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Archive for the ‘Linguistics book reviews’ Category

Dr Johnson does TEFL

Friday, October 10th, 2008

Even with all the things written about Samuel Johnson’s Dictionary of the English Language, I think I might be the first to try adding some TEFL-style pointless elicitation. And so here goes… Try to work out which word he was defining in each case then scroll down the screen to check (it’s a bit like the classroom activities The Definition Game and Taboo):
 
1. belonging to an ass
—————
—————
————–
asinine
 
2. a hog dressed whole, in the West Indian manner
—————
—————
————–
barbecue

3. a stone in the bladder
—————
—————
————– (more…)

My Lonely Planet is full of eels

Wednesday, September 17th, 2008

Here are some actual sentences taught in the Lonely Planet Korean phrasebook which, while not quite “My hovercraft is full of eels”, tickled me once I realised that trying to find silliness was another whole motivation for using language learning materials. If it doesn’t amuse you so much first off (and you don’t have the more sensible motivation of learning Korean), try picturing saying these things to immigration or the receptionist in your hotel:

p’ibu e t’ongjung-i issoyo = I have a pain in my skin
 
maengjangul umjigilsuga opsoyo = I can’t move my appendix

chon changnogyo indeyo, kohoenun chal annagayo = I’m a Presbyterian, but I’m not practicising

imshinjung ishin-gayo? = (more…)

Last chance for free books for teachers in Japan

Monday, September 8th, 2008

I’m starting to pack to go to Korea, and the lack of CDs is a godsend. Books, however, are going to be a problem…

If you are in Japan, my loss could be your gain. If you are interested in any of the books below, I will send you a copy and even include one of the freebies listed at the bottom, in exchange for writing a review for TEFL.net reviews, as explained here. Please note, however, that I am paying postage out of my own pocket and will be rather miffed if good intentions does not turn into an actual review, so only volunteer this time if you are sure you can do it. When the publishers are paying postage like usual, however…

If you are in Korea, I might also be willing to add it to my box of books to take and send it from there, so you might be second choice but still, volunteer away!

If anyone is interested, please use the Request to Review for TEFL.net box on the Reviewer’s Guide page (a vital read for everyone who is interested), leave a message here, or email me using the Contact Me button on the main page of the blog.

Books available:

Oxford University Press
Activities Using Resources- Heather Westrup and Joanna Baker (Oxford Basics)
Vocabulary Activities- Mary Slattery (Oxford Basics for Children)
Listen and Do (Oxford Basics for Children)
The Oxford ESOL Handbook
Creating Songs and Chants- Carolyn Graham

Summertown Publishing
Success with BULATS

Marshall Cavendish Education
Achieve BULATS

Cambridge
The TKT Course

Delta Publishing
Challenging Children

The English Company
The English Course 3rd Edition (Gary Ireland, Kevin Murphy, Max Woollerton)

Already been reviewed, but will give away to people who volunteer to review titles above:

Oxford
Form Focused Instruction and Teacher Education

A History of English Language Teaching

Random facts about Yiddish and Hebrew

Tuesday, August 26th, 2008

- The basic meaning of klots, from where the English word klutz comes, is “wooden beam”
- “Jezebel…means ‘daughter of garbage’ [in Hebrew]; her name was probably [really]… Jebaal, daughter of Baal…” (Born to Kvetch pg 22) 

- “Beelzebub…,lord of the flies,was a takeoff of Baal Zevul, lord of heaven” (Born to Kvetch pg 22)
- “Schlong” is a yiddish word (it also has the innocent meaning of “snake”), and “schmuk” and “putz ” also means penis
- “Chutzpah” is an entirely negative word in Yiddish
- “Bubkes” as in “He isn’t worth bubkes” literally means “beans” or “goat droppings”
- “Glitch” possibly comes from the Yiddish word “glitsh”, from glitshn ’slide’, similar to the German word “glitschen”- “slither”
- “Maven” comes from the Hebrew word “mevin” “one who understands” via the the Yiddish word “meyvn”
- The London slang word “nosh” comes from the Yiddish word “nashn”, similar to the German word “naschen”
- Another Cockney classic is “schlep” from from the Yiddish “shlepn” to make a tedious journey, similar to the German word “schleppen”
- The original (Yiddish) meaning of “schmaltz” is melted chicken fat
- “Schnoz/ schnozz/ schnozzle” comes from the Yiddish word “shnoits”, snout, similar to the German word Schnauze
- “Shtick” comes from the Yiddish word for ‘piece’, similar to the German word “Stück” 
- “Spiel”/ “shpiel” comes from the Yiddish word “shpil”, play, similar to the German word “Spiel”
- “Glitch” comes from the Yiddish word “glitsh”, meaning slip,” “skate,” or “nosedive,
- “Kibbutz” is the Hebrew word for “collective”
- “Tush”, the American slang for bum, comes from the Yiddish word “tuchis”/ “tuches”/ “tokhis”
- “To keep shtoom” comes from the Yiddish word “shtum”- silent or speechless
- “Shyster” and “gazump” also come from Yiddish

