Week 2 - Solo Task 1 & 2
1. Read and re-read transcripts cs & h 1 and 2 (attached). Write down at least two lessons you learned about listening from these transcripts of recordings in classes.
Based on cs h1 and h2, some pupils were fixated on getting certain words correctly and were most probably left guessing what they meant, which hindered them from listening to the latter part of the sentences. On the other hand, several pupils managed to obtain the gist of what was being said by highlighting the keywords of the sentence. Throughout this process of reproducing sentences uttered by the teacher through gist, several grammatical components such as prepositions and determiners might be absent from the answers. Besides, certain words which were unfamiliar or unknown to them might be omitted or written as how they sounded by the pupils. For instance, pupil no.7 from cs h2 displayed a high consistency in decoding for all the statements despite having trouble with some spellings. In my opinion, there is a possibility that he had used those words which were spelled wrong in his interaction instead of encountering it visually in written form.
In my opinion, both teachers in cs h1 and 2 could continue to incorporate and emphasise an immersive style of teaching the English language. In an immersive lesson context, pupils would be more confident and willing to make mistakes. The initial disregard of the teacher toward mistakes made by the pupils can be overcome as pupils will become more aware of the function and use of grammatical components through familiarisation.
2. Watch Video 16 Transcribing and write down at least two lessons you learned about listening that are similar to or different from the lessons you learned from reading and re-reading transcripts cs & h 1 and 2.
Based on Video 16 - Transcribing, it is evident that the pupils were in a relaxed state when transcribing as mistakes were approached in a reflective manner. In Mr. John Fanselow’s lesson, the pupils were allowed to repeat the audio as many times as they wanted in order for the processing of language to occur, thus disregarding the need for perfect transcription in their first attempt. Precisely, this repetitive process of Listen-Pause-Think-Write enabled the pupils to be autonomous learners as they controlled their pace of learning.
As I reflect on the potentials of transcribing in elevating my pupils’ English competency, I am particularly fond of Mr. John’s suggestion of using multiple-choice questions (MCQs). Personally, I would introduce MCQs as a form of supplementary activity to enhance my pupils’ language processing abilities after they have been exposed to transcribing activities. Indeed, MCQs which have good distractors would require my pupils to be more certain in order to discriminate choices and finally, discover the right answer.
1. Read and re-read transcripts cs & h 1 and 2 (attached). Write down at least two lessons you learned about listening from these transcripts of recordings in classes.
Based on cs h1 and h2, some pupils were fixated on getting certain words correctly and were most probably left guessing what they meant, which hindered them from listening to the latter part of the sentences. On the other hand, several pupils managed to obtain the gist of what was being said by highlighting the keywords of the sentence. Throughout this process of reproducing sentences uttered by the teacher through gist, several grammatical components such as prepositions and determiners might be absent from the answers. Besides, certain words which were unfamiliar or unknown to them might be omitted or written as how they sounded by the pupils. For instance, pupil no.7 from cs h2 displayed a high consistency in decoding for all the statements despite having trouble with some spellings. In my opinion, there is a possibility that he had used those words which were spelled wrong in his interaction instead of encountering it visually in written form.
In my opinion, both teachers in cs h1 and 2 could continue to incorporate and emphasise an immersive style of teaching the English language. In an immersive lesson context, pupils would be more confident and willing to make mistakes. The initial disregard of the teacher toward mistakes made by the pupils can be overcome as pupils will become more aware of the function and use of grammatical components through familiarisation.
2. Watch Video 16 Transcribing and write down at least two lessons you learned about listening that are similar to or different from the lessons you learned from reading and re-reading transcripts cs & h 1 and 2.
Based on Video 16 - Transcribing, it is evident that the pupils were in a relaxed state when transcribing as mistakes were approached in a reflective manner. In Mr. John Fanselow’s lesson, the pupils were allowed to repeat the audio as many times as they wanted in order for the processing of language to occur, thus disregarding the need for perfect transcription in their first attempt. Precisely, this repetitive process of Listen-Pause-Think-Write enabled the pupils to be autonomous learners as they controlled their pace of learning.
As I reflect on the potentials of transcribing in elevating my pupils’ English competency, I am particularly fond of Mr. John’s suggestion of using multiple-choice questions (MCQs). Personally, I would introduce MCQs as a form of supplementary activity to enhance my pupils’ language processing abilities after they have been exposed to transcribing activities. Indeed, MCQs which have good distractors would require my pupils to be more certain in order to discriminate choices and finally, discover the right answer.
Dear Tan, I would like you to re consider your comments about CS & h 1 and 2. Why? Well, because in CS & h 1, the students had heard these sentences from their English teacher in 10 separate classes. During the two weeks of class they did not learn the word order nor the use of are versus is nor the use of to. They had been studying English in Junior and Senior high school. there were now taking English 4 hours a day. Yet they still did not know a fundamental structure of English nor as I said one of the most fundamental distinctions in English--is versus are. If after 6 and 1/2 years they did not master these items I do not think they will master them unless the teachers they have teach them by having them use them correctly, writing them, making substitutions--These are two words I do not understand.
ReplyDeleteRe gist, I think gist is as dangerous a word as key. Why? I would like you to think about this claim I just wrote.
To me are is a word that is as important as understand and word versus words is also crucial. Structural words are ignored when we teach vocabulary and that is one of the many reasons I think teaching vocabulary is a waste of time. We need to teach language which is structural words, sentence patterns and experiential words both in spoken and written form.
