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Peace Corps Volunteer
On-going Language Learning Manual
Beyond hello
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VOLUNTEER ON–GOING LANGUAGE LEARNING MANUAL
Peace Corps
December 2000
Information Collection and ExchangePublication No. M0064
Reprinted: ________
iii
Contents
CONTENTs
I. IntroductionII. WhatSuccessfulLanguageLearnersDoIII. CulturalAspectsofLanguageand CommunicationIV. MotivationV. LearningStylesVI. SettingGoalsandLearningObjectiveVII. ALearningPlanforAnyTopicVIII. UsingaLanguageLearningNotebookIX. AssessingProgressX. LearningwithaLanguageHelperXI. UsingaTapeRecorderXII. SuggestionsandStrategies forCommunication Listening Speaking Reading Writing VocabularyBuildingandMemorization Grammar PronunciationAppendixA. TheLanguageLearner’sProficiencyScaleB. Betsy’sStory:ATeaTimeLessonC. CommonQuestionsaboutLanguageLearningD. FormalLanguageNotebookPagesE. DailyGrid(blank)F. Bibliography
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ACkNOwLEDGMENTs
ThiscurrentpublicationisbasedonapriorPeaceCorpspublicationSelf–Directed Language Learning: Strategies, Tips, and Techniques.
ManyPeaceCorpsstaffandVolunteershavecontributedtothedevelopmentandglobalfieldtestingoftheVolunteer On–going Language Learning Manual.
ThePeaceCorpsappreciatesthesuggestionsandfeedbacksharedbyLanguageCoordinatorsandtrainingstaffineachofthePeaceCorpsregions,andtheeffortsofallthosewhoparticipatedinthisprocess.
I. Introduction
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I. INTRODUCTION
Tomanyofus,itmayseemthatsomepeoplearebornwithagiftforlearninglanguages,whileothersseemburdenedwithapoormemory.Butfortunatelyornot,thosedescriptionsapplytoonlyatinypercentageofadultstacklinganew language.Although language learning sometimesseemslikealongandcomplextask,nearlyeveryonecandoitandmostfinditenjoyableandrewarding.ThousandsofPeaceCorpsVolunteerswilltellyouthesamething.
I tried learning from vocabulary lists, but that did not work. I had to try to learn the words I was actually hearing and needed.
– PCV
How THis Book Can Help
Thisbookwillhelpyoufigureouthowyoulearnbestandhowyoucancapitalizeonthis.Forinstance,tobeasuccessfullanguagelearner,youshould:
w beinvolvedinlearninginsideandoutsideofclass;
w takeresponsibilityforyourlearning;
and
w rememberthateveryonelearnsdifferently.
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This book will help you:
w identifyandreflectonyourlearningstyle,attitudesandmotivation;
w organizeyourlearning;
and
w experimentwithavarietyofstrategiesandtoolsforlearningalanguageonyourown.
Itisnotnecessarytoreadthroughtheentirebookfromstarttofinish.Rather,youshouldselectthechaptersthatmeetyourneedsatthemoment.Nosinglebookcanpossiblyprovideeverythingyouwillneedtolearnalanguage,soyoushouldalsobeusingothermaterials,especiallyonesaboutthelanguageyouarelearning.BooksavailablefromPeace Corps in your In–country Resource Center canhelp,too,solookoverthetitlesinthebibliographythatconcludesthisbook.
II. What Successful Language Learners Do
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II. wHAT sUCCEssFUL LANGUAGE LEARNERs DO
Finding out how successful language learners go aboutlearningcanenhanceyourownlearningofanother language.Reflectingonhowyoulearnandcomparingnoteswithotherlearnersarejustasimportantasstudyingthelanguageitself.
Successfullanguagelearnersdonotallusethesamestrategies,buttheydohaveafewthingsincommon.
1. Ambiguity:Successfullanguagelearnersareabletolivewithalotofambiguityineverydaysituations.
2. Trust:Effectivelanguagelearnersbelieveandtrustthepeoplearoundthem;theytrustthatthosepeoplewillhelpthemunderstandandbecomeapartofwhatisgoingon.
3. No definite answers: Successful language learnersarecomfortablewithmanyshadesofgray.Theyrealizethatwhatisrightorwrong,linguisticallyorculturally,isoftendeterminedbythesituation,notbyanironcladrule.
4. Community involvement: Effective languagelearnersparticipateinthecommunityandinteractinthelanguageasmuchaspossible.
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In America, I am basically a shy person, but I found that I had to break out of my shell and be more outgoing if I wanted to learn the language.
Much to my surprise, I found it was fun and really helped me to learn. I discovered a whole new me! – PCV
Successfullanguagelearnerssocializewheneverpossible.In fact, they sometimes see socializing as key to theirlanguage learning.Theygive themselvesa reason tobewithpeoplesothattheycanbeexposedtothelanguageandculture.
II. What Successful Language Learners Do
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Following are some strategies for interacting in yourcommunity. Check off (4) the ones you would like toexplore.
q Invent an excuse to drop in on friends—to get airfor your bicycle tires, maybe, or to tell them somenews—thenusethatopportunitytohang outandbeexposedtothelanguageandculture.
q Attendsocialevents.Learnhowtositforlongperiodsoftime“justlistening.”Youmayfindthatthisisactuallyagoodwaytospendtime—that“being”isasvaluableawayofspendingtimeas“doing.”
q Find a family to “adopt” and get involved in youradoptedfamilymembers’lives.
q Talk to the senior members of the community tofindoutwhat lifewaslikebefore.OneVolunteersaid,“Thiswasahugemotivationforme.Iwantedto learnmore languagesoIcouldunderstand theelders’stories.”
q Getinvolvedinwhateverisgoingonaroundyou.Gofishing,attendreligiousservices,takedancelessons.Thepossibilitiesareendless.
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III. CULTURAL AsPECTs OF LANGUAGE AND COMMUNICATION
Knowingalanguagewellisjustpartoflearninghowtocommunicatewith thepeopleofyournewcountry.Notonlydoyouhavetolearnthepartsofthelanguage—thenewsounds,words,andgrammar—youhavetolearnhowtousetheminaculturallyappropriateway.Cultureandlanguagearecloselyintertwined.Ourcultureinfluencesthewayweviewtheworldandthewordsweselecttodescribeit.Ittellsushowtobehavewhenweinteractwithotherpeopleandhelpsformournotionsof“right”and“wrong.”Itestablishesrolesformalesandfemales,foreignersandnatives,adultsandchildren.Theserulesandrolesinfluencehowwecommunicate.
Inanyconversation,oneof these two purposes usually dominates,but generally they aremixed. We try to establishafriendlysocialrelationship throughsmall talkandcourtesyexpressions even whenall we need is to get ashoerepairedortogivedirections.
Thebalancebetweensocialandbusiness–relatedtalkinaninteractionvariesgreatlyacrosscultures,andbetweenruralandurbanareaswithinaculture.When planning your activities, keep in mind the social purpose in busi-ness settings.Timespentchattingwiththeshopkeepersor
BUsINEss: carrying out a task such as buying a can of vegetables, getting information about planting crops, or asking to borrow a neighbor’s hammer.
sOCIAL: establishing or maintaining a relationship through small talk, gossip-ing, or telling a joke.
III. Cultural Aspects of Language and Communication
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peopleinthegovernmentofficebeforeaskingyourbusinessquestionswillcontributegreatlytoyourgettingwhatyouneedinapleasantway.Asanewcomerandanoutsider,itisuptoyoutoestablishrapportandbuildrespect.
Peoplevarywhattheysayandwhattheydotogettheirmessageacrossaccordingtowhotheyarewith,wheretheyare, andwhat theirpurpose forbeing together is.For example, there are many more words and phrasesthan“hello”togreetsomeoneinEnglish.Youmightsay“Hi”toachildyouknow,ornothingtooneyoudonotknow;“Howisitgoing?”toaclosefriend;and,amoreformal“Goodmorning,Dr.Jones,howareyoutoday?”toyourboss.Butifyouseeyourbossontheweekendatthebeachoratthemallyoumightsaysomethinglessformal,suchas,“Hi,howareyou?”or“Nicetoseeyou.”Or,ifyouareashyperson,youmightjustsmileandnodyourheadpolitely.
There is more than one word for “you” in some languages—tu, vous, inFrench;tú, usted, inSpanish.Tousethemproperly,youmustknowwhenitisappropriateto
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useeachform,underwhatcircumstances,andwithwhom.Todothis,youmustknowabouttheculturalsystemandsocialnorms.
Inordertobepoliteyoutrytochoose
words
phrases
non–verbal gestures
thatareculturallyappropriate.Asyourlearningadvances,youwillfeeltheneedtobecomemoreconsciousandcarefulinmakingthesechoices.
Anotherimportantrelatedaspectofcommunicationisthe use of gestures, facial expressions, and body language.Muchofwhatsomeoneis“saying”isinthegesturesandmovementswhichaccompany(andsometimesreplace)theactualspokenwords.Thesealsomayhavebotha“business” purpose (pointing to indicate, “I want this one.”)orasocialone(usingeyecontactortouchtosay,“Iampleasedtobetalkingwithyou”).Carefulobservationtolearnsubtlenon–verbalinformationcanbeasimportantaslisteningforverbalnuances.
IV. Motivation
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IV. MOTIVATION
What do you think motivates successful languagelearners?
wWordlists?
wGrammarbooks?
wSelf–studyworkbooks?
wGoodintentions?
Inreality,youhavetowanttolearnthelanguageandtowanttolearnit,youneedtohave:
w motivationtolearn
wself–confidence
w apositiveattitude
Beginbyreflectingonyourreasonsandneedfor learningthenewlanguage.AsaPeaceCorpsVolunteer,howimportantisitforyoutolearnthelanguage?Islearningthelanguageoneofthethingsthatmakesyouspecial,thatsetsyouapartfromotherwell–intentionedforeignersinthecountry?Haveyoufoundthingsaboutthepeoplethatyoulike?Howmuchmoreoftheirperspectivedoyouwanttounderstandormakeapartofyourown?
Another key factor for maintaining your motivation ismaintainingyourself–confidenceinyourselfasanintelligentadult.Ittakesakindofcouragetoapproachstrangersandaskthemquestionsinthenewlanguage,knowingthatyouarelikelytomakemistakes.Fearofspeakingtostrangers,especiallyinaforeignlanguage,isnatural—weallexperienceit.Thetrick,however,istolearnwaysto
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dealwiththefearandtheotherfeelingssothattheydonotinterferewithyourlanguagelearning.Althoughattimesitmightfeellikeit,youhavenotbecomeachildjustbecauseyouarelearninganewlanguage.
I feel great when I can speak a little or make a connection–just to be more a part of the culture and know what is going on. – PCV
IV. Motivation
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aTTiTude
Here are 10 tips forfinding andmaintaining a positiveattitude—andyourmotivation.
1. Maintain a sense of humor. In the course oflearninganewlanguage,onedoesandsayscountlessthingsthatappearsilly,puzzling,andstrangetothenativespeaker.AsoneVolunteernoted,“ThepeopleinmyvillageareusuallysurprisedwhenIspeakthelanguage.Sometimestheylaughatme,butIamokaywiththat.”
2. Do things you enjoy!Lookforthingstodoinyourcommunitythatyoulike to do in the United States,likeplayingsports,playingcards,ortakingdancinglessons.Learningtheminthenewlanguagewillimproveyourlanguageskills,too.
3. Picture yourself functioninginyournewcommunityasanadult,inthesamewayyoufunctionathomeinyourowncommunity—talkingeasilywithfriendsandneighborsabouttopicsofmutualinterest,doingthingsinyoursparetimewiththemthatbringyoupleasureandmakeyoufeelliketheadultyouare,insteadofthechildyousometimesfeellike.
4. Try not to worry about making mistakes—theyare a natural part of the learning process. In fact,welcometheopportunitiestheypresentforlearning.Amistaketellsusexactlywhatwedonotknowandneedtoworkon.
5. The strongest motivation will wane at times.Expectittohappen,butbereadytodealwithitwhenitdoes.Trychangingsomethingsinyourroutine.Trydifferentlearningtechniques.Keepremindingyourselfthatyoucanlearnthelanguage.
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6. Try to view life in the new country as a big puzzle to be solved, and then go about solving it.Becomeadetectiveandcrackthesecretcodeofthelanguageandculture.Makeitfun!