Other random facts from Born to Kvetch

- Why brideGROOM? It was a completely different word that disappeared from the English language, so they just changed the pronunciation to make it the same as the closest word by pron (technically, assimilation) pg 35

- The showbiz term ‘a turkey’ means a show that “flaps its wings but never flies” pg 23

New words (for me) from Born to Kvetch
the Tetragrammaton- YHVH- the real name of God
antiphrasis- saying the opposite of what you mean, as a kind of euphemism

Phrases that should really exist in English Part One

Monday, August 25th, 2008

ale tseyn zoln dir oysfaln, nor eyner zol dir blaybn af tsonveytik- all your teeth should fall out,but you should keep one to get a toothache with

hak mir nisht ken tshaynik-don’t knock me a teakettle-stop rattling on about the same thing all the time (like the lid of a boiling kettle rattling)

yeytser-hore-bleterl- a small blotch of the evil inclination- a lovebite

zol dir dreyen farn nopl- you should go dizzy in the navel

a dank dir in pupik- thank you in the navel- thanks for nothing

vi got in frankraykh- like God in France- “living in sin”

der malekh ha-moves zol zikh in dir farlibn- the Angel of Death should fall in love with you

shtarbn in fremde takhrikhim- to die in someone else’s shrouds- to die in debt

mayn kadish, kadishl- my little mourner- my son (the person who will say the Kaddish when I die)

zolst mir megulgl vern in a henglaykhter, bay tog zoltsu hengen un bay nakht zolstu brenen- You should be reincarnated as a chandelier (you should hang by day and burn by night)

All from Born to Kvetch, both the funniest and the most serious book I have ever read about Yiddish.

Coming up: Phrases that really should exist in English Part Two- Japanese English and Random Facts about Yiddish- someone please nag me if that turns into the usual promise of posts that I get distracted from…

Tired of typical ELT dialogues?

Friday, August 15th, 2008

I thought so.  Try these with your classes, then:

Student A: How are you?
Student B: Old

Student A: How are you?
Student B: How am I? How should I be?

Student A: How are you?
Student B: How should I be, with my feet?

Student A: How’s your brother?
Student B: Dead

Student A: What’s doing?
Student B: Nothing
A: Nothing?
B: Nothing.

Student A: How was your weekend?
Student B: It should happen to my enemies

Student A: What time is it?
Student B: What am I, a clock?

In case you haven’t guessed they are all from Yiddish, specifically mainly from the surprisingly readable popular linguistics book Born to Kvetch. More good stuff from there coming on TEFLtastic soon.

Quotes from and about the Chairman Mao of Linguistics

Wednesday, July 23rd, 2008

…meaning Chomsky. Are there any other candidates? Reading The First Word and having an occasionally updated page of TEFL quotes sent me on a quest for more good Chomsky quotes, and then on a two week slog to edit them down to a reasonable number. Here is Part One (!)

