Competitive & cooperative activities
Competitive & Cooperative Activities | Simon Mumford | June 17th, 2000
Hello. I'm Simon. I teach on a university prep year in Izmir Turkey. I've just started the Foundation Module. I am thinking about writing a proposal for some action research into the different effects of competitive and cooperative speaking activities on student motivation. Any suggestions for reading or thoughts about this?
Simon Mumford
Re: Competitive & Cooperative Activities | Murray Keeler | June 17th, 2000
Simon,
I think that the topic sounds really interesting. I've often felt that many students find the competitive type activity more fun but it doesn't appeal to everyone, of course. (I'm thinking of activities such as "Marrakech Market", where students have to buy and sell their produce and the winner is the one who makes the greatest profit, or something like a balloon debate). Some students are not motivated at all by the competitive nature of the activities and find them childish or pointless.
Speaking activities which (I feel) have had the greatest positive effect on the general group dynamic in the class, (by which I mean the willingness of students to work together in a well-focused manner, showing mutual respect for each other) have been the cooperative type - planning, reaching a consensus, ranking etc. I suppose that competitiveness and cooperation aren't mutually exclusive - many activities might have an element of both.
I'm not sure which of them I could describe as motivating beyond what I have said about some students having more motivation to take part in the competitive rather than the cooperative activities. Are you planning to look at which of the activities are more motivating in terms of willingness of students to take part in the activity itself or are you thinking about in terms of how particular classroom speaking activities affect students' general level of motivation to study/learn the language?
In either case, I think trying to evaluate the effects on motivation would be a fascinating topic - how do you think you'd go about it? With interviews, questionnaires/scales, observing individual students' level of participation?
Murray Keeler
Baku, Azerbaijan
Re: Competitive & Cooperative Activities | Jonathan Clifton | June 18th, 2000
Everybody who has read the FND will be aware of the concept of "no best method" and that all teachers have to adapt to their particular environment. However, so saying most of the stuff I've been reading over the past two years shows a clear preference for student centred learning. Recently, I've had one or two problems with a few of my students who seem to be saying, "hey what is this nonsense". They want teacher fronted classes, high levels of correction, translations, less group and pair work etc etc.
Putting it in very very crude terms it seems to be a conflict between "progressive" and "traditionalist" ideas and for some (though by no means all) of my students it appears as if they are clearly in the traditionalist camp.
Has anybody out there had similar problems???
Best wishes to all,
Jonathan Clifton
France
Progressive vs. Traditionalist methods | Murray Keeler | June 18th, 2000
In answer to Jonathon's point:
I have experienced a similar situation. I had a class of 16 First Certificate Level students and we tended to spend a proportion of each class on speaking activities. It was my habit to organize the students into groups to carry out a fluency based activity and then ring the groups together for a open class discussion.
On one occasion the students told me that they didn't want to speak to each other in groups anymore, they weren't paying good money to come to class and speak to someone who couldn't speak much better English than themselves, thank you very much. They wanted to do much more open class discussion with me at the centre. I explained that one of the reasons for group work was to give everyone more of an opportunity to speak etc etc, but they weren't convinced.
So in this respect, yes, I have been asked to follow a more 'traditional' approach. I have not been asked for translation as I very rarely use L1 in the classroom - I have a shaky knowledge of Azeri, based on my Turkish, and speak very little Russian, so this is not an issue. My Russian-speaking colleagues have not reported a move towards a more traditional approach.
Many of our students' experience of English before they come to us is of a very traditional approach at school and they are generally very willing to take part in learner-centred activities. But there are those who equate language learning with the rote learning of grammar rules, principally the tense system and who are resistant to more progressive methods: however, these are a fairly small minority.
Murray Keeler
Azerbaijan
Re: Grammar translation | Pinkie | June 19th, 2000
I have a general query, in rather tangential response to the interesting posts by Murray and Jonathan. To wit.
The prevailing view in the TESOL literature is clearly that "grammar/translation" = "traditionalist" = "bad".
In spite of this, does anyone ever use translation-based activities in class? What sort of activities?
Pinkie
Re: grammar-translation | Jonathan Clifton | June 19th, 2000
Reply to Pinkie.
Yeah, I suppose translation is out of fashion. In my previous email what I was really speaking against is the excessive (however, you define excessive) use of translation especially of unrelated sentences or phrases.
