tests and beyond: adopting a communicative approach to exam preparation classes

Tests and beyond: adoptinga communicative approach

to exam preparation classesElena Merino

Tests and beyond: adopting a communicative approach to

exam preparation classes

Elena Merino3rd Annual ELT Conference

21.11.2015

My learning journey

Tests and Beyond l 21/11/154

(Burgess and Head, 2005)

“Exam results can have a significant effect on people’s lives and careers;

exams provide access to higher levels of education and open doors to

certain professions”

What is your learning journey?

When did you start learning English / another language? Why did you start learning that language?

Call to mind some of the exams you have taken in your life… How have (not) they been useful and important for your life?

According to Jay Walker, the world has a new mania…A mania for learning English.

Why do people learn languages today?


What’s the definition of “mania”?

1 a strong desire for something or interest in something, especially one that affects a lot of people at the same time [= craze]

CONTEXTS:

2 medical a serious mental illness (negative connotation)

WHY DID J. WALKER SAY THAT ABOUT ENGLISH?


https://www.ted.com/talks/jay_walker_on_the_world_s_english_mania


“English means: Opportunity for a better life, a job, to be able to pay for school, or put better food on the table”

“Is English a tsunami, washing away other languages?”

“English represents hope for a better future -- a future where the world has a common language to solve its common problems.”


The Linguistic Market

Bordieu (1985) claims that the language is a symbolic capital which sells in the

linguistic market.

Knowing some languages, such as English and French, is more valuable than knowing others (e.g. oral languages in Africa).

(Miquel, 1995; Ruíz, 2008).


The value of speaking English

CONTEXTCONTEXT

ENGLISH AS INDEPENDENCE

ENGLISH AS REUNION

ENGLISH AS PROBLEM SOLVING (INTERCULTURAL COMMUNICATION)

ENGLISH AS RESPECT

The value of speaking English, according to Saleem, Chaudry and Sahar

Sahar

“If you don’t know the language of any person of any country

especially where you are living, you cannot survive.”

“Books are not everything, but you have this kind of practical language, most

important. You can learn and read the books at home, but not the living language.

The practical language is the most important thing to learn a new language.”

SURVIVAL OF THE FITTEST

COMMUNICATION AS THE REAL LANGUAGE


Communicative Competence


“Students were so focused on studying English for the exam that they weren't enjoying using the language to communicate with each other.”

“Testing is indeed a form of measurement. And quite frankly it is black and white unlike life.”

“Exams have left my students incapable of thinking”

Think of ways you have prepared

for an examThink of ways you

have prepared your students for an exam

How can we adapt atest-preparation course

following acommunicative approach?


BRAINSTORMING

FOOD


In pairs, how many words did you write that your partner

didn’t?

Role-PlayJapan

Raw foodFish and Seafood

Soy sauceWaterRice

Fresh fruitMeat

NoodlesVegetables

Kenya

BreadMilkJuiceFruit

BeansRice

Tortilla breadCorn

[Your country] Spain

PotatoesMeatFish

Bread

VegetablesChocolate

CheeseFruit

Venezuela

JuiceFruitEggsMeat

CornRice

BeansVegetables

Explain your diet and find similarities

/ differences with others


INFORMATION GATHERING ACTIVITY


Let’s get the party started


Nice party, isn’t it?

You are at a party with lots of food. Go to a table and imagine you’re eating something you like (or bring real food!)

Talk to the people around you:- Introduce yourself, talk about the party- Talk about what you are eating. Include:

Anything else?

- Excuse yourself and leave. Try other food from other tables. Talk to somebody new (talk to at least 3 people)

A huge party

Where was I?

Yummy

Why do I need a paper bib?

A barbecue for your

birthday?

I hate seafood

Galicia?

To eat your

soup?

Follow-up

Listening activities

Open up your books, page 12, listening exercise 3. Read the instructions in silence, listen carefully and do the questions

The communicative checklist (listening)• It has a real purpose• It is relevant to the SS’ lives• It contains authentic material and contextualized• There’s a dynamic learning environment• SS respond in some meaningful fashion (e.g., saying something, following a command/request, asking a question, …).

•It involves interaction.• It’s student-centered• It is motivating / interesting for the SS• Background knowledge is activated• It includes the intercultural communicative competence

Adapted from Scarcella et al., 1992

Pre-listening activity

While-listening activity

Post-listening activity

The communicative checklist (listening)• It has a real purpose• It is relevant to the SS’ lives• It contains authentic material and contextualized• There’s a dynamic learning environment• SS respond in some meaningful fashion (e.g., saying something, following a command/request, asking a question, …).

