tag:blogger.com,1999:blog-17964875626707408302024-03-13T09:13:45.294+08:00The ESL AdvocateThis site posts EFL/ESL articles, materials, teaching strategies and relevant information used by the blogger in his profession as a seasoned professional ESL instructor.Unknownnoreply@blogger.comBlogger23125tag:blogger.com,1999:blog-1796487562670740830.post-29173199450969770742012-04-26T10:00:00.001+08:002012-04-26T10:00:48.244+08:00English Training Summer Blast Promo<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="color: blue; font-size: large;"><span style="line-height: 36px;"><strong><a class="discreetLink" href="http://www.sulit.com.ph/index.php/classifieds+directory/q/english+proficiency?x=2" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: dashed; border-bottom-width: 1px; color: #0066cc; text-decoration: none;" target="_blank">English Proficiency</a> Seminar-Workshop</strong></span></span></div>
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Topics Covered: Grammar, Pronunciation, IELTS, Listening, Speaking, Writing, etc.<br />
Venue: Unit 211, 2/F DMG Center, 52 Domingo M. Guevarra St., M<span class="fontsize3" style="line-height: 18px;">andaluyong City</span><br />
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</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-27135154758891497412011-05-23T13:07:00.000+08:002011-05-23T13:09:17.289+08:00I'm a proud part of Sulit.com.ph's 1M members!<a href="http://www.sulit.com.ph/" title="Sulit.com.ph Buy and Sell Philippines"><img border="0" alt="Sulit.com.ph Buy and Sell Philippines" src="http://st3.sulitstatic.com/images/2011/0428/040112526_sulit1mbadge.png" /></a><br /><a href="http://www.sulit.com.ph/?utm_source=blogs&utm_medium=promo&utm_campaign=OP_1Million" target="_blank" title="Sulit.com.ph"><span>Sulit.com.ph Buy and Sell</span> </a><br /><a href="http://www.sulit.com.ph/index.php/view+topic/id/80647?utm_source=blogs&utm_medium=promo&utm_campaign=OP_1Million" target="_blank"> <span>Join the 1M Raffle Giveaway</span></a><br /><br />Read more: http://www.sulit.com.ph/index.php/view+topic/id/80647/Sulit+1M+Members+Raffle+Giveaway%3A+Join+and+Get+a+Chance+to+Win+iPad+2+and+Other+Prizes%21Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-12819704666359269232009-08-20T12:54:00.002+08:002009-08-20T13:03:14.777+08:00Accepting and Refusing<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/_wADWGcOHZ1g/SozY5N_sL_I/AAAAAAAAAKs/4ev24_cDdiI/s1600-h/accepting.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 214px; height: 320px;" src="http://3.bp.blogspot.com/_wADWGcOHZ1g/SozY5N_sL_I/AAAAAAAAAKs/4ev24_cDdiI/s320/accepting.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5371906933067100146" /></a><br /><form method="get" action="http://dictionary.reference.com/search"><p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:left;mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"></p><ul><li><b><u><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">Would you like</span></span></u></b><b><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;"> some cake?</span></span></b></li></ul><p></p> <table class="MsoNormalTable" border="1" cellspacing="0" cellpadding="0" style="mso-cellspacing:0in;margin-left:9.0pt;border:solid windowtext 1.0pt; mso-border-alt:solid windowtext .5pt;mso-padding-alt:0in 0in 0in 0in; mso-border-insideh:.5pt solid windowtext;mso-border-insidev:.5pt solid windowtext"> <tbody><tr> <td width="120" style="width:1.25in;border:solid windowtext 1.0pt;mso-border-alt: solid windowtext .5pt;padding:0in 0in 0in 0in"> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:left;mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">Yes, please.<br /> Sure. Thanks.<br /> Okay. Thank you.</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></b></p> </td> <td width="216" style="width:162.25pt;border:solid windowtext 1.0pt;mso-border-alt: solid windowtext .5pt;padding:0in 0in 0in 0in"> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:left;mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">No, thank you<br /> I'd better not.<br /> No, but thanks for offering.</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></b></p> </td> </tr> </tbody></table> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:left;mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"></p><ul><li><b><u><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">Would you like to go</span></span></u></b><b><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;"> see a movie?</span></span></b></li></ul><p></p> <table class="MsoNormalTable" border="1" cellspacing="0" cellpadding="0" style="mso-cellspacing:0in;margin-left:9.0pt;border:solid windowtext 1.0pt; mso-border-alt:solid windowtext .5pt;mso-padding-alt:0in 0in 0in 0in; mso-border-insideh:.5pt solid windowtext;mso-border-insidev:.5pt solid windowtext"> <tbody><tr> <td width="120" style="width:1.25in;border:solid windowtext 1.0pt;mso-border-alt: solid windowtext .5pt;padding:0in 0in 0in 0in"> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:left;mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">Okay. Sounds good.<br /> Sure. I'd love to.<br /> Yeah. Good idea</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></b></p> </td> <td width="216" style="width:162.25pt;border:solid windowtext 1.0pt;mso-border-alt: solid windowtext .5pt;padding:0in 0in 0in 0in"> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:left;mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">No, I'd rather not.<br /> I'm sorry, but I can't.<br /> No, but thanks for inviting me.</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></b></p> </td> </tr> </tbody></table> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:left;mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"></p><ul><li><b><u><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">How about some</span></span></u></b><b><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;"> more pie?</span></span></b></li></ul><p></p> <table class="MsoNormalTable" border="1" cellspacing="0" cellpadding="0" width="372" style="width:279.0pt;mso-cellspacing:0in;border:solid windowtext 1.0pt; mso-border-alt:solid windowtext .5pt;mso-padding-alt:0in 0in 0in 0in; mso-border-insideh:.5pt solid windowtext;mso-border-insidev:.5pt solid windowtext"> <tbody><tr> <td width="132" style="width:99.0pt;border:solid windowtext 1.0pt;mso-border-alt: solid windowtext .5pt;padding:0in 0in 0in 0in"> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:left;mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">All right. Thanks<br /> Looks good. Thanks<br /> Don't mind if I do.</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></b></p> </td> <td width="240" style="width:2.5in;border:solid windowtext 1.0pt;mso-border-alt: solid windowtext .5pt;padding:0in 0in 0in 0in"> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:left;mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">No, thanks.<br /> I'm really full. Thanks anyway.<br /> Looks delicious, but I'll have to pass.</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></b></p> </td> </tr> </tbody></table> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:left;mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"></p><ul><li><b><u><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">How about going</span></span></u></b><b><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;"> skiing this weekend?</span></span></b></li></ul><p></p> <table class="MsoNormalTable" border="1" cellspacing="0" cellpadding="0" width="372" style="width:279.0pt;mso-cellspacing:0in;border:solid windowtext 1.0pt; mso-border-alt:solid windowtext .5pt;mso-padding-alt:0in 0in 0in 0in; mso-border-insideh:.5pt solid windowtext;mso-border-insidev:.5pt solid windowtext"> <tbody><tr> <td width="180" style="width:135.0pt;border:solid windowtext 1.0pt;mso-border-alt: solid windowtext .5pt;padding:0in 0in 0in 0in"> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:left;mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">Great. What time?<br /> Sounds like fun.<br /> All right. When and where?</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></b></p> </td> <td width="192" style="width:2.0in;border:solid windowtext 1.0pt;mso-border-alt: solid windowtext .5pt;padding:0in 0in 0in 0in"> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:left;mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">Sorry. I'm busy this weekend.<br /> I don't think I can.<br /> How about some other time?</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></b></p> </td> </tr> </tbody></table> <b><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;"> </span></span><span style="font-size:10.0pt;mso-bidi-font-family:Batang; mso-hansi-font-family:"Times New Roman";mso-bidi-Times New Roman"; mso-font-kerning:1.0pt;mso-ansi-language:EN-US;mso-fareast-language:KO; mso-bidi-language:AR-SAfont-family:";font-size:12.0pt;"><span class="Apple-style-span" style="font-size:small;"> </span><span style="mso-tab-count:7"> </span></span></b><br /><br /><br /><br /><br /><br /><br /><br /><table border="0" cellspacing="4" cellpadding="4" bgcolor="#0033ff"><tbody><tr><td valign="middle" align="left"><br /><strong style="font-family: arial,helvetica,sans-serif; font-size: 115%; color: #ffffff;">Search:</strong><br /><select name="db" style="font-size:11pt; font-family: arial,helvetica,sans-serif;"><option value="dictionary">Dictionary.com</option><option value="thesaurus">Thesaurus.com</option><option value="encyclopedia">Reference.com</option><option value="all">All Reference</option><option value="web">the Web</option></select><br /></td></tr><tr><td><br /><strong style="font-family: arial,helvetica,sans-serif; font-size: 115%; color: #ffffff;">for</strong><br /><input type="text" name="q" size="20" maxlength="50" style="font-size:11pt;"><br /><input type="submit" value="Go" style="font-weight:bold; font-size:11pt; font-family: arial,helvetica,sans-serif;"><br /></td></tr></tbody></table><br /></form>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-9720087327576407282009-08-15T09:06:00.003+08:002009-08-15T09:43:57.744+08:00Apologizing<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/_wADWGcOHZ1g/SoYSvP9lSGI/AAAAAAAAAKc/ljYTX8CVLA4/s1600-h/apologizing"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 294px;" src="http://2.bp.blogspot.com/_wADWGcOHZ1g/SoYSvP9lSGI/AAAAAAAAAKc/ljYTX8CVLA4/s320/apologizing" border="0" alt="" id="BLOGGER_PHOTO_ID_5370000208633874530" /></a><br /><form method="get" action="http://dictionary.reference.com/search"><p class="MsoNormal"><b><i></i></b></p><b><i><p class="MsoNormal"><b><i><u><span class="Apple-style-span" style="font-size:small;">Apologizing</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></u></i></b></p></i></b><p></p> <ul style="margin-top:0in" type="square"> <li class="MsoNormal"><b><span class="Apple-style-span" style="font-size:small;">I’m terribly sorry, but it was an accident.</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></b></li> <li class="MsoNormal"><b><span class="Apple-style-span" style="font-size:small;">I’m really sorry, but I didn’t mean to do it.</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></b></li> <li class="MsoNormal"><b><span class="Apple-style-span" style="font-size:small;">I’m sorry, but I didn’t do it on purpose.</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></b></li> <li class="MsoNormal"><b><span class="Apple-style-span" style="font-size:small;">I just forgot. Sorry.</span></b></li></ul> <p class="MsoNormal"><span class="Apple-style-span" style="text-decoration: underline;"></span></p><p class="MsoNormal"><b><i><u><span class="Apple-style-span" style="font-size:small;">Responding to apologies</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></u></i></b></p><p></p> <p class="MsoNormal"><b><o:p><span class="Apple-style-span" style="font-size:small;"> Affirmative Response</span></o:p></b></p> <ul style="margin-top:0in" type="square"> <li class="MsoNormal"><b><span class="Apple-style-span" style="font-size:small;">That’s all right. I understand.</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></b></li> <li class="MsoNormal"><b><span class="Apple-style-span" style="font-size:small;">Don’t worry about it.</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></b></li> <li class="MsoNormal"><b><span class="Apple-style-span" style="font-size:small;">Oh, that’s OK.</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></b></li> <li class="MsoNormal"><b><span class="Apple-style-span" style="font-size:small;">No problem.</span></b></li></ul> <p class="MsoNormal"><b><span class="Apple-style-span" style="font-size:small;">Negative Response</span></b></p> <ul style="margin-top:0in" type="square"> <li class="MsoNormal"><b><span class="Apple-style-span" style="font-size:small;">Oh, no! How could you!</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></b></li> <li class="MsoNormal"><b><span class="Apple-style-span" style="font-size:small;">Really?!</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></b></li> <li class="MsoNormal"><b><span class="Apple-style-span" style="font-size:small;">You what?!</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></b></li> <li class="MsoNormal"><b><span class="Apple-style-span" style="font-size:small;">I can’t believe you?</span><o:p></o:p></b></li> </ul> <p class="MsoNormal" style="margin-left:.25in"><b><o:p> </o:p></b></p><br /><br /><br /><br /><br /><br /><br /><table border="0" cellspacing="4" cellpadding="4" bgcolor="#0033ff"><tbody><tr><td valign="middle" align="left"><br /><strong style="font-family: arial,helvetica,sans-serif; font-size: 115%; color: #ffffff;">Search:</strong><br /><select name="db" style="font-size:11pt; font-family: arial,helvetica,sans-serif;"><option value="dictionary">Dictionary.com</option><option value="thesaurus">Thesaurus.com</option><option value="encyclopedia">Reference.com</option><option value="all">All Reference</option><option value="web">the Web</option></select><br /></td></tr><tr><td><br /><strong style="font-family: arial,helvetica,sans-serif; font-size: 115%; color: #ffffff;">for</strong><br /><input type="text" name="q" size="20" maxlength="50" style="font-size:11pt;"><br /><input type="submit" value="Go" style="font-weight:bold; font-size:11pt; font-family: arial,helvetica,sans-serif;"><br /></td></tr></tbody></table><br /></form>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-72775420594128697892009-08-10T21:19:00.001+08:002009-08-10T21:26:40.150+08:00Describing a picture<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://4.bp.blogspot.com/_wADWGcOHZ1g/SoAf_NEZ8DI/AAAAAAAAAKU/lhVLxB4z4D8/s1600-h/describing"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="http://4.bp.blogspot.com/_wADWGcOHZ1g/SoAf_NEZ8DI/AAAAAAAAAKU/lhVLxB4z4D8/s320/describing" border="0" alt="" id="BLOGGER_PHOTO_ID_5368325926525988914" /></a><br /><form method="get" action="http://dictionary.reference.com/search"><p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:left;mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><u><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">What do you see in the picture? </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></u></b></p> <ul style="margin-top:0in" type="square"> <li class="MsoNormal" style="text-align:left;mso-pagination:widow-orphan; mso-list:l1 level1 lfo1;tab-stops:list .5in;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">There is a…<br /> There's a …</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:left;mso-pagination:widow-orphan;mso-list:l1 level1 lfo1; tab-stops:list .5in;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">There are some…<br /> There're some …</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:left;mso-pagination:widow-orphan;mso-list:l1 level1 lfo1; tab-stops:list .5in;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">Is there a . . . ? </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> <li class="MsoNormal" style="text-align:left;mso-list:l1 level1 lfo1;tab-stops: list .5in"><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">Are there (some) . . . ? </span></span><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> </ul> <p class="MsoNormal" align="left" style="margin-left:.25in;text-align:left"><span style=" ;font-family:Georgia;"><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></p> <p class="MsoNormal" align="left" style="text-align:left"><b><u><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">Locations</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></u></b></p> <p class="MsoNormal" align="left" style="text-align:left"><span style=" ;font-family:Georgia;"><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></p> <table class="MsoNormalTable" border="1" cellspacing="0" cellpadding="0" style="mso-cellspacing:0in;border:solid windowtext 1.0pt;mso-border-alt:solid windowtext .5pt; mso-padding-alt:0in 0in 0in 0in;mso-border-insideh:.5pt solid windowtext; mso-border-insidev:.5pt solid windowtext"> <tbody><tr> <td width="120" style="width:1.25in;border:solid windowtext 1.0pt;mso-border-alt: solid windowtext .5pt;padding:0in 0in 0in 0in"> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:left;mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">On the right/left<br /> Near the window</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> </td> <td width="84" style="width:63.0pt;border:solid windowtext 1.0pt;mso-border-alt: solid windowtext .5pt;padding:0in 0in 0in 0in"> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:left;mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">By the door<br /> In the box</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> </td> <td width="108" style="width:81.0pt;border:solid windowtext 1.0pt;mso-border-alt: solid windowtext .5pt;padding:0in 0in 0in 0in"> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:left;mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">On the chair<br /> Under the table</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> </td> </tr> </tbody></table> <p class="MsoNormal" align="left" style="margin-left:.25in;text-align:left"><span style=" ;font-family:Georgia;"><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></p> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:left;mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><u><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">Actions</span></span></u></b><u><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;"> </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></u></p> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;margin-left:1.0in;text-align:left;text-indent:-.75in;mso-pagination:widow-orphan; mso-list:l3 level1 lfo2;tab-stops:list .5in;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style=" ;font-family:Wingdings;"><span class="Apple-style-span" style="font-size:small;">§</span><span style="font:7.0pt "Times New Roman""><span class="Apple-style-span" style="font-size:small;"> </span></span></span><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">The man is + V-ing…</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;margin-left:1.0in;text-align:left;text-indent:-.75in;mso-pagination:widow-orphan; mso-list:l3 