Quotes from Linguists

“[Chomsky]’s like the Descartes of our time, people will look back a thousand years from now and will know his name” Paul Bloom, quoted in The First Word pg 61

“A linguistics friend of mine told me in all seriousness about what he called the C-principle- the idea that if Chomsky believes something, then it makes sense to agree with him in the absence of other knowledge.” Paul Bloom, quoted in The First Word pg 53

“For decades, [Chomsky's] name appeared in the synopses of conferences, the papers of students, and the articles of academics with all the frequency and duty that portraits of the leader appear in the classrooms of third-world dictatorships” Christine Kenneally, The First Word pg 37

“[a] neo-medieval philosopher” Chomsky according to Charles Hockett, quoted in The First Word

“the leader of [a] cult… with evil side effects.” Chomsky according to George Trager, quoted in The First Word

Quotes on education
“If you quietly accept and go along no matter what your feelings are, ultimately you internalize what you’re saying, because it’s too hard to believe one thing and say another. I can see it very strikingly in my own background. Go to any elite university and you are usually speaking to very disciplined people, people who have been selected for obedience. And that makes sense. If you’ve resisted the temptation to tell the teacher, “You’re an asshole,” which maybe he or she is, and if you don’t say, “That’s idiotic,” when you get a stupid assignment, you will gradually pass through the required filters. You will end up at a good college and eventually with a good job.”

“There is a noticeable general difference between the sciences and mathematics on the one hand, and the humanities and social sciences on the other. It’s a first approximation, but one that is real. In the former, the factors of integrity tend to dominate more over the factors of ideology. It’s not that scientists are more honest people. It’s just that nature is a harsh taskmaster. You can lie or distort the story of the French Revolution as long as you like, and nothing will happen. Propose a false theory in chemistry, and it’ll be refuted tomorrow.”
(Boy, is that quote putting a weapon into the hands of his enemies…)

“Most problems of teaching are not problems of growth but helping cultivate growth. As far as I know, and this is only from personal experience in teaching, “I think about ninety percent of the problem in teaching, or maybe ninety-eight percent, is just to help the students get interested. Or what it usually amounts to is to not prevent them from being interested. Typically they come in interested, and the process of education is a way of driving that defect out of their minds.”

“Mass education was designed to turn independent farmers into docile, passive tools of production. That was its primary purpose. And don’t think people didn’t know it. They knew it and they fought against it. There was a lot of resistance to mass education for exactly that reason. It was also understood by the elites. Emerson once said something about how we’re educating them to keep them from our throats. If you don’t educate them, what we call “education,” they’re going to take control — “they” being what Alexander Hamilton called the “great beast,” namely the people. The anti-democratic thrust of opinion in what are called democratic societies is really ferocious. And for good reason. Because the freer the society gets, the more dangerous the great beast becomes and the more you have to be careful to cage it somehow.”

“There’s a good reason why nobody studies history, it just teaches you too much.”
(Great line, but “nobody studies history”?? Is Chomsky just the Oscar Wilde of our time??)

“Nothing should be done to impede people from teaching and doing their research even if at that very moment it was being used to massacre and destroy.”

Quotes on everything else
 “If we don’t believe in freedom of expression for people we despise, we don’t believe in it at all.”

 “Any dictator would admire the uniformity and obedience of the U.S. media.”

“As soon as questions of will or decision or reason or choice of action arise, human science is at a loss.”
(You’d think someone who has had such an influence on linguistics, which I believe is supposed to be a science, would have more respect for the ability of science to answer the big questions. Apparently not… As it happens, psychology and other branches of science have made much more progress in the last few years on these questions than thousands of years of philosophical navel gazing)

“Either you repeat the same conventional doctrines everybody is saying, or else you say something true, and it will sound like it’s from Neptune”
(In other words, the more people say he is wrong, the more he is convinced he is right. Or to put it yet another way, the common people are idiots)

“The principle that human nature, in its psychological aspects, is nothing more than a product of history and given social relations removes all barriers to coercion and manipulation by the powerful.”
(Doesn’t make the theory true though…)

“Stability means we run it. There are countries that are very stable. Cuba is stable, but that’s not called stability.”

“Of course, everybody says they’re for peace. Hitler was for peace. Everybody is for peace. The question is: what kind of peace?”

“Non-violent resistance activities cannot succeed against an enemy that is able freely to use violence. That’s pretty obvious. You can’t have non-violent resistance against the Nazis in a concentration camp, to take an extreme case…”

“Armies usually aren’t interested in wars. They like preparation for war. But they have an understandable reluctance to fight a war. So I think if you look at, at least the history that I know, it’s usually the civilian leadership who is pushing the military to do something. It was the case in the early days of the Vietnam War.”

