Second Language Learning
Chunking
So, what is so important about moving from vocabulary to adverbials phrases, complements and objects such as “on the way”, “one night”, “from outer space”, or even “a monster from outer space”? Here lie examples of chunking of words and the Lexical Approach. The principles of the Lexical Approach have been around since Michael Lewis published ‘The Lexical Approach’ in 1993.
The principles of the Lexical Approach have [been around] since Michael Lewis published ‘The Lexical Approach’ [20 years ago]. [It seems, however, that] many teachers and researchers do not [have a clear idea of] what the Lexical Approach actually [looks like] [in practice].
All the parts in brackets are fixed or set phrases. Different commentators use different and overlapping terms – ‘prefabricated phrases’, ‘lexical phrases’, ‘formulaic language’, ‘frozen and semi-frozen phrases’, are just some of these terms. We use just two: ‘lexical chunks’ and ‘collocations’.
‘Lexical chunk’ is an umbrella term which includes all the other terms. We define a lexical chunk as any pair or group of words which are commonly found together, or in close proximity.
‘Collocation’ is also included in the term ‘lexical chunk’, but we refer to it separately from time to time, so we define it as a pair of lexical content words commonly found together. Following this definition, ‘basic’ + ‘principles’ is a collocation, but ‘look’ + ‘at’ is not because it combines a lexical content word and a grammar function word. Identifying chunks and collocations is often a question of intuition.
Here are some examples.
Lexical Chunks (that are not collocations)
by the way
up to nowupside
upside down
If I were you
a long way off
out of my mind
Lexical Chunks (that are collocations)
totally convinced
strong accent
terrible accident
sense of humour
sounds exciting
brings good luck
Classroom Management
The topic I have chosen for this essay is ‘the teacher’s presence/manner’. The reason I have chosen this topic is that during the SIT course I have noticed a few inconsistencies in my manner/presence. These issues have been picked up by my peers, the instructors, and me. I am pleased to say the issues that made me choose this topic are not problems. They are just points that need refining for me as an English teacher and I hope by explaining them will bring a better understanding of my classroom management. I have also embedded in the essay, the topic of challenging the students for the purpose of education. I also would also like to explain that I have been teaching an upper intermediate group of students ranging from level 9 to level 15. I would like to talk about my presence and manner in relation to dealing with certain levels of English. Basically, the teacher’s manner and presence should be natural and the voice natural but befitting the level that the students are, thus challenging them.
The main issue that I have come to find out in this course is my voice that seems a bit unnatural and modified for ESOL students with broken-up sentences and not complete sentences. I realize that as a teacher your voice is not only to transmit information, but also mood atmosphere, and emotion for the students. This is why I have come to recognize this subject through the impact of others, which has made it a learning experience. I think that my peers and instructors have dealt with the issue very encouragingly. I had one lesson where I had to give a warmer. I was observed and given feedback. During the feedback, I was asked about my voice and why I spoke slower. I had to admit that I really did not know. It was also commented during feedback that I spoke like this outside the classroom. In the feedback session, I was also told by my instructors that I needed to lift my voice up although it could be fine for instruction there were still not complete sentences, which lost intonation. I must have never really thought about that much because I had another lesson this time a bit longer and once again I repeated myself with the slower talking as if the slower I talk the easy it is to understand. I think as a quick observation that I may speak slower to make sure I am understood although I have no proof that there are problems speaking faster. I think with clear instruction at a smooth pace, I can, once finished talking, step aside to allow the students to construct their own knowledge and understanding without slowly rabbitting on. Also with this understanding, I can be a skillful teacher who uses his voice and knowledge to enhance students’ participation and understanding.
Anyway back to my second lesson this time fifty minutes long. Again it was noticed my language become a little unnatural. I wasn’t using contractions or connected speech. It was commented that I speak normally to my peers so why don’t I speak to my students the same. This was good feedback for me. It was at this stage of the course that my voice and instruction in class became a focus of mine to understand why I did speak slower without complete sentences. I was asked if I had only done lower-level learners. This is true and I have been teaching kids of twelve and thirteen recently. So I think maybe this point was true. Maybe, I had got into a rhythm of using basic language that I never knew was fixed. So, I am glad this was pointed out to me. I guess you could also say that I may think that the students are unaccustomed to thinking critically and unable to learn difficult material. I think you must learn that the students know a lot more than they are given credit for.
Now I have recognized I have an issue to tackle I have dealt with it by becoming more aware of the situation. I haven’t shouted across the room but I have quietly mentioned it to a few people and during feedback, I have listened to my peers discuss it. The first thing I think of is the keyword ‘variety’. Variety for my voice because, If I can use my voice along with a number of parameters like volume, pace, pitch, and modulation, this will hopefully with practice make my voice more interesting. I think becoming more conscious of the issue of voice sound and facing up to it instead of denying it will make for a more relaxed classroom with good performances from the students and me because the language and instructions are clear. Moreover even simple exercises like stretching the muscles controlling the aperture in the back of my throat I think will work.