level1 lfo2;tab-stops:list .5in;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style=" ;font-family:Wingdings;"><span class="Apple-style-span" style="font-size:small;">§</span><span style="font:7.0pt "Times New Roman""><span class="Apple-style-span" style="font-size:small;"> </span></span></span><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">The woman is + V-ing… </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:left;mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><u><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">Clothing</span></span></u></b><u><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;"> </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></u></p> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;margin-left:1.0in;text-align:left;text-indent:-.75in;mso-pagination:widow-orphan; mso-list:l4 level1 lfo3;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style=" ;font-family:Wingdings;"><span class="Apple-style-span" style="font-size:small;">§</span><span style="font:7.0pt "Times New Roman""><span class="Apple-style-span" style="font-size:small;"> </span></span></span><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">What is the man/woman wearing? </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;margin-left:1.0in;text-align:left;text-indent:-.75in;mso-pagination:widow-orphan; mso-list:l4 level1 lfo3;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style=" ;font-family:Wingdings;"><span class="Apple-style-span" style="font-size:small;">§</span><span style="font:7.0pt "Times New Roman""><span class="Apple-style-span" style="font-size:small;"> </span></span></span><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">She/He is wearing a/some… </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:left;mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><u><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">Opinions</span></span></u></b><u><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;"> </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></u></p> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;margin-left:1.0in;text-align:left;text-indent:-.75in;mso-pagination:widow-orphan; mso-list:l2 level1 lfo4;tab-stops:list .5in;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style=" ;font-family:Wingdings;"><span class="Apple-style-span" style="font-size:small;">§</span><span style="font:7.0pt "Times New Roman""><span class="Apple-style-span" style="font-size:small;"> </span></span></span><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">What do you think…? </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;margin-left:1.0in;text-align:left;text-indent:-.75in;mso-pagination:widow-orphan; mso-list:l2 level1 lfo4;tab-stops:list .5in;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style=" ;font-family:Wingdings;"><span class="Apple-style-span" style="font-size:small;">§</span><span style="font:7.0pt "Times New Roman""><span class="Apple-style-span" style="font-size:small;"> </span></span></span><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">I think…? </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" align="left" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:left;mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><u><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">Tell a Story</span></span></u></b><u><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;"> </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></u></p> <p class="MsoNormal" align="left" style="margin-left:1.5in;text-align:left; text-indent:-1.25in;mso-pagination:widow-orphan;mso-list:l0 level3 lfo5; tab-stops:list .5in;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style=" ;font-family:Wingdings;"><span class="Apple-style-span" style="font-size:small;">§</span><span style="font:7.0pt "Times New Roman""><span class="Apple-style-span" style="font-size:small;"> </span></span></span><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">Yesterday, Ms. Jones . . . </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <ul style="margin-top:0in" type="square"> <li class="MsoNormal" style="text-align:left;mso-list:l0 level1 lfo5;tab-stops: list .5in"><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">Use PAST tense</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> </ul> <p class="MsoNormal" align="left" style="margin-left:.25in;text-align:left"><span style=" ;font-family:Georgia;"><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></p><span class="Apple-style-span" style="font-size:small;"><br /><br /><br /><br /><br /><br /><br /></span><br /></form>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-45584266474773485812009-08-08T20:49:00.002+08:002009-08-08T20:59:29.231+08:00Making complaints<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/_wADWGcOHZ1g/Sn12lafme8I/AAAAAAAAAKM/u2ri2kGO2Vg/s1600-h/complaining.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 300px; height: 225px;" src="http://3.bp.blogspot.com/_wADWGcOHZ1g/Sn12lafme8I/AAAAAAAAAKM/u2ri2kGO2Vg/s320/complaining.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5367576716034603970" /></a><br /><p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><i style="mso-bidi-font-style:normal"><span style="font-family: Georgia;mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">There are a number of formulas used when complaining in English. It's important to remember that a direct complaint or criticism in English can sound rude or aggressive. It's best to mention a problem in an indirect manner. Here are some of the most common: <o:p></o:p></span></i></p> <ul type="disc"> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; line-height:150%;mso-list:l0 level1 lfo1;tab-stops:list .5in"><b style="mso-bidi-font-weight:normal"><span style=" line-height:150%;font-family:Georgia;mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">I'm sorry to have to say this but... <o:p></o:p></span></b></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; line-height:150%;mso-list:l0 level1 lfo1;tab-stops:list .5in"><b style="mso-bidi-font-weight:normal"><span style=" line-height:150%;font-family:Georgia;mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">I'm sorry to bother you, but... <o:p></o:p></span></b></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; line-height:150%;mso-list:l0 level1 lfo1;tab-stops:list .5in"><b style="mso-bidi-font-weight:normal"><span style=" line-height:150%;font-family:Georgia;mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">Maybe you forgot to... <o:p></o:p></span></b></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; line-height:150%;mso-list:l0 level1 lfo1;tab-stops:list .5in"><b style="mso-bidi-font-weight:normal"><span style=" line-height:150%;font-family:Georgia;mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">I think you might have forgotten to... <o:p></o:p></span></b></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; line-height:150%;mso-list:l0 level1 lfo1;tab-stops:list .5in"><b style="mso-bidi-font-weight:normal"><span style=" line-height:150%;font-family:Georgia;mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">Excuse me if I'm out of line, but... <o:p></o:p></span></b></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; line-height:150%;mso-list:l0 level1 lfo1;tab-stops:list .5in"><b style="mso-bidi-font-weight:normal"><span style=" line-height:150%;font-family:Georgia;mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">There may have been a misunderstanding about... <o:p></o:p></span></b></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; line-height:150%;mso-list:l0 level1 lfo1;tab-stops:list .5in"><b style="mso-bidi-font-weight:normal"><span style=" line-height:150%;font-family:Georgia;mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">Don't get me wrong, but I think we should... </span></b></li></ul><div><span class="Apple-style-span" style="font-size:100%;"><span class="Apple-style-span" style=" line-height: 19px;font-size:13px;"><b><p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; line-height:150%"><b style="mso-bidi-font-weight:normal"><u><span style="line-height:150%;font-family:Georgia;mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">Construction<o:p></o:p></span></u></b></p> <div align="center"> <table class="MsoNormalTable" border="1" cellpadding="0" style="mso-cellspacing:1.5pt; border:solid windowtext 1.0pt;mso-border-alt:solid windowtext .5pt;mso-yfti-tbllook: 1184;mso-border-insideh:.5pt solid windowtext;mso-border-insidev:.5pt solid windowtext"> <tbody><tr style="mso-yfti-irow:0"> <td style="border:solid windowtext 1.0pt;mso-border-alt:solid windowtext .5pt; padding:.75pt .75pt .75pt .75pt"> <p class="MsoNormal"><b><span style="font-family:Georgia; mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">Formula</span></b><span style="font-family:Georgia;mso-fareast-Times New Roman"font-family:";font-size:10.0pt;"> <o:p></o:p></span></p> </td> <td style="border:solid windowtext 1.0pt;mso-border-alt:solid windowtext .5pt; padding:.75pt .75pt .75pt .75pt"> <p class="MsoNormal"><b><span style="font-family:Georgia; mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">Example Finish</span></b><span style="font-family:Georgia;mso-fareast-Times New Roman"font-family:";font-size:10.0pt;"> <o:p></o:p></span></p> </td> </tr> <tr style="mso-yfti-irow:1"> <td style="border:solid windowtext 1.0pt;mso-border-alt:solid windowtext .5pt; padding:.75pt .75pt .75pt .75pt"> <p class="MsoNormal"><b><span style="font-family:Georgia; mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">I'm sorry to have to say this but</span></b><span style="font-family:Georgia;mso-fareast-Times New Roman"font-family:";font-size:10.0pt;"> <o:p></o:p></span></p> </td> <td style="border:solid windowtext 1.0pt;mso-border-alt:solid windowtext .5pt; padding:.75pt .75pt .75pt .75pt"> <p class="MsoNormal"><span style="font-family:Georgia; mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">I think we need to take another approach. <o:p></o:p></span></p> </td> </tr> <tr style="mso-yfti-irow:2"> <td style="border:solid windowtext 1.0pt;mso-border-alt:solid windowtext .5pt; padding:.75pt .75pt .75pt .75pt"> <p class="MsoNormal"><b><span style="font-family:Georgia; mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">I'm sorry to bother you, but</span></b><span style="font-family:Georgia;mso-fareast-Times New Roman"font-family:";font-size:10.0pt;"> <o:p></o:p></span></p> </td> <td style="border:solid windowtext 1.0pt;mso-border-alt:solid windowtext .5pt; padding:.75pt .75pt .75pt .75pt"> <p class="MsoNormal"><span style="font-family:Georgia; mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">I think you need to refine this layout. <o:p></o:p></span></p> </td> </tr> <tr style="mso-yfti-irow:3"> <td style="border:solid windowtext 1.0pt;mso-border-alt:solid windowtext .5pt; padding:.75pt .75pt .75pt .75pt"> <p class="MsoNormal"><b><span style="font-family:Georgia; mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">Maybe you forgot to</span></b><span style="font-family:Georgia;mso-fareast-Times New Roman"font-family:";font-size:10.0pt;"> <o:p></o:p></span></p> </td> <td style="border:solid windowtext 1.0pt;mso-border-alt:solid windowtext .5pt; padding:.75pt .75pt .75pt .75pt"> <p class="MsoNormal"><span style="font-family:Georgia; mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">include his name and number. <o:p></o:p></span></p> </td> </tr> <tr style="mso-yfti-irow:4"> <td style="border:solid windowtext 1.0pt;mso-border-alt:solid windowtext .5pt; padding:.75pt .75pt .75pt .75pt"> <p class="MsoNormal"><b><span style="font-family:Georgia; mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">I think you might have forgotten to</span></b><span style="font-family:Georgia;mso-fareast-Times New Roman"font-family:";font-size:10.0pt;"> <o:p></o:p></span></p> </td> <td style="border:solid windowtext 1.0pt;mso-border-alt:solid windowtext .5pt; padding:.75pt .75pt .75pt .75pt"> <p class="MsoNormal"><span style="font-family:Georgia; mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">finish the report on time. <o:p></o:p></span></p> </td> </tr> <tr style="mso-yfti-irow:5"> <td style="border:solid windowtext 1.0pt;mso-border-alt:solid windowtext .5pt; padding:.75pt .75pt .75pt .75pt"> <p class="MsoNormal"><b><span style="font-family:Georgia; mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">Excuse me if I'm out of line, but</span></b><span style="font-family:Georgia;mso-fareast-Times New Roman"font-family:";font-size:10.0pt;"> <o:p></o:p></span></p> </td> <td style="border:solid windowtext 1.0pt;mso-border-alt:solid windowtext .5pt; padding:.75pt .75pt .75pt .75pt"> <p class="MsoNormal"><span style="font-family:Georgia; mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">your work has not been adequate lately. <o:p></o:p></span></p> </td> </tr> <tr style="mso-yfti-irow:6"> <td style="border:solid windowtext 1.0pt;mso-border-alt:solid windowtext .5pt; padding:.75pt .75pt .75pt .75pt"> <p class="MsoNormal"><b><span style="font-family:Georgia; mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">There may have been a misunderstanding about</span></b><span style="font-family: Georgia;mso-fareast-Times New Roman"font-family:";font-size:10.0pt;"> <o:p></o:p></span></p> </td> <td style="border:solid windowtext 1.0pt;mso-border-alt:solid windowtext .5pt; padding:.75pt .75pt .75pt .75pt"> <p class="MsoNormal"><span style="font-family:Georgia; mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">what I expected from you. <o:p></o:p></span></p> </td> </tr> <tr style="mso-yfti-irow:7;mso-yfti-lastrow:yes"> <td style="border:solid windowtext 1.0pt;mso-border-alt:solid windowtext .5pt; padding:.75pt .75pt .75pt .75pt"> <p class="MsoNormal"><b><span style="font-family:Georgia; mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">Don't get me wrong, but I think we should</span></b><span style="font-family:Georgia; mso-fareast-Times New Roman"font-family:";font-size:10.0pt;"> <o:p></o:p></span></p> </td> <td style="border:solid windowtext 1.0pt;mso-border-alt:solid windowtext .5pt; padding:.75pt .75pt .75pt .75pt"> <p class="MsoNormal"><span style="font-family:Georgia; mso-fareast-Times New Roman"font-family:";font-size:10.0pt;">concentrate on the Smith account for the moment. <o:p></o:p></span></p> </td> </tr> </tbody></table></div></b></span></span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-40426627176454814392009-08-07T12:26:00.003+08:002009-08-08T11:31:56.821+08:00Guessing<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://1.bp.blogspot.com/_wADWGcOHZ1g/SnuuZC-by1I/AAAAAAAAAKE/PilQ_UtkApA/s1600-h/guessing"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 291px; height: 320px;" src="http://1.bp.blogspot.com/_wADWGcOHZ1g/SnuuZC-by1I/AAAAAAAAAKE/PilQ_UtkApA/s320/guessing" border="0" alt="" id="BLOGGER_PHOTO_ID_5367075126260779858" /></a><br /><p class="MsoNormal"><i><span><span class="Apple-style-span" style="font-size: small;">There are a number of ways to guess in English. Here are some of the most common: </span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></i></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; margin-left:.25in;line-height:150%"></p><ul><li><b><u><span><span class="Apple-style-span" style="font-size: small;">I'd say</span></span></u></b><span><span class="Apple-style-span" style="font-size: small;"> he's about ready to quite his job.</span></span></li><li><span class="Apple-style-span" style="font-size: small;">It </span><b><u><span class="Apple-style-span" style="font-size: small;">might</span></u></b><span class="Apple-style-span" style="font-size: small;"> need some oil.</span></li><li><span class="Apple-style-span" style="font-size: small;">He </span><b><u><span class="Apple-style-span" style="font-size: small;">could</span></u></b><span class="Apple-style-span" style="font-size: small;"> be in the garden.</span></li><li><span class="Apple-style-span" style="font-size: small;">It </span><b><u><span class="Apple-style-span" style="font-size: small;">looks like</span></u></b><span class="Apple-style-span" style="font-size: small;"> a miniature motor.</span></li><li><b><u><span><span class="Apple-style-span" style="font-size: small;">Perhaps</span></span></u></b><span><span class="Apple-style-span" style="font-size: small;"> he needs some time off work.</span></span></li><li><b><u><span><span class="Apple-style-span" style="font-size: small;">Maybe</span></span></u></b><span><span class="Apple-style-span" style="font-size: small;"> they want to come and visit this summer.</span></span></li><li><b><u><span><span class="Apple-style-span" style="font-size: small;">It's difficult to say, but I'd guess</span></span></u></b><span><span class="Apple-style-span" style="font-size: small;"> that it's used for cleaning house.</span></span></li><li><b><u><span><span class="Apple-style-span" style="font-size: small;">I'm not really sure, but I think</span></span></u></b><span><span class="Apple-style-span" style="font-size: small;"> they enjoy hiking in the mountains. </span></span></li></ul><p></p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-86159810582558282232009-08-05T13:30:00.002+08:002009-08-05T14:14:21.434+08:00Bringing up a sensitive topic<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://1.bp.blogspot.com/_wADWGcOHZ1g/SnkjD_4-IaI/AAAAAAAAAJ8/4Gbp-6cJ2D0/s1600-h/careless+talk+2.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 214px; height: 320px;" src="http://1.bp.blogspot.com/_wADWGcOHZ1g/SnkjD_4-IaI/AAAAAAAAAJ8/4Gbp-6cJ2D0/s320/careless+talk+2.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5366358982585622946" /></a><br /><p style="margin-left:.25in;tab-stops:list .75in"></p><ul><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">Can I talk to you for a minute?</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">Can I ask you something?</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">Do you mind if I ask you something?</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">I need to talk to you for a minute.</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">I have to tell you something.</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">There's something I need to tell you.</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">There's something I think you should know.</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">We need to talk. </span></li></ul><p></p> <p style="margin-left:.25in;tab-stops:list .75in"><o:p></o:p></p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-77704489526928148062009-08-03T21:26:00.001+08:002009-08-03T21:32:28.028+08:00Getting someone to explain something you have not understood<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://1.bp.blogspot.com/_wADWGcOHZ1g/Snbmtk_66DI/AAAAAAAAAJ0/_Q_Eu-dCp20/s1600-h/clarification2"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 184px; height: 230px;" src="http://1.bp.blogspot.com/_wADWGcOHZ1g/Snbmtk_66DI/AAAAAAAAAJ0/_Q_Eu-dCp20/s320/clarification2" border="0" alt="" id="BLOGGER_PHOTO_ID_5365729676758804530" /></a><br /><span class="Apple-style-span" style="font-size:small;">What do you mean?