four steps..
1. Listening
2. Speaking
3. Thinking (evaluating)
4. Understanding
Listening may seem simple but it is really quite complex. One must consider the rhythm, stress, pitch, inflection, and tone of the voice. One must determine the end of one word and the beginning of the next word (a feat that is truly mind-boggling since people don’t often pause between words). One must pay attention to the nuances of each syllable, consonant, vowel, combination of sounds (i.e. diphthongs, diagraphs, and blends), and much more. Let’s not forget that every language has its own unique sounds. Even sounds that are similar are not exactly the same. They are pronounced a little differently.
Adults tend to have poor listening skills when learning a foreign language. Why is this? It’s because they usually associate sounds from their native language to those of the foreign language, even though they are actually different. Their brains have built many neurological connections (over many years) that process information in their native tongue very rapidly. However, in their haste they overlook the subtle nuances of a foreign language. Kids are a little better at noticing the differences, however, simply because they haven’t practiced their native language quite so much.
Through practice, we develop an “ear” for a language. There’s actually a lot of work for our brains to perform when we listen actively. We cannot just put on a CD, go to sleep, and hope to wake up knowing a language. We have to pay careful attention to what’s being said.
With all these factors to consider, it’s no wonder that kids often get stuck on only the first step. It’s also no wonder that kids get tired of listening after several minutes straight. Their brains are hard at work.
Speaking is actually a little less complicated (though no less difficult) than listening. Producing sounds with our vocal chords and mouth comes rather naturally to almost all of us. We can even produce a variety of sounds that are not actually words (i.e. a car crash, an airplane, or a flying mosquito). However, we may need to use our mouths in ways we are not accustomed. We may have to use our muscles or tongues in ways that are not required in our native language. This means we have to train ourselves. Yes, the movements will seem awkward. It’s kind of like learning to write with your left hand after solely using your right hand for many years. It’s not easy at first, but it can be done.
Based on my own observations and comparisons between Chinese and English, I think it’s safe to say that Chinese people move their mouths in a side to side manner while English speaking people move their mouths in a more up and down fashion. English speakers also make more use of the tongue and round the lips more, which requires the use of a lot of facial muscles. On the other hand, Chinese speakers seem to make more use of the vocal chords and throat while moving the mouth less.
Once the word has been properly heard and spoken, the thinking can begin. What is there to think about? There is so much. Let me give you a few questions that could arise in the mind of a student.
Did the teacher ask a question or make a statement? Did he request something of me? What did he describe? What did he do while saying that? What was his emotional state? What were his facial expressions? What does his body language suggest? How does the sound of that word make me feel? How many times did he say that? What does he seem to want? What should I do? What was the context of that word?
The list goes on. If you add translation to the list of thoughts that already go on, you’re only slowing this process down. In fact, that would slow things down considerably. It’s better to avoid that, because it’s not necessary anyway.
Oh, sure, a person COULD add translation to their list of thoughts, but no one NEEDS translation. We all learn our native language naturally, through total immersion, and there really is no better way. I never needed another language to learn English and neither do you. The problem is that many adults don’t understand this because they (or their children) are in such a hurry to speak English as eloquently as they can speak Chinese (which cannot really be rushed). They also don’t understand the natural process they themselves went through in learning their native language and they don’t know what it would be like to go back to the beginning and learn a new language. They cannot even imagine it. So, what I have to ask of them is to have a little faith. Have faith that, I, as a teacher, can impart knowledge to students in an efficient manner.
There is also the fact that they may have been taught a certain way and may be unfamiliar with more efficient methods. The translation method has been proven ineffective many times over. Therefore, I don’t use it in my classes. If translation were useful, I’d use it in my lessons. It’s as simple as that. I’d try to speak Chinese or I’d have an assistant do it. But, not only is it unnecessary, it can hinder development (by affecting the students’ motivation) and confuse the thought process. The class is much clearer when the focus is on one language at a time.