•It involves interaction.• It’s student-centered• It is motivating / interesting for the SS• Background knowledge is activated• It includes the intercultural communicative competence

Pre-listening activity (Find Someone who…)


Post-listening (Alternative 1): Plan your holidays!

You and your partner are in charge of planning a holiday for a group of friends

Decide on:• Destination (nearby cities / countries?) and dates

• Costs involved: meals, excursions, etc.

• Means of transportation: plane, train, bus, car. (booking tickets)

• Accommodation: hotel, campsite, hostel, etc.

• Items to take along and weather forecast

• Find out about the local currency / currency exchange rate

• Food / Restaurants

• Find out how to say “hello”, “goodbye” and “thank you” in the local language

Follow-Up (1): Role-Play

Is this a relevant / real-life situation?

Follow-up (2): Persuade your mates!Present your plan to your group of friends.

It has to sound convincing!

Post-listening (Alternative 2): The hotel room

Note down vocabulary:

hotel, rooms, etc.

https://www.youtube.com/watch?v=AFbB3zHFtAA

Hotel, reception, check in, fill a form, suitcase, bellhop (bellboy U.K), guest,

elevator (lift U.K), forget, button, steering wheel, remote control, corridor, drawer, drill, switch, receptionist, tips, I.D card,

Driver’s license, passport

Dubbing and… What else?

Examples: Hotel Reviews wantedThe online booking website for

accommodation Booking / Hotels / Trivago would like to know your opinion

about the Grand Hotel, not only of the front desk attention but also the rooms

and the prices. Tell us whether you would recommend the Grand Hotel to other people. The best review will be

published in our website.

Alternative 1: Writing a review

ALTERNATIVE 2: ROLE-PLAY

BRAINSTORM PROBLEMS Noisy, no bathroom, towels, neighbours, elevator, price, etc.

BRAINSTORM PROBLEMS-SOLUTIONS

Noisy: change roomElevator: excuse, give a reasonPrice: offer discount voucher for next stay

CUSTOMERS RECEPTIONISTS

ConclusionSpeaking a language gives you power.

Being competent in a language = you are powerful. (Martín and Mijares, 2007)

Speaking a language, mastering it, is not useful if we don’t know how to use it in different social situations.

(Hymes, 1971)= It doesn’t sell in the Linguistic Market

(Bourdieu, 1985)

References•Bourdieu, P. (1985): ¿Qué significa hablar? Economía de los intercambios lingüísticos. Madrid: Akal.•Burgess, S. and K. Head, 2005. How to teach for exams. Pearson, England.•Hymes, D. H. (1971). Acerca de la competencia comunicativa. En M. Llobera (coord.), Competencia comunicativa. Documentos básicos en la enseñanza de lenguas extranjeras (1995, p.27-46). Madrid: Edelsa.•Merino, E. (2012). Desencuentros comunicativos y percepciones sobre la cultura, la comunidad y la lengua en inmigrantes adultos. El caso de los pakistaníes en Catalunya. (Repositori TDX).•Miquel, L. (1995). Reflexiones previas sobre la enseñanza de E/LE a inmigrantes y refugiados. Didáctica, 7, 241-254.•Ruíz, G. (2008). Materiales didácticos: encuentra las siete diferencias. En A. Ríos y G. Ruíz. La didáctica del español como segunda lengua para inmigrantes (p. 110-141). Sevilla:Universidad Internacional de Andalucía.•Scarcella et al., 1992. The Tapestry of Language Learning (add edit, place)•Tarone & Yule, 1989. Focus on the Language Learner: Approaches to Identifying and Meeting the Needs of Second Language Learners (OUP, p. 17)•Tolsanas, M. (2007). “Las calles de Barcelona, las casas de Paquistán”. Transnacionalismo y generación posmigratoria. Revista Cidob d’Afers Internacionals, 78, 33-56.

•Videos: TedTalk: Jay Walker ; Youtube: Mr Bean in room 426


Thank you!

Any Doubts?

Contact me!Mail: [email protected]: @merino_helenFacebook: Elena MJBlog: http://eltlearningjourneys.com/

mailto:[email protected]

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tests and beyond: adopting a communicative approach to exam preparation classes

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