/ What do you mean by…?<br />Do you mean (that)…?/ Does that mean (that)…?<br />What exactly does that mean?<br />What are you saying/ trying to say?<br />Don’t you mean…?<br />What (exactly) does that …mean?<br /><br />Could/Would you explain this word, please?<br />‘Trade convention’?/ ‘Curriculum’?/ etc. (echoing the problem word with a question intonation)<br /><br />Sorry, I didn’t understand (the word)…<br />Sorry, I’m lost.<br />Sorry, I’m afraid you’ve lost me there.<br />Sorry, I don’t/didn’t quite follow you/ what you were saying about…<br /><br />I’m not sure I understand/ follow you.<br />I’m afraid I don’t understand.<br />I don’t quite see what you mean/ what you’re getting at, I’m afraid.<br />I’m sorry, I’m not quite clear on…<br />I don’t get you/it/the point.</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-73314865780272528262009-08-01T19:01:00.004+08:002009-08-01T19:21:04.526+08:00What's the point?<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/_wADWGcOHZ1g/SnQh-IIodXI/AAAAAAAAAJs/JvZyhgvs2yY/s1600-h/whats+the+point"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="http://3.bp.blogspot.com/_wADWGcOHZ1g/SnQh-IIodXI/AAAAAAAAAJs/JvZyhgvs2yY/s320/whats+the+point" border="0" alt="" id="BLOGGER_PHOTO_ID_5364950407324398962" /></a><br /><p class="MsoNormal"><span style="mso-bidi-font-weight:bold; mso-bidi-font-style:italicfont-family:Georgia;"><b><i>In case you don’t know the answer</i></b><o:p></o:p></span></p> <p class="MsoNormal"></p><ul><li>I don’t know.</li><li>I don’t know anything about that.</li><li>I haven’t thought about that.</li></ul><div><b><i>If the question is too vague</i></b></div> <p class="MsoNormal"></p><ul><li>I’m sorry, could you be more specific?</li><li>What do you mean exactly?</li><li>What’s the point?</li></ul><p></p> <p class="MsoNormal"><span style="font-family:Georgia;"><o:p> </o:p></span></p> <p class="MsoNormal"><span style="font-family:Georgia;"><b><i>Speaking 1: What’s the point?</i></b><o:p></o:p></span></p> <p class="MsoNormal"><span style="font-family:Georgia;"><o:p>Ask your partner the following questions:</o:p></span></p> <p class="MsoNormal"></p><ul><li>How many are there in your family?</li><li>What’s the most important thing in your life?</li><li>What is/was your GPA in university?</li><li>Do you have a girlfriend/ boyfriend?</li></ul><p></p> <p class="MsoNormal"><span style="font-family:Georgia;"><o:p> </o:p></span></p> <p class="MsoNormal"><span style="mso-bidi-font-weight:bold; mso-bidi-font-style:italicfont-family:Georgia;"><b><i>If you need time to think</i></b><o:p></o:p></span></p> <p class="MsoNormal"></p><ul><li>Hmm, let me see…</li><li>Let me think about that.</li><li>Well…Good question.</li></ul><div><b><i>If you don't understand</i></b></div> <p class="MsoNormal"></p><ul><li>Pardon me? Could you please repeat that?</li><li>I don’t understand.</li><li>I didn’t hear what you said.</li><li>What does that mean?</li></ul><p></p> <p class="MsoNormal"><span style="font-family:Georgia;"><o:p> </o:p></span></p> <p class="MsoNormal"><span style="font-family:Georgia;"><b><i>Speaking 2: Pardon me?</i></b><o:p></o:p></span></p> <p class="MsoNormal"><span style="font-family:Georgia;"><o:p>Ask your partner the following questions:</o:p></span></p><p class="MsoNormal"></p><ul><li>Do you believe in ESP?</li><li>Have you ever been to a BYOB party?</li><li>What’s the purpose of life?</li><li>What do you think of MLI?</li></ul><p></p> <p class="MsoNormal"><span style="mso-bidi-font-weight:bold; mso-bidi-font-style:italicfont-family:Georgia;"><b><i>If you feel your English is not good enough</i></b><o:p></o:p></span></p> <p class="MsoNormal"></p><ul><li>I know what you’re talking about, but it’s difficult for me to explain in English.</li><li>I’m not sure if I can answer properly in English, but let me try.</li></ul><p></p> <p class="MsoNormal" style="margin-left:-.25in"><span style=" mso-bidi-font-weight:bold;font-family:Georgia;"><o:p> </o:p></span></p> <p class="MsoNormal"><span style="mso-bidi-font-weight:bold; mso-bidi-font-style:italicfont-family:Georgia;"><b><i>If the question is too personal or rude</i></b><o:p></o:p></span></p> <p class="MsoNormal"></p><ul><li>I’m sorry, I’d rather not say.</li><li>That’s a little personal.</li><li>I’d rather not talk about it.</li><li>It’s none of your business.</li></ul><p></p> <p class="MsoNormal"><span style="font-family:Georgia;"><o:p> </o:p></span></p> <p class="MsoNormal"><span style="font-family:Georgia;"><b><i>Speaking 3: It’s none of your business!</i></b><o:p></o:p></span></p> <p class="MsoNormal"><span style="font-family:Georgia;"><o:p>Ask your partner the following questions:</o:p></span></p> <p class="MsoNormal" style="margin-left:-9.0pt"><span style=" mso-bidi-font-weight:bold;mso-bidi-font-style:italicfont-family:Georgia;"><o:p> </o:p></span></p> <p class="MsoNormal"></p><ul><li>How many men/women have you kissed?</li><li>Are you a good kisser?</li><li>How much money do you make?</li><li>Can you explain the meaning of “yin & yang”?</li><li>What grosses you out?</li></ul><p></p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-10595488374029452182009-07-30T12:00:00.003+08:002009-07-30T12:08:04.935+08:00Criticizing constructively<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/_wADWGcOHZ1g/SnEcW8LE1jI/AAAAAAAAAJk/_8l_wVJcqM4/s1600-h/criticism3"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 231px;" src="http://3.bp.blogspot.com/_wADWGcOHZ1g/SnEcW8LE1jI/AAAAAAAAAJk/_8l_wVJcqM4/s320/criticism3" border="0" alt="" id="BLOGGER_PHOTO_ID_5364099811610252850" /></a><br /><p class="MsoNormal" style="line-height:200%;tab-stops:list .5in"></p><ul><li><span class="Apple-style-span" style="font-weight: bold; "><span class="Apple-style-span" style="font-size:small;">This is a great effort but…</span></span></li><li><span class="Apple-style-span" style="font-weight: bold; "><span class="Apple-style-span" style="font-size:small;">You did fine but…</span></span></li><li><span class="Apple-style-span" style="font-weight: bold; "><span class="Apple-style-span" style="font-size:small;">Do you think that you can make some changes next time?</span></span></li><li><span class="Apple-style-span" style="font-weight: bold; "><span class="Apple-style-span" style="font-size:small;">I think it might be better if you’d…</span></span></li><li><span class="Apple-style-span" style="font-weight: bold; "><span class="Apple-style-span" style="font-size:small;">As a friend, I think I should tell you…</span></span></li></ul><div><b><span class="Apple-style-span" style="font-size:small;"><br /></span></b></div><div><b><span class="Apple-style-span" style="font-size:small;"><i>Sample Dialog</i></span></b></div><div><b><span class="Apple-style-span" style="font-size:small;"><br /></span></b></div><div><span class="Apple-style-span" style="font-size:100%;"><span class="Apple-style-span" style="font-size:13px;"><b><p class="MsoNormal"><span style="font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">A: What do you think of my presentation?</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal"><span style="font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">B: </span><b><u><span class="Apple-style-span" style="font-size:small;">Everything looked great, but you might want to</span></u></b><span class="Apple-style-span" style="font-size:small;"> think through the presentation next time.</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal"><span style="font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">A: What’s wrong with it?</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal"><span style="font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">B: I think it’s too flashy for a serious topic. </span><b><u><span class="Apple-style-span" style="font-size:small;">As a friend, I think I should tell you to</span></u></b><span class="Apple-style-span" style="font-size:small;"> try to modify it a bit.</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal"><span style="font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">A: Thanks. I appreciate your concern.</span><o:p></o:p></span></p></b></span></span></div><p></p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-50942518048773482492009-07-28T23:11:00.002+08:002009-07-28T23:19:52.234+08:00Expressing opinion and agreeing with an opinion<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://4.bp.blogspot.com/_wADWGcOHZ1g/Sm8Wo9B_hxI/AAAAAAAAAJE/MjKgJwFf4Uk/s1600-h/opining"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 256px;" src="http://4.bp.blogspot.com/_wADWGcOHZ1g/Sm8Wo9B_hxI/AAAAAAAAAJE/MjKgJwFf4Uk/s320/opining" border="0" alt="" id="BLOGGER_PHOTO_ID_5363530574055048978" /></a><br /><p class="MsoNormal"><b><i><span class="Apple-style-span" style="font-size: small;">Expressing opinion</span></i></b></p><p class="MsoNormal"></p><ul><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">I (personally) think/believe/feel…</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">Personally, I believe/think/feel…</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">I honestly feel…</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">In my (personal) opinion/view…</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">I imagine/suppose/reckon…</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">Do know what I think? I think…</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">As I see it…</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">The way I look at it/see it…</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">It appears/seems to me…</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">To my mind…</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">If you ask me…</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">I’d say that…</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">As far as I can tell…</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">Let me tell you…</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">To the best of my knowledge…</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">I’m pretty/quite sure that…</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">I’m fairly certain that…</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">It’s quite obvious that...</span></span></li></ul><p class="MsoNormal"><b><i><span class="Apple-style-span" style="font-size: small;">Expressing agreement with an opinion</span></i></b></p><p class="MsoNormal"></p><ul><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">Yes/yeah.</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">(Yes) it is, isn’t it?/ He does, doesn’t he?/ etc.</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">Exactly/quite/absolutely/definitely.</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">Right/ All right// Yes you’re right.</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">That’s (quite) right/true.</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">Quite so.</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">Of course.</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">Yes/well I suppose so.</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">I agree (entirely)./ I think so, too.</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">I couldn’t agree more.</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">That’s just exactly what I think/thought/ was thinking.</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">That’s what I was going to say.</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">You took the words out of my mouth!</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">That’s a good point.</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size: small;">So/neither do I/ Me too.</span></span></li></ul><p></p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-36349016209785544942009-07-26T19:27:00.001+08:002009-07-28T23:11:31.214+08:00Changing the topic in a conversation<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/_wADWGcOHZ1g/Smw_sTz_OUI/AAAAAAAAAGQ/WH4JWbKMhsQ/s1600-h/conversation+3"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 319px;" src="http://3.bp.blogspot.com/_wADWGcOHZ1g/Smw_sTz_OUI/AAAAAAAAAGQ/WH4JWbKMhsQ/s320/conversation+3" border="0" alt="" id="BLOGGER_PHOTO_ID_5362731286756538690" /></a><br /><p class="MsoNormal"></p><ul><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">(Oh) by the way…</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">That reminds me (of)…</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">Speaking about/of…/Talking of…</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">Before I forget…</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">Oh, there’s something else I wanted/meant to say…/ask you…</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">This has got nothing to do with what we are talking about, but…</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">I know this is changing the subject but…</span></li><li><span class="Apple-style-span" style="font-weight: bold; "><span class="Apple-style-span" style="font-size:small;">Changing the subject (for</span><span><span class="Apple-style-span" style="font-size:small;"> </span></span><span class="Apple-style-span" style="font-size:small;">minute)…</span></span></li></ul><p></p> <p class="MsoNormal" style="margin-left:.25in"><b><span><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></b></p> <p class="MsoNormal" style="margin-left:.25in"><b><span><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></b></p> <p class="MsoNormal"><b><span><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></b></p> <p class="MsoNormal"><b><span><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></b></p> <p class="MsoNormal"><b><span><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></b></p> <p class="MsoNormal"><b><span><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></b></p> <p class="MsoNormal" style="margin-left:.25in"><b><span><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></b></p> <p class="MsoNormal" style="margin-left:.25in"><b><span><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></b></p> <p class="MsoNormal"><b><span><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></b></p> <p class="MsoNormal"><b><span><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></b></p> <p class="MsoNormal"><b><span><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></b></p> <p class="MsoNormal"><b><span><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></b></p> <p class="MsoNormal"><b><span><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></b></p> <p class="MsoNormal" style="margin-left:.25in"><b><span style="font-family:Georgia;"><o:p> </o:p></span></b></p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-70306317112731434202009-07-25T10:35:00.000+08:002009-07-25T10:59:16.154+08:00Asking for repetition<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://1.bp.blogspot.com/_wADWGcOHZ1g/Smpx0Zr7IdI/AAAAAAAAAC8/o1R4AYxFYnY/s1600-h/repetition.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 234px;" src="http://1.bp.blogspot.com/_wADWGcOHZ1g/Smpx0Zr7IdI/AAAAAAAAAC8/o1R4AYxFYnY/s320/repetition.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5362223451400249810" /></a><br /><div><b><p class="MsoNormal" align="center" style="text-align: left;"><b><i><span><span class="Apple-style-span" style="font-size:small;">Purpose</span></span></i></b><b><span><span class="Apple-style-span" style="font-size:small;">: Develop strategies to ask for repetition in order to clarify meaning</span></span></b></p><p class="MsoNormal" align="center" style="text-align: left;"><span class="Apple-style-span" style="font-weight: 800;"><span class="Apple-style-span" style="font-size:small;"> </span></span></p><p class="MsoNormal" style="margin-left:.25in"><b><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></b></p> <p class="MsoNormal"></p><ul><li><span class="Apple-style-span" style="font-weight: 900; "><span class="Apple-style-span" style="font-size:small;">(I’m) sorry?/ (I) (beg your) pardon?</span></span></li></ul><ul><li><span class="Apple-style-span" style="font-weight: 900; "><span class="Apple-style-span" style="font-size:small;"><span class="Apple-style-span" style="font-style: italic; "><span class="Apple-style-span" style="font-size:small;">(I’m) sorry, I didn’t</span><span><span class="Apple-style-span" style="font-size:small;"> </span></span><span class="Apple-style-span" style="font-size:small;">hear /catch/get/understand the </span><span class="Apple-style-span" style="font-size:small;">last part/the part about.../the last/first word.</span></span></span></span></li></ul><ul><li><span class="Apple-style-span" style="font-weight: 900; "><span class="Apple-style-span" style="font-size:small;">Sorry, what did you say?/ what was that again?</span></span></li><li><span class="Apple-style-span" style="font-weight: 900; "><span class="Apple-style-span" style="font-size:small;">What was that word/the first word/ his name/ the last sentence again?</span></span></li><li><span class="Apple-style-span" style="font-weight: 900; "><span class="Apple-style-span" style="font-size:small;">Would/Could you repeat/ what you said/ that name/ the last word, please?</span></span></li><li><span class="Apple-style-span" style="font-weight: 900; "><span class="Apple-style-span" style="font-size:small;">Could you repeat that for me, please?</span></span></li><li><span class="Apple-style-span" style="font-weight: 900; "><span class="Apple-style-span" style="font-size:small;">Would you mind repeating that?</span></span></li></ul><ul><li><span class="Apple-style-span" style="font-weight: 900; "><span class="Apple-style-span" style="font-size:small;">Sorry, can/could you say that again please?</span></span></li><li><span class="Apple-style-span" style="font-weight: 900; "><span class="Apple-style-span" style="font-size:small;">Sorry, can/could you repeat it more slowly?</span></span></li><li><span class="Apple-style-span" style="font-weight: 900; "><span class="Apple-style-span" style="font-size:small;">Sorry, would you mind speaking a bit slower?</span></span></li><li><span class="Apple-style-span" style="font-weight: 900; "><span class="Apple-style-span" style="font-size:small;">Sorry, can/could you repeat it more loudly?</span></span></li></ul><ul><li><span class="Apple-style-span" style="font-weight: 900; "><span class="Apple-style-span" style="font-size:small;">I’m sorry, I couldn’t/didn’t hear (what you said). </span></span></li><li><span class="Apple-style-span" style="font-weight: 900; "><span class="Apple-style-span" style="font-size:small;">I’m sorry, when/who/where/what time did you say?</span></span></li><li><span class="Apple-style-span" style="font-weight: 900; "><span class="Apple-style-span" style="font-size:small;">Sorry, did you say…?</span></span></li><li><span class="Apple-style-span" style="font-weight: 900; "><span class="Apple-style-span" style="font-size:small;">What?/ You what?/ When?/ Where?/ Who?/ What kind of…?</span></span></li><li><span class="Apple-style-span" style="font-weight: 900; "><span class="Apple-style-span" style="font-size:small;">Hang on/ Just a minute, say that again.