long as possible.
Too bad my PM's are still disabled (Anyone know why?) I would send you a sample:
Topic outline
Activity
Listening chart
Oral progress chart
Generic topic package
You could use the same format to create yours. |
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beautification
Joined: 09 Jan 2007
Posts: 111
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| Posted: Wed Oct 10, 2007 8:40 am Post subject: |
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I read through this post before heading to my afternoon class today and for the first time in awhile I was looking forward to teaching. Unfortunately when I arrived my excitement disappeared.
Although there is a lot of good suggestions in this post, how realistic is it that many of these techniques are used in a Chinese classroom? I am given a text book which I am not allowed to deviate from. I am told by the school the proper way to teach oral English is for to me to speak and have the children repeat the words and sentences in their books. I am essentially a dictator and the children march in line. Every time I have attempted to employ other methods of teaching I am told, "maybe" I should do it this way (which is, I speak they repeat).
I understand the need for me to speak and have the children repeat to some extent, but I know there are better ways. I'm just not allowed to use any other means to teach. Bottom line is that I assume more teachers are in my boat than not, and are not given as much freedom in the classroom as many of you seem to be. |
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arioch36
Joined: 21 Jan 2003
Posts: 3589
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| Posted: Wed Oct 10, 2007 10:00 am Post subject: |
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Beauty
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| I am given a text book which I am not allowed to deviate from. I am told by the school the proper way to teach oral English is for to me to speak and have the children repeat the words and sentences in their books. |
That sounds bad. Sometimes we have to acept limitations, sometimes that our classes can't be what we want. Obviously this school is not going to let you be a good teacher. I do take teaching seriously. But if the college gives me a class of 150 students for oral english, well it's foolish killing myself into trying to make this a good class.
I think Vikuk would definitely call this a dancing bear situation. Sounds like you are not there to teach, but be looked at, they probably have never taught a class, and there is not much you can do. It sucks, but should you destroy your mental health over it?
You might suggest to them that you are just not the right teacher for the class, and maybe they should find someone better fitted to what they want, if they think your teaching methods are not suitable for their purposes. There are many other schools waiting for you
I can teach a decent writing class given a even tolerable textbook and a multimedia room. Over the past years I have saved a lot of lessons on my computer, as well as things fownloaded from Dave's and other places. This year they gave me two writing classes, no textbook, standard chalk only room. I asked them if they really expected me to make complete syllabus from scratch, that at least if they gave me the multi media room I could present materials the students need. Oh, just write it on the chalkboard. Which would take the entire class period and more! What can you do? |
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InTime
Joined: 06 Dec 2005
Posts: 1676
Location: CHINA-at-large
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| Posted: Wed Oct 10, 2007 11:44 am Post subject: |
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RE: Arioch...Krashen and I+1...ESL and EFL and EIL
I+1 doesn't apply to EF/EIL?
So...is it I+2.0?
I+.75?
Here's a China-based Krashen-camp article
| Quote: |
http://hi.baidu.com/emailme/blog/item/4a4a18f4d23b20ee7709d7e5.html
Helping EFL Students Improve Their Spoken English
Francis J. Noonan
Easton Area School District (Easton, PA, USA)
[email protected]
Introduction
Almost every college student in China seems to be studying English. I see them listening to radio programs on their dormitory bed, studying the dictionary in the back of the classroom, and completing grammar exercises in the cafeteria. Still, these same students come to me and ask the same question: �Teacher, my spoken English is very poor. How can I improve my spoken English?�
I was never quite satisfied with the answers I gave out to this reoccurring question. I wondered. What exists in SLA literature about this? What are real EFL learners doing that works? What makes some students successful language learners and others not?........
.....
The results are clear. The majority of successful English language learners in this study 1) listen to English for 1 hour or more and 2) listen to the right kind of input, input where they can understand the main idea but not some parts. There are many aspects of the full Input Hypothesis that are seriously questionable. Nevertheless, I believe it is safe to claim that exposure to comprehensible input greatly benefits the language learner.
Therefore, we as teachers ought to encourage our students to listen to English both in and outside of class. If students� sources of input are too difficult for them to comprehend, we can help them develop strategies (i.e. repetition, shorten length) to make it comprehensible or find different, simpler sources of input. .............