“Reactions to our adversity are not entirely uniform. At the dovish extreme, we find Senator John Kerry, who warns that we should never again fight a war “without committing enough resources to win”; no other flaw is mentioned. And there is President Carter, the noted moral teacher and human rights apostle, who assured us that we owe Vietnam no debt and have no responsibility to render it any assistance because “the destruction was mutual,” an observation so uncontroversial as to pass with no reaction. [...] Properly statesmanlike, President Bush announces that “It was a bitter conflict, but Hanoi knows today that we seek only answers without the threat of retribution for the past.” Their crimes against us can never be forgotten, but “we can begin writing the last chapter of the Vietnam war” if they dedicate themselves with sufficient zeal to the MIAs. We might even “begin helping the Vietnamese find and identify their own combatants missing in action,” [New York Times Asia correspondent] Crossette reports. The adjacent front-page story reports Japan’s failure, once again, to “unambiguously” accept the blame “for its wartime aggression.””

“We might add now that we do have an authoritative account of why the United States bombed Serbia in 1999. It comes from Strobe Talbott, now the director of the Brookings Institution, but in 1999 he was in charge of the State Department-Pentagon team that supervised the diplomacy in the affair. He wrote the introduction to a recent book by his Director of Communications, John Norris, which presents the position of the Clinton administration at the time of the bombing. Norris writes that “it was Yugoslavia’s resistance to the broader trends of political and economic reform - not the plight of Kosovar Albanians - that best explains NATO’s war”. In brief, they were resisting absorption into the U.S. dominated international socioeconomic system.”

“Right after September 11, the U.S. Trade Representative, Robert Zoellick, said the first thing that had to be done to combat terrorism was to pass fast-track. Now that should really make Osama bin Laden tremble in his boots - that the President has Kremlin-style authority to sign economic agreements.”

“After September 11th I had tons of interviews everywhere, except the United States of course, and often it was national radio and TV. A couple of times it turned out to be Irish television and BBC back to back, and the difference in reaction was startling. If I said this much on Irish TV, OK, discussion over, everyone understands what I’m talking about. You try to say it on BBC, you have to go on for like about an hour to explain to them what you mean. The Irish sea is a chasm, and it just depends who’s been holding the whip for 800 years and who’s been under it for 800 years.”

“To gain control over this resource, and have probably military bases there, is a tremendous achievement for world control. You read counter-arguments to this, and they’re worth looking at. So it’s argued that it can’t be true, because the costs of reconstruction are gonna be greater than the profits that will be made. Well, maybe that’s true, maybe it isn’t, but it’s totally irrelevant. And the reason is because the costs of reconstruction are gonna be paid by the taxpayer, by you, and the profits are gonna go right into the pockets of the energy corporations. So yeah, it doesn’t matter how they balance out, it’s just another taxpayer subsidy to the rich.”

“Somebody’s paying the corporations that destroyed Iraq and the corporations that are rebuilding it. They’re getting paid by the American taxpayer in both cases. So we pay them to destroy the country, and then we pay them to rebuild it.”

“After the invasion, there was sophisticated massive looting of the installations that were constructed in the 1980s - that includes high-precision equipment capable of making parts for nuclear and chemical weapons and missiles, and also toxins for biological weapons. Prior to the US-British invasion, these sites had been monitored by UN inspectors, but they were quickly kicked out of the country and have not been back since, while the occupation forces left the sites unguarded, and very sophisticated looting operations took place. Where this huge massive equipment has gone no one knows, and it’s uncomfortable to guess. The ironies are almost inexpressible. The US and Britain invaded to prevent the use of WMDs that did not exist, and they succeeded in providing the terrorists that they had mobilized with the means to develop WMDs that the US and Britain had provided to Saddam Hussein.”

“If the Nuremberg laws were applied, then every post-war American president would have been hanged.”

“Nixon at one point informs Kissinger, his right-hand Eichmann, that he wanted bombing of Cambodia. And Kissinger loyally transmits the order to the Pentagon to carry out “a massive bombing campaign in Cambodia. Anything that flies on anything that moves.” That is the most explicit call for what we call genocide when other people do it that I’ve ever seen in the historical record. Right at this moment there is a prosecution of Milošević going on in the international tribunal, and the prosecutors are kind of hampered because they can’t find direct orders, or a direct connection even, linking Milošević to any atrocities on the ground. Suppose they found a statement like this. Suppose a document came out from Milošević saying, “Reduce Kosovo to rubble. Anything that flies on anything that moves.” They would be overjoyed. The trial would be over. He would be sent away for multiple life sentences - if it was a U.S. trial, immediately the electric chair.”