</span></span></li><li><span class="Apple-style-span" style="font-weight: 900; "><span class="Apple-style-span" style="font-size:small;">I didn’t quite catch that.</span></span></li></ul><p></p> <p></p></b></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-81534709568577926262009-07-24T12:50:00.000+08:002009-07-24T12:57:05.700+08:00Matching Teaching Styles with Learning Styles in East Asian Contexts<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/_wADWGcOHZ1g/Smk-8erinCI/AAAAAAAAAC0/DwUpsdq6mzA/s1600-h/teaching.gif"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 229px;" src="http://3.bp.blogspot.com/_wADWGcOHZ1g/Smk-8erinCI/AAAAAAAAAC0/DwUpsdq6mzA/s320/teaching.gif" border="0" alt="" id="BLOGGER_PHOTO_ID_5361886040110046242" /></a><br /><p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify;mso-outline-level:2"><b><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;">Examples of Mismatches Between Teaching and Learning Styles<o:p></o:p></span></b></p> <p class="MsoNormal" style="text-align:justify"><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Liu Hong, a third-year English major in </span></span><st1:place><st1:city><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Jiangxi Normal University</span></span></st1:city><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">, </span></span><st1:country-region><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">China</span></span></st1:country-region></st1:place><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">, was in David's office again. After failing David's oral English course the previous year, Liu Hong had reenrolled, hoping to pass it this year. Unfortunately, things were not looking promising so far, and she was frustrated. When David asked why she was so unhappy in his class, she said: "I am an introverted, analytic and reflective student. I don't know how to cope with your extroverted, global and impulsive teaching style?" </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Jenny, an American teacher from </span></span><st1:state><st1:place><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">California</span></span></st1:place></st1:state><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">, sat in Dean's office again, feeling perplexed by the students' negative responses to her kinesthetic and global styles of teaching. Despite Jenny's persistent efforts to convince the students of the advantages of her teaching styles, she was told by her Vietnamese colleagues that her attempts were in opposition to the prevalent teaching styles in </span></span><st1:country-region><st1:place><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Vietnam</span></span></st1:place></st1:country-region><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">. Jenny had specialized in applied linguistics for a long time and was well trained in the TESOL area in </span></span><st1:country-region><st1:place><span style="font-family: Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">U.S.A.</span></span></st1:place></st1:country-region><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;"> But all of a sudden, it seemed that all her teaching competence and experience had become useless in such a country where she had never been before. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify;mso-outline-level:2"><b><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Analyzing the Examples</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></b></p> <p class="MsoNormal" style="text-align:justify"><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">The above statements are representative of serious mismatches between the learning styles of students and the teaching style of the instructor. In a class where such a mismatch occurs, the students tend to be bored and inattentive, do poorly on tests, get discouraged about the course, and may conclude that they are not good at the subjects of the course and give up (Oxford et al, 1991). Instructors, confronted by low test grades, may become overtly critical of their students or begin to question their own competence as teachers, as exemplified by the Jenny's case above. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">To reduce teacher-student style conflicts, some researchers in the area of learning styles advocate teaching and learning styles be matched (e.g. Griggs & Dunn, 1984; Smith & Renzulli, 1984; Charkins et al, 1985), especially in foreign language instruction (e.g. Oxford et al, 1991; Wallace & Oxford, 1992). Kumaravadivelu (1991:98) states that: "... the narrower the gap between teacher intention and learner interpretation, the greater are the chances of achieving desired learning outcomes". There are many indications (e.g. Van Lier, 1996; Breen, 1998) that bridging the gap between teachers' and learners' perceptions plays an important role in enabling students to maximize their classroom experience. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify;mso-outline-level:2"><b><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Purpose of this Article</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></b></p> <p class="MsoNormal" style="text-align:justify"><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">This article describes ways to make this matching feasible in real-life classroom teaching in East Asian and comparable contexts. The assumption underlying the approach taken here is that the way we teach should be adapted to the way learners from a particular community learn. But before exploring how the teaching styles and learning styles can be matched, let us first examine traditional East Asian students' learning style preferences in dealing with language learning tasks. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify;mso-outline-level:2"><b><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Traditional East Asian Learning Styles</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></b></p> <p class="MsoNormal" style="text-align:justify"><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Traditionally, the teaching of EFL in most East Asian countries is dominated by a teacher-centered, book-centered, grammar-translation method and an emphasis on rote memory (Liu & Littlewood, 1997). These traditional language teaching approaches have resulted in a number of typical learning styles in East Asian countries, with introverted learning being one of them. In </span></span><st1:place><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">East Asia</span></span></st1:place><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">, most students see knowledge as something to be transmitted by the teacher rather than discovered by the learners. They, therefore, find it normal to engage in modes of learning which are teacher-centered and in which they receive knowledge rather than interpret it. According to Harshbarger el al (1986), Japanese and Korean students are often quiet, shy and reticent in language classrooms. They dislike public touch and overt displays of opinions or emotions, indicating a reserve that is the hallmark of introverts. Chinese students likewise name "listening to teacher "as their most frequent activity in senior school English classes (Liu & Littlewood, 1997). All these claims are confirmed by a study conducted by Sato (1982), in which she compared the participation of Asian students in the classroom interaction with that of non-Asian students. Sato found that the Asians took significant fewer speaking turns than did their non-Asian classmates (36.5% as opposed to 63.5%). </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">The teacher-centered classroom teaching in </span></span><st1:place><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">East Asia</span></span></st1:place><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;"> also leads to a closure-oriented style for most East Asian students. These closure-oriented students dislike ambiguity, uncertainty or fuzziness. To avoid these, they will sometimes jump to hasty conclusions about grammar rules or reading themes. Many Asian students, according to Sue and Kirk (1972), are less autonomous, more dependent on authority figures and more obedient and conforming to rules and deadlines. Harshbarger </span></span><span style="font-family: Georgia;mso-bidi-mso-fareast-language:KOfont-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">e</span></span><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">t al (1986) noted that Korean students insist that the teacher be the authority and are disturbed if this does not happen. Japanese students often want rapid and constant correction from the teacher and do not feel comfortable with multiple correct answers. That is why Asian students are reluctant to "stand out" by expressing their views or raising questions, particularly if this might be perceived as expressing public disagreement (Song, 1995). </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Perhaps the most popular East Asian learning styles originated from the traditional book-centered and grammar-translation method are analytic and field-independent. In most of reading classes, for instance, the students read new words aloud, imitating the teacher. The teacher explains the entire text sentence by sentence, analyzing many of the more difficult grammar structures, rhetoric, and style for the students, who listen, take notes, and answer questions. Oxford & Burry-Stock (1995) states that the Chinese, along with the Japanese, are often detail-and precision-oriented, showing some features of the analytic and field-independent styles. They have no trouble picking out significant detail from a welter of background items and prefer language learning strategies that involve dissecting and logically analyzing the given material, searching for contrasts, and finding cause-effect relationship. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Another characteristically East Asian learning style is visual learning. In an investigation of sensory learning preferences, Reid (1987) found that Korean, Chinese and Japanese students are all visual learners, with Korean students ranking the strongest. They like to read and obtain a great deal of visual stimulation. For them, lectures, conversations, and oral directions without any visual backup are very confusing and can be anxiety-producing. It is obvious that such visual learning style stems from a traditional classroom teaching in East Asia, where most teachers emphasize learning through reading and tend to pour a great deal of information on the blackboard. Students, on the other hand, sit in rows facing the blackboard and the teacher. Any production of the target language by students is in choral reading or in closely controlled teacher-students interaction (Song, 1995). Thus, the perceptual channels are strongly visual (text and blackboard), with most auditory input closely tied to the written. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Closely related to visual, concrete-sequential, analytic and field-independent styles are the thinking-oriented and reflective styles. According to Nelson (1995), Asian students are in general more overtly thinking-oriented than feeling oriented. They typically base judgment on logic and analysis rather than on feelings of others, the emotional climate and interpersonal values. Compared with American students, Japanese students, like most Asians, show greater reflection (Condon, 1984), as shown by the concern for precision and for not taking quick risk in conversation (Oxford et al, 1992). Quite typical is "the Japanese student who wants time to arrive at the correct answer and is uncomfortable when making guess" (Nelson, 1995:16). The Chinese students have also been identified to posses the same type of thinking orientation by </span></span><st1:city><st1:place><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Anderson</span></span></st1:place></st1:city><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;"> (1993). </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">The final East Asian preferred learning style is concrete-sequential. Students with such a learning style are likely to follow the teacher's guidelines to the letter, to be focused on the present, and demand full information. They prefer language learning materials and techniques that involve combinations of sound, movement, sight, and touch and that can be applied in a concrete, sequential, linear manner. Oxford & Burry-Stock (1995) discovered that Chinese and Japanese are concrete-sequential learners, who use a variety of strategies such as memorization, planning, analysis, sequenced repetition, detailed outlines and lists, structured review and a search for perfection. Many Korean students also like following rules (Harshbarger et al, 1986), and this might be a sign of a concrete-sequential style. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">It is worth noting that the generalizations made above about learning styles in </span></span><st1:place><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">East Asia</span></span></st1:place><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;"> do not apply to every representative of all East Asian countries; many individual exceptions of course exist. Nevertheless, these seemingly stereotypical descriptions do have a basis in scientific observation. Worthley (1987) noted that while diversity with any culture is the norm, research shows that individuals within a culture tend to have a common pattern of learning and perception when members of their culture are compared to members of another culture. </span></span><b><span style="font-family:Georgia;mso-bidi- mso-fareast-language:KOfont-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></b></p> <p class="MsoNormal"><b><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Matching Teaching Styles with Learning Styles</span></span></b><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;"> </span></span><span style="font-family:Georgia; mso-bidi-mso-fareast-language:KOfont-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">From the descriptions and scientifically observed data reviewed above, it is legitimate to conclude that there exist identifiable learning styles for most East Asian students. We can assume, therefore, that any native English speaker engaged in teaching English to East Asian students is likely to confront a teaching-learning style conflict. This is illustrated by the two examples cited at the very beginning of this paper and further confirmed by Reid's (1987) and Melton's (1990) studies. Such style differences between students and teachers consistently and negatively affect student grades (Wallace and Oxford, 1992). It is when students' learning styles are matched with appropriate approaches in teaching that their motivation, performances, and achievements will increase and be enhanced (Brown, 1994). </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">In what follows, I give examples of how teacher's teaching style can be matched with students' learning style in East Asian settings. I obtained these ideas from several sources, including descriptions in books and published articles; responses to a recent questionnaire I sent to selected overseas students from </span></span><st1:country-region><st1:place><span style="font-family: Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Japan</span></span></st1:place></st1:country-region><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">, </span></span><st1:country-region><st1:place><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Korea</span></span></st1:place></st1:country-region><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;"> and </span></span><st1:country-region><st1:place><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">China</span></span></st1:place></st1:country-region><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;"> in </span></span><st1:country-region><st1:place><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Australia</span></span></st1:place></st1:country-region><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">; and my own teaching experience in </span></span><st1:country-region><st1:place><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">China</span></span></st1:place></st1:country-region><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">. The approaches are classified in the following categories: </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <ol start="1" type="1"> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l3 level1 lfo1;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">Diagnosing learning styles and developing self-aware EFL learners </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l3 level1 lfo1;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">Altering the teaching style to create teacher-student style matching </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l3 level1 lfo1;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">Encouraging changes in students' behavior and fostering guided style-stretching </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l3 level1 lfo1;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">Providing activities with different groupings </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> </ol> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify;mso-outline-level:2"><b><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Diagnosing Learning Styles and Developing Self-aware EFL Learners</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></b></p> <p class="MsoNormal" style="text-align:justify"><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Effective matching between teaching style and learning style can only be achieved when teachers are, first of all, aware of their learners' needs, capacities, potentials and learning style preferences in meeting these needs. To this end, teachers may use assessment instruments such as the Myers-Briggs Type Indications Survey (Myers and McCaulley, 1985), the Keirsey Temperament Sorter (Keirsey & Bates, 1984) and the Classroom Work Style Survey (Kinsella, 1996). These instruments are sensitive to the kinds of style differences that are affected by culture. Although this kind of assessment is not comprehensive, it does indicate students' preferences and provide constructive feedback about advantages and disadvantages of various styles. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Before a survey is administered, the teacher should give a mini-lecture, trying to: </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <ul type="disc"> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l0 level1 lfo2;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">establish interest: what learning styles are </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l0 level1 lfo2;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">define general terms: for example, survey, questionnaire, perceptual, tally </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l0 level1 lfo2;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">discuss how learning styles are determined and used by students and teachers </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l0 level1 lfo2;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">explain how to tally results of surveys </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l0 level1 lfo2;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">persuade students of the benefits of identifying their learning styles </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> </ul> <p class="MsoNormal" style="text-align:justify"><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Following the lecture, the teacher can ask students to work in pairs to share notes from the mini-lecture. By doing this, they can expect to further clarify the concept of survey taking and have a more specific idea of what learning styles are. While the pair-work is in process, the teacher should be prepared to answer any questions that may arise. Then, students are ready to complete the questionnaire. If they have questions or need assistance, the teacher can mini-conference with them individually. Finally, students can start summarizing their individual style results in the survey. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">The next step is for the teacher to organize a whole-class discussion of the style assessment results. The teacher can write the major learning styles on the blackboard and ask the students to write their names under their major styles in a list. Then, in a full-class discussion, everybody is aware that the class is indeed a mixture of styles and full of similarities and differences in learning style preferences. This discussion helps eliminate some of the potential of a teacher-student "style war" if the teacher talks about his or her own style during this time. I have found students are intensely interested in talking about their own style and the styles of their peers and teachers. When such style discussions are constructive, students' initial interest in self-awareness is rewarded and deepened. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Furthermore, based on these style assessment results, the teacher can build classroom community by asking students to find several other students whose major learning style matches their own, and sit in a group with those students. They follow instructions (written on the blackboard or on a transparence) to share their summarized results and analyze those results. This discussion often starts slowly, but it becomes increasingly animated as students discover similarities and differences. In addition, teachers can use the survey results to identify style patterns among various groups of students in their classes, which they should consider when designing learning tasks. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">There are, however, dangers if learning assessment, diagnosis, and prescription are misused. We can, at least, list three shortcomings of existing self-assessment instruments: 1). The instruments are exclusive (i.e. they focus on certain variables); 2). the students may not self-report accurately; and 3). the students have adapted for so long that they may report on adapted preferences. In order to ensure a reliability of such learning style instruments, Doyle and Rutherford (1984) call for taking into account the nature of the learning tasks, the relationship between teacher and student, and other situational variables. Further, Reid (1987:102) warns: "Both teachers and students involved in identifying and using information on learning styles should proceed with caution and be aware that no single diagnostic instrument can solve all learning problems" </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">For all of these reasons, I recommend using diaries as a supplemental tool. By reflecting the processes that go on inside the writers' minds, they open up fields that are normally not accessible to researchers, and are thus able to provide an important complement to other research tools. Before students start keeping diaries, they should be issued with a set of guidelines about how to keep their diaries and what to look out for. Each student is asked to keep a journal of their reactions to the course, their teachers, their fellow students and any other factors which they consider are having an effort on their learning. Students are told to describe only those events which they think are of interest. Also to be included in the diary are the problems students have found in their encounter with the foreign language, and what they plan to do about it. The language in which these records have to be kept is not necessarily specified, but it is better for them to use the target language. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">The diaries are collected in at regular intervals, photocopied and then returned immediately to the diarists. The students are assured that the material in their diaries will be treated in full confidentiality. For the analysis of these diaries, Bailey (1990) recommends a five-stage procedure, in which the researcher first edits the diary and then looks for recurring patterns and significant events. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify;mso-outline-level:2"><b><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Altering the Teaching Style to Create Teacher-student Style Matching</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></b></p> <p class="MsoNormal" style="text-align:justify"><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">In all academic classrooms, no matter what the subject matter, there will be students with multiple learning styles and students with a variety of major, minor and negative learning styles. An effective means of accommodating these learning styles is for teachers to change their own styles and strategies and provide a variety of activities to meet the needs of different learning styles. Then all students will have at least some activities that appeal to them based on their learning styles, and they are more likely to be successful in these activities. Hinkelman and Pysock (1992), for example, have demonstrated the effectiveness of a multimedia methodology for vocabulary building with Japanese students. This approach is effective in tapping a variety of learning modalities. By consciously accommodating a range of learning styles in the classroom in this way, it is possible to encourage most students to become successful language learners. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">In addition, EFL teachers in </span></span><st1:place><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">East Asia</span></span></st1:place><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;"> should consider culturally related style differences as they plan how to teach. Following is a list of activities for East Asian learners that could be tried for each style: </span></span><span style="font-family:Georgia;mso-bidi-mso-fareast-language:KOfont-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- mso-fareast-language:KOfont-family:Arial;color:black;"><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- mso-fareast-language:KOfont-family:Arial;color:black;"><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></p> <h3><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">Visual learning style preference </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></h3> <ol start="1" type="1"> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l1 level1 lfo3;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">Read resources for new information. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l1 level1 lfo3;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">Use handouts with activities. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l1 level1 lfo3;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">Keep journals of class activities to reinforce vocabulary or new information. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l1 level1 lfo3;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">Watch an action skit. Write narrative of events. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l1 level1 lfo3;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">Take notes on a lecture. Outline the notes to reinforce ideas and compare with others. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> </ol> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; margin-left:.5in;text-align:justify"><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">(Melton, 1990:43) </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <h3 style="margin:0in;margin-bottom:.0001pt"><span style=" ;font-family:Georgia;"><span class="Apple-style-span" style="font-size:small;">Analytic learning style preference </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></h3> <ol start="1" type="1"> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l4 level1 lfo4;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">Judge whether a sentence is meaningful. If the sentence is not meaningful, the student changes it so that it makes sense. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l4 level1 lfo4;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">Give students a list of related vocabulary words (such as a list of foods, animals, gifts, etc.) and ask them to rank these words according to their personal preferences. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l4 level1 lfo4;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">Give students questions to which two or three alternative answers are provided. Students' task is to choose one of the alternatives in answering each question. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l4 level1 lfo4;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">Ask students to express their opinions as to agree or disagree with a given statement. If they disagree, they reword the statement so that it represents their own ideas. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> </ol> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">The prospect of altering language instruction to somehow accommodate different learning styles might seem forbidding to teachers. This reaction is understandable. Teaching styles are made up of methods and approaches with which teachers feel most comfortable; if they try to change to completely different approaches, they would be forced to work entirely with unfamiliar, awkward, and uncomfortable methods. Fortunately, teachers who wish to address a wide variety of learning styles need not make drastic changes in their instructional approach. Regular use of some the instructional techniques given below should suffice to cover some specified learning style categories in most East Asian countries. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <ul type="disc"> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l5 level1 lfo5;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">Make liberal use of visuals. Use photographs, drawings, sketches, and cartoons to illustrate and reinforce the meanings of vocabulary words. Show films, videotapes, and live dramatizations to illustrate lessons in text. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l5 level1 lfo5;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">Assign some repetitive drill exercises to provide practice in basic vocabulary and grammar, but don't overdo it. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l5 level1 lfo5;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">Do not fill every minute of class time lecturing and writing on the blackboard. Provide intervals for students to think about what they have been told; assign brief writing exercises. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l5 level1 lfo5;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">Provide explicit instruction in syntax and semantics to facilitate formal language learning and develop skill in written communication and interpretation. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> </ul> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify;mso-outline-level:2"><b><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Encouraging Changes in Students' Behavior and Fostering Guided Style-stretching</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></b></p> <p class="MsoNormal" style="text-align:justify"><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Learning style is a consistent way of functioning that reflects cultural behavior patterns and, like other behaviors influenced by cultural experiences, may be revised as a result of training or changes in learning experiences. Learning styles are thus "moderately strong habits rather than intractable biological attributes" (Reid, 1987:100). With a moderate training, Sub/unconscious styles can become conscious learning strategies. However, all these should be best done in an intentional way with guidance from the teacher. For example, an important aspect of instructional style for many Korean students might involve weaning them from rote repetition, slowly guiding them into real communication in authentic language situation. An effective instructional style for dealing with many Chinese students might include paying attention to the individual, creating a structured but somewhat informal classroom atmosphere to ease students out of their formality, introducing topics slowly, avoiding embarrassment, and being consistent. </span></span><span style="font-family:Georgia; mso-bidi-mso-fareast-language:KOfont-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="text-align:justify"><span style="font-family:Georgia; mso-bidi-mso-fareast-language:KOfont-family:Arial;color:black;"><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span style="font-family:Georgia; mso-bidi-mso-fareast-language:KOfont-family:Arial;color:black;"><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span style="font-family:Georgia; mso-bidi-mso-fareast-language:KOfont-family:Arial;color:black;"><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span style="font-family:Georgia; mso-bidi-mso-fareast-language:KOfont-family:Arial;color:black;"><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span style="font-family:Georgia; mso-bidi-mso-fareast-language:KOfont-family:Arial;color:black;"><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">The following are examples of teaching activities that guide East Asian students to alter their learning behaviors stretch their learning styles and enable them to improve their language performance. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <ul type="disc"> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l2 level1 lfo6;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">Groups of four or five learners are given cards, each with a word on it. Each person describes his word in the foreign language to the others in the group without actually using it. When all students have described their word successfully, the students take the first letter of each and see what new word the letters spell out. (Puzzle parts might also depict objects in a room; in this case, when all the words have been guessed, the group decides which room of the house has been described.) </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l2 level1 lfo6;tab-stops:list .5incolor:black;"><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;">Class members are placed in pairs or in larger groups. Each student has a blank piece of paper. He listens to his partner or the group leader who has a picture to describe (the teacher can provide the picture or students can choose their own). As his partner describes the picture, the student tries to draw a rough duplicate according to the description he hears. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></li> </ul> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify;mso-outline-level:2"><b><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Providing Activities with Different Groupings</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></b></p> <p class="MsoNormal" style="text-align:justify"><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">In a class made up of students with various learning styles and strategies, it is always helpful for the teacher to divide the students into groups by learning styles and give them activities based on their learning styles. This should appeal to them because they will enjoy them and be successful. For example, the group made up of the extroverted may need the chance to express some ideas orally in the presence of one or many class members. On the other hand, the group made up of the introverted may need some encouragement to share ideas aloud and may want the safety of jotting down a few notes first and perhaps sharing with one other person before being invited or expected to participate in a group discussion. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">In addition to trying style-alike groups for greatest efficiency, the teacher can also use style-varied groups for generating greatest flexibility of styles and behaviors. Teachers should avoid grouping introverts with each other all the time. It is often helpful to include open students and closure-oriented students in the same group; the former will make learning livelier and more fun, while the latter will ensure that the task is done on time and in good order. But before students are divided into groups, they should be aware of the divisions and understand what they are doing and why they are doing it. Wu (1983) concludes that Chinese students usually respond well to activities when they realize what the purposes behind them are. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify"><span style="font-family:Georgia;mso-bidi- font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Finally, no matter how students are to be grouped, teachers should make a conscious effort to include various learning styles in daily lesson plan. One simple way to do this is to code the lesson plans so that a quick look at the completed plan shows if different learning styles have been included. Putting "A" or "V" beside activities that denote whether they are primarily appealing to the analytic learner or the visual learner will serve as a reminder that there is a need for mixture of both kinds of activities. Meanwhile, simply designating various parts of the lesson plan with letters (I for individual, P for pair, SG for small group, LG for large group) and other symbols reminds the teacher to pay attention to learning styles. The coding is not meant to be extra work for the teacher or to make classes seem artificial or unspontaneous. If the coding system is used on a regular basis, it becomes very natural to think in terms of being inclusive, or providing the setting and the activities by which all learners can find some portion of the class that particularly appeals to them. </span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; text-align:justify;mso-outline-level:2"><b><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Conclusion</span><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></b></p> <p class="MsoNormal" style="text-align:justify"><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">In this article I have discussed the significance of matching teaching and learning styles in East Asian countries and provided some empirical evidence to indicate that East Asian students exhibit distinctive learning style characteristics. To understand and respect individual's diverse learning styles, I suggest that teachers employ instruments to identify students' learning styles and provide instructional alternatives to address their differences, and that teachers plan lessons to match students' learning styles while at the same time encouraging students to diversify their learning style preferences. By doing this we can assist our students in becoming more effective language learners.