In the second transcript again we see that students with 6 and 1/2 years of English do not know the difference between we're and where and mean versus means and we going versus we are going or we're going. There is no evidence to suggest that they will master these basics unless they are taught and used over and over. They did not learn them in 6 and 1/2 years. They will not learn them in another 6 years on their own.
They are not listening for meaning because they do not have enough patterns in their mind to recognize patterns so they write a few words they think they recognize but make no sense as they write them.
Remember the students could listen to the recording as many times as they wanted. And some re played the recording at least a few times but since the patterns and meanings were not in their head they could not understand them.
Don't believe what I say.
Re the students would be more confident in making mistakes in an immersion program, in fact they were in an immersion program. There is no evidence that they were worried about making mistakes. But one problem is they did not know they were making mistakes! That could be a reason that they were not worried.
We underestimate the capability of our students; we do not require enough. they are capable of much, more than we think if we set the correct tasks for them.
Re Video 16, multiple choice questions can be useful depending on what we mean by them. I remind students of yes no questions, either or questions and question word questions relating to the text, relating the text to their experience, were you a strange child? and questions that require inference--Was Botchan a troublesome child? Enabling students to understand new words by comparing them to words they already know such as difficult expands their range of vocabulary without defining words which as I often say is detrimental to learning.
John Fanselow Oh, dear. My bad, Mr. John. Due to the lack of background information, I made those comments on the assumption that the subjects were young learners/beginners of the English language. Based on the latest update which you have given concerning the students, I believe it would be more effective for the teacher to teach grammar in context in order for them to contextualise the meaning of the different grammatical structures. Presenting grammatical structures in isolation might seem to be a viable option at first, but since they had undergone both Junior and Senior high schools and have yet to reproduce them correctly, the approach of grammar could best be taught and used in a meaningful and personalized context in order for them to be internalised. Based on these transcriptions, what the teacher could possibly do is to extensively incorporate specific target grammar items into reading, listening and writing activities to help reinforce students’ understanding of their usage.
ReplyDeleteWith regards to the word ‘gist’ which you equated to ‘key’, I believe you were trying to highlight that by understanding the gist, the student is being restricted to understanding a particular portion of the statement instead of grasping the sentence verbatim as how a key would normally be able to unlock a specific padlock only. Consequently, this outcome would limit the student’s ability in reproducing the target grammar in different contexts accurately. However, if the student is able to understand the principles of the language beforehand, it would seem that the student holds the ‘master key’ to comprehending the sentences verbatim regardless of its context.
Thank you, Mr. John, for reiterating that as a reflective teacher, I should get rid of preconceived notions of my pupils, of assuming what they could and cannot do before even trying to understand the situation or ascertaining the problem which they are facing. When you mentioned “We underestimate the capability of our students; we do not require enough. They are capable of much, more than we think if we set the correct tasks for them.”, this reminded me of Stephen Krashen’s input hypothesis (i+1) which underlines learners progress in their knowledge of the language when they comprehend language input that is slightly more advanced than their current level.
Tan Eik Ter first, Tan, there is no "My bad" in reflective teaching. There is a "My always ready to re interpret the data over and over from many perspectives". I have shared ch & h 1 and 2 with hundreds of teachers. All, all, assume that the students are beginners. None can believe that they are studying to enter a degree program and have been in English classes for 6 years and are now in an intensive program.
ReplyDeleteAll over the world students are pretending to show understanding and are therefore the teachers move on from were vs. was to more complex tenses and patterns. They give multiple choice tests or fill in the blanks and when the students get some of the choices correct or fill in some of the blanks correctly they think their students have mastered different forms of verbs or structural words and sentence patterns.
Let the data speak! Have them transcribe recordings. These show what test results obscure. Forget tests and quizzes and exams.
I find your saying Mr. John charming. Usually we use Mr. with family names. But just as I do not know what is your family name and your given name you may not know what my given and family names are.
My given name is John so when people say Hello to me they say "Hello John". if they are familiar with me. If they are not they say "Hello Mr. Fanselow." If they are at a conference and see I am a professor on my name tag they say "Hello, Professor Fanselow." When they say this I say, "Please call me John."
I was in Somalia for two years and people called me Jama--everyone called each other with their given or first names or used a nickname. Very egalitarian.
Your metaphors about locks and keys, etc. are very vivid and powerful.
John Fanselow
ReplyDeleteJohn Fanselow Thank you, Mr. Fanselow. I really felt encouraged when you enlightened me with how a reflective teacher ought to respond to misinterpretation and never cease to approach the situation with an open mind.
ReplyDeleteI have yet to incorporate transcribing activities in my classroom and I plan to do so in my upcoming lessons. My English lessons are normally prepared in such a way that at least two skills would be given emphasis on. Namely, these two skills comprise of a focused skill and a complementary skill for each day. The closest experience my pupils ever had in regards to transcribing would be to complete the lyrics of a song through listening.
Your approach of reflecting on transcriptions and requiring pupils to transcribe have impressed upon me the idea of coming up with my own text with minimal pairs and alternatively, include minimal pairs which would ultimately determine my pupils' understanding of the words in context.
In Malaysia, I have gotten used to addressing elders with Mr./Mdm./Ms. with their first names since it is being practised by the majority. I'm known as Victor by some church friends and Eik Ter by others. However, in a professional setting, my family name, Tan, is used, for formality sake.