7. Think in terms of doing what you want to do to learn the language,notwhatyouorsomeoneelsethinksyoushoulddo.Makereasonableplansanddothemaswellasyoucan,consideringtheotherdemandsonyourtime.
8. Similarly,do not let competition divert you fromthetaskoflearningthelanguage.ItdoesnothelptocompareyourselfwithotherVolunteersinyourgroup.Instead,challengeyourselftomasternewaspectsofthelanguageandtofindwaystodobetterthanlasttime.
9. Try to relaxinsituationswherethelanguageisbeingspokenallaroundyouandyoudonotunderstandmuch.Useitasanopportunitytoworkonthesoundsofthelanguageorlistenforspecificwordsorphrases.
10. Nothing improves motivation like success and reward for accomplishment.Tryfollowingsuggestionsinthisbookformanagingyourlearningandtrysomeofthelearningstrategies.Thengiveyourselfatreatwhenyoureachagoalormanageadifficultlanguagesituation.
V. Learning Styles
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V. LEARNING sTYLEs
Doyouknowyourpreferredlearningstyle?Togetasenseofwhatyourlearningstyleis,dotheexercisebelow.
Supposethatyouareatapartysurroundedbypeoplewholook,act,andspeakdifferentlyfromyou.
Yes NoDo you decide to sit back, observe, listen carefully, take your time and learn from watching what others say and how they act?
Do you ask yourself questions and make guesses about what is going on based on what you see and hear? Do you wait to say something until you are pretty sure you will not make any errors?
Do you experiment with things you have learned in other situations in an attempt to communicate in this new situation? Do you wish you could see the new words you are hearing in writing?
Do you jump right in and begin talking to the people at the party and sharing in the activity even if your language is pretty minimal?
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Eachoftheabovequestionsrepresentsadifferentlearningstyle.Languagelearningstylesarethegeneralapproachesthatweusetolearnanewlanguage.Eachofusisuniqueandlearnsinthewaythatsuitsusbest.However,bybeingawareofhowweprefertolearnandofotherpossibleways,wemaybeabletoimproveourlearningbycapitalizingonourstrengthsandacceptingorimprovingourweaknesses.None of these are “right” or “wrong”; they are simplywaystolearn.
Toidentifyyourpreferredlearningstyle,andtoseeotherpossibilitiesforyourself,answerthequestionsbelow.Asyouconsidereachquestion,youmightfinditusefultorefertothedescriptionsonpages15–16.
1. DoIfocusondetailsoronthe“Big Picture”?
_________________________________
2. DoIhaveavisual,auditoryorkinestheticpreference?
__________________________________
3. Ismypreferredstylemoreabstract,randomandintuitiveorisitmoreconcrete,organizedandsequential?
__________________________________
4. Islanguagelearningagameorataskforme?
__________________________________
V. Learning Styles
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Focus on the details, or the Big Picture?
Peoplewholiketofocusondetailsprobablyliketoanalyzethelanguage.HowdoesthenewlanguagecomparetoEnglish?Whataretherulesforformingthepasttense?Whatistheappropriatewordorderforadjectives?Theytendtowanttouseadictionarytofindthemeaningofnewwordsratherthanguessthemeaningfromcontext.Theydonotliketomakemistakes.Thosepeoplewhoseethebigpictureliketoputthemselvesinsocialsituationswheretheycanusethelanguage.Theydo not worry about grammatical mistakes and they arehappytoguessthemeaningandparaphrasewhentheydonotknowtheexactwordtheywanttouse.Mistakesdonotbotherthem.
Are you a Visual, Auditory, or kinesthetic Learner?
Visual learnersliketoseethingsinwriting,andassociatemeaningwithwhatthewordslooklike.Theymaybegood at figuring outmeaning fromgestures and visualcontext, butmayhavedifficulty conversingwhen thereis littlevisualback–up toconveymeaning(as inphoneconversations).
Auditorylearners,ontheotherhand,donotneedmuchvisualinput.Theyliketolearnbylisteningtoconversations.Theyaregoodlearnersoftonelanguagesandsensitivetodifferencesinpronunciationandtoneofvoice.
Kinesthetic learners like hands–on learning: acting inskits and role plays, doing activities that accomplishsomething,orworkingwithrealobjects.Theylearnbest
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while doing something else (in the language), such asplayingsports,singingsongs,orwhilehelpingtopreparedinnerwithafriend.
Abstract, Random, and Intuitive, or Concrete, Organized, and sequential?
Lookatthefollowingcharttoseethedifferencesbetweenintuitivelearnersandsequentiallearners.
Language Learning: a Game or a Task?
Somelearnersapproachlanguagelearningasagame.Theyenjoy participating in open–ended communication andthereforedonotworryaboutmakingmistakesorpayingconsciousattentiontowhattheyarelearning.Otherlearnersapproachlanguagelearningascompletingatask;theyfrequentlyliketoplanandorganizetheirlearningandthenevaluatewhattheyhavelearned.
The most successful learners are ones who can combine
characteristics of more than one learning style.
Intuitive learnerspreferto:
Jumprightintoanewsituationandaccomplishatask.
Figureoutthemainprinciplesofhowthelanguageworkswithoutbenefitoftherules.
Sequential learners preferto:
Learninasetorder,slowlyandsteadily.
Betoldfactsaboutthelanguage.
Intuitive Learners vs. sequential Learners
VI. Setting Goals and Learning Objectives
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VI. sETTING GOALs AND LEARNING OBJECTIVEs
Nowthatyouhaveexploredyourlearningstyle,thenextstepistodecideonwhatitisthatyouwouldliketolearn.Followingaresomequestionstogetyouthinkingaboutyourlanguagelearninggoals:
1. Whatdoyouwanttobeable to dointhenewlanguagethatyoucannotdonow?
2. Whodoyouwanttobeable to talk to,where,and
why?
3. Towhatextentdoyouwantorneedtobeable to read and write?
4. Whatisyourlong–term goal?
5. Whatareyourshort–term objectives?
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Settinggoalsisimportantsothatyoucanmeasureyourprogress,anddeviseasystemforevaluatingyourself.
Whatisyourmain reasonforlearningthelanguage?MostPeaceCorpsVolunteerswanttolearnalanguagetobeabletodotheirjobsbetterandtobecomeapartofthecommunitiestheylivein.Inordertocreateyourownlanguagelearningprogram,youneedto:
w determineyourgoal;
w choose the topic(s)youwould like to focuson;
and
w narrowdownyourtopicorobjectivesothatitismanageable.
VI. Setting Goals and Learning Objectives
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The following Daily Activities Grid will help you identify the main goals, topics and objectives for your language learning.
Daily Activities Grid
TheDailyActivitiesGrid(Wenden,1996)canhelpyoureflectonthesettingsinwhichyouinteractwiththelocalpeopleinyourcommunity/site.
AnexampleofaweekinthelifeofoneVolunteerintheRepublicofKiribatiisgivenbelow,withthesituationsinwhichsheneedstousethelanguageitalicized.
Directions
1. Fillinthegrid(copyorenlargeit,asneeded).Foreachdayandhouroftheweek:
a. Writewhereyouusuallyareateachofthetimesstated (change the hours to fit your own dailyroutine).
b. Circleorhighlight(initalics,onthesample,below)thesituationsandtimesofdaywhenyouneedtouseyournewlanguage.
2. Reviewthegridtoidentifythesocialsettingsinwhichyouneedtoimproveyourlanguage.Thenselectthesettingsinwhichyoufindyourselfmostoftenorthoseareaswhereyouwanttoworkonyourlanguage.
3. Answerthequestionsbelowforeachofthesettingsthatyouwanttoworkon.
➱ Whoistypicallyinthissetting?
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➱ Whathappensinthissetting?
➱ Whatdoyoudointhissetting?
➱ What language skills are you required to use?(i.e.,listening,speaking,writing,reading)
VI. Setting Goals and Learning Objectives
2�
➱ What are the topics of conversation in thissetting?
➱ Howdoyouusuallyfeelwhenyouareinteractinginthissetting?
➱ Forwhatpurposesareyouexpectedtouse(speak)the language in this setting? (Where are yourstrengthsandweaknesses?)
➱ Whatdoyouneedtounderstandinthissetting?(Whereareyourstrengthsandweaknesses?)
➱ Listanybehaviorsorcustomsinthissettingthatyoudonotunderstandorfindstrange.
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VII. A Learning Plan for Any Topic
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VII. A LEARNING PLAN FOR ANY TOPIC
Onceyouhaveidentifiedyourgoalsandthetopicsyouwillfocuson,youarereadytocreatealearningplan.
learning plan sTeps in a nuTsHell
1. Decide what to learn
a.Assessyourneedsb.Setgoals
2. Develop a lesson
a. Withaninformant:createadialog,learnasong,listen toastory,describepictures,questionandanswer,etc.
b. Onthespot:i. Focusattention:WhatshouldIpayattentionto?ii. Comprehend:HowcanImakesenseofthis?iii. Remember:HowwillIrememberit?
c. Checkforaccuracy
3. Practice
a. Withaninformant:“classroom”activitiesb. Onyourown:listentoconversation,usekidsas
teachersortopracticewith,makesentences,etc.
4. Apply it in the community
5. Evaluate
a. DidIgetit?b. Didmyapproachwork?
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Thischapterwillhelpyouplanlanguagelessonsforyourselfaboutalmostanytopicthatinterestsyou.Intheprocessyouwillplaytherolesofcurriculumdeveloper,teacher,andlearner.Asthecurriculumdeveloper,youwilldecideonthetopicandsetagoal.Astheteacher,youwillneedtoselectthelanguagematerialthatisthecontentofthelessonandsetuppracticeactivitiesforyourself,thelearner.
BasiC sTeps for language lessons
1. Identifywhatyouwanttolearn.
2. Prepareforthetaskbyusingresourcebooks,reflectingonwhatyoualreadyknow,askingforhelpfromyourlanguagehelperand/orlisteningtoanativespeaker.
3. Developyourlesson.
4. After some rehearsal,goout anddo the task in theactualsituation.
5. Evaluateyourlearningexperience.
Thesestepsareattheheartoflearningalanguageonyourown. Followingthemwillallowyoutolearnthelanguageyouneedatthetimeyouwant,whenyoufeelreadytolearnit.Inaddition,andperhapsmoreimportantly,youstayincontrolofyourlearningandyourownsuccess—thekeytomaintainingmotivation.
VII. A Learning Plan for Any Topic
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step One: Decide what to Learn
Asyoubegintoidentifypossibletopics,thinkaboutthefollowingquestions:
➱ What immediate communication needs do youhave?Whatdoyouneedtobeabletosayorunderstand inorder toget somethingyouneedoraccomplishatask?
➱ Are there situations inwhichyoudonot feelcomfortableortendtoavoid?Whatsituationsarethey?
➱ Arethereanypeopleyouwouldliketounderstandbetterorbeable tocommunicatewithmoreeffectively?Whoarethosepeople?
After reflectingonyour communicationneeds, you arereadytowritealearningobjective.Bespecificandbreakitdownintomanageableparts.Forexample,“participateinameeting”istoogeneral.Youmightdivideitinto“greetpeopleappropriately,askatleastonequestionaboutthemaintopic,andcomplimentthefoodservedatbreak.”Infact,thesecouldbeobjectivesforthreeseparatelessons.
step Two: Develop Your Lesson
Thissectiondescribestwopossibleapproachestodevelopingalanguagelesson:
1. Getting help from a language helper: Youworkwithanativespeakertocreateandpracticealesson.
2. Learning on the spot:Lessonscanbebasedonreal–lifesituations(i.e.listentoothersandtrytorememberwhattheysaid).
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Developing a Lesson with a Language Helper
The followingchecklist outlines steps fordevelopingalessonwithalanguagehelper.
4 Createalanguagesample:Writedownpossibilitiesasadialogue,aconversation,or a series of questionsyou plan to ask, and theanswers you anticipatehearing.
4 Discuss the situationwithyourhelp(i.e.,thesetting,who is there, and whatpeoplearedoing.
4 Ask your helper, “Howwouldyousayitinthissituation?”withtheemphasison“you.”Thismeansthatyour helper will use authenticlanguageusedbyanativespeaker.