</span></span><span style="font-family:Georgia;mso-bidi-font-family:Arial;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></p><p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-size:small;">[Rao Zhenhui , </span><st1:place><st1:city><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Foreign Languages College</span></span></st1:city><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">, </span></span><st1:state><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">Jiangxi</span></span></st1:state></st1:place><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;"> Normal University (</span></span><st1:place><st1:city><span style="font-family:Georgia; mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">N</span><span class="Apple-style-span" style="font-size:small;">anchang</span></span></st1:city><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">, </span></span><st1:country-region><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">China</span></span></st1:country-region></st1:place><span style="font-family:Georgia;mso-bidi-font-family:Arial;color:black;"><span class="Apple-style-span" style="font-size:small;">)]</span></span></p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-85622786963789008752009-07-23T12:33:00.000+08:002009-07-25T11:01:05.579+08:00clarifying<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/_wADWGcOHZ1g/SmfpbWvvORI/AAAAAAAAACs/9lgVvBgd32M/s1600-h/clarification.gif"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 194px;" src="http://2.bp.blogspot.com/_wADWGcOHZ1g/SmfpbWvvORI/AAAAAAAAACs/9lgVvBgd32M/s320/clarification.gif" border="0" alt="" id="BLOGGER_PHOTO_ID_5361510537579411730" /></a><br /><b><span class="Apple-style-span" style="font-size:small;">Scope: <i>Clarifying</i></span></b><div><b><span class="Apple-style-span" style="font-size:small;"><br /></span></b></div><div><p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; text-autospace:ideograph-numeric ideograph-other;word-break:normal"><b><span class="Apple-style-span" style="font-size:small;"><i>Asking for Clarification</i></span></b></p><p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; text-autospace:ideograph-numeric ideograph-other;word-break:normal"><span class="Apple-style-span" style="font-size:100%;"><span class="Apple-style-span" style="font-size:13px;"><b><br /></b></span></span></p><p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; text-autospace:ideograph-numeric ideograph-other;word-break:normal"></p><ul><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">Could you clarify that?</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">What do you mean (by that)?</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">What are you trying to say?</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">What was that again?</span></li></ul><p></p> <p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; text-autospace:ideograph-numeric ideograph-other;word-break:normal"><span class="Apple-style-span" style="font-size:100%;"><span class="Apple-style-span" style="font-size:13px;"><b><br /></b></span></span></p><p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; text-autospace:ideograph-numeric ideograph-other;word-break:normal"><b><span class="Apple-style-span" style="font-size:small;"><i>Clarifying your own ideas</i></span></b></p><p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; text-autospace:ideograph-numeric ideograph-other;word-break:normal"><span class="Apple-style-span" style="font-size:100%;"><span class="Apple-style-span" style="font-size:13px;"><b><br /></b></span></span></p><p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; text-autospace:ideograph-numeric ideograph-other;word-break:normal"></p><ul><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">In other words, …</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">What I mean is . . .</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">What I'm trying to say is . . .</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">What I wanted to say was . . .</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">To clarify, …</span></li></ul><p></p> <p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; text-autospace:ideograph-numeric ideograph-other;word-break:normal"><span class="Apple-style-span" style="font-size:100%;"><span class="Apple-style-span" style="font-size:13px;"><b><br /></b></span></span></p><p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; text-autospace:ideograph-numeric ideograph-other;word-break:normal"><b><span class="Apple-style-span" style="font-size:small;"><i>Clarifying another's ideas</i></span></b></p><p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; text-autospace:ideograph-numeric ideograph-other;word-break:normal"><span class="Apple-style-span" style="font-size:100%;"><span class="Apple-style-span" style="font-size:13px;"><b><br /></b></span></span></p><p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; text-autospace:ideograph-numeric ideograph-other;word-break:normal"></p><ul><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">You mean . . .</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">What you mean is . . .</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">What you're saying is . . .</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">(I think) what she means is . . .</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">What he's trying to say is . . .</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">If I understand you, (you're saying that . . . )</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">If I'm hearing you correctly, …</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">So, you think (that) . . .</span></li><li><span class="Apple-style-span" style=" font-weight: bold; font-size:13px;">So, your idea is …</span></li></ul><p></p> </div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-14009557741504624132009-07-22T21:05:00.000+08:002009-07-25T11:02:11.510+08:00Asking for and giving directions<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://1.bp.blogspot.com/_wADWGcOHZ1g/SmcPdLLTKRI/AAAAAAAAACE/D7trN5jpNio/s1600-h/directions2.gif"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 232px;" src="http://1.bp.blogspot.com/_wADWGcOHZ1g/SmcPdLLTKRI/AAAAAAAAACE/D7trN5jpNio/s320/directions2.gif" border="0" alt="" id="BLOGGER_PHOTO_ID_5361270875298670866" /></a><br /><b><span class="Apple-style-span" style="font-size:small;">Scope: Asking for and giving directions</span></b><div><span class="Apple-style-span" style="font-size:small;"><br /></span></div><div><span class="Apple-style-span" style="font-size:small;"><br /></span></div><div><p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; text-autospace:ideograph-numeric ideograph-other;word-break:normal"><i><u style="text-decoration: none;"><span style=" ;font-family:Georgia;"><b><span class="Apple-style-span" style="font-size:small;">Asking for Directions</span></b></span></u></i></p><p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; text-autospace:ideograph-numeric ideograph-other;word-break:normal"><span class="Apple-style-span" style="text-decoration: underline;"><i><span class="Apple-style-span" style="font-size:small;"><br /></span></i></span></p> <p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; text-autospace:ideograph-numeric ideograph-other;word-break:normal"></p><ul><li><span class="Apple-style-span" style="font-size:small;">Where is (the) . . . ? (This is also used in </span><a href="http://www.eslgold.com/speaking/asking_place_location.html"><span class="Apple-style-span" style="font-size:small;">asking about location</span></a><span class="Apple-style-span" style="font-size:small;">.)</span></li><li><span class="Apple-style-span" style=" ;font-size:13px;">How do you get to (the) . . . (from here)?</span></li><li><span class="Apple-style-span" style=" ;font-size:13px;">How do I get to (the) . . . ?</span></li><li><span class="Apple-style-span" style=" ;font-size:13px;">Can you tell me how to get to (the) . . . ?</span></li><li><span class="Apple-style-span" style=" ;font-size:13px;">Can you give me directions to (the) . . . ?</span></li><li><span class="Apple-style-span" style=" ;font-size:13px;">What's the best way to get to (the) . . . ?</span></li></ul><p></p> <p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; text-autospace:ideograph-numeric ideograph-other;word-break:normal"><span class="Apple-style-span" style="font-size:small;"><br /></span></p><p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; text-autospace:ideograph-numeric ideograph-other;word-break:normal"><b><i><span class="Apple-style-span" style="font-size:small;">Giving Directions</span></i></b></p><p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; text-autospace:ideograph-numeric ideograph-other;word-break:normal"><span class="Apple-style-span" style="font-size:small;"><br /></span></p> <p class="MsoNormal"><b><i></i></b></p><b><i><p class="MsoNormal"></p><p class="MsoNormal"></p><ul><li><span class="Apple-style-span" style="font-style: normal; font-weight: normal; "><span class="Apple-style-span" style="font-size:small;">(First,) </span><i><span class="Apple-style-span" style="font-size:small;">go down</span></i><span class="Apple-style-span" style="font-size:small;"> this street (for ____ blocks).</span></span></li><li><span class="Apple-style-span" style="font-style: normal; font-weight: normal; "><span class="Apple-style-span" style="font-size:small;">(Then,) </span><i><span class="Apple-style-span" style="font-size:small;">turn left/right</span></i><span class="Apple-style-span" style="font-size:small;"> at the traffic light.</span></span></li><li><span class="Apple-style-span" style="font-style: normal; font-weight: normal; "><span class="Apple-style-span" style="font-size:small;">(After that,) </span><i><span class="Apple-style-span" style="font-size:small;">go straight</span></i><span class="Apple-style-span" style="font-size:small;"> on _____ Street </span><i><span class="Apple-style-span" style="font-size:small;">until you get to</span></i><span class="Apple-style-span" style="font-size:small;"> the ______.</span></span></li><li><span class="Apple-style-span" style="font-style: normal; font-weight: normal; font-size:13px;">(When you get to the _____,) turn left/right again.</span></li><li><span class="Apple-style-span" style="font-style: normal; font-weight: normal; "><span class="Apple-style-span" style="font-size:small;">(Then,) </span><i><span class="Apple-style-span" style="font-size:small;">stay on</span></i><span class="Apple-style-span" style="font-size:small;">_______Avenue for about _______ yards/meters.</span></span></li><li><span class="Apple-style-span" style="font-style: normal; font-weight: normal; font-size:13px;">It's on your left, next to the __________. You can't miss it!</span></li></ul><p></p><p></p></i></b><p></p> <p class="MsoNormal"><span style="font-family:Georgia;"><o:p><span class="Apple-style-span" style="font-size:small;"> </span></o:p></span></p></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-60405874062321335662009-07-21T19:07:00.000+08:002009-07-25T11:04:55.727+08:00Paraphrasing<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://1.bp.blogspot.com/_wADWGcOHZ1g/SmWnWJg9m0I/AAAAAAAAAB8/-oQs-qfQnJ8/s1600-h/paraphrasing.gif"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 168px;" src="http://1.bp.blogspot.com/_wADWGcOHZ1g/SmWnWJg9m0I/AAAAAAAAAB8/-oQs-qfQnJ8/s320/paraphrasing.gif" border="0" alt="" id="BLOGGER_PHOTO_ID_5360874930407578434" /></a><br /><div><div><span class="Apple-style-span" style="font-size:100%;"><span class="Apple-style-span" style="font-size:13px;"><p class="MsoNormal"><span class="apple-style-span"><span style=" ;font-family:Georgia;color:black;"><b>Scope:<i> Paraphrasing</i></b><o:p></o:p></span></span></p> <p class="MsoNormal"><span style="font-family:Georgia;"><o:p> </o:p></span></p> <p class="MsoNormal"><span class="apple-style-span"><span style=" ;font-family:Georgia;color:black;"><b>Vocabulary definition:</b> <i><b>Paraphrasing</b> involves restating someone else's ideas in your own words.</i></span></span><span style="font-family:Georgia;color:black;"><o:p></o:p></span></p> <p><span class="apple-style-span"><i><span style=" ;font-family:Georgia;color:black;">There are several phrases that can be used to introduce paraphrasing:</span></i></span><span style="font-family:Georgia;color:black;"><o:p></o:p></span></p> <p><span style="font-family:Georgia;color:black;"><o:p> </o:p></span></p> <p></p><ul><li><span class="Apple-style-span" style="font-weight: bold; ">So . . . (rephrase the other person's ideas)</span></li><li><span class="Apple-style-span" style="font-weight: bold; ">In other words . . . (paraphrase)</span></li><li><span class="Apple-style-span" style="font-weight: bold; ">I understand. (You're saying that . . .)</span></li><li><span class="Apple-style-span" style="font-weight: bold; ">Oh. I see. (You want to say that . . . )</span></li><li><span class="Apple-style-span" style="font-weight: bold; ">I get it. (You mean . . .)</span></li><li><span class="Apple-style-span" style="font-weight: bold; ">So, what you mean is . . .</span></li><li><span class="Apple-style-span" style="font-weight: bold; ">Let me see if I understand you correctly. . .</span></li><li><span class="Apple-style-span" style="font-weight: bold; ">What I think you're saying is . . .</span></li><li><span class="Apple-style-span" style="font-weight: bold; ">If I'm hearing you correctly . . .<i> </i></span></li></ul><p></p> <p class="MsoNormal"><span style="font-family:Georgia;"></span></p></span></span></div><div><br /></div></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-32931698321142961492009-07-20T22:38:00.000+08:002009-07-25T11:06:09.513+08:00Conceding to make a point<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/_wADWGcOHZ1g/SmSE3PEkAjI/AAAAAAAAABM/O63PpdNvZvo/s1600-h/conversation1.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="http://3.bp.blogspot.com/_wADWGcOHZ1g/SmSE3PEkAjI/AAAAAAAAABM/O63PpdNvZvo/s320/conversation1.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5360555540951073330" /></a><p style="line-height:200%"><b><i><span class="Apple-style-span" style="font-size:small;">Scope:</span></i></b><span class="Apple-style-span" style="font-size:small;"> Conceding to make a point</span></p><p style="line-height:200%"><span class="Apple-style-span" style="font-style: italic; font-weight: bold; "><span class="Apple-style-span" style="font-size:small;">Vocabulary definition: </span></span><b><span class="Apple-style-span" style="font-size:small;">C</span></b><span class="Apple-style-span" style="font-style: italic; font-weight: bold; "><span class="Apple-style-span" style="font-style: normal; "><span class="Apple-style-span" style="font-size:small;">onceding</span></span><span class="Apple-style-span" style="font-style: normal; font-weight: normal; "><span class="Apple-style-span" style="font-size:small;"> means to acknowledge or admit, usually reluctantly, someone's idea, to be true or just. (dictionary.com)</span></span></span></p><p style="line-height:200%"></p><ul><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size:small;">I may be wrong, but . . .</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size:small;">You might be right, but . . .</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size:small;">You have a good point, but . . .</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size:small;">You could say that, but . . .</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size:small;">Correct me if I'm wrong, but . . .</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size:small;">I don't mean to be rude, but . . .</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size:small;">I hate to bring this up, but . . .</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size:small;">I don't mean to be negative, but . . .</span></span></li><li><span class="Apple-style-span" style=" font-weight: bold; "><span class="Apple-style-span" style="font-size:small;">This may sound strange, but . . .</span></span></li></ul><p></p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-29781530445210744702009-07-19T23:31:00.000+08:002009-07-20T22:55:39.730+08:00Conversational Patterns in English<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/_wADWGcOHZ1g/SmSFNw6dfKI/AAAAAAAAABU/2HSfMTxDfvs/s1600-h/conversation.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 179px;" src="http://3.bp.blogspot.com/_wADWGcOHZ1g/SmSFNw6dfKI/AAAAAAAAABU/2HSfMTxDfvs/s320/conversation.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5360555927992630434" /></a><br /><b><span class="Apple-style-span" style="font-size:small;"><div><br /></div><div><span class="Apple-style-span" style="font-size: small;">This is a part of a repertoire of conversational patterns in English I'll be featuring here.</span></div><div><span class="Apple-style-span" style="font-size: small;"><br /></span></div><div><span class="Apple-style-span" style="font-size: small;"><br /></span></div><div><span class="Apple-style-span" style="font-style: italic; "><span class="Apple-style-span" style="font-size: small;">Opening a discussion</span></span></div></span></b><div><b><span class="Apple-style-span" style="font-size: small;"><br /></span></b><ul><li><b><span class="Apple-style-span" style="font-size: small;">To begin with,...</span></b></li><li><b><span class="Apple-style-span" style="font-size: small;">We need to discuss / determine/ find out...</span></b></li><li><b><span class="Apple-style-span" style="font-size: small;">Let's start by (V ing)...</span></b></li><li><b><span class="Apple-style-span" style="font-size: small;">We'll start by (V ing)...</span></b></li><li><b><span class="Apple-style-span" style="font-size: small;">The problem/issue/question here is . . .</span></b></li><li><b><span class="Apple-style-span" style="font-size: small;">The important thing (here) is . . .</span></b></li><li><b><span class="Apple-style-span" style="font-size: small;">The main thing we need to discuss is . . .</span></b></li><li><b><span class="Apple-style-span" style="font-size: small;">Let's look at . . .</span></b></li><li><b><span class="Apple-style-span" style="font-size: small;">It looks like . . .</span></b></li><li><b><span class="Apple-style-span" style="font-size: small;">It appears that . . .