“For example, take Suharto’s Indonesia, which is a brutal, murderous state. I think Canada was supporting it all the way through, because it was making money out of the situation. And we can go around the world. Canada strongly supported the US invasion of South Vietnam, the whole of Indochina. In fact Canada became the per capita largest war exporter, trying to make as much money as it could from the murder of people in Indochina. In fact, I’d suggest that you look back at the comment by a well known and respected Canadian diplomat, I think his name was John Hughes, some years ago, who defined what he called the Canadian idea, namely “we uphold our principles but we find a way around them”. Well, that’s pretty accurate. And Canada is not unique in this respect, maybe a little more hypocritical.”

“…I don’t feel that they deserve a blanket condemnation at all. There are many things to object to in any society. But take China, modern China; one also finds many things that are really quite admirable. [...] There are even better examples than China. But I do think that China is an important example of a new society in which very interesting positive things happened at the local level, in which a good deal of the collectivization and communization was really based on mass participation and took place after a level of understanding had been reached in the peasantry that led to this next step.”
(Huh??)

“I choose to live in what I think is the greatest country in the world, which is committing horrendous terrorist acts and should stop.”

“There’s basically two principles that define the Bush Administration policies: stuff the pockets of your rich friends with dollars, and increase your control over the world. Almost everything follows from that. If you happen to blow up the world, well, you know, it’s somebody else’s business. Stuff happens, as Rumsfeld said.”

“One might ask why tobacco is legal and marijuana not. A possible answer is suggested by the nature of the crop. Marijuana can be grown almost anywhere, with little difficulty. It might not be easily marketable by major corporations. Tobacco is quite another story.”

“The past month was the 10th anniversary of the massacres in Rwanda, and there was much soul-searching about our failure to do anything about them. So headlines read “To Say `Never Again’ and Mean it; the 1994 Rwandan genocide should have taught us about the consequences of doing nothing” (Richard Holbrooke, Washington Post); “Learn from Rwanda” (Bill Clinton, Washington Post). So what did we learn? In Rwanda, for 100 days people were being killed at the rate of about 8000 a day, and we did nothing. Fast forward to today. In Africa, about 10,000 children a day are dying from easily treatable diseases, and we are doing nothing to save them. That’s not just 100 days, it’s every day, year after year, killing at the Rwanda rate. And far easier to stop then Rwanda: it just means pennies to bribe drug companies to produce remedies. But we do nothing. Which raises another question: what kind of socioeconomic system can be so savage and insane that to stop Rwanda-scale killings among children going on year after year it’s necessary to bribe the most profitable industry that ever existed? That’s carrying socioeconomic lunacy beyond the bounds that even the craziest maniac could imagine? But we do nothing.”

“Judged in terms of the power, range, novelty and influence of his thought, Noam Chomsky is arguably the most important intellectual alive today. He is also a disturbingly divided intellectual. On the one hand there is a large body of revolutionary and highly technical linguistic scholarship, much of it too difficult for anyone but the professional linguist or philosopher; on the other, an equally substantial body of political writings, accessible to any literate person but often maddeningly simple-minded. The ‘Chomsky problem’ is to explain how these two fit together.” –Paul Robinson

“Chomsky’s morally impassioned and powerfully argued denunciation of American aggression in Vietnam and throughout the world is the most moving political document I have read since the death of Leon Trotsky. It is inspiring to see a brilliant scientist risk his prestige, his access to lucrative government grants, and his reputation for Olympian objectivity by taking a clearcut, no-holds-barred, adversary position on the burning moral-political issue of the day, and by castigating the complacent mythology of “specialized expertise” under which many academic intellectuals shrug off the crimes committed by their government, only provided they are not naked enough (e.g., the Dominican intervention) to defy the most accomplished casuistry.” –Raziel Abelson

“Chomsky proceeds on the almost unthinkably subversive assumption that the United States should be judged by the same standards that it preaches (often at gunpoint) to other nations— he is nearly the only person now writing who assumes a single standard of international morality not for rhetorical effect, but as a matter of habitual, practically instinctual conviction”. –Christopher Hitchens,