Throughout th is
discussion about
language helpers,
we re fer to the
helper as “she” to
avoid the awkward
use of he/she. Note
that it is probably
wise to have your
language helper
be the same sex
as you are , for
cultural and social
reasons.
4 Considerhowpoliteorformalyourlanguageneedstobeinthesituation.
4 Selecttheappropriatewordsandactionsforopeningandclosingyourconversation,formakingarequest,responding to an offer and so on.When doing so,consideryourperceivedstatus;thatis,howthepeoplearoundyouseeyou.Areyouseenasapeerorassomeoneofhighstatus?Areforeignersusuallyexpectedtospeakmoreformallythanothers?
4 Thinkaboutincludingsocialchit–chatinalessonthatisfocusedonabusinesstask.Forexample,ifyouneed
VII. A Learning Plan for Any Topic
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tobuyacanofbeefstew,donotstopwiththelanguageforaskingifthestorekeeperhasyourfavoritebrand.Inadditiontothisbusinesslanguage,addsomeconversationwiththeshopkeeperabouthisfamily,abouttheweather,orabouttheexpectedarrivalofanewsupplyofbeefstew.
4 Afteryouhavedevelopedalesson,checkitcarefullywithyourhelpertobesurethatwhatyouhavewrittensoundsaccurateandnatural.
Developing a Lesson “On the Spot”
A Volunteer in Tonga said that she was able to learn a lot of the language she needed for community meetings by visit-ing another Volunteer and sitting in on her meetings: “Then I am just the guest, and no one is asking me for opinions or expecting me to join in the discussion.”
To learn how to teach something to others, it would be a good idea to ask people in your community to teach you something first. As you learn how to prepare a local dish, do a dance or carve a paddle, you can be listening to the way your mentor gives instructions, corrects you or praises your skill.
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Thefollowingstepswillallowyoutodevelopalanguagelessononthespot,intheactualsituationwhereyouwanttoimproveyourlanguageskills.
1. Choosesettingsinwhichyoucanlistenwithoutpressuretoparticipate.
2. Listeninaveryfocusedwayandlistenforonlyafewspecificelements.
• Listenforkeywords:Trytocapturethegistofwhatyouarefocusingonoryouwillhaveanextremelydifficulttimerememberinganyofit.
• Listenfortransitionalwords:Dependingonyourobjective,youmayneedtoignorealotofwhatyouhear,andjust listenforcues that indicateanewtopiciscomingup.Similarly,listentolearnhowsomeoneconcludesatopicsothatyoucanspotthetransition.
• Lookforvisualcues:Payattentiontochangesinpeople’sexpressionsorotherbodylanguage,andrefertoanyotherhelpfulcues,suchasawrittenagenda for a meeting.The same strategies willhelpyoufigureoutthemeaningofwhatyouarehearing.
3. Usetoolstohelpyourememberwhatyouarelisteningto.Canyouuseataperecorder?Canyouwritethingsdown?(Youcouldpretendtobewritingaletterhomewhile listening to conversations at a lunch counter,forexample).Canyourepeatwordsandphrasesoverandoverinyourminduntilyouhaveachancetowritethemdownlater?
VII. A Learning Plan for Any Topic
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4. As soon as you can, write down the language youwanttolearnintheformofadialogueorconversation,sothatitisinasocialandculturallyappropriatecontext.
5. Checkyourlessonmaterialwithanativespeakertobesureitisnaturalsoundingandaccurate.
step Three: Practice
Yourmaingoalduring thepracticestep is tomemorizenewexpressionsandtolearnhowtosaythemsmoothly,withoutstumblingoverthedifficultsounds.Youwillalsowanttogetabetterfeelforwhatthesoundsmeanatthemomentyouarehearingthem—tohavethemeaningcomeautomatically.
Herearesometipstohelpyoupractice:
1. Repeat your dialogue or conversation out loud, orplaygamesthatrequirerepeatingthenewphrasesandvocabularyoverandoveragainuntilyoubecomecomfortablewiththenewsounds.Donotexpectperfectionduringonepracticesession.
2. Listencarefullytotherhythm,melodyandtoneofthelanguage.
3. Listen to thewaypeopleuse theirvoice toconveythemeaning.Askyourlanguagehelpertorecordyourlessonandtrytoimitateher.
4. Observe the way she uses her gestures and facialexpressionstogetthemeaningacross.
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5. Playlanguagelearninggamesforbuildingyourvocabularywithneighborhoodchildren,yourlanguagehelperoranotherfriend.
6. Role playyourlessonwithyourlanguagehelper.Putyour lesson into a complete, culturally acceptableexchange (anappropriategreetingat thebeginning,appropriatebehaviorthroughout,aleave–takingattheend—andappropriategestures).
Foradditionalpracticeideas,lookatthetechniquesandlearningactivitiesdescribedinChapterXII,“SuggestionsandStrategiesforCommunication,”onwriting,vocabulary,listeningandspeakingskills.
Remember—you do not have to use everything in your original plan or everything your helper may suggest. Decide for yourself what is a manage-able amount of new language to use each time you go out on your learning adventures. This is important for maintain-ing your self–confidence and motivation.
VII. A Learning Plan for Any Topic
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step Four: Apply It in the Community
Nowstepoutsideandputyourselfintoasituationwhereyoucanuseyourlesson.Planatimeofdaywhenpeoplewillbewillingtostopandtalk,orasituationthatisappropriatetothetopicofyourlesson.
Remind yourself of the phrases thatwillallowyoutocontrol the conversation when you have trouble understandingwhat isgoingonorwhenyouwant toendtheconversationpolitely.
Try it out more than oncewith different people sothatyoubecomeincreasinglycomfortableandconfident.
Take notes as you go along,ifthesettingandsituationpermit, about what the people said and what you thinktheysaid;also,makenoteofthingstheydidthatpuzzledorsurprisedyou.
step Five: Evaluate
The following are ideas for assessing the way you arelearningaswellaswhatyouarelearning:
1. Reflect on the experience.Ask yourself what youlearned and about how you learned it.Think aboutwhatworkedandwhatdidnot.
2. Reread the chaptersonlearningstylestogainmoreinsightsintowhathelpsyoutolearn.
3. Make a list of new words and phrasesyounowfeelyouhavemastered.Makeanotherlistoftheonesyouwishyouhadknownorbeenabletousemoresmoothly.Writedownanynewphrasesyouheardthatwerevariationsonwhatyouhadplanned.
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4. Note any pronunciation difficultiesyouhad.
5. Make a listofthingsthatsurprised,puzzled,orupsetyou,oringeneral,madeyoufeel“different.”Mostlikely, these involvedcross–culturalmisunderstandings.Describewhattheotherpeopledid,whatyoudid,howyoufelt,andhowyouwouldexpectsomeonefromyourculturetobehaveinasimilarsituation.Thenreflectonwhatyouthinktheunderlyingvalueinyourcultureisthatmakesyouexpectthiskindofbehavior(andnotexpectitinyournewculture).
6. Get together with your language helper.Showheryournotesandaskyourquestions.Discussthereactionsofthepeopletoyou—talkaboutwhathappenedthatmadeyoufeel“different.”Getherperspectiveonwhathappenedandcompare itwithyours.Workatunderstandingbetterwhythepeoplebehavedthewaytheydidandwhatitmeansintheculture.Talkaboutwhatyouwouldliketodoorsaydifferentlythenexttimeyouareinasimilarsituation,andgetyourlanguagehelper’sadvice.Youmight doarevisedroleplayorsomelanguagelearninggames,oraskhertorecordaneworreviseddialogueusingwhatyoulearned.
7. “Spiral” your topics.Revisit a topicyoucoveredearlier—evenonefromPre–ServiceTraining—witha freshperspective (andwidervocabulary) todoamorethoroughjob.Godeeperintothelanguageandcultureandusemorenaturalphrasesasyourlanguageabilityincreases.
VIII. Using a Language Learning Notebook
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VIII. UsING A LANGUAGE LEARNING NOTEBOOk
Most peoplefind that spending time reflecting on theirlanguage learning experiences and writing about them,howeverbriefly,canmaketheirlearningeasierandmoreeffective.Inaddition,yourlanguagenotebookcanbecomeapersonalrecordofyourtimeincountryandyourexperienceswiththepeopleyouworkandlivewith.
It is helpful to “writeyourownbook”andnotbecomedependentonatextbookorgrammarbooktodecidewhatyoulearn.Hereareafewideasaboutwhattowriteinyourlanguagelearningnotebookorjournalandhowtoorganizeyourthoughts.
general guidelines Thegraphiconthefollowingpageshowsthreebasictopics to include in your notebook—language, culture andlearning—as well questions to address when thinkingabouteachtopic.
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Eachtimeyouwriteinyournotebook,startbyreadingrecententries.Orwritefirst,andthenread.Lookforpatternsofbothprogress(tohelpyourmotivation)anddifficulties(forplanningfutureself–studylessons).
LEARNINGSLearningstrategiesyouhaveused:• Whathashelpedyourlearning?
• Whathashinderedyourlearning?
CULTURE
Non–verbalwaysofcommunicating,normsofbehavior,attitudesandvalues:
• Whathaveyoubecomeawareof?
• Whatdoyounowunderstandbetter?
• Whatwouldyouliketolearnmoreabout?
LANGUAGE
Wordsandexpressions,pronunciation
andgrammar:
• Whathaveyoulearned?
• Whathaveyounearlylearned?
• Whatelsewouldyouliketolearn?
VIII. Using a Language Learning Notebook
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ThefollowinggridisbasedontheworkofPeaceCorps/HungaryVolunteers.Rememberthatyoucanchangethecategoriesifyouwantto.
Accomplishments Not sure yet
Vocabulary Words, Sentences, Context Expressions
Sentences/sentence Ineededtosay...pattern
Culturalawareness Commentsaboutlearningandrelated techniquesthatseemlanguage tohavebeeneffective
HowIfelt/my QuestionsIamleftwithemotionalstate
VIII. Using a Language Learning Notebook
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using Your noTeBook wiTH a language learning Helper
The following are steps you can use when using yournotebookwithalearninghelper.Usecheckmarks(4)tohelpyourecordyourlanguagelearningprocess.
r Aftereachself–studylearningplan,recordyour“actionplan”forlanguage.Whatarethe:
r languageobjectivesyoutriedtoachieve?
r problemsyouhadlearning?
r successesyouhadlearning?
r Recordyour“actionplan”forlearning.
r languageandbehavioryounoticedorpaidattentionto
r learningstrategiesortechniquesyouusedforcomprehendingandgettingthemeaning
r strategiesyouusedtopracticethelanguage
r strategiesyouusedforanalyzingandlearningfromtheexperience
r anassessmentofwhatworkedandwhatdidnot
r Shareeachoftheaboveentriesinyournotebookwithyourlanguagelearninghelperanddiscussthemwithher;talkaboutwhatyoudidandwhatyoumightdodifferentlythenexttime.
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IX. AssEssING PROGREss
I sometimes get really discouraged be-cause I do not see any progress. Then I step back and think about how much I could not understand a month ago and how much more I can understand—and say—now. – PCV
Twotypesofassessmentyoushouldknowabout:
On–going monitoring:howpeopleunderstandwhatyouaresaying.Thisoccursconstantlythroughouttheconversation.
“Final” assessment: Attheendofaself–studylesson,askyourself,“DidIachievemygoalorobjective?”
Assessing your progress on a regular basis can helpyouto:
w Sustainyourmotivation—oftenyoumightfeelyouarenotmakinganyprogressatall,but,asthePCVabovenotes,youreallyare.
w Findthingsyouneedtoworkonwhichcanbetopicsforyourself–studylessons.
w Knowhowyourtechniquesforlearningareworkingandhowyoumightbeabletoimprove.
w Reinforcethingsyouaresayingcorrectly.
IX. Assessing Progress
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The most sensible criteria for evaluating your progressarethegoalsandobjectivesyouhavesetforyourself(seeChapterVI, “Setting Goals and Learning Objectives”).Asyouplaneachself–studytask,devisewaystoassesswhetheryouhavelearnedwhatyousetouttolearn.Askyourself:
➱ WhereamIgoing?
➱ HowamIdoingatgettingthere?
Try toavoidcomparingyourprogress to thatofothers.Instead,measureyourselfagainstyourself.Comparewhatyoucoulddolastmonthwithwhatyoucandonow:thenusethatinformationtoknowwheretodirectyourlanguagelearningeffortsintheweeksahead.