</span></b></li></ul><div><b><span class="Apple-style-span" style="font-size: small;"><br /></span><i><span class="Apple-style-span" style="font-size: small;">Asking for input</span></i></b></div><div><span class="Apple-style-span" style="font-size:small;"><b><span class="Apple-style-span" style="font-size: small;"><br /></span><ul><li><span class="Apple-style-span" style="font-size: small;">What do you think?</span></li><li><span class="Apple-style-span" style="font-size: small;">How about you?</span></li><li><span class="Apple-style-span" style="font-size: small;">How do you feel about that?</span></li><li><span class="Apple-style-span" style="font-size: small;">Any ideas on that?</span></li></ul></b></span></div></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-56921919136591822122009-07-19T22:02:00.000+08:002009-07-20T23:06:39.870+08:00Teaching Effective Presentation Skills to ESL/EFL Students<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/_wADWGcOHZ1g/SmSH2A-cM3I/AAAAAAAAABc/f_phiZKRZi4/s1600-h/presentation.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 303px; height: 320px;" src="http://3.bp.blogspot.com/_wADWGcOHZ1g/SmSH2A-cM3I/AAAAAAAAABc/f_phiZKRZi4/s320/presentation.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5360558818522313586" /></a><br /><p class="MsoNormal" align="center" style="text-align: left;word-break: normal; "><span class="Apple-style-span" style="font-size: small;">This article discusses some practical techniques that ESL/EFL teachers can use in teaching effective academic presentation skills. It is suggested that macro organization, micro organization, thesis and support, strategies to involve the audience, response to audience input, non-verbal communication, use of visual materials, and pacing should be taught explicitly to the students.</span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; mso-pagination:widow-orphan;mso-outline-level:2;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><span style="color:black;"><span class="Apple-style-span" style="font-size: small;">Introduction</span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></b></p> <p class="MsoNormal" style="mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style="color:black;"><span class="Apple-style-span" style="font-size: small;">Being able to present oneself precisely and concisely is a key to success in one’s course of study. In what follows, I suggest some practical tips on academic presentation skills that are easy to use in teaching your ESL/EFL students.</span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; mso-pagination:widow-orphan;mso-outline-level:2;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><span style="color:black;"><span class="Apple-style-span" style="font-size: small;">Macro Organization</span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></b></p> <p class="MsoNormal" style="mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style="color:black;"><span class="Apple-style-span" style="font-size: small;">The first step is teaching macro organization. The organization of an academic presentation should consist of purpose, objectives, outline, introduction, and conclusion. The purpose is a statement that suggests the general goal of the presentation. The objectives are the specific goals that you want to achieve by the end of a presentation. The outline refers to the different parts, sections or components in your presentation. As regards the introduction, you may teach your students to start off with a word origin, an interesting question, a definition of a term, an analogy, or even a personal experience. Concerning the conclusion, no new information should be introduced to this part; the conclusion only summarizes the key points of your talk. You can begin the conclusion using the phrases such as in a nutshell, the bottom line is…, what it boils down to is … or other similar phrases. </span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; mso-pagination:widow-orphan;mso-outline-level:2;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><span style="color:black;"><span class="Apple-style-span" style="font-size: small;">Micro Organization</span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></b></p> <p class="MsoNormal" style="mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style="color:black;"><span class="Apple-style-span" style="font-size: small;">The second step is teaching micro organization which refers to textual coherence, transitions, and connections from one part to another. A student can try the following useful phrases to make a smooth transition, such as I am going to switch gears, let’s move on to the next part, next let’s look at…, or next, I am going to talk about… .</span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; mso-pagination:widow-orphan;mso-outline-level:2;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><span style="color:black;"><span class="Apple-style-span" style="font-size: small;">Thesis and Support</span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></b></p> <p class="MsoNormal" style="mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style="color:black;"><span class="Apple-style-span" style="font-size: small;">Next, you can go on to teach the idea of thesis and support in an academic presentation. Teach your students to present their ideas clearly with explanations and plenty of examples. Sometimes, analogies are useful means to help explain an idea. </span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; mso-pagination:widow-orphan;mso-outline-level:2;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><span style="color:black;"><span class="Apple-style-span" style="font-size: small;">Strategies to Involve the Audience</span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></b></p> <p class="MsoNormal" style="mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style="color:black;"><span class="Apple-style-span" style="font-size: small;">Teach your students to use a variety of strategies to engage the audience. Practical strategies to involve the audience are questions, comprehension checks, and tasks. Examples of questions are “Do you have any questions about this concept or this vocabulary that I just taught?” Always ask specific questions instead of general questions such as “Do you have any questions?” Comprehension checks are essential tools to involve your audience. Examples of comprehension checks are “Is everyone with me so far?”, “Is everyone on the same page?”, “Can you repeat the definition of X, in your own words?” Tasks are small exercise to check the audience’s understanding. The presenter can throw a question to the audience and encourage them to discuss it with the person sitting next to him/her for approximately thirty seconds to one minute. The audience will be asked to report their thoughts to the rest of the group.</span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; mso-pagination:widow-orphan;mso-outline-level:2;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><span style="color:black;"><span class="Apple-style-span" style="font-size: small;">Response to the Audience Input</span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></b></p> <p class="MsoNormal" style="mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style="color:black;"><span class="Apple-style-span" style="font-size: small;">If the answer from the audience is incorrect, the presenter can say good try or good guess. Never say the word wrong or incorrect to embarrass those who try hard enough to produce a response. If the answer from the audience is right, respond to them positively by saying very good, excellent, terrific. Many times, if your student presenters do not know the answer to the questions from the audience, your student presenter can say “I do not have an immediate answer to your question. I will look it up and get back to you, if you remind me.” It’s normal that you do not know everything in this world.</span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; mso-pagination:widow-orphan;mso-outline-level:2;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><span style="color:black;"><span class="Apple-style-span" style="font-size: small;">Non-verbal Communication</span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></b></p> <p class="MsoNormal" style="mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style="color:black;"><span class="Apple-style-span" style="font-size: small;">Gaze, facial expression, movement, and gesture are typical means of non-verbal communication. Most of my students lack movement during their presentation and many are frozen. Approach the audience especially when the audience ask questions. Especially to the students who have soft voices, it is strongly encouraged that they come closer to the audience to talk from time to time.</span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; mso-pagination:widow-orphan;mso-outline-level:2;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><span style="color:black;"><span class="Apple-style-span" style="font-size: small;">Use of Visual Materials</span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></b></p> <p class="MsoNormal" style="mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style="color:black;"><span class="Apple-style-span" style="font-size: small;">Nowadays, using PowerPoint is not uncommon in presentations. Still, it will be a good idea to supplement the talk with a handout containing key points of the presentation, pictures, or illustrations. Real objects are good tools to help your students present an idea efficiently. </span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; mso-pagination:widow-orphan;mso-outline-level:2;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><span style="color:black;"><span class="Apple-style-span" style="font-size: small;">Pacing</span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></b></p> <p class="MsoNormal" style="mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style="color:black;"><span class="Apple-style-span" style="font-size: small;">Pacing means balancing the amount of information with the speed of presentation and the time allotted. Always rehearse the presentations as many times as possible. Always time yourself in the rehearsals. In actual presentation, the number of the questions from the audience is often unpredictable. Sometimes, you just cannot present all the materials you have prepared. Always present the more important information first. When you run out of time, you can cut those least important parts that follow. </span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; mso-pagination:widow-orphan;mso-outline-level:2;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><b><span style="color:black;"><span class="Apple-style-span" style="font-size: small;">Conclusion</span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></b></p> <p class="MsoNormal" style="mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style="color:black;"><span class="Apple-style-span" style="font-size: small;">Teaching students the techniques to deliver a well-organized, interesting presentation is not that difficult. Macro organization, micro organization, thesis and support, strategies to involve the audience, response to audience input, non-verbal communication, use of visual materials, and pacing should be taught explicitly to the students. If you follow this advice closely, you will see a significant improvement in your students’ macro- and micro- organization skills. </span><o:p></o:p></span></p> <p class="MsoNormal" style="mso-pagination:widow-orphan;text-autospace:ideograph-numeric ideograph-other; word-break:normal"><span style="font-family:"Times New Roman"; mso-fareast-mso-font-kerning:0ptfont-family:Gulim;font-size:12.0pt;color:black;"><o:p> </o:p></span></p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-10028328921842040442009-07-19T21:59:00.000+08:002009-07-20T23:11:17.791+08:00Adapting Communicative Language Instruction in Korean Universities<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/_wADWGcOHZ1g/SmSI_v4xZiI/AAAAAAAAABk/B90TUKo-VC0/s1600-h/teach+koreans.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 286px; height: 320px;" src="http://2.bp.blogspot.com/_wADWGcOHZ1g/SmSI_v4xZiI/AAAAAAAAABk/B90TUKo-VC0/s320/teach+koreans.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5360560085245453858" /></a><br /><span style=" ;font-family:Arial;font-size:11pt;color:black;"><div><h1 align="center" style="text-align:center"><span class="Apple-style-span" style="font-size:130%;"><span class="Apple-style-span" style=" font-weight: normal;font-size:15px;"><span class="Apple-style-span" style="font-size:6;"><span class="Apple-style-span" style="font-size:19px;"><b><br /></b></span></span></span></span></h1><p class="MsoNormal" style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"> This article attempts to provide tips and techniques for the novice EFL instructor to introducing communicative based instruction in contexts long dominated by audio-lingual and grammar translation approaches to language learning. </span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></p> <h2 style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Introduction </span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></h2> <p class="MsoNormal" style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">This article examines the application of communicative language teaching (CLT) at the tertiary level in </span></span></span><st1:country-region><st1:place><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Korea</span></span></span></st1:place></st1:country-region><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">. Since the 1990’s Korean educational language policy makers have embraced CLT as the means of achieving heightened communicative competence and intercultural understanding, however the transition from the long dominant grammar translation approach of language learning to the communicative approach has posed countless challenges for both instructors and students. This paper outlines the divergence between the communicative approach and traditional audio-lingual methods of foreign language learning. Practical suggestions for adapting CLT in the university classroom are then discussed. </span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></p> <h2 style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Background</span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></h2> <p class="MsoNormal" style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Many years have passed since the introduction of the Communicative Language teaching approach in </span></span></span><st1:country-region><st1:place><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Korea</span></span></span></st1:place></st1:country-region><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">, however, despite curriculum reform and passage of time, many remain skeptical of the effectiveness of communicative methodology in the Korean English language classroom. At the public school level, there are various challenges in delivering a communicative based curriculum: the lack of teacher training in the communicative approach; linguistic barriers faced by Korean English language teachers in delivering communicative based activities leading to an over-reliance on the L1 (native language); a divergence in traditional instructional styles and subsequent students’ learning styles which have focused on structure, form, and grammar and a less structured meaning based approach reflective of communicative activities; the use of an inductive approach to teach grammar, vocabulary and phonology; insufficient exposure to correct L2 (target language) thereby reducing the development of self-proficiency and error correction. What this means to the English instructor at the college level is that students enter Freshman English courses with little experience in communicative language learning. Hence, the challenge that college instructors face is two-fold; increasing the learner’s communicative proficiency, and also teaching a new method of learning where language is “acquired” as opposed to “learned”. </span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></p> <h2 style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Language learning, Language Acquisition and CLT</span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></h2> <h3 style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Language Learning</span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></h3> <p class="MsoNormal" style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Krashen (1982) makes a clear distinction between language learning and language acquisition. The former has long been linked to the traditional approach of language study generally practiced in second language education in high schools worldwide, </span></span></span><st1:country-region><st1:place><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Korea</span></span></span></st1:place></st1:country-region><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"> being no exception. In the traditional approach, where a language is consciously learned, attention is focused on the language in its written form and the objective is for the student to understand the structure and rules of the language through the application of intellectual and logical deductive reasoning (Krashen 1982). A key feature of this approach is the emphasis on form (accuracy) as being of greater importance than the communication (fluency). Consequently, one develops a solid understanding of grammar and linguistic form in the absence of equivocal practical usage.