Tag Archives: language teaching

Back to life – starting over

I’m resurrecting this blog after many years (last update was 2010).

I will write about some chronic issues that I’ve encountered over the years, and which never go away or seem to improve. These are the major speed-bumps in my teaching.

After teaching for over 30 years, and now approaching retirement, I want to pass on whatever wisdom or insight I may have acquired with regard to teaching English to college students in Japan, and if possible, to throw some light onto these major stumbling blocks or obstacles.

The major obstacle, I’ve found,  is a culture gap: a gap between (obviously) my English/British/European culture and the Japanese, but also a gap between European and Japanese values, and perhaps between the older and the younger generation.  The gap is only partly linguistic: it is not just because they don’t speak or understand English and my Japanese is still limited. It is also because of major differences in values. The problem becomes one of how to identify these differences, and then how to talk about them and resolve them if possible. Until recently, I had no real way to talk about them with students, except privately with a very few interested ones, and mostly they would agree with me but be unable to offer any practical suggestions for future action.

Here is a brief summary of some of the issues I encountered, with a list below of other topics I plan to address in future posts: Continue reading Back to life – starting over

Dictation redux

Peirce 55-B dictation wire recorder from 1945....
Image via Wikipedia

A while back, I posted about using dictation in EFL classes. I recently gave dictations in my final exams, and reading the results taught me some further uses for dictation.

  • Students failed to notice how a falling intonation indicated the end of a sentence. I did not announce the punctuation, as I had not consistently done so in earlier dictations, and did not want to start now (or then, i.e. in the middle of an exam). It had not occurred to me that the significance of falling intonation was not obvious and needs to be taught. They put full-stops where there should have been commas, and failed to put full-stops (or subsequent capital letters) where they were indicated by meaning and by my falling intonation.
  • Dictation can be used to not only test (or review) known or previously taught vocabulary, but also to test if students have acquired enough patterns of English spelling to make a reasonable guess at spelling unfamiliar words. (All my students failed miserably at “champagne”.)
  • The dictation revealed grammatical weaknesses I had not covered (I assumed students had acquired enough English, but I was wrong), e.g.:  I gave New Year’s presents two my children.
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