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fluffyhamster
Joined: 13 Mar 2005
Posts: 3292
Location: UK > China > Japan > UK again
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 Posted: Tue Nov 23, 2010 6:35 pm Post subject: |
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| tina20 wrote: |
Hello again! I'm in my last week of the course now and its been quite hectic.
I have to do this task where I have to analyze language structure of phrases in some sentences(given) alongwith their meaning and pronunciation (through use of examples, situations, realia etc). I have managed to do it except for the fact that I'm having trouble with identifying the exact problems (meaning, pronunciation, form) learners might have with these phrases. Maybe its due to my lack of sufficient experience in the teaching field. 
For example, what problems could learners have with the underlined portion of the following sentences (meaning, pronunciation, form)?
The manager explained the system to me. (Late Elementary - vocabulary)
Sharon's boss is always complaining. (Intermediate - grammar & function)
There are 15 sentences in total and I have very little to say with regard to learner problems. Advice? |
Hi again Tina! Glad to hear you've survived this far and are nearing the finishing line! Hope the final week goes well.   Anyway, here's my take on things:
With The manager explained the system to me, I'm guessing that the problem for learners is that the objects can only come in that specific order/phrasing (i.e. the indirect object* 'me' has to be the object of the preposition 'to') - observe the ungrammaticality of *The manager explained me the system (?The manager explained to me the system). So here we are basically talking about certain restrictions on the type of complements (='things that follow and complete the meaning') that can be used with certain verbs (in this case, the "vocabulary" item 'explain', obviously).** But note that the indirect object 'me' here is ultimately optional: The manager explained the system pretty clearly (SVOA, in which the O is just a single object, and therefore needs no further classifying. (Where direct and indirect objects both occur, i.e. with ditransitive verbs or rather verbs used in any allowably ditransitive way, and could both do with marking, a sub- or superscript small d and i can be placed after each respective O - see for example section 5.6 of Huddleston's 'Short Overview of English Syntax', available here: http://ling.ed.ac.uk/~gpullum/SIEG/otherstuff.html > http://ling.ed.ac.uk/grammar/overview.html / http://ling.ed.ac.uk/grammar/overview.doc )).
There should be something in references like Swan on the functional difference (although it may still appear to be only slight, especially to students!) between the use here of Present Progressive (as opposed to Simple Present: Sharon's boss always complains). Meaning that function is ultimately the use of one form rather than another to achieve an effect (a specific, consistent ~): "To express this particular attitude or meaning, we say this rather than that".
*Definition of 'indirect object' here: http://folk.uio.no/hhasselg/terms.html#I . Note the part that says 'An indirect object is usually placed between the verb and the direct object' - meaning that placing the I.O at the end of the sentence (i.e. as the object of a preposition) is less usual, hence the difficulties these somewhat anomalous patterns ("exceptions") may pose.
**In chapter 19 ('Sentences with Indirect Objects') of The Grammar Book, 'explain' is listed in the class of 'postprepositional position only' ditransitive verbs i.e. it cannot undergo 'indirect object alternation' in the way that verbs like 'give' can (I gave him some money < > I gave some money to him); the remaining class in the 'indirect object alternation' section is that of 'postverbal position only' (It cost me $50; *It cost $50 to me etc). You don't ultimately need to know this actual very stuff for the CELTA, but obviously something like The Grammar Book will be worth getting and reading in whole or even part at some point just for interest's sake; then, there is chapter 7 of George Yule's Explaining English Grammar, some of which is previewable on Google Books. Anyway, here's what The Grammar Book says near the beginning of chapter 19:
| Quote: |
PROBLEMS FOR ESL/EFL STUDENTS
Why do sentences with indirect objects sometimes cause problems for ESL/EFL students? First of all, students must be able to sort out whether a given verb takes an indirect object preceded by a to, for, or of when the indirect object occurs in a prepositional phrase. Then they must learn which English verbs permit indirect object alternation. Those students whose native languages allow the indirect object to occur rather freely next to the verb (e.g., French and Spanish) may produce ungrammatical sentences such as "*John opened me the door" instead of "John opened the door for me." Many students will be confused by the fact that one of two verbs with similar meanings does not allow the indirect object to occur next to the verb. Thus by analogy with "He told me the answer" students will incorrectly produce "*He said me the answer." In fact, according to Mazurkewich and White (1984), children acquiring English as their first language also seem to have some problems learning all the constraints on indirect object alternation. |
Last edited by fluffyhamster on Thu Dec 30, 2010 10:06 pm; edited 2 times in total |
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Dedicated
Joined: 18 May 2007
Posts: 972
Location: UK
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| Posted: Wed Nov 24, 2010 6:21 am Post subject: |
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Tina,
With reference to the sentence " Sharon's boss is always complaining"
I would mention that something which is always happening, happens often, but is unplanned.
eg. I'm always losing my keys
My neighbour is always giving me little presents
He's always borrowing money.
Compare that with:
When Fred comes, I always meet him at the station. (planned meeting)
I'm always meeting Fred in the supermarket. (unplanned)
The use of the present continuous (I'm always...) expresses an emotion, especially criticism.
eg. She's always teasing me about my clothes.
Keep up the good work! |
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tina20
Joined: 01 Jul 2010
Posts: 49
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| Posted: Wed Nov 24, 2010 3:56 pm Post subject: |
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Thanks for your responses fluffyhamster and Dedicated!
Last edited by tina20 on Sun Jan 30, 2011 5:36 pm; edited 1 time in total |
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tina20
Joined: 01 Jul 2010
Posts: 49
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| Posted: Fri Nov 26, 2010 6:45 pm Post subject: |
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EDITED
Last edited by tina20 on Sun Jan 30, 2011 5:35 pm; edited 3 times in total |
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fluffyhamster
Joined: 13 Mar 2005
Posts: 3292
Location: UK > China > Japan > UK again
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| Posted: Fri Nov 26, 2010 11:39 pm Post subject: |
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I was rather under the impression that the BC prefers applicants with a year or two of teaching experience, but the best thing obviously would be to take a good look at any current vacancies (those for example that follow on from links such as the following: http://www.eslcafe.com/joblist/index.cgi?read=22309 ) and see what each specifically requires. Anyway, regarding the pay, I had a quick browse through one of vacancies (for Thailand) at the very top of the actual BC list and they do eventually mention the salary range, which has always been somewhat better than the average (e.g. private language mill gigs) for each particular location.
The downside I imagine would be that one would be expected to teach in rather prescribed (i.e. "recommended") ways all the time, so it might end up feeling like you'd never quite graduated from the observed teaching-practice classes of the CELTA. But doubtless there are enough people who have actually applied and worked for the BC and "got so much out of it!" that they would unhesitatingly recommend that you do the same. 
Last edited by fluffyhamster on Thu Dec 30, 2010 9:49 pm; edited 2 times in total |
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tina20
Joined: 01 Jul 2010
Posts: 49
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| Posted: Sat Nov 27, 2010 1:24 pm Post subject: |
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EDITED
Last edited by tina20 on Wed Nov 16, 2011 8:12 am; edited 2 times in total |
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fluffyhamster
Joined: 13 Mar 2005
Posts: 3292
Location: UK > China > Japan > UK again
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| Posted: Sun Nov 28, 2010 1:10 am Post subject: |
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| Well, if your tutor is hinting that he can help get you in with the BC with a glowing personal recommendation or whatever, then perhaps take him up on the offer - I mean, it will probably get your career off to a better start than passing on it would! |
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