finding a focus (met)

Finding a focus | Jay Graham | June 5th, 2001

I found that using SPRE did in fact help get the overall structure of my FND MET proposal. Try drafting an outline first (although may be obvious) and start from there. That's the first step.

Then gather as much data, evidence observations etc as you can of specific examples, questionnaires maybe exactly when the ss use these hesitation noises. May be focusing on the Ss awareness of these "noises"???? When they make them??

From there try making a rough draft. That's how I developed my assignment anyhow. Get something down on paper and build on it. I didn't do a lot of reading about my MET topic it wasn't really a topic where I found loads of information (or has access too anyways). Remember it's a proposal not a full-blown assignment. I used the FND module in refs though. I chose a topic that as Steve puts it in the MET Module "is large enough to grow" and am attempting to use it for my MET assignment so right away I had a focus for the MET module. Remember it is only 500 words the biggest problem I had was keeping it down to that. If the focus is interesting to you, then all the better.

Anyhow get something down on paper, keep it focused ...have you tried mind mapping or circles?? And "Just Do It" (No I am not an Adman for NIKE)?

Good luck,

Jay Graham

Re: Finding a focus | Jerry Talandis Jr. | June 5th, 2001

Hi Jay,

Thanks for your response. I appreciate it. I have sent an email to Julian (via Sue) about my idea, and am waiting back for a response. I really need a professional assessment as to whether or not I'm on the right track.

Regarding the collection of examples, I need to give that some thought. Perhaps I could tape record some conversations, or video tape some lessons. Your idea of a questionnaire is also good, as I could simply ask the students to notice what Japanese they use and then write it down. Some sort of list, maybe, of common Japanese sounds, and then ask them to mark which ones they used and how often ...hmmm ...my brain is working now...!

In the end, all I want them to do is to be more aware of what they say and how they say it. I see them using a lot of little words and phrases in Japanese that could easily be said in English. It's just a habit, using Japanese all the time. I want to wean them off of it. For example, simple stuff like "great!" "really?" "no way!" etc could all be done in English. I hope that through this process of increased self-awareness, that the implicit message of "use more English" will get through to them.

How much reading do you have to do for this particular portfolio task? How many sources are enough? Must I go out and buy 15 books on Code Switching or Cognitive Interference, or do I do that only when making the proposal a reality?

Anyway, thanks again for your help. It's good to hear some advice from people who've been where I am now.

Jerry Talandis
Toyama, Japan

 

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