Inadditiontoyourowncriteriaforassessingyourprogress,youcanusetheACTFL(AmericanCouncilfortheTeachingofForeignLanguages)Guidelines.Itisalsoanothersource for ideasofwhat to learnnext.Use theACTFLratingyougetattheendofthePre–ServiceTraining(PST)asyourbenchmarkforkeepingtrackofyourprogress.Amodifiedversionof theACTFLGuideline, called “TheLanguageLearner’sProficiencyScale,”canbefoundinAppendixA.
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Here are techniques that successful language learners use to assess their learning. Choose ones that you think will work for you.
assessmenT TeCHniques THaT suCCessful language learners use
Organize
1. Set weekly goalswhichrelatetoyourmainlong–termgoal.Ifyouuseaplanninggrid(seeChapterVI,“SettingGoalsandObjectives”)toidentifyyourlearningneeds,turntheseneedsintogoals.
2. Set long–term goals.ComparewhereyouarenowontheLanguageLearners’ProficiencyScalewithwhereyouwerethelasttimeyouassessedyourself.Thensetnewgoalsforthenextmonthortwo.
write It Down
1. Keep a journaltorecordthelanguageyouhearanduseaswellasquestionsyouhave.Summarizeyourlearninginthejournalonaperiodicbasis.
2. Write letters home to friends and family.Add aparagraphortwoaboutyourlanguagelearning.Keepcopiesoftheseletters(apieceofcarbonpaperworksjustaswellasaphotocopymachine)bothasarecordofwhatyouaredoingingeneralandyourlanguagelearninginparticular.
3. Write letters or post cards in your new languagetoyourPSThostfamily,copyingpatternstheyuseintheirletterstoyou.Youmightaskyourlanguagehelpertoassistyou.
IX. Assessing Progress
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Applying Assessment strategies
1. Share strategieswithotherswhoarealsolearningthelanguage.WhenyougettogetherwithotherVolunteers,takeafewminutestotalkabouthowyouarelearningaswellaswhatyouarelearning.
2. Ask your friendshowyouaredoing.Whataretheyareawareofthatyoucandobetternow?
3. Assess your knowledge of grammarbydoingexercisesinanygrammarbookyouhaveandbyhavingyourlanguagehelpercheckthemforyou.Remember,however,thatthiswillhelpyouassesswhatyouknowaboutthelanguage,nothowwellyoucanactuallyuseitinconversation.
4. Try “on the spot” assessment. Pay attention topeople’sbody languagewhenyouare talking.Howaretheyholdingtheirbodies,andwhatfacialexpressionsaretheymaking?Dotheylookconfused,bored,strugglingtounderstand?
5. If you are not getting the results you want,takealookatChapterV,“LearningStyles.”Whichareyourpreferredlearningstyles?Wouldtryingotherkindsoflearningstrategiesbehelpful?
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X. LEARNING wITH A LANGUAGE HELPER
To learn a new language on your own (that is, withoutformal instruction),youneedsomeoneyoucan turnforhelp.Pickalanguagehelperwho:
w canexplainwhattosayandhowtosayitsoyouminimizeyourchancesofoffendingandmaximizeyourchancesofcommunicatingappropriately;
w caresaboutyouandwantstoseeyousucceed;
w issomeoneyoulikeandtrust;
w preferablyspeakssomeEnglish;
w willhelpyouprepareforyourlearningadventures;
and
w willhelpyouunderstandwhatyoulearnedfromyourexperiences.
Here are some formal and informal ways to work with your helper.
Formal Learning
Thefollowingsuggestionsarefortimeswhenyouandyourhelperareworkingtogetheronyourself–studylessonsorothertimeswhenyouareformallyengagedinlanguagelearningactivities.
1. Ingeneral,thebestwayyourhelpercanassistyouistoguideyouthroughtheself–studylessonsyoucreate.Shecanhelpyou:
• chooseandpracticetherightwordstoaccomplishyourtaskinaculturallyacceptableway
X. Learning with a Language Helper
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• gaintheconfidenceyouwillneedtogooutanddoit
• interprettheexperienceandlearnfromit
2. Concentrateonlearningthingsthatareofrealimportancetoyou.Ifyoudonot,youwillprobablyquicklylosemotivationandinterest.Therefore,forthemostpart,donotaskorexpectyourhelpertoplanthelessonsforyouunlessyouhaveagreedinadvanceonthetopicandwhatyouaregoingtodowithit.Remember,youarebothlearnerandteacher.
3. Whenaskingforwordsandphrases,askyourhelperhowshewouldsayitinagivensituation.Youwanttheanswertobewhatpeopleusuallysayinreallife,notasimplifiedoroverlyformalform.Askingyourhelperwhatshewouldsayusuallyworksbetterthanaskingifwhatyouhavewrittenorsaidisright,becauseshemightsay“yes”tobepolite.
4. Pickatopicandtalkaboutitforfiveortenminuteswithyourhelper.Taperecordtheconversation,transcribeitlater,andthenaskyourlanguagehelpertolookatwhatyouhavewritten.SeeChapterXI,“UsingaTapeRecorder,”formoreideasforusingtaperecordingsinyourlessons.
Informal Learning
1. Askyourlanguagehelperquestionsaboutthelanguageandcultureonaregular,ongoingbasis—anytimeyouaretogether.
2. TryhavingaconversationinwhichyouspeakEnglishandyourlanguagehelperspeaksherlanguage.Thisisagoodexercise forpracticing listeningcompre
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hensionwithouttheaddedstressofhavingtoproducethenewlanguage.Theconversationwillflowmoresmoothly,andyouwillunderstandwhatyouaretalkingaboutmoreeasilythanifyouwerespeakingonlythenewlanguage.
3. Askyourlanguagehelpertocorrectyourmistakes,buthelpherlearntrulyhelpfulwaystodoso.Forexample,somepeopleprefertobecorrectedinprivatewhentheyarealonewiththeirlanguagehelperbutnotinpublic.Youcouldalsoaskyourlanguagehelpertopointoutyourmistakes,butgiveyouachancetocorrectthemyourselfbeforetellingyouhowtosayit.Rememberthatmistakesareanaturalpartofthelearningprocess.Theytellyouwhatyouknowandwhereyouneedtodomorework.
4. Askyourlanguagehelpertoaccompanyyouonyourlearning adventures to observe or “coach” you, butonlywhenyouneedandwanthelp.
5. Inadditiontopracticingspecificpartsofthelanguage,talkwithyourlanguagehelperaboutwhatevercomesup,withnoparticularlanguagepurposeinmind.
XI. Using a Tape Recorder
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XI. UsING A TAPE RECORDER
Mostpeople’sexperienceusinglanguagetapeshasbeeninaformalclassroomorlanguagelab,usingready–madetapes.Anadvantagetousingpre–recordedlessonsisthatyoudonothavetomakethetapesyourself.Ontheotherhand,tapesmadeforthe“genericlearner”cannevermatchyourownspecificneeds.Hereinyournewcountryyoucanmakeyourowntapestomeetyourspecificlearningneeds.Theprocessofmakingthetapesitselfwillcontributetoyourlearning.
Allyouneedtomakeyourowntapesisasmalltaperecorder,someblanktapesandasupplyofbatteries.
Recording a Dialogue
Use the tape recorderduring theDevelop a Lesson andPracticestepsofthe“LearningPlanforAnyTopic.”Askyourlanguagehelpertorecordwordsandphrasesthatarethenaturalandappropriateforthespecificsituation.
Hereareideasforhavingyourlanguagehelperassistyouindevelopinganauthenticdialogue(basedonAnitaWenden’sworkforPeaceCorps/Suriname):
1. Discuss the purpose of making this tape with yourhelper.Explainhowitisimportantthatyoulearnthewords,phrases,andexpressionsthatyourhelperwouldactuallyuseherself,inthesamesituation.
2. Explainthesettingandwhatyouhopetoaccomplishthere.Discuss:
• whereyouwillbewhenyouactuallyusethedialogue
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• whoyouwillbetalkingto
• whatyourrelationshipistothem
• whyyouwillbethere
• howpoliteyouneedtobe,howformalyourspeechshouldbe,andwhetherthereareanygender–relatedfactorsyouneedtotakeintoconsideration
3. Asyourecordeachlineoftheconversation,giveitanumber,sayingthenumberintothemicrophone.AlsoaskforanEnglishtranslationofthelineandwritethatdown(donotrecordit).
4. Guideyourhelperindevelopingthedialogue.Beforeyourecordeachlineofthedialogue,askthequestionslikethefollowing:
• HowshouldIbegin?WhatdoIsaytogetstarted?
• Howmight“X”respond?(Askfortwoorthreepossibleresponses.)
• WhatshouldIsaythen?
• Whatmight“X”saythen?
5. Ifyouhaveabusinesspurpose,askyourhelper foradviceonwhenandhowtodoitinasmooth,politeway.Youmightsaysomethinglike:
• Wouldnowbeagoodtimetointroducemypurpose?Ifnot,thenwhatshouldIsayto“X”tokeeptheconversationgoing?Ifyes,thenwhatshouldIsay?
• Howmight“X”respond?
• AndthenwhatshouldIsay?
XI. Using a Tape Recorder
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6. Finally,askhowyoucanendtheconversation:
• WhatshouldIsaytoendthisconversation?
• Whatmight“X”sayinreply?
7. Listentothetapewithyourlanguagehelpertocheckthatitsoundsnaturalandauthentic.Isthereanythingthatneedstobechanged?Isthishowanativespeakerwouldreallysayit?
8. Ifitisculturallyappropriate,recordconversationsinsituationswherepeople are saying thingsyouwanttobe able tounderstandor say.Beforeyoudoanyrecording,findoutifyouneedtogettheirpermissiontorecord.
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Practicing with a Taped Dialogue
1. Transcribe your tapes. Try to write down everyword—atleastforpartofwhatyourecord.Listenoverandoveragaintothesamepassage,eachtimetryingtogetmoreoutofit.Later,askyourlanguagelearninghelpertolistentothetapewithyoutohelpyoufillinthegapsandcorrectmistakes.Thenaskquestionsaboutthemeaningandusageofthenewmaterial.
2. Createatranscriptofthedialogue.Eitheryourlanguagehelper,oryou(withyourhelper’sassistance),writeoutthedialogueinthetargetlanguage.
3. Haveyourhelperreadthetranscriptaloudtoyou(orlistentotape)afewtimes,whileyoulistenandconcentrateontherhythmandmelodyofthelanguage.
4. Waituntilyoufeelcomfortablehearingthesoundsandcanmakesenseofthembeforeyoubeginlearningtosaythem.
5. Usethetranscriptasasourceforgrammarpointsyoumightwanttoworkon.
Recording Language Exercises
1. Ask your language helper to record drills based ongrammarpoints.Recordapauseaftereachutterancesothatyouhavetimetorepeatortochangethegrammaticalstructureasrequiredbytheactivity.
2. Topractice the soundsof thenew language, recordyourselfreadingaloud.Focusonmakingyourrhythmandintonationasnaturalaspossible.Recordyourlanguagehelpersayingthesamethings,andthencompareyourattemptswithhers.
XII. Suggestions and Strategies for Communication
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XII. sUGGEsTIONs AND sTRATEGIEs FOR COMMUNICATION
lisTening
At first I thought I was wasting time when I sat at a gathering. I could not really participate in the conversation. Then I realized how much I could learn just by listening. — PCV
Whatisthekeytolearningalanguage?
Speaking?
Listening?
Ifyoucannothearthesoundsinthenewlanguage,youcannotmakethem(atleastnotthewaythenativespeakersofthelanguagedo).Andaschildren,weneedtohearwordsandexpressionsoverandoverbeforewecomprehendthemandcanbeginusing themourselves.So listening isnotonlyameanstounderstandingwhatothersaresaying—itis, alongwithobserving,acrucialmeans to learning tospeakalanguage.
Listeningisnotapassiveskill.Whenwelistentounderstandwhatsomeoneissaying,wearetryingtotransformastreamofsoundsintomeaning.Listeningrequiresactivethinking,tryingtofigureouttheentiremeaningfromthepartsthatweareabletounderstand.Thislaysthefoundationfordevelopingspeakingskills.Whenyouwantto
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learntosaysomething,thewaytobeginistolistentohowotherssayit.Althoughitisusefultoaskforclarificationorrepetition,frequently,whenwearetalkingwearenotlearning.