After listening, speaking, and thinking comes understanding. So many parents are concerned with how well their children understand English vocabulary. What I really want to say is this: RELAX! If your child gets through the first three steps, they’ve already done the hard part. Understanding is EASY! If your child has not reached that final step, it means they are still struggling on the previous steps. The first three steps are actually more difficult and cause for concern. They need more time and maybe even a little help, encouragement, or motivation to get past them. If they speak, listen, and think about what has been presented to them in the class, they WILL understand eventually. There’s no doubt in my mind about that; just as I’ve no doubt that a baby taking his first wobbly steps will eventually be skipping about. It’s natural.
I must admit that it is tempting to teach only a few words and limit my lessons. The reasoning behind this is that it doesn’t challenge the kids too much and I can be sure that the students have learned a few words. After all, it’s easy to remember only two or three words, right? Some parents feel more comfortable with this approach because it is what they are used to. They sometimes suggest that I change my lessons to match the limits of the students. However, my approach to teaching is a bit different and I don’t see myself changing. Why not? Well, simply put, I believe there is a better way.
To truly get the most out of the students, they need to be challenged. So I am not at all concerned when parents tell me that a certain lesson seemed a little difficult. That’s as it should be. What I pay more attention to is whether the students have fun while learning. If that is the case, then I know they are motivated to study. As long as they are motivated to study, the lessons are not too difficult. I look at the classes like a guitar string. If the string is too tight, it will snap. If it is too loose, it won’t produce a proper sound. I’m sure you can understand & appreciate this metaphor if you have any familiarity with stringed instruments.
Some parents also seem to expect that their kid should understand every word the teacher presents in the lesson. This would not be possible even for kids whose native language is English. Think about it. Haven’t there been times when you didn’t understand a Chinese word in Chinese class? Did that stop you from following the lesson? Of course not! My expectations are a little different. They don’t need to understand everything, but I will encourage them to progress through the four steps of language learning as far as they are able. If they only make it through the first two steps on some words, then I think they have at least done half the work necessary to complete their journey. They are progressing even though they haven’t completely succeeded yet. By constant exposure to unfamiliar words, they are also less likely to panic when a situation arises in which they don’t understand something. There is also the fact that they may not understand everything today, but exposure to certain words prepares them for the day when those words come up again.
Everything is difficult in the beginning. That’s something adults sometimes forget. Just don’t give up and eventually the difficult things become easy. There’s no doubt that language can seem difficult and daunting. It takes faith, courage, and discipline to succeed. Nothing that is worth obtaining is easy anyway. The whole reason that my classes are worth the money spent is because English (and practically any other foreign language) is difficult. What you get by enrolling your child in my classes is the assurance that they will develop admirable skills. They are admirable because they are not easily attainable by most people. Yes, discipline and dedication are still required. After all, you will only get something out of the classes by putting forth effort.
I get the most results out of my most challenging classes with students that are motivated to learn. Some parents would be hesitant to sign their kids up for my more difficult lessons, but I tell you, they don’t know what they are missing. Those students progress more rapidly than any others. Kids really need to be challenged and motivated. Sure, my teaching methods may be unfamiliar to some parents. When I throw as many words at the kids as they can handle, guess what? Some of it is forgotten, but some of it sticks. Eventually, the words that stick really add up to a lot. Each kid is different and I encourage each child to reach for their full potential rather than develop a limited lesson and ask the kids to reach for the limits of my lesson.
Let’s not forget that what is difficult for some kids may not be so for others. Should those kids be held back? After all, a chain is only as strong as its weakest link. A class with a limited plan would keep everyone at the level of the weakest student.
What I propose is a less limited approach to teaching. I’d rather see kids stretching their arms toward the limits of the sky than the confines of a box. This is my metaphor for lessons that are difficult with gentle expectations opposed to teaching that is easier with harsher expectations. I think this is a far better approach than what many Chinese schools use and I have been quite pleased with the results thus far. Give it a try. I think you will be happy too.
[ 本帖最后由 watermelon 于 2007-7-11 10:50 编辑 ].
