Job Discussion Forums

[shmooj]

I had a student the other day ask me the difference between ethical and moral and, as I reached for my dictionary to back up what I felt was the right distinction say, "No, no dictionary!" He was dead serious. I managed it but I wanted to see the end of the lesson quicker than I usually do (which is usually about five minutes after this particular student comes in )

Water off a duck's back. You've just got to let it slide Lynn. But it is good to be challenged. But maybe you should learn to do what I call hot-potato: throw it back to him. Once you have struggled with it ask him to give you three examples of its use. He's the one who should be doing that so put him on the spot. Using language, not listening to it explained and defined is his job!

Does he know the collocates of scrutiny e.g. public ~, come under ~, be subjected to close ~

I'll bet you anything he doesn't.

[Sherri]

Lynn, I wouldn't be too worried! This kind of thing happens to teachers all the time, no matter how well we prepare.

You wrote:
"I had underlined the words I knew I couldn't explain and made a printout with the definition. For example: sanctity; judiciary, statute... I had also underlined 'scrutiny', but I had forgotten to look it up."

I just wondered, did you give him the printout and the copy with underlined words or was it just for you? Next time try getting him to underline the words he is not sure about and let him try to explain and talk about the meaning of the words in context. Of course it shouldn't stop you from preparing, but by underlining words based on what you felt uncomfortable explaining you are making decisions on what he should learn (and on what you assume he doesn't know) based on a totally different premise (your preparation). If you choose to underline words in the article that you want him to pay attention to (from a teacher's perspective) that is a different story of course.

I've taught mostly advanced students in the last few years I have been in Japan and I find when dealing with vocabulary it is best not to try and outguess--I am often surprised at what they do and don't know. It is better to teach them vocab learning skills and let them decide which words are important for them to learn and which they can ignore.

[Lynn]

Thanks Sherri! I really wish I could meet with you in person. You have so much experience and great advice.

Getting back to this private lesson. I was surprised to find in my inbox an email from him. He went back to Germany for the holidays and after our last lesson I didn't expect him to want to continue with me. Not only does he want to continue with me, he wants to increase his hours.

If we should come across a word he doesn't know, for example "scrutiny", how do I get him to explain it if he doesn't know what it means? Should I have him guess? Should he look it up in his dictionary or should I tell him what it means? It is was hard to guess "scrutiny" from context.

[Sherri]

Hi Lynn
Thank you for the kind words. Teaching vocabulary is such a complicated topic and I don't have the time to write much right now--sorry! But that's what having kids will do.

In short, the best words of advice are "never give when you can get". If you are looking at an article together and a word comes up that he would like to know or that you think he should know, first just try asking him to guess. It is worth a shot. He may know the word, it may similar to the word in his language and/or the context will help him to guess. If he can't get it, then get him to look it up (make sure he is using a good English/English learner dictionary).

Ask him how he learns vocab now. You may be surprised. He may have his own system, like keeping a notebook. I have met advanced learners with very elaborate ways of learning new vocab. The important thing is to get to know how he learns as an individual, how he remembers. Everyone is different. In the meantime try to read what you can on teaching vocab. There are lots of books out there with plenty of good advice and techniques.

You should have more confidence. Obviously you are doing a great job otherwise he wouldn't want to keep learning from you!
All the best
Sherri

[Gordon]

One more thing is to get him to use the word in context (other than the sentence he already has) and see if he understands it. If the word has more than one meaning, than get him to show you that he knows the word.
I've had some very advanced Swiss students in the past who had a real chip on their shoulders and had an attitude that I couldn't teach them anything. Why were they in the school? It talked real fast and used lots of big words, a bit like Johnslat. Luckily you don't have that problem with him.

[Lynn]

Thanks guys! I'll tell you how it goes. Yes, I am really surprised he keeps coming back for more. I wonder what I'm doing right?

[Alex Shulgin]

Almost all of the advanced level students I've ever known want to learn how to swear in English. As one guy put it "I want to know when to f*ck and where to put my b*llocks".

[FGT]

How about a session on word parts - common prefixes, suffixes and roots? These often provide a key to unknown words.
"English Vocabulary In Use" (CUP) has some good pages on this.

[Laura C]

How about trying creative writing? Even if someone does not write very well, or has never written before, it can be a good way of illustrating just how subtle the differences in some words can be. It's also good in teaching tone -- for example, you could ask him to write a paragraph where the narrator sees someone he doesn't like -- your student has to convey that without actually saying it in the text.

Tone in general is quite good to focus on, I think, whether in writing or in speaking.

FTG wrote that 'This goes hand in hand with body language, humour and idiom. It's what makes the difference between a foreigner speaking excellent English and someone being mistaken for a native speaker.'

I completely agree. Maybe that could be another focus for you to try?

Good luck!