“Even a quarter of the evidence he had compiled would have been enough to convince me. I used to wonder why he needed to do so much work. But now I understand that the magnitude and intensity of Chomsky’s work is a barometer of the magnitude, scope, and relentlessness of the propaganda machine that he’s up against. He’s like the wood-borer who lives inside the third rack of my bookshelf. Day and night, I hear his jaws crunching through the wood, grinding it to a fine dust. It’s as though he disagrees with the literature and wants to destroy the very structure on which it rests.” –Arundhati Roy,

“He seems both wholly cynical about the purposes of those in power, and wholly unforgiving. Those who direct American policy - and, by implication, those who direct the policy of any state - are allowed no regrets, no morals, no feelings, and when they change their policies they appear to do so for entirely Machiavellian reasons. Chomsky has little interest in the question of ‘good in bad’ - of how there can be good behaviour in the context of bad policies - and seems to deny the complexity of human affairs…” –Martin Woollacott

“Chomsky might object that to knowingly place the life of a child in jeopardy is unacceptable in any case, but clearly this is not a principle we can follow. The makers of roller coasters know, for instance, that despite rigorous safety precautions, sometime, somewhere, a child will be killed by one of their contraptions. Makers of automobiles know this as well. So do makers of hockey sticks, baseball bats, plastic bags, swimming pools, chain-link fences, or nearly anything else that could conceivably contribute to the death of a child. There is a reason we do not refer to the inevitable deaths of children on our ski slopes as “skiing atrocities.” But you would not know this from reading Chomsky. For him, intentions do not seem to matter. Body count is all.” –Sam Harris

“Reading Failed States, I had an epiphany: that by applying a Chomskian analysis to his own writing, you discover exactly the same subtle textual biases, evasions and elisions of meaning as used by those he calls ‘the doctrinal managers’ of the ‘powerful elites’. The mighty Chomsky, the world’s greatest public intellectual, is prone to playing fast and loose. It is important to recognise this fact because the Chomskian analysis has become the defining dissident voice of the blogosphere and a certain kind of far-left academia.” –Peter Beaumont

“Chomsky’s hatred of the United States is pathological — stemming from some bilious problem with father figures that is too fetid to explore.” –Camille Paglia

“When Noam Chomsky was merely the most original, arresting, and widely talked-about linguistic theorist in America, he was never referred to as a leading American intellectual. That came only after he expressed his outrage over American involvement in the war in Vietnam, about which he knew nothing, since he read The Nation instead of Parade. It was the outrage that gained him entry into that “charming aristocracy,” to borrow the words of Catulle Mendès. Or as Marshall McLuhan once put it, “Moral indignation is a standard strategy for endowing the idiot with dignity.”” –Tom Wolfe

“The country was founded on the principle that the primary role of government is to protect property from the majority, and so it remains.”

“We shouldn’t be looking for heroes, we should be looking for good ideas.”

New worksheets, workshops, reviews and articles July 2008 Part One

Saturday, July 19th, 2008

Here are the links for stuff I have published here and elsewhere so far this month that you might have missed, in case the heat makes me lose the rest of my energy and I forget at the end of the month:

On Usingenglish.com (theeeeeeey’re back!)

Why does my teacher use games in an adult class?

Why does our teacher make us read difficult authentic texts?

How British is your English? Questionnaire and explaining unknown vocab speaking practice worksheets- one of my favourites!

Elsewhere on TEFLtastic

Korean speakers- common vocabulary mistakes in English

Determiners practice- starting presentations- designed to go with Market Leader, but also suitable for whoever else is unlucky enough to need to tie those two topics together…

Classroom language TEFL workshop notes- with accompanying teacher training worksheets below

Ranking classroom language- teacher training pairwork worksheets

Simplifying classroom language- teacher training worksheets, with tips on using gestures in class to give instructions etc.