Ingeneral,youwillalwaysbeable tounderstandmorethanyoucansay.Thisisnaturalbecausespeaking,whichrequiresproductionofthenewsoundsandstructures,isinasensemorecomplexthantheskilloflistening.Developingyourabilitytolistencarefullywillhelpyoutounderstandmoreandwillacceleratetherateatwhichyoulearntospeak.
Practice on Your Own
1.Listentotheradio.
• Keepitonwhiledoingotherthings.
• Chooseaparticularprogramandlistentoitregularly.
• Imitateandrepeatwhatisbeingsaid—parrotitback.
• Recordprogramsandsongstoseehowmuchmoreyoucanunderstandafterlisteningseveraltimes.
• Transcribetherecordingsyoumake.
2. Recordpeopledoingorsayingthingsyouwanttobeabletodoordobetter.Listenoverandoveruntilyoucanunderstandmostoftheconversation.Transcribeit.Askyourlanguagehelpertolistentothetapewithyoutohelpyouunderstandwordsandphrasesyoudonotknow.
XII. Suggestions and Strategies for Communication
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3. Learn the phrases that are used in the language tocontrolaconversationsoyoucancheckyourcomprehensionofwhatisbeingsaid.Usetheappropriateexpressionsfor,“Didyousay_____?”or“Whatwasthatword?”
4. Learnasmuchasyoucanaboutthenewsfromtalkingtopeopleorreadingalocalnewspaper.Themoreyouknowaboutthetopicbeforeyoulistentoitontheradio,themoreofityouwillbeabletounderstand.
Learning “On the spot”
1. Trytolisten“selectively”.Trylisteningtooneitematatime,inthisorder:
a. toneofvoice
b. thesoundsnotfoundinEnglish
c. similarsoundsinEnglishandthenewlanguage
d. wordsandphrases
e. grammaticalforms
2. Guess themeaning.Lookand listen forclues—keywords, gestures, intonation, facial expressions—tohelpyouunderstand.
3. Paraphrase.When the situation allows, check yourunderstandingbyrepeatingbacktothespeakerwhatyouthinkheorshesaidandaskforconfirmation.
4. Listentoconversationsinpublicwheneveryouhavethe
opportunity.Listenforwordsandphrasesyoualreadyknow;trytogetthegistoftheconversation;observe
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thegestures,facialexpressions,andothernon–verbalwayspeoplecommunicate.Goingtoreligiousservices,participatinginsports,andlisteningtostoriesareallopportunitiesforimprovingyourlisteningskills.
5. Giveyourselfalistening–relatedpurposeforgoingtoevents,suchasmakingsureyougetsomeimportantpieceofinformationordiscoveringsomenewnon–verbalwaythepeoplecommunicate.
speaking
I can go around the village and talk to everyone. I feel a part of this place. —PCV
Wespeaktoexpressourselves,butthisisonlyonepartofcommunication.Theotherpartissomeoneunderstandingourthoughtsfromthesoundswemakeandthenonverbalbodylanguageweuse.
Tospeakthelanguageeffectively,youhavetomakethesoundsofthelanguageflowthewaynativespeakersdo—atleastwellenoughthattheycanunderstandwhatyouaretryingtosay.Youdonothavetospeakperfectlytocommunicate,butthebetteryouspeak,theeasieritisforyourfriendstounderstandandthemorecomfortabletheywillfeelbeingwithyou.Less thanperfectpronunciationofindividualsoundscanbecompensatedforbygoodstressandintonation.Thegoalistoputthewords,phrases,andsentencestogetherinawaythatcapturesthemelodyandspiritofthelanguage.
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Inaddition,tospeakthelanguageeffectivelywemustspeakitinaculturallyacceptableway.Thismeanslearningrulesofbehaviorforeachsituation.Theseincludeknowingwhenandhowtobegintheconversation,interrupt,askforclarification,changethetopic,andendtheconversation.
Openings and Closings
Learn the culturally acceptable ways to open and closeconversations,includingthenon–verbalgesturesandbehaviorsthataccompanythem.Trythisprocedure:
1. Foreachsituationinwhichyouencounterpeopleonaregularbasis,writedownandpracticetypicalgreetingsandleave–takings.
2. Continuelisteningandobservingcarefullysoyoucancorrectmistakesingrammar,pronunciation,orusage.
Routines
Learnastandardroutineforregular,predictableactivitiessuchasbuyingfoodortickets,ridingonthebus,goingtoagovernmentoffice,andmailingaletter.
Concentrateononespecificsituationoractivityperday.Herearesomeideas.
1. Buildarepertoireofroutinesbywatchingandlisteningtothewaypeoplehandleroutinetasks.
2. Practicepublickindsofquestions,suchastimeofday,arrivalanddepartureschedules,andthecostofpurchasingitems.Trythesequestionsanumberoftimesonthesameexcursionwithdifferentpeople.
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3. Preparesetanswerstothestandardquestionsyougetaskedatsocialgatherings(forexample,whyyouareinthecountry,yourparents’names,ages,occupations,andhowlongyouwillbeinthecountry).
4. Learnvariationsforexpressingwhatyouusuallysayorask,oranotherwayofhandlingthesamesituation.Forexample,insteadof,“Whattimeisit?”and,“Itistwentypastfive.”Ask,“Isittwentypastfive?”
5. Memorizeashortpoemortwo,someproverbs,andanecdotes for an appropriate moment at a socialgathering.
Learn Ways to Control Conversations
Auseful strategy forpracticingspeaking is to learn tocontrol conversations.The ideas below will help youmanageconversations.
1. Ask questions that have “yes” or “no” answers so yougetmorepracticespeaking,cangaugeiftheotherpersonhasunderstood,andcanremainunflusteredbyhisorherreply,evenifyouunderstandnothingbutthe“yes”or“no”thatstartsoffhisorheranswer.
2. Keep your listener guessingsotheotherpersondoesnotknowwhat it isyouplan to say.For example,whenshopping:
• getwhatyouwantfirst,thenaskoneortwoquestionsaboutthingsyouhavenointentionofbuying.
• whenaskingforaparticularitem,beholdingorlookingatsomethingelse.
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• ifyouneedmorethanoneofthesameitem,practicetheroutineandlanguageinseveraldifferentshops.Thiswillallowyoutopracticespeakingaswellunderstandingdifferentresponses.
3. Prepare a conversation starter in advance sothatyouareincontrolofatleastthefirsttopicyoutalkabout.
4. Strike up conversations on public transportationabouttopicsyouarecomfortablespeakingabout:
• Ifyouareafraidofgettingintoalongconversation,waituntilyouareclosetoyourdestinationbeforeyoustarttalking.
• If you are traveling with a friend who also islearningthelanguage,sitindifferentplaces,agreebeforehandonacommontopictotalkaboutwiththepersonnext toyou,and thencomparenotesafterwards.
5. Summarize what you have heard and understood,eitherwiththepersonyouaretalkingtoonyourown.For example, when walking alone, talk to yourselfinthenewlanguage.Makesurethiswillnotleadtoculturaldifficulties.
6. Enlist others as casual language helpers and teachers:
• HaveafellowPCVmonitoryouduringaconversation,atransaction,orameeting.The“monitor”listensandwritesdownwhatshehears,especiallyproblemareasinvocabulary,pronunciation,etc.
• Learnandusephrases toexplain thatyouareaPCVandthatyouarelearningthelanguage.
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• Learnandusephrasestochecktoseeifyouhaveexpressedyourselfwell,suchas,“DidIsaythatright?,”“WhatwoulditmeanifIsaid,‘___’?”or“Wouldyousay,‘___’toaman?awoman?achild?someoneolder?”
• GraduallyanddeliberatelyincreasetheamountofsocializingyoudowithlocalmembersofyourpeergroupandlimityourtimewithEnglishspeakerswhoarenotclosefriendsorcolleagues.Keeparecordinyourjournalofhowyouprogresswiththisendeavor.
reading
MostVolunteers’maingoalinlearningtheirnewlanguageistobeabletoconverseinit.However,learningtoreadthelanguagecanstillbehelpfulfor:
w thosewholearnbestbyseeingthingsinwriting;
w so you can use dictionaries and write down thingsforothers;
and
w writingandreviewingnotes.
Reading helps confirm what we have learned and allows us to learn more.
Although there may not be a lot of reading materialavailableinyournewlanguage,thereisprobablysome.For example, there are letters from friends, notes fromco–workers and supervisors, health brochures, a localnewspaper, children’s books, street signs, posters, andstoresigns.Evenasmallamountofreadingwillhelpyouimproveyourspeakingandlisteningskills.
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strategies for Improving Reading skills
Herearesomeideasforimprovingyourreadingskills.Check (4) the ones you have already used or wouldliketotry.
r Learnthesoundsofthelettersinthealphabet.
r Practicereadingsentencesyouhavewritteninyourjournal.
r Readsignswritteninthenewlanguageandseeifyoucanfigureouttheirmeaningsusingcluessuchastheirlocation,accompanyingpicturesandkeywords.
r Readexcerptsfromnewspapers,magazinesandchildren’sstories.Useheadlines,picturesanddiagramstohelpyouunderstand.
r Correspondwithpeoplewhospeakyournewlanguageandaskthemtowriteback.Payattentiontotheconventionsforwritingsociallettersandusetheseasmodelsforyourownletters.
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Tips for Reading
Oftenreadersbecomefrustratedbecausetheycannotunderstandeverysingleword.However,youdonotneedtounderstandeverywordoreverygrammaticalconstructiontogetthemainideaofwhatyouarereading.
Inordertoimproveyourreadingskills,youneedtodevelopthe ability to read for overall meaning and for specificinformation.
Tryfollowingthesestepstobecomeabetterreader:
1. Before reading, make guesses about the topic ormain idea by looking at accompanying titles andpictures.Thinkaboutwhatyoumightalreadyknowaboutthetopic.
2. Readthroughthepieceoncewithoutstoppingtogetthegeneralmeaning.Skipoverunfamiliarwordsorgrammaticalconstructions.
3. Readitagainwithoutstoppingtoseehowmuchmoreyouunderstand.
4. Readitagain,thistimeunderliningonlythewordsthatarekeepingyoufromgettingthemainpartofthemeaning.
5. Gobackandlookupwhatyouneedtoknoworaskafriendtohelpyou.
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wriTing
FormostPCVs,theneedtowriteinthenewlanguageisfarlessimportantthantheneedtolistenandspeak.Nevertheless,therearesomethingsthatyouwillwanttobeabletowrite.Inaddition,beingabletowritewillhelpyoudevelopyourothercommunicationskills.
Tips for writing Practice
1. Learnthesound/lettercorrespondenceofthealphabet.Howarethelettersandlettercombinationsusedtorepresentthesoundsofthelanguage?Atfirst,concentrateonthesoundsofthewordsyoualreadyknow—writeafewofthemeveryday.
2. Copypartsofanarticleinalocalnewspaper orfromachildren’sbook.Focusonthingssuchas:
• correctspelling
• wordorder
• waystomarktensesinverbs
• othergrammaticalpoints
• howtheauthorwritesdescriptionsoranswersthewho,what,when,where,whyandhowofnewspaperquestions.
3. Writetheanswerstogrammarexercisesinagrammarbookandaskyour languagehelper to checkthemforyou.
4. Askyourlanguagehelpertodictatepartsofanewspaperarticleorsentencesfromagrammartexttoyou.Havehercheckyourwritingformistakes.Rewritethesentencesthathaderrors.
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5. Taperecordthenewsontheradioandpracticetranscribingit.
6. Trydifferenttypesofwriting:
• adescription
• acomparison
• anarrativeofsomethingthathappenedinthepast
• asummaryofanewsprogramorameeting
7. Writecaptionsforyourphotosandplacetheminanalbumtoshowyourfriends.
8. Ifyouareateacher,writedownphrasesyoumaywanttouse togiveclassroomcommandsor todisciplinestudentsandthenusetheseinclass.
strive for accuracy as you write. Go back and read what you have writ-ten and correct mistakes or ask for help from your language helper. Use writing to practice constructing gram-matically correct sentences and for choosing vocabulary more carefully than when speaking.