Conclusion
In conclusion, I confess my knowledge of SLA theory is incomplete and the scope of my study is limited. I am offering no magic formula for language learning. Nevertheless, I suggest many students will improve their English skills if they do the following:
Move beyond a motivation that simply desires to pass a test to one that views language as a key to unlock opportunities.
Listen to comprehensible input on a daily basis.
Overcome fear of losing face. Find and take advantage of opportunities to use English to communicate with both native and proficient non-native speakers.
Study grammar in a way that supports the purpose of language, communication, not as an end in itself. |
Beauty
| Quote: |
| I am given a text book which I am not allowed to deviate from. I am told by the school the proper way to teach oral English is for to me to speak and have the children repeat the words and sentences in their books. |
Though pedagogically nightmare-ish, this Pavlovian perspective is not atypical.
There's that movie scene...or is it a Country and Western song...
"Take this job and shove it..."
Though expressed with discretion, of course.
RE: "Teach the Text..."
http://www.asian-efl-journal.com/Sept_06_ml&gd.php
This article about EFL in India...is also quite relevant to China.
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Task Based Teaching: Learning English without Tears
1. Introduction
Every language teacher today realizes the importance and the relevance of the "student-centered, hands-on, practical and flexible approach" (Shank and Cleary, 1994), and the worldwide demand for Communicative Language Teaching which helps to understand the language in context and to use it effectively in situations outside the classroom. As a result, changes have been taking place in many areas of education. The field of second language teaching is no exception in this paradigm shift.
But for ELT, it has become a challenge to accommodate the changes due to various reasons. The most important factor is that one can not ignore the practical aspect of every existing education system. For example, completing the syllabus using the prescribed text books , preparing students for examinations are part of many classroom realities. In spite of the honest intention of tailoring a needs-based flexible course, every teacher is required to function within a large, systematized, controlled education system . This is inevitable in large institutions as in India where the number of learners in a particular course could exceed several hundred. The entire machinery acquires a certain regimentation forced by the demands of time, place and funds. This paper argues that if a teacher is resourceful, s/he can still find ways to overcome the difficulties associated with the systematized and controlled education system in order to make learning more meaningful.
Section 2 below discusses some theoretical aspects that underpinned the feasibility of recreating the prescribed textbook as a series of meaningful tasks, and the outcome of task-based learning.
2. Theoretical background
A project was undertaken in Bangalore, India, to see how a shorter learning system could be embedded within the larger prevailing system and thereby make the best use of the situation. So it became necessary to see how the merits of different language learning frameworks like Communicative Language Learning, Task-Based Learning and Present- Practice-Produce(PPP), can be put together to achieve the best result. |
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InTime
Joined: 06 Dec 2005
Posts: 1676
Location: CHINA-at-large
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| Posted: Wed Oct 10, 2007 12:40 pm Post subject: |
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Arioch 36
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| Uh, what books are available to the Chinese student? Penguin Classics? Jane Eyre? I scramble for any book I canget my greedy paws on. |
Yes...Krashen's Free Voluntary Reading...I had a free-lance job as an editor for the Ed.D. Thesis of a Korean U.S.C. student, with Krashen as his Faculty advisor, focused upon FVR and Korean ESL students in Korea-town L.A.
Here's something about Chinese EFL students in China-town China:
| Quote: |
http://www.nabble.com/%28teach%29-Re%3A-book-clubs-tf4519208.html
(teach) Re: book clubs by Ria Smit Sep 25, 2007; 05:25pm :: Rate this Message: (use ratings to moderate[?])
Reply | Reply to Author | Show Only this Message
Re Book Club,
I didn't reply because I have never seen students, or teachers for
that matter, read anything other than that which was mandatory.
However, with the primary children that I teach at home, I have a
small library with about 300 books graded from the first words we
learn to a couple of chapter books. They are extremely popular and
the kids are learning to read for pleasure. Hope it is only the
beginning of a lifetime of reading.
Ria
--------------
Ria Smit, Zhengzhou, China
Phone:(0371) 6761 2725
Mobile: 136 7397 4347
SKYPE: riacalling
www.betterphoto.com?englishteacherinchina |
Arioch 36 stated that Krashen's work is meant to apply to ESL...