Also, I think now and in further lessons, I will limit my language to what is needed and be sensitive to what I am saying. I think that language can play a big part in how you are perceived by people and I would not like the upper intermediate group to think that I am not devaluing their level of English. I think that a teacher can dominate quite unintentionally. I would like to think that I respect the students’ level of English and I am appropriate to it. One of the steps I can take in the pursuit of getting the more natural verbal sound is to recognize students’ knowledge and experience. I should realize my talking and likewise, the students talking helps their understanding and knowledge. I should also like to point out that their knowledge is not so much given and received as constructed by themselves individually and collectively which is more of a reason to make my instruction clear and limit teacher talk time.
A few final points with regards to feedback I think my instructors have responded well and given me clear examples of the issues that need dealing with. I think they noticed that you could become a bit disoriented with the language, which is not natural. If the language doesn’t flow I think the lesson will become a bit stilted.
To conclude I think that some of the points raised in my essay not only have a bearing on me but also on the students who see and hear when my voice/manner/presence is employed constructively to inspire to help them find their own voices, to model a commitment to eloquent speech, and to honor the individual and collective knowledge that students invariably hold.
SIT TESOL – What I should teach, and how should I frame my objectives?
Reflection on the Article
(365 words)
I would just like to reflect on an article with some of the sentences I picked out that I thought summed up the attitude to have in a teaching experience.
1. ‘The quality of that thinking (about objectives) is what makes the difference’.
Again, as I have said in my other reflections these sentences are great facts that if remembered would always pay dividends. I think that the amount of time you put in the amount of satisfaction you will get out of the class. There are many points to think about and you would only be letting yourself down. However, not only by thinking but also it is the degree of excellence, you can achieve from the quality.
2. ‘If I am thinking in terms of activities I am concerned with management. My focus is on giving directions and having everyone engaged’.
100 percent concentration in a class is hard but to have everyone engaged with clear objectives is able to be achieved. I mean that if the students have that focus and know what is to be done objectives can be reached. This also leads to management where the activity is set up properly and modeled and the students know what to achieve. That little bit of planning and giving direction can help so much.
3 ‘Fun doesn’t mean necessarily equal learning’.
This goes with number two that even though you have set the activity up correctly and it is fun, your clear objectives that the ‘students will be able to …..’. may have not been met. This of course can be checked to see if you have reached your objectives. Just because they are laughing is their English any better than when they came in the door?
4. “Time tables are flexible and what’s important is that the students learn well, even if less is covered’.
This relates to a lesson plan that will have time on it. You think the lesson will take this long. However, again you don’t know how the students will act. You could find yourself teaching them and not achieving your goal of finishing your lesson plan. The important fact is: did they learn all the way through?
SIT TESOL – Reading On Language Acquisition
(573 words)
Reflection on an Article
To begin with, I thought this article was a fascinating read and made me want to know more. I say this because an ESL instructor can be a fantastic teacher but how does he/she know if the students are ‘acquiring the language’ how they should which is natural and not forced? I think this article alludes to the point of ‘acquiring language’. I use the word ‘acquiring’ because the article refers to this entirely through the text. One of the salient points from the article I remembered was about children’s acquisition of a language. The article says ‘children, in natural settings, learn language rapidly and without formal instruction’. It makes me think that children are not given formal education when they are very young yet they acquire their language. It makes me think of some Thai schools where they barrage the students with grammar that is in such a formal setting that doesn’t leave any room for talking. The students are very good at grammar but cannot speak. Furthermore, if the students are not relaxed in the classroom (the setting) the teacher cannot expect them to learn. You would hope they learned their second language the same as their first language in a natural way that children never felt the language was hard or pressured.
The classroom as a setting I think should not be a place that is far from reality such that students can only speak in the classroom not outside where it is most important. I think that as a teacher the authenticity of the teacher’s teaching and the classroom has to be right so as to enlighten the learning experience. I allude to an issue from the article which states ‘ people often learned second languages through grammar study so the similarity between natural, childhood, first language acquisition and later second language acquisition were not apparent. I think this makes me aware that creating a real classroom experience is a must for the students. The use of real objects, pictures, situations, etc to get the feeling that the students will use this language outside the classroom is a must.
One of the authors quoted in this article, Stephen Krashen whose ‘acquisition theory’ is used in teaching, states that ‘language learners need language ‘input’ which consists of new language along with clues as to what the language means’. I guess as a teacher you should follow this path that allows the students to speak in class while giving them that little bit more to expand their language. The teacher should build on what the students already know.
I think this normal delivery of speech and with ‘hands on’ language acquisition experience facilitates the natural learning process. If you remember when you were a child and your parents never really gave you formal education in language acquisition, this article refers to this point as ‘comprehensible input that naturally supplies their children: it is slower and simpler, it focuses on the here and now, it focuses on meaning over form, and it extends and elaborates on the child’s language’. I think the students should not be treated like kids but from the views of this article, you should allow the students to speak and acquire more language as they use their already known language such that the process will follow that the students will acquire more.
I think this was an interesting article and very thought provoking.
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