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writing to Communicate
1. Writenotestoyourselfsuchasshoppinglists.Haveyourlanguagehelpercheckyourspelling.
2. Write letters to friends,using the standard form forwriting letters andaddressingenvelopes in thenewlanguage.
3. Takenotesatameeting.Seehowmuchyoucanunderstandandspell.Youcanuseyournoteslatertodevelopalanguagelesson.
4. Trywritingpoetryinthenewlanguagetoexpresshowyouarefeelingorwhatyouareexperiencing.
5. Keepajournalordiaryinthenewlanguage.
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VoCaBularY Building and memorizaTion
Constantly asking questions about words and expressions gets me the farthest. — PCV
Learning new words will be a constant activity duringyourtwoyearsinyournewcountry.Whilememorizingvocabularylistsishelpful,itismoreimportanttousenewwordsinarealsituation.
Yourgoalistolearntobothsaythenewwordsinawaythatanativespeakercanunderstandthem,andtounderstandthemwhentheyarespoken.
The following strategies will help you to expand andimproveyouvocabulary.
Practice
1. Guessmeaningfromcontext.Listentothesoundsandrhythmsofthelanguagetotrytomakesenseofwhatyouarehearing.
2. Makeitagoaltolearnseveralnewwordseveryday.
3. Saythewordsaloudasyoustudythem.
4. Learn words for everyday objects. For example,useindexcardsorpiecesofpapertolabelitemsinyourhome.
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5. Usenewwordsinyourwriting.
6. Taperecordthewordsandtheirdefinitions;thenlistentothetapesseveraltimes.
7. Createyourowndictionarybylistingnewvocabularyinyourlanguagejournal.Trythefollowingwaysoforganizingyourwordlists:
• synonyms:wordsthatmeanthesameaseachother
• antonyms:wordsthatmeantheoppositeofeachother
• cognates:wordsthatarethesameorsimilarinboththenewlanguageandEnglish
• wordsthatrhyme
• pairsofwordsthatgotogether,likebrotherandsister,blackandwhite,baconandeggs.
7. Practice silently.When you are sitting in a room,practice saying the names of items in the room toyourselforthinkofwordstodescribethepeopleyouaresittingwith.
8. Playvocabularygameswithyourlanguagehelperorneighborhoodchildren.Somegameideasare:
TicTacToe SimonSays
GoFish StoryCircle
TwentyQuestions GoingonaPicnic
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Memorize
1. Learn words in sets that naturally go together.Herearesomeexamplesofwordsthatgotogether:
• Partsofthebody,daysoftheweek,familyrelationships, items inaclassroom,colors, items inthekitchen;
• Situationsinwhichyoumightusetheword:forexample, if you always have corned beef forlunch,learntherelatedwordssuchasrice,tomatosauce,onions;
• The words commonly used to apologize, compliment someone, greet someone, expressone’scondolences,makeanexcuse;
• Wordsusedtodescribethewaylanguageworks,likenouns,verbs,adjectives,prepositions,adverbs.
2. Vary the way you memorize words.When you arememorizingalistofwords,doitfrombeginningtoendandthenbackwardorinarandomorder.
3. Study the words and their definitions in isolation. Then,studytheminthecontextofsentences.
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4. Associate the meanings of words with picturesinyourmindorwithsimilar sounding wordsinEnglish.Youcouldevendrawtheimages.
5. Use flash cards towritewordsanda sentencewithanewwordinit.YoucanwritetheEnglishwordononesideandthenewwordontheother.Usedifferentcolorflashcardstoorganizebysubjectmatter,function,situationorgrammarpoint.
6. Make a listofwordsthatchangebasedonthesocialsetting,forexample,politewordsdependingonwhoyouaretalkingwith.
7. Try acting out the word or saying it aloud,insteadofonlyrelyingonvisuals.Makeassociationstohelpyouremember.Doestheword’ssoundmatchthemeaningordoesitrhymewithawordyouknow?
8. Associate words with the context.Where were youwhenyouheardthemfirst?
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grammar
I cannot begin to talk to people until I have learned the grammar of the language.
— PCV
Who cares about the grammar? I just want to communicate. — PCV
ThesetwocommentsfromPeaceCorpsVolunteersshowtherangeoffeelingsaboutlearninggrammar.Perhapsyoulearnedalotofgrammarrulesbutyouneverreallylearnedtospeakthelanguage.Or,youmayhavegottengreatgradesongrammartestsandnowfeelfrustratedthatyoucannotgetdetailed,clearexplanationsforthegrammaticalfeaturesofthelanguageyouarelearning.
Ineithercase,yourgoalnowisnottomemorizealltherules,buttousethemtohelpyoucommunicatebetter.
why is grammar important?
Grammarexplainshowtoputthepartsofwordstogetherandhowtoputthewordsintherightsequenceinordertoexpressourselvesinanunderstandableway.
Every languagehas its own set of grammar rules.Verbtensesandthewaypluralsareformedareexamplesofgrammaticalstructures.Inotherwords,whatyouneedtolearnarethestructuresofthenewlanguage:thewaysthewordsthemselvesandtheirorderinthesentencesaremodifiedandchangedtohelppeoplesaywhattheywanttosay.
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Deciding what to Learn
Whendecidingwhat grammar to learn, think about thefollowingquestions.
Which grammar points are essential to convey your meaning?
In what situations do you need to be most accurate?Remember, although your accuracymay influenceotherpeople’simpressionofyouandismoreimportantinsomesituationsthanothers,yourgrammardoesnothavetobeperfect.
What are the simple rules?Learntheclearandimportant rules before struggling with the exceptions,if thisdoesnot interferewithgettingyourmeaningacross.Workonfinetuningyourcontrolofirregularformslater.
Trytolearngrammareverydayfromlisteningtopeopletalk.Youwillcometorecognizepatternsofsoundsandthemeanings theycarry.Youcanbegin to figureouttherulesfromthemanyexamplesyouhearineverydayspeech.Infact,eventuallyyouwillbecomeawarethat you are internalizing many of the rules withoutgivingconsciousthoughttothem.Writetheminyourlanguagelearningnotebook—createyourownpersonalgrammarbook.
And above all else, be patient. It takes a long time tolearntocommunicateeffectivelyandevenlongertodosowithoutanygrammaticalerrors.Theimportantthingistokeepworkingatit.Evenifyouthinkyouarenotlearning,youreallyare.
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Formal Practice: Using a Grammar Handbook
Besidescreatingyourowngrammarbook,trytheseideaswhen working with a formal grammar handbook. Butmakesurethatyoudonotrelysolelyonstudyinggrammar.Youalsoneedtopracticeitbygettingoutandtalkingtopeople.
1. Readthroughthegrammarrulestoconfirmwhatyoualreadyknowortopracticeastructureyouarenotsureof.
2. Do the exercises in a grammar book and ask yourlanguagehelpertohelpyoucorrectthem.
3. Carryasmallnotebookwithyouandwritedownutterancesasyouhearthem.Trytofigureoutthegrammaticalrulesandcheckwithyourlanguagehelpertoseeifyouareright.Thentrytoworkthenewstructureintoaconversationatalatertime.
4. Writesentencesfromagrammarhandbookonapieceofpaper.Thencutupthesentenceswordbyword.Trytoputthembacktogetherinthecorrectwordorder.
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Practicing Grammar in Context
The following are more informal ideas for practicinggrammar.
1. Practiceprepositionsbydrawingamapofyourtown.Withyour languagehelper,describewhereplacesarelocated.
2. Tellastoryinpresenttimeandthenre–tellitindifferenttenses(i.e.,past,future).
3. Writedescriptionsofcommonevents(i.e.,whatyoudowithyourfamilyatnightorhowmeetingsproceed).Thenre–writetheminthepasttense.
4. Practicesilently.Whensittinginaplacewithlotsofpeople,try:
w describingpeopleusingadjectives;
w comparingtwoormorepeople(forexample,JohnistallerthanMary.HeisthetallestpersoninthePeaceCorpsOffice.);
w using the present tense to describe what ishappening.
5. Lookforrecurringerrorsandtrytounderstandwhyyouaremakingthem.
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pronunCiaTion
Yourpronunciationgoalistobeabletospeakintelligiblywithoutmakingthepeopleyouaretalkingtouncomfortable.Pronunciationincludesnotonlythesoundsofindividual lettersandwords,butotheraspectsof thesoundsystemaswell,suchasstressandintonation.Allaffectthemeaningofwhatisbeingsaid.
Thinkingabouteachofthefollowingquestionswillhelpyoufocusonadifferentaspectofpronunciation.
1. What are the new sounds? Concentrateandpracticeisolatingandidentifyingindividualsoundswhenyouhear them. Develop a section in your notebook forpronunciationrulesandexamples.
2. What sounds do you have difficulty pronouncing? Whenyouarehavingtroublepronouncingaword(i.e.,peoplecannotunderstandyouwhenyousayit),askyourlanguagehelpertoshowyouinanexaggeratedwayhowheor shemakes the sound.Where is thetongueandwhatdoes itdo?Isairblownoutwhenmakingthesound?Doesthesoundcomefromdowninthethroat,theroofofthemouthorsomeplaceelse?Observeandimitate.
3. How to sound when speaking the new language? Askanativespeaker to recordwordswith thenewsounds soyoucan listenand imitate.Recordyourselfandcompareyourpronunciationwiththenativespeaker’s.Ask thenativespeaker to listenandgiveyousuggestions.
4. What is the rhythm of the language? Imitatethegeneralflowofthelanguagewithoutlookingatitinwriting—trainyoureartohear.Donotworryabout
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accuracy—just try tomake a stringof sounds thatapproximatethekeysoundsandrhythmpatternsofthenewlanguage.Wheredoestheemphasiscome?The pauses? What sounds do you hear the most?Whenyouareabletopickthemout,youcanbegintoimitatethem.
5. How do people show excitement, uncertainty and other emotions? Focusbeyondtheindividualsoundlevelandlistenfortheintonationpatterns.
6. Do words sound the way they are spelled? Donotbemisledbyspelling;itisnotalwaysareliableindicatorofpronunciation.
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APPENDIX A
THe language learner’s profiCienCY sCale
ThefollowingproficiencyratingscalewasadaptedfromtheoriginalACTFLProficiencyScalebyTerryMarshall,a formerPeaceCorpsDirector in theSolomon Islands.YoucanuseitinconjunctionwiththeideaspresentedinChapterIX,“AssessingProgress.”Butremember,ittakesalongtimetomovefromoneleveltothenextonthechart,sothescalemaybemoreusefulasasourceofideasforself–studylessontopics.
Novice—Low
Abletorespondtoorspeakafewisolatedwords—thoseborrowedfromEnglishorcommonlyused.
Hasidentifiedhimorherselfasalanguagelearner.
Copyright1989byTerryL.Marshall.ReprintedbypermissionoftheauthorfromThe Whole World Guide to Language Learning(InterculturalPress,Inc.:Yarmouth,Maine04090,1989.)
Novice—Low
3Icansay“hello”and“good–bye.”
3Icancounttoten.
3Icanusecourtesywordssuchas“thankyou”and“excuseme.”
3Iknowahandfulofwords.
3Iameagertobeginlearningmytargetlanguage.
3Ihavesetsomegoalsformylanguagelearning.
Appendix A
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Novice—Mid
Canexpressverysimpleneedsinpolitelanguage.Usesmostlymemorizedwordsandphrases.Cansayshortphrasesifgiventimetothinkaboutwhatheorshewantstosay.
Speaksinaheavyaccentwithmanyerrorsandconfusessoundsthataresimilar.
Speechisdifficulttounderstand,eventoteachersusedtoworkingwithlanguagestudents.
Novice—Mid
3Icanrespondtosimplecommandssuchas“standup”and“comehere.”
3Icangreetpeopleandtakemyleavecorrectly.
3Icanaskbasicquestions,usingwho,what,whenandwhere.
3Icanmakesimplestatementsandcommandssuchas“itishot”and“turnonthelight.”
3Icanthankpeopleandmakesimplerequests.
3Icansingoneverseofafolksongorpopularsing–alongtune.
3IcanperformatleastonetaskattheNovice–Highlevel.
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Novice—High
Canaskquestionsandmakesimplestatementsbasedonmemorizedsentences.Understandsconversationfragmentsandsimplecommands.Candealwithsimpletopicsofdailyneed.Speaksmostlyinshort,directsentences,butcansaysomelongerphrasesandsentencesifgiventimetothinkaboutthemfirst.