...but NOT EFL.
BELOW is from pg. 43 of the Promoting Change--China Thread
NOTE that:
*the EFL research was in Hungary
*Krashen co-authored the study
| Quote: |
http://www.teachingstylesonline.com/comrehensible_input.html
There have been a number of research studies which have proved the superiority of the `input� in sufficient quantity over formal grammar teaching. Nickolov and Krashen (1997:17) tested the efficiency of the `Comprehension Hypothesis� and followed it for seven years. Two EFL classes in Pecs, Hungary were selected for the study. The experimental group had a story-based syllabus and a focus on content, with no formal grammar instruction and no focus on form for seven years. The comparison group followed a structural syllabus, with explicit rules, drills and exercises.
Both the groups took a common test at the end of grade 8. The analysis of accuracy and fluency was done in an interview situation wherein the students were asked to talk about themselves, describe a person they knew, a book they had read or a film they had seen. The results prove that comprehensible input can produce both accuracy and fluency Contact was maintained with the students after the completion of the study and it was found that 13 of the 15 in the story-based class passed a form-focused proficiency examination at the university level. �The results are quite consistent with previous comparisons of comprehensible input-based and traditional classes.�(Krashen, 1997). |
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SnoopBot
Joined: 21 Jun 2007
Posts: 740
Location: USA
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| Posted: Wed Oct 10, 2007 2:01 pm Post subject: |
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| beautification wrote: |
I read through this post before heading to my afternoon class today and for the first time in awhile I was looking forward to teaching. Unfortunately when I arrived my excitement disappeared.
Although there is a lot of good suggestions in this post, how realistic is it that many of these techniques are used in a Chinese classroom? I am given a text book which I am not allowed to deviate from. I am told by the school the proper way to teach oral English is for to me to speak and have the children repeat the words and sentences in their books. I am essentially a dictator and the children march in line. Every time I have attempted to employ other methods of teaching I am told, "maybe" I should do it this way (which is, I speak they repeat).
I understand the need for me to speak and have the children repeat to some extent, but I know there are better ways. I'm just not allowed to use any other means to teach. Bottom line is that I assume more teachers are in my boat than not, and are not given as much freedom in the classroom as many of you seem to be. |
I taught at a school like this my first year in China on the weekends, the owners couldn't speak English and would tell another Chinese teacher to translate their complaints with my performance. I was expected to repeat a word list for 6 hours. (I did this for 1 month and that was it)
ANY deviation from this routine generated a complaint. What a horrible job, I feel your pain.
Get out of that school as soon as possible and pick another that you can do the good job that you know you can do.
Don't look at your current position as the typical teaching one you will find.
There are much better ones out there. |
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arioch36
Joined: 21 Jan 2003
Posts: 3589
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| Posted: Wed Oct 10, 2007 2:05 pm Post subject: |
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| Quote: |
Arioch 36 stated that Krashen's work is meant to apply to ESL...
...but NOT EFL. |
Did I say that? I meant Asia. In Western Europe many of his conditions are possible. Lots of English tv  Eastern Europe dunno know
| Quote: |
| The results are quite consistent with previous comparisons of comprehensible input-based and traditional classes |
I don't disagree or agree with Krashen. But just one ofthe hidden lies of research;
who were the teachers oop I mean learning faciltator? One was just recently trained to teach the course in question, with new material, bright classroom. Confounding variable anyone? |
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InTime
Joined: 06 Dec 2005
Posts: 1676
Location: CHINA-at-large
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| Posted: Thu Oct 11, 2007 4:01 pm Post subject: |
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Arioch 36
Yes...that Korean Ed.D. student thesis I was editing on Free Voluntary Reading...the chap's advisor was Krashen...and it became clear to me that he didn't know:
*research
*making/testing an hypothesis
It was clear that he was going to find the results to PROVE whatever...
The students were his students...at his school...
He was...a businessman... |
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tatterdemalion
Joined: 02 Aug 2007
Posts: 78
Location: Yangzhou, China
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| Posted: Mon Oct 15, 2007 10:21 am Post subject: |
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OK -- ideas please.