</span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></p> <h3 style="text-align:justify"><span style="color:black;"><o:p><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"> </span></span></o:p></span></h3> <h3 style="text-align:justify"><span style="color:black;"><o:p><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"> </span></span></o:p></span></h3> <h3 style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Acquiring a language</span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></h3> <p class="MsoNormal" style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Conversely, language acquisition refers to the process of natural assimilation involving intuition and subconscious processes. Here, the learner is an active participant using the L2 in the production of real interactions. This approach is similar to the way children learn their native tongue, a process that produces functional skill in the spoken language without theoretical knowledge (Krashen 1982). Learners develop familiarity with the phonetic characteristics of the language as well as its structure and vocabulary. This process facilitates comprehension, the capability for creative communication and for the identification of cultural values. Arguably, much of this approach is reflected in the principles of communicative language teaching. </span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></p> <h2 style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Principles of CLT</span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></h2> <p class="MsoNormal" style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">At the outset, it should be noted that the issues facing educators in implementing CLT is not limited to the Native English teachers and non-native speaking teachers in the Korean context but similar monolingual EFL contexts. Those familiar with theoretical principles of CLT may already know that CLT emerged in the 1970’s in the West. To review, the theoretical basis of CLT can be characterized as: </span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></p> <ol start="1" type="1"> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l0 level1 lfo1;tab-stops:list .5incolor:black;"><span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">a focus on communication through interaction; </span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l0 level1 lfo1;tab-stops:list .5incolor:black;"><span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">the use of authentic materials; </span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l0 level1 lfo1;tab-stops:list .5incolor:black;"><span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">a focus on the learning process as well as the language itself; </span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l0 level1 lfo1;tab-stops:list .5incolor:black;"><span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">belief that learners’ own experiences can contribute to learning; and </span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></li> <li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt: auto;text-align:justify;mso-list:l0 level1 lfo1;tab-stops:list .5incolor:black;"><span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">a linkage between language learning in the classroom and real-life activities (Nunan 1991 in Butler 2005 pg. 424). </span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></li> </ol> <p class="MsoNormal" style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Ultimately, the fundamental principle of communicative language teaching is that in order to develop language ability, learners must be engaged in doing things with the language. </span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></p> <h2 style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Challenges to Implementing Communicative Based Instruction</span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></h2> <h3 style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">A Traditional Knowledge Based Orientation</span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></h3> <p class="MsoNormal" style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Since established practices for English language learning have centered on form-focused instruction, the implementation of meaning-focused communicative activities in Korean classrooms presents a shift in both teaching and learning strategies. The indirect approach of CLT relies heavily on the learner’s ability to interactively negotiate meaning, with new linguistic forms being acquired incidentally during this process. Therefore, applying these principles in the classroom requires new classroom techniques and activities. Additionally, these principles call for new roles for teachers and learners. Instead of relying on activities that demand accuracy, repetition and the memorization of sentences and grammatical patterns, these new activities require learners to negotiate meaning and to interact meaningfully in the L2. </span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></p> <h3 style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">The Importance of Form and Structure </span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></h3> <p class="MsoNormal" style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Unfortunately, students with an orientation towards accuracy, form and structure may be unclear about the instructional objectives, learning process and means of evaluation, leading to confusion, frustration and alienation. Consequently, caution should be taken in curriculum and lesson development to ensure that tasks and materials are designed for the appropriate level and build on skills already developed. Since English language education in the Korean middle and high school system has long focused on vocabulary expansion, grammar and structure, students may demonstrate a strength and preference for form-focused instruction. By incorporating form focused tasks and activities into the communicative classroom students can apply traditional learning strategies and styles to produce meaning. For example, prior to engaging in an oral activity, instructors should review the basic vocabulary and grammatical expressions and allow students the opportunity to prepare notes before inviting oral responses. Subsequent written homework can reinforce the communicative language objectives of the lesson. </span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></p> <h3 style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">The Role of Grammar</span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></h3> <p class="MsoNormal" style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Many CLT practitioners may also undermine the role of grammar in developing language proficiency. Grammatical knowledge is also an element of communicative competence and for a language user to communicate effectively, all skills are necessary, since they are inter-related and build upon each other. However, with low levels of exposure to meaningful language, Korean EFL students may have difficulty developing grammatical form through an unfocused approach, especially if a large part of their exposure to L2 comes in the form of their classmates’ production of L2, which may contain many errors. As noted by Krashen (1982) the tendency of Asian students to self-correct based on their conscious application of grammar rules leads to over-correction. For Asian students, grammar is an essential tool in building confidence, language knowledge and fluency. In the classroom setting, despite students’ interest in the lesson, discussion topic or subject matter presented in the English classroom, most students will be less inclined to speak if they are not confident with their oral language skill. Therefore, students’ reliance on grammatical and form focused instruction should not be completely abandoned in the CLT classroom. </span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></p> <h3 style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Increased Listening and Speaking and the Use of Authentic Materials</span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></h3> <p class="MsoNormal" style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Of course, grammar and writing instruction alone is not sufficient for effective oral and aural outcomes. Increased listening exposure to native language use is also essential in acquiring knowledge of idiomatic expressions. Unfortunately, EFL contexts present a unique circumstance for foreign language learning in that there is usually low exposure to native language usage. It should be recognized that while most students at the tertiary level have been studying English for several years in the public education system, many have received minimal oral and auditory instruction in the L2. Instructors of the Freshman English Conversation Class may observe what Krashen’ refers to as the “silent period”. In this phase, learners are unable to separate meaningful sound segments and determine meaning. The potential demoralizing effects of unsuitable listening and oral tasks which overwhelm students include the inhibiting of classroom participation, and the quashing of motivation and confidence to succeed in learning. Nunan (1998 in Kim and Margolis 2000 pg. 42) contends that “a second language is learned most effectively in the early stages if the pressure for production is taken off the learners” reinforcing the need to adequately prepare learners before expecting the reproduction of correct language use. To prevent the demoralizing effects of pressuring students into incomprehensible tasks and activities, ELT materials must reflect the level and needs of the student. Therefore, teachers must be cautious in modifying classroom activities and instruction so as not to make language learning unduly challenging with unrealistic goals. </span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></p> <h2 style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Recommendations</span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></h2> <h3 style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Teach Fours Skills: Writing, </span></span></span><st1:city><st1:place><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Reading</span></span></span></st1:place></st1:city><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">, Listening and Speaking</span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></h3> <p class="MsoNormal" style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Instructors may consider integrating four skills into the lesson and curriculum rather than relying solely on activities designed to develop oral proficiency. For example, begin the class with vocabulary building focusing on pertinent phrases, expressions, and terms of the lesson. Provide students with handouts, or allow student to write down the key vocabulary and definitions, meanings, and associative terms in both L1 and L2. Writing requires more attention than passive listening; it breaks down complex ideas, and reinforces the new information, which increases retention. The point is that you want the students to understand and remember the vocabulary therefore simply presenting new vocabulary without adequate explanation and clarification fails to provide students with the necessary time, thought and reflection to process, digest and retain the new words. Similarly, drawing on four skills; reading, writing, listening, and speaking provides students with the opportunity to work independently to evaluate their progress in understanding, replicating, and reproducing the language forms taught. The teacher may also choose to vary the type of activity from task based, to content based or process based. When using task-based activities, the tasks should be assigned with different objectives (focusing on fluency, accuracy, content, reading comprehension, writing, grammar, listening, problem solving, discussion strategies). </span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></p> <h3 style="text-align:justify"><span style="color:black;"><o:p><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"> </span></span></o:p></span></h3> <h3 style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Combine Instructor Lead and Student Centered Approaches</span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></h3> <p class="MsoNormal" style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">While communicative competence is often measured by the ability to engage in natural conversation, for lower level learners the notion of participating in a one-hour group discussion in the L2 may be unrealistic, inappropriate and ineffective for language development. This type of lesson requires advanced vocabulary, sufficient knowledge of grammar structures and motivation to express ideas in the L2. For lower level learners, combing instructor lead and student centered approaches can be achieved by shifting from teacher presentation to pair work, group work and individual work. Incorporating, pair, group and class work also allows students to engage with others, sharing information, and practicing the communicative skills of listening and speaking. </span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></p> <h3 style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Don’t Abandon Grammar and Individual Work</span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></h3> <p class="MsoNormal" style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">For students accustomed to a structured learning environment, the ability to self assess progress through independent tasks fosters a sense of self-proficiency, self-regulation and likewise informs the students of the learning goals he/she has achieved through the lesson. Reading comprehension tasks, grammar, vocabulary, written tasks and listening tasks with closed answers incorporates traditional learning strategies which students are accustomed to and well versed in performing, yet can also reinforce the themes, vocabulary and grammar structures taught in the lesson. </span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></p> <h3 style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Monitor Pair and Group Work</span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></h3> <p class="MsoNormal" style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Monitor the students during pair and group speaking activities. Circulating around the classroom creates the sense that the students are being watched. The notion of surveillance will reduce L1 use and direct students to the assignment at hand. But don’t just walk around; stop and observe each pair or group. Listen and provide clarification/feedback/error correction. Again, making students aware of your presence reinforces the purpose and objective of the assignment. Furthermore, ensure the activities don’t go on too long by setting time limits at the commencement of the activities. To wrap up, call on students to demonstrate what they have practiced to the class. This is most effective when students are informed at the outset that they will have to present their practice to their peers. Students may appreciate the mild social pressure to perform competently motivating learners to concentrate on the assigned activity and put forward their best performance. </span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></p> <h2 style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Conclusion</span></span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></h2> <p class="MsoNormal" style="text-align:justify"><span style="color:black;"><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">Despite the many challenges of implementing a communicative based curriculum to lower level learners at the tertiary level, teachers do not need to abandon the communicative approach entirely in classroom instruction. However, it should be recognized that the rigid application of the CLT principles may be inappropriate for varying levels. At the tertiary level, which has been the focus of this paper, communicative tasks may be unduly challenging for most who have received minimal oral and receptive instruction and so teachers should provide ample listening exposure, with the incorporation of writing and form-focused instruction to the conversation class. Such an approach reduces the reliance on teacher lead instruction allowing students to learn independently at home through writing, reading and listening practice. Moreover, teachers should identify and draw awareness to concrete short terms goals which can be more readily observed and evaluated by students. Many students may be unaware of their progress, strengths and weaknesses. If students are familiar with the structure and criteria essential for effective communication, they will be better able to direct the learning strategies to the desired goal. </span></span></span><span><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><o:p></o:p></span></span></span></p></div><div><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;"><br /></span></span></div><span class="Apple-style-span" style="font-family:georgia;"><span class="Apple-style-span" style="font-size:small;">[Gene Vasilopoulos<br /></span></span></span><st1:place><st1:placename><span style="color:black;"><span class="Apple-style-span" style="font-size:small;">Daejeon</span></span></st1:placename><span style="color:black;"><span class="Apple-style-span" style="font-size:small;"> </span></span><st1:placetype><span style="color:black;"><span class="Apple-style-span" style="font-size:small;">University</span></span></st1:placetype></st1:place><span style="color:black;"><span class="Apple-style-span" style="font-size:small;"> (</span></span><st1:place><st1:city><span style="color:black;"><span class="Apple-style-span" style="font-size:small;">Daejeon</span></span></st1:city><span style="color:black;"><span class="Apple-style-span" style="font-size:small;">, </span></span><st1:country-region><span style="color:black;"><span class="Apple-style-span" style="font-size:small;">South Korea</span></span></st1:country-region></st1:place><span style="color:black;"><span class="Apple-style-span" style="font-size:small;">)]</span></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1796487562670740830.post-4520178802874883122009-07-19T20:30:00.000+08:002009-07-19T20:34:49.298+08:00Sunlight, Moonlight<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/_wADWGcOHZ1g/SmMSodITRLI/AAAAAAAAAAw/eNLV99ZQRxU/s1600-h/moonlight.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 130px; height: 103px;" src="http://2.bp.blogspot.com/_wADWGcOHZ1g/SmMSodITRLI/AAAAAAAAAAw/eNLV99ZQRxU/s320/moonlight.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5360148467724534962" /></a><span class="Apple-style-span" style=" color: rgb(51, 51, 51); font-family:'lucida grande';font-size:11px;"><h3 class="UIIntentionalStory_Message" ft="{"type":"msg"}" style="color: rgb(51, 51, 51); margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; overflow-x: hidden; overflow-y: hidden; "><div style="text-align: left;"><span class="Apple-style-span" style=" font-weight: normal; font-family:georgia;"><span class="Apple-style-span" style="font-size: small;">You are sunlight and I moon joined here by the gods of fortune,</span></span></div><span class="Apple-style-span" style="font-family:georgia;"><div style="text-align: left;"><span class="Apple-style-span" style="font-weight: normal; "><span class="Apple-style-span" style="font-size: small;">midnight and high noon, that's what we are. How in one night</span></span></div><span class="Apple-style-span" style="font-size:small;"><div style="text-align: left;"><span class="Apple-style-span" style="font-weight: normal; "><span class="Apple-style-span" style="font-size: small;">have we come so far. Outside day starts to dawn, one long night</span></span></div><span class="Apple-style-span" style="font-weight: normal;"><div style="text-align: left;"><span class="Apple-style-span" style="font-size: small;">time has gone! I feel you near, I cry no more! I know you're</span></div><div style="text-align: left;"><span class="Apple-style-span" style="font-size: small;">here, I reach your door, and our love is reborn! You are sunlight and I </span></div><div style="text-align: left;"><span class="Apple-style-span" style="font-size: small;">moon, joined here brightning the sky with the flameof love. </span></div><div style="text-align: left;"><span class="Apple-style-span" style="font-size: small;">Made of sunlight, moon light.</span></div></span></span></span></h3></span>Unknownnoreply@blogger.com0