Stillmakesfrequenterrorsinpronunciationandworduse.Frequentlyasksspeakertoslowdownorrepeat.Communicateswithco–workersbuthasdifficultywithothers.
Behavesconsideratelyindealingwithhost–countrynationals.Understandssomenonverbalcues.
Novice—High
3Iunderstandandcanmakesimplestatementsaboutfamily,age,address,weather,timeanddailyactivities.
3Iunderstandsomewordswhenthecontexthelpsexplainthem,e.g.,inthemarketplace.
3Myvocabularyincludesnamesofbasicconcepts:days,months,numbers1to100,articlesofclothing,bodyparts,familyrelationships.
3Icanuseatleastonehundrednounsandverbsinappropriatecontexts.
3Iambeginningtoknowwhatisexpectedofmeinsimplesocialsituations.
3IcanperformatleasttwotasksattheIntermediate–Lowlevel.
Appendix A
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Intermediate—Low
Canspeakonfamiliartopics,askandanswersimplequestions,initiateandrespondtosimplestatements,andcarryonface–to–facediscussions.Canpickoutthemainideainafriendlyinformalconversation.
Oftenspeaksincorrectlybutbyrepeating,generallycanbeunderstoodbynativespeakerswhoregularlydealwithforeigners.
Frequentlycanunderstandnativespeakerifheorsherepeatsorspeaksmoreslowly.
Intermediate—Low
3Icaninitiateandcloseconversationsappropriately.
3Icanintroducemyselforsomeoneelse.
3Icanbuyaticket,catchabusorboat,andgetoffattherightplace.
3Icanrespondtosimpledirectionsfromcustomsofficials,policemenorotherofficials.
3Icandiscusssimpletopicswithfriends.
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Intermediate—Mid
Canparticipateinsimpleconversationsaboutsomesurvivalneedsandsocialtraditions.Candiscusstopicsbeyondbasicsurvival,suchaspersonalhistoryandleisuretimeactivities.
Beginningtousecorrectbasicgrammarconstructionssuchassubject–verbandnoun–adjectiveagreement.
Intermediate—Mid
3Icanhandlequestionsaboutmymaritalstatus,nationality,occupation,ageandplaceofbirth.
3Icanorderasimplemealfromarestaurantmenu.
3Icanaskforortellthetime,date,anddayoftheweek.
3Icanhandlesimplebusinessatthepostoffice,abank,andthepharmacy.
3Iambeginningtospeakmorecorrectly;mysubjectsandverbsgenerallyagree.
3IcanperformatleastonetaskattheIntermediate–Highlevel.
Appendix A
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Intermediate—High
Canparticipateinshortconversationsaboutmostsurvivalneeds,limitedsocialconventions,andothertopics.Getsthegistofconversationsonfamiliartopics,thoughfindsithardtotuneinonlongconversationsorinunfamiliarsituations.
Speaksmostlyinshort,discretesentences,butshowsoccasionalburstsofspontaneity.Canusemostquestionforms,basictenses,pronouns,andverbinflections,thoughstillspeakswithmanyerrors.
Canbeunderstoodbynativespeakersusedtospeakingwithforeigners.Byrepeatingthings,canfrequentlybeunderstoodbythegeneralpublic.
Indealingwithhostcountrycitizens,cangetalonginfamiliarsurvivalsituationsandwithnativespeakersaccustomedtoforeigners.
Intermediate—High
3Icanbuymybasicfoodstuffs,rentahotelroom,andbargainwhereappropriate.
3Icantalkaboutmyfavoritepastimesorhobbies.
3Icandescribehowtogetfromheretoplaceslikethepostoffice,arestaurant,oralocaltouristattraction.
3Icantalkaboutthingsthathappenedinthepastormighthappeninthefuture.
3Icancarryonsimpleconversationswithnativespeakerswhoareusedtodealingwithforeigners.
3IcanperformatleasttwoofthetasksattheAdvancedlevel.
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Advanced
Canparticipateinmostcasualandsomeworkconversations.Cangivesimpledirectionsorexplanationsatwork.Cantalkaboutpastandfutureevents.Withaminimumofrepetitionandrewording,cangetthegistofnormalconversationbynativespeakers.
Vocabularyisgoodenoughtospeaksimplywithonlyafewcircumlocutionsandcanspeakextemporaneouslyonmanytopics.Accentclearlythatofalearner,butcangenerallybeunderstood.
Advanced
3Icandescribemyworkinsomedetailanddiscusswithmyco–workersmostwork–relatedtasks.
3Icantalkcomfortablyabouttopicsofgeneralinterest,suchastheweatherandcurrentevents.
3Icandealwithandexplainunexpectedproblems,suchaslosingmytravelers’checks.
3Icantakeandgivemessagesbytelephone.
3Icanbeunderstoodbymostnativespeakers,andIcanfollownormalconversationsinvolvingnativespeakers.
3IcanperformatleastonetaskattheAdvancedHighlevel.
Appendix A
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Advanced High
Canhandlemostworkrequirementsandconversationsontopicsofparticularinterest.Canexpressfacts,giveinstructions,describe,reportandtalkaboutcurrent,past,andfutureactivities.
Oftenspeaksfluentlyandeasily,thoughoccasionallypausestothinkofaword.Continuestomakesomegrammaticalerrors.
Indealingwithnativespeakers,understandscommonrulesofetiquette,taboos,andsensitivities,andhandlesroutinesocialsituationswhendealingwithpeopleaccustomedtoforeigners.
Advanced High
3Icanhireanemployee,discussqualifications,duties,hours,andpayinmynewlanguage.
3Icaninstructacoworkeronhowtoperformacommontask.
3Icangiveopinions,facts,andexplainpointsofview.
3Icantalkwitheaseaboutmypast,mycurrentactivities,andwhatIhopetodointhefuture.
3Icangenerallyspeakeasilyandfluentlywithonlyminorpauses.
3Icanmakeculturallyacceptablerequests,acceptorrefuseinvitations,apologize,andofferandreceivegifts.
3IcanperformatleasttwoofthetasksattheSuperiorlevel.
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superior
Canconverseonmostpractical,socialandprofessionaltopics.Candealwithunfamiliartopics,provideexplanations,resolveproblems,describeindetail,offersupportedopinions,andhypothesize.Beginningtotalkaboutabstractideas.
Rarelyhastogropeforaword.Controlofgrammarisgoodanderrorsalmostneverbotherthenativespeaker.
Canparticipateappropriatelyinmostsocialandworksituations.Understandsmostnonverbalresponses;beginningtounderstandculture–relatedhumor.
superior
3Icancarryoutmostworkassignmentsinthetargetlanguage.
3Icanhandleroutinesocialsituationswithease.
3Icanparticipateeffectivelyinmostgeneraldiscussionsinvolvingnativespeakers.
3Icanhandlenormaltelephoneconversations.
3Icanlistentoaradioprogram,oralreport,orspeechandtakeaccuratenotes.
3Icandealwithanunexpectedproblemorasocialblunder.
3Icansupportmyopinionsinadiscussionorargument.
3Iambeginningtounderstandjokesandwordplay.
3Iseldomhavetoaskspeakerstorepeatorexplain.
3Icanspeakatanormalrateofspeed,withoutgropingforwordsortryingtoavoidcomplexgrammaticalstructures.
Appendix A
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Distinguished
Canusethelanguagefluentlyandaccuratelyonalllevelsofprofessionalneed.Cantailorlanguagetofittheaudience:counsel,persuade,negotiate,representapointofview,andinterpretfordignitaries.
Speakswithonlyrarepronunciationorgrammarerrors.
Picksuponmostnonverbalcues;understandshumorandmostallusions.Behavesinaculturallyappropriatemannerinarangeofsocialandprofessionalsettings.
Distinguished
3Icancarryoutanyjobresponsibilityinmysecondlanguage.
3Icanspeakappropriatelytoaprofessionalgroup,mystaff,agovernmentofficial,afriend,theelderlyandchildren.
3Irarelymakepronunciationorgrammarerrors.
3Ialwaysunderstandnativespeakers,evenwhentheyaretalkingtoeachother.
3Icanparticipateinjoking,includingpunsandwordplay.
3Icanreadculturalgestures,bodylanguageandfacialexpressionsaccurately.
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APPENDIX B
BeTsY’s sTorY: a Tea Time lesson
Betsy, a Volunteer in the Pacific country of Kiribati,lookedatherDailyActivitiesGridanddecidedtoworkonlanguagetouseatteabreakatherschool.Shechoseteabreakasthesettingbecause:
w shecouldlearnquiteabitonthespot;
wshewasalreadyfairlycomfortablebeingaroundtheotherteachersduringthedailyteabreak;
w shewouldbeabletoobserveorparticipateasmuchoraslittleasshewished.
DeciDing What to Learn
Betsybeganbyreflectingfurtheronteabreakatherschool.Whattopicsdotheteacherstalkabout?DotheyaskmequestionsintheirlanguageordotheytendtoaddressmeinEnglish?DoIfindmyselfsittingnexttoteacherswhospeakEnglishwellratherthansittingwiththosewithlowerEnglishability?WhatlanguagedoIneedinordertogetmytea?WhatlanguagedoIneedtochatwiththeotherteachers?
Shedecidedtoobserveatteatimeforafewdays,noticingwho talks towhom, the relationshipsbetweenmenandwomenteachers,wherepeoplesit,andwhatthegeneralroutineis.Sheknewthatteatimeisagoodtimetoobservewithoutbeingobviousbecauseshewouldalsobedrinkingteaandeating.Sheobservedherownrole—becomingawareofwhotalkstoher,whattheysay,whatshewishedshecouldsaytothem.Shethoughtaboutwhatshealreadyknewandwhatshewouldhavetodotobecomemoreapartofthisgroup.
Appendix A
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Next,Betsychoseobjectivesbasedonwhatsheneededmost.Shealreadyknowshowtorequesttea—withlotsofsugar.Whatshewantstolearnnowishowtoconversewiththeteacherssocially.Shehastodecidewhatspecificallytofocusonfirst,andchoosestoworkontheconversationaboutthefoodservedatteatimeandhowtocomplimentfooditemsbroughtbyotherteachers.
Atschooltoday,duringteatime,BetsywilltrynottogetveryinvolvedinconversationsinEnglishorinthenewlanguage.Sheistheretolistenandlearn.
Developing a Lesson
Focusing Attention
Betsypaysattentiontotheareashehaschosen:complementingcolleaguesonthefoodtheybring.Shehasdecidedtolistenforfoodvocabulary,phrasesforcomplimentsandotherlanguagethatisusedasteaisserved.Shelistensforthe intonation used with compliments, the responses tocompliments, anddifferencesbetweenmenandwomengivingandreceivingcompliments.Sheiscarefultolistenfor thewordorder in thestatementsandcompares it towordorderinquestions.
Comprehending and Remembering
Betsylistens tospecificaspectsof theconversationandusesherknowledgeofthelanguageandherpreviousteatimeexperiencestomakesomeguessesaboutunfamiliarexpressionsandphrases.Shelooksatpeople’sfacialexpressionswhenteaisservedandtriestoguesswhentheyarepraisingthefoodandthecook.
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Whenshehearsphrasesthatshedoesnotknow,sherepeatsthemsilentlytoherselfsoshecanasksomeonetoexplainthem.Shetriestoremembernewfoodvocabularybythinkingoftheitemswithincategories:thingsthatareputinteatogetherandthenewsweetsbycolorortexture.Shedividescomplimentsbyfoodanddrinkandhomemadeversusstoreboughtitems.AsBetsygetsafeelingfortherhythmandmelodyofthesounds,shementallylinksthesoundsandthemeaning.Immediatelyafterteatime,Betsywritesdownthenewlanguageanddecidesthatnexttimeshe will bring her notebook and ask another teacher tohelpherwritethenewwordsandphrasesrightthereasshehearsthem.
Creating the Conversation and Checking for Accuracy
Betsynowwritesdownwhatshewantstobeabletosayandunderstand,intheformofwords,phrasesandexpressionsthatshewantstouse,questionsandexpectedanswers,andashortdialoguethatshethinkswillworkinthetearoom.Sheusesadictionary,consultsaphraselistinthebackofherPSTlanguagemanual,butconcentratesonusingsimplesentencestructurethatsheknowsshecanmanage.Finally,shecheckshermaterialforaccuracyandauthenticitywithanotherteacher,askingforcorrectformstouseormorenaturalexpressions.