I'm in a very ideal situation as far as management -- they trust me to teach what I feel necessary and to use whatever methods I prefer. They've given me some books, and I use them, but also use my own material. I'm playing Harry Potter audios to get my class motivated, and I've been doing vocabulary brainstorming exercises on the board, which are a reasonable hit.
The main trouble is that my class groups are so huge. (One is a little under 40, the other over 50 students.) I can get them talking to each other a little, but not to me -- or to me, but not to each other. I can't persuade them to raise their hands, so free-form discussion is difficult; and the seating is by pairs and bolted into the ground, so I can't set up circles and walk between them.
I don't think I'm doing *badly*; they're picking it up a little, and definitely getting involved with the material. But maybe someone here, with more experience, can suggest a fix I'm not seeing, to move things along. |
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InTime
Joined: 06 Dec 2005
Posts: 1676
Location: CHINA-at-large
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| Posted: Mon Oct 15, 2007 1:49 pm Post subject: |
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Can do Pairs?
Many options there, eh?
It could be much worse...
On HP in China/Japan EFL
[DOC] Teaching English By Dubbing Films文件格式: Microsoft Word - HTML 版
English is widely learned in many countries including China not only as a language tool to communicate with others but also as a way to know the culture of the other countries. The original English films are very nice resources for EFL ...
www.nsfls.net:1002/upload/2006_05/06051120363088.doc
Using Harry Potter in the Adult ESL Classroom- [ 翻译此页 BETA ]Using Harry Potter in the Adult ESL Classroom. TESOL Matters Vol. 10 No. 1 (February/March 2000); From the column ... PreK-12 Student Stds � PreK-12 Teacher Ed Stds � Training All Teachers Grant � China EFL Project � Adult Learners Stds ...
www.tesol.org/s_TESOL/sec_document.asp?CID=195&DID=593
Discovering the magic of Harry Potter: Adapting the Drama Method ...- [ 翻译此页 BETA ]This paper mentions how the drama method was introduced into a Japanese EFL class using Harry Potter and the Sorcerer's ... The author introduced the drama method and the Harry Potter movie to a Japanese EFL class for upper graders. ...
jalt.org/pansig/2005/HTML/Matsuzaki.htm - 33k - 类似网页
ELT News: English Teaching in Japan- [ 翻译此页 BETA ]Hedbanz for Kids is a great, interactive EFL game for Japanese students of all ages. Kids World Autumn Holidays .... A free Harry Potter listening quiz has been put online by eigoTown.com for students. The quiz is free and contains a ...
www.eltnews.com/ - 38k - 类似网页
Japan Action Research in EFL- [ 翻译此页 BETA ]Japan Action Research in EFL. My experiences teaching EFL in a Japanese JSHS since 1993 ..... Harry Potter and the Deathly Hollows - The only problem with HP is that I can�t do anything else once I open the cover. ...
jarinefl.wordpress.com/ |
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dialogger
Joined: 14 Mar 2005
Posts: 419
Location: China
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| Posted: Sun Oct 21, 2007 11:31 pm Post subject: |
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My experience might be helpful to some new to oral English.
(In my experience it is the most rewarding type of English teaching).
Firstly your oral English is probably only one of other English classes your students are attending. The grammar vocab literature is being taught by Chinese teachers of English.
Secondly, teaching style is not that important as in the short time you have it should be the students who speak - NOT YOU!
Thirdly, the text books you are likely to encounter are frankly c**p.
The ones I've had forced at me have been comprehensive texts ie trying to cover all the bases.
As oral English conversations take up a lot of room they are skimpy - look at New Interchange for example and NI suffers from such US-centric cultural bias as to make you want to grit your teeth.
Fourthly, you need dialogues that are long enough to really 'burn in' the sound making and inflection into the students minds.
Film scripts are one way but the situations are far from the life experiences of some kids from Shenyang for eg.
Fifthly, another thing I found is that the students know their Chinese teachers are inadequate but what can they do?
Also the guanxi that got these types jobs might be what gets them theirs when they graduate!
Finally, I've written some dialogues which I'm happy to share if you care to PM me.
Also sets of questions for an interactive party type game. |
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