Classroom language further reading and links

Teaching likes and dislikes and free time activities teacher training workshop plan

Business English pron worksheets section (the worksheets are old, but the section is new)

Intelligent Business Worksheets and Games section- also useful for other Bus Eng classes

Market Leader worksheets and games- ditto

My stuff elsewhere on TEFL.net

In the Idea Thinktank

15 games for the language of likes and dislikes

15 classroom language games

15 punishments for pre-school English classes

15 Business English games for describing your company and job

15 criteria for good kindergarten worksheets

In TEFL.net Articles

15 good reasons to write TEFL reviews

In TEFL.net reviews

A History of English Language Teaching Second Edition review

 

And if the heat is keeping you awake instead of making you sleepy, you can have a look at June’s links too (newly updated as I’d forgotten about the reviews):

New articles, worksheets and reviews June 2008

Random facts about animals and language

Thursday, July 17th, 2008

All from the book The First Word, that rare gem- a popular science book about linguistics. It drags a bit at the end, but these are from the interesting middle bit (just after the bitchy beginning bit where she lays into Chomsky- hurrah!)

“it appears that dolphins name themselves. [They] produce a distinct individual sound that develops in their first year of life whenever they meet another dolphin. It’s always the same, and always distinct from any other dolphin’s whistle” pg 118

“dolphin babies also pass through a babbling phase [like human babies before they produce their first word]… baby bats babble as well.” pg 143
 
“elephants in Kenya have been recorded making almost perfect reproductions of the sound of trucks from a road nearby” pg 145
 
“Hoover, a harbor seal at the New England Aquarium… surprised visitors by saying ‘Hey, hey, you, get outta there!” pg 146

“researchers found that humans aren’t the only species with the ability to identify different [human] languages based on their characteristic rhythms” pg 151

“no animal communication system has an equivalent for ‘no’”
 
“vervet monkeys use a fall in pitch to mark the end of an utterance and… other vervets seem to interpret this as a signal to take a turn in vocalizing, like humans do” pg 155

New from the world of applied linguistics…

Wednesday, June 4th, 2008

…a dash of realism, a big dollop of the painfully obvious and a side serving of hedging their bets:

“…for teachers, the distilled research finding that positive attitudes and motivation contribute to successful learning yields little useful insight into their day-to-day problems of how to motivate little Samantha in Class 2B and keep her motivated.

Fundamentally, two key principles seem crucial to the maintenance of motivation: first, motivation must emanate from the learner, rather than be externally regulated by the teacher;second, learners must see themselves as agents of the processes that shape their motivation.” 

The first sentence is a breath of the fresh air of realism in the usually bs smelling world of applied linguistics. Not sure what to do with the information in the second sentence, in fact I’m half tempted to say it “yields little useful insight into…”. 

And so the book goes on, telling us that (in my own simplistic words, based on my limited understanding):

-When they move to a foreign country kids are more likely to get a native or near native level than adults (but we don’t know if that tells us anything relevant about students studying a few hours a week in their own country) (Chapter 2- Age and Good Language Learners- Carol Griffiths)

- The students who are more likely to progress quickly, especially at lower levels, tend to be extrovert but the ones in the top classes tend to be people who are introverted but can look at the big picture and take guesses in an intuitive (i.e. not anally retentive) way. But again, we don’t know what that means for classroom practice,e.g. whether we should just use and try to reinforce students’ strengths or whether we should concentrate on developing their weaknesses (Chapter 4- Personality and Good Language Learners- Madeline Ehrman)

-Despite not being able to come up with any statistical evidence, the writer and we all know that the fact that fitting in for boys means not being seen to be studying too hard can be a problem for teachers. Boys also have different motivations and preferred ways of learning to girls (Chapter 5- Gender and Good Language Learners- Martha Nyikos)

- Students who are in higher level classes tend to use more strategies for language learning such as reading newspapers. It can be difficult to determine if they actually do some of these things because they have a high level rather than reach the level because they do these things, and even more difficult to determine if those study skills can and should be forced on students who don’t use them (Chapter 6-Strategies and Good Language Learners- Carol Griffiths again. Is she sleeping with the editor? Oh, she is the editor…)

- Etc

Etc. being a very useful word to hide the fact that I’m making comments about the book when I’ve only read a quarter of it. Oh well, surely that’s what blogs are for- half formed judgements and thinking aloud. The real review will be along in a month or so on TEFL.net reviews. Books I’ve been flicking through that I would highly recommend are:

A History of ELT

The Experience of Language Teaching

And it is quite possible I will end up recommending Lessons from Language Learners in the end as well, now I’ve got that little rant off my chest…