Practicing
Listening
Betsy listens to conversations whenever possible. Shelistensforcomplimentsatotherevents,suchaspartiesordinners,andaddsthosetoherlist.
Appendix B
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Speaking
Betsypracticessayingthenewwordsandphrasesuntilshecandoiteasily,withoutlookingatnotes.Sheplayssomegameswithlocalkidstopracticethenamesoffood,puttingdescriptiveadjectivesorphrasesoncardsandmatchingthemtocertainfoodsthattheylike(ordislike).Shetriesoutcomplimentsonherneighborsandotheracquaintancesandlooksandlistensfortheirreactions.
Role play
Finally, in a little role play, Betsy takes the role of theVolunteerandafriendpretendstobeanotherteacher.
Using It
At the next tea time, Betsy waits for the appropriatemoment,andsurpriseshercolleagueswithherabilitytousethelanguagetocomplimentthemonthefoodtheyhavebrought.Sherewardsherselfbyhavingthreeextrabiscuitsandanextraspoonfulofsugarinhertea!
Evaluating
Thinking about the experience
When she has a free moment, Betsy thinks about whathappenedandwritesdownsomenotes.WhodidItalkto?Whatwasthereactionoftheteacherstomyattemptsatconversation?Whichthingsthathappenedsurprisedme?
New beginnings
Betsycompareshernoteswithheroriginalphrases.WhatarethewordsandexpressionsIactuallyheardandused?What did I learn about the language? She starts listingdifferentwaystocomplimentpeopleonthefood.
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Culture
WhathaveIlearnedaboutthecultureofteatimeatschool?Whataretheconversationtopics?Whotalkswithwhom?Whatarethemale/femalerelationships?
Telling others
Betsy asks another teacher a few questions that remainabout the languageand thecultureandconsidersdoingsomedrillsorplaying languagegamesormaybeactingoutonemore roleplay.Shediscusses thepossibilityofrecordingthenextteatimeandlisteningtothetapewithafriend.
Learning how to learn
Betsy considers how effectively her learning methodsworkedforher.
➱Didithelptowritethedialogueinadvance,orwouldacollectionofphraseshavebeenmorehelpful?
➱Was it worth the preparation and study or should IhavejustdivedintothesituationanddoneasmuchasIcouldonthespot?
➱ InwhichlanguageareasdoIneedmorepractice?WhatcanIdotogetthispractice?
➱ HowwillIrememberthenewvocabulary?
Planning another lesson
NowBetsyisreadyforhernextteatimeandperhapsforanewtopicofconversation.ThesearepossiblewaysoffollowingupthatBetsymightconsider:
w Recordtheteatimeconversation(makingsureitisallrightwiththeotherteachers)tolistentolater.Listento
Appendix B
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thetape,repeatingafterthephrases,andtryingtofigureoutthemeaning.Thentrysomeofthenewwordsandexpressionsthenextday.
w Practicethelanguageinvolvedinpolitepassingandrequesting of food items with a friend the day before—byroleplaying,forexample.Dothesamewithcomplimentsandcommentsabout the food that areappropriateinthissituation.
w Teatimeisagreatopportunitytolistentosmalltalk.Lookfortopicsforotherself–studylessons,suchasonebasedondiscussing thestudents inherclasses.Learnthewordsandexpressionstheotherteachersusetodescribethestudents’workhabitsandintelligence,andtheirfeelingstowardthem.Orlearntotalkabouttheweather,nextweekend’ssocialeventsatthevillagemeetingcenter,orthepartylastweekend.
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APPENDIX C
Common quesTions and answers aBouT language learning
From: Language Learning Strategies for Peace CorpsVolunteers(ICER0069)
TopiCs CoVered:w CanAdultsLearnForeignLanguages?
w WhatIstheBestWaytoLearnaLanguage?
w CanIAvoidMakingMistakes?
w What Should I Do When I Do not UnderstandSomething?
w How Long Will It Take Me to Learn the NewLanguage?
w WhyAre Some Learners More Successful thanOthers?
Can Adults Learn Foreign Languages?
Itiscommonlythoughtthatchildrenarethebestlanguagelearners,andthatitisverydifficult,ifnotimpossible,forolderpeopletolearnanewlanguage.Infact,thatisnottrue.Researchshowsthatthereisnodeclineintheabilitytolearnaspeoplegetolder.Exceptinthecaseofhearingorvisionloss,theageoftheadultlearnerisnotamajorfactor intheirabilitytolearnanewlanguage.Negative
Appendix C
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stereotypesoftheolderlearnerasapoorlearner,andinappropriatelearningandteachingstrategiesarethegreatestobstaclestoadultlanguagelearning.
In some ways, adults are better language learners thanchildren.Adults have developed learning strategies andhave more experience in learning. Children give theappearanceoflearninglanguagesmoreeasilybecausetheyarebetteratpronouncingthem.Adultsalmostalwayshaveaforeignaccentwhentheylearnanewlanguage,whilechildrendonot.Wealso expect less of children.Whenthey learna little,wearepleased.Adults, though,havegreaterexpectationsofthemselvesandothersaslanguagelearners, and easily become discouraged if they do notlearnrapidly.Butchildrendonotnecessarilylearnfaster,andmanyolderadultshavesuccessfullylearnedsecondandthirdlanguages.
What Is the Best Way to Learn a Language?
Thereisno“oneandonly”waythatworksforeverybody.Learning a language is a highly individual process andconsistsofacombinationoffactors.Themostimportantfactorisnottheteacherorthecourse.Themostimportantfactorisyou,thelearner,andyourcontributiontotheprocessoflearning.Yourmotivation,yourreasonforlearningthelanguage,yourneedtocommunicate,andyourattitudeareallveryimportant.
Althoughthereisnosingleidealwaytolearnaforeignlanguage, ithelpsconsiderablyifyoutrytofindopportunitiestopracticethelanguage,especiallyspeakingandlistening.Shynessandfearofusingthenewlanguagecanconsiderablyslowyourprogress.Trytodevelopacomfortableandworry–freeapproach; for example, inyourattitudetowardmistakes.
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Can I Avoid Making Mistakes?
Oneofthebiggestproblemsthatlanguagelearnersmustovercomeistheirhesitancytomakemistakes.Younaturallywanttoexpressyourselfwell,butthetruthisthatthereisnowaytolearnalanguagewithoutmakingplentyofmistakes.Youmustpracticetolearn,andwhenyoupracticeyouwillmakeerrors.Butusuallyyouwillbeunderstandable,evenwithsomemistakes.Andthemoreyouspeak,thebetteryourforeignlanguagebecomes.Soovercomeyourshynessandusethelanguageyoulearn!
Donotbeafraidtomakemistakes.Evenwhennativespeakerssmileatyourperformance,rememberthatitisusuallyafriendlysmileandtheyadmireyouforyoureffortaswellasforwhatyouhavealreadyachievedintheirlanguage.Nativespeakersgenerallyfocustheirattentiononthecontentofyourmessageandnotonyourperformanceorgrammar.Lookaterrorsaspartofyourlearningprocessanddonotletthemdiscourageyoufrompracticing.Withoutpracticeyoucannotbesuccessful.
What Should I Do When I Do Not Understand Something?
Guessingisaveryimportantpartofforeignlanguagelearning.Evenveryadvancedlearnershavetorelyonguessing.Donotgetdiscouragedorfrustratedwhenyourguessiswrong.Themoreyoutry,thebetteryouwillbecome.Aftersomepracticeyouwillfindthatitisnotnecessarytogetthemeaningofeverywordorphraseinordertounderstandthemessage.Learntotreatuncertaintyaspartoftheprocessoflanguagelearning.
Relateyourguessingtoaspecificsituation,sentencecontext,andspeaker’sintention.Ifyoudonotunderstand,ask
Appendix C
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forclarificationofwordsorphraseswhicharenotclear.Asyoupractice,youwillgetbetterandbetteratguessingthemeaningofwordsyoudonotknow.
How Long Will It Take Me to Learn the New Language?
Thisquestioncannotbeansweredinonesentenceforalllearnersandalllanguages.Achievingfluencyinaforeignlanguagedependsonmanyfactors.Thereare“easier”and“moredifficult”languagesforanEnglishspeaker.Therearelanguagesinwhichitismucheasiertomasterspeakingandlisteningskillsthanreadingandwritingskillsandviceversa.
Therearealsodifferenttypesoflearners.Somewanttobeperfect,wanttorelyonfamiliarrulesandstructures,anddonotwanttousethelanguageunlesstheyareconfidentabouthow theyaregoing toperform.Othersareafraidto appear ridiculous and slow down their learning bydenyingthemselvesopportunitiestopractice.Stillothersare impatient,want to learneverythingatonce,andgetdiscouragedbylackofimmediateresults.Somelearnersarerule–oriented,whileothersrelyonintuition.Someareshy,whileothersaresociable.Somehavebeenexposedtoforeignlanguagesbefore,whileforothersitisthefirstforeignlanguageexperience.Itisnotpossibletopredicthowmuchtimeachievingfluencywilltake,sinceitisaveryindividualprocess.
Youwillbesafeifyoudonotexpecttoomuchatthebeginningstage.Setrealisticobjectivesthatyoucanfulfill,and do not let yourself get discouraged.You can avoiddevelopinganegativeattitudetowardlearningthelanguagewhenyourealizethatsuccesscomesslowly,stepbystep,ateachstageoflearning.
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Why Are Some Learners More Successful than Others?
Successinlearningaforeignlanguagedependsonmanyfactors.Oneisthelearner’snativeabilitytolearnaforeignlanguage.Another is previous experience learning newlanguages.Yetanotherisstrongmotivationandapositiveattitude.Finally,appropriatelearningstrategiesareveryhelpfulforforeignlanguagelearning.Thesestrategiesarethesubjectof thisbook.Returnto themaintext tofindstrategiesforyourspecificlearningneeds.
Appendix D
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Accomplishments Notsureyet
Vocabulary Words, Context Sentences, Expressions
Sentences/ Ineededtosay...sentencepatterns
Culturalawareness Commentsaboutlearningandrelatedlanguage techniquesthatseemto havebeeneffective
HowIfelt/ QuestionsIamleftwithmyemotionalstate
Date:
APPENDIX D
formal language noTeBook pages
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Accomplishments Notsureyet
Vocabulary Words, Context Sentences, Expressions
Sentences/ Ineededtosay...sentencepatterns
Culturalawareness Commentsaboutlearningandrelatedlanguage techniquesthatseemto havebeeneffective
HowIfelt/ QuestionsIamleftwithmyemotionalstate
Date:
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APPENDIX F
BiBliograpHY
Brewster, E.Thomas and Elizabeth S. Brewster. 1976.Language Acquisition Made Practical: Field Methods for Language Learners.ColoradoSprings,Colorado:LinguaHouse.
Brown,H.Douglas.1991.Breaking the Language Barrier.Yarmouth,Maine:InterculturalPress.
Jerald,MichaelandRaymondC.Clark.1983.Experiential Language Teaching Techniques.Brattleboro,Vermont:ProLinguaAssociates.
Jerald,Michael.1987.Learning Languages On Your Own.BrattleboroVermont:ExperimentPress.
Mager,RobertF.1962.Preparing Instructional Objectives.Belmont,California:FearonPublishers.
Marshall,Terry.1989.The Whole World Guide to Language Learning. Yarmouth,Maine.InterculturalPress.
Roche,Gregory.1993.“SupportingLanguageLearningintheField:Suggestions,TrainingSessionDesignsandMaterials.” Peace Corps Hungary and Peace CorpsOTAPS.
Rubin, Joan and IreneThompson. 1994. How to Be a More Successful Language Learner: Toward Learner Autonomy. Boston,Massachusetts:Heinle&Heinle.
Schleppegrell,MaryandRebeccaOxford.1988.Language Learning Strategies for Peace Corps Volunteers.Developed for Peace Corps by Center forAppliedLinguistics,Washington,D.C.
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Stevick,Earl.1971.Adapting and Writing Language Les-sons.Washington,D.C.:ForeignServiceInstitute.
Wenden,Anita.1996.“LearningtoLearn:KnowledgeandStrategiesforSelf–DirectedLearning,”PreparedforthePeaceCorpsOfficeofTrainingandProgramSupport,Washington,D.C.:PeaceCorps.
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NOTEs