I do use translation in class despite myself really. Usually it is out of expediency - if I can do a quick one-word translation and then move the class on then I will often do it.
But I won't do "translate these 20 sentences"-type exercises. One of the main reasons for this is that even though I have been I France for about 10 years I am never sure if the student's translations are correct, e.g. if a student says but couldn't such a phrase be translated in such a way and then I don't understand the French then I have dug myself into a corner that I can't get out of. In fact I remember reading something somewhere to the effect that one of the reason why translation is "out" is because many native speakers do not master the students language. And that therefore in terms of the TEFL industry course books with excessive translation elements had a limited market.
So saying in the functional notional approach students were often asked for translation of phrases just learned and this can be seen in many text books.
However, I feel that excessive translation encourages bad habits. How many students try to make up a phrase in their L1 before "translating" it into English before speaking it - thus leaving them stranded when it comes to real face to face interaction. This I suppose comes back to Krashen's ideas of learning versus acquisition.
Finally, what I find is a very interesting use of translation (or at least the learners mother tongue) is a technique form Suggestopedia where any text is initially presented alongside its translation. In this way (at least) on the initial presentation of the text, the students never feel lost and never feel that the task is beyond them. As the student reads the text in English, his/her peripheral vision is taking in the translation subconsciously.
A further interesting use of translation is the community language learning. Where basically, the student says what he wants is his L1 and then the teacher or knower translates it into English. The lesson is then based around this translation.
So I am sure that there are many very useful things that can be done with translation - in fact there must be one of those teachers handbook type studies - how to use translation in the classroom.
Best wishes to all,
Jonathan Clifton
France
No method is bad | Christina Polizogopoulou | June 19th, 2000
Pinkie wrote:
" The prevailing view in the TESOL literature is clearly that "grammar/translation" = "traditionalist" = "bad"."
First of all I couldn't imagine any method being bad. Surely I do not slavishly use translation with my classes but I definitely use or incorporate some interesting aspects of this method in my classroom teaching. Different approaches suit different people. We should be able to identify our students' needs, state the aim of each course and then make the best for them keeping an open mind to all the approaches-methods-material available.
Many people all around the world (including myself) have learned English with traditional methods. Who said that following the tradition is a bad thing to do. Shortsightedness is bad and the inability to realize our students' needs is bad. I should make clear here that I am not obsessed with the tradition. Experimentation and the use of new approaches in the classroom are imperative. We should always leave space for innovation.
Finally, to answer Pinkies question, I sometimes use translation with the young learners classes. I do this mainly because they feel more confident when they know exactly the meaning of short texts in Greek. I also sometimes translate new vocabulary and the students almost always tend to translate the instructions before doing a task.
Well that's all.
Christina Polizogopoulou
Athens, Greece
Re: Grammar-translation | Dominic Marini | June 20th, 2000
Murray et al:
The Student Centred Classroom has become such dogma among EFL teachers that we (myself included) forget that it is one perspective. Here in Japan I've taught students who where very pro students centred classes (we want to talk) and others, usually lower level, who are teacher centred (you teach us how to talk). It was only when I read about student learning strategies in the Foundation Module that I began aware of it. I started interrupting my student centred conversation classes (you talk in groups) with teacher centred; I thought boring, grammatical explanations (I'll talk, you listen) just to see students' reaction. I was surprised at the intensity of their interest and fervent note taking (read: motivated). They wanted more.
Certainly, students own learning style(s) have to be taken into account in class. It still takes two to tango.
Dominic
Summing up uses for translation | Pinkie | June 21st, 2000
Thanks to Christina, Jonathan and Rob for your interesting replies to my query. Summing up, you mention the following possible uses for translation in the classroom:
1) Teacher provides translations of new vocabulary;
2) Students translate task instructions;
3) Teacher explains "back-channeling" words (right, yeah, uh-huh);
4) Suggestopedia - students see text in English alongside version in L1;
5) "Community language learning".
These are all either peripheral/incidental uses (1 - 3) or "weirdo" approaches (4 and 5): not really translation-based activities as such. Can I report two translation-based activities proper? [Note that my classes are for teaching scientific writing only: I fully accept that activities of this type might be counterproductive for teaching oral skills, or indeed more "creative" writing skills. Also, I'm a translator by profession, so you can expect me to be interested in potential uses for translation in the classroom.].
6) Students translate "useful phrases" from L1 to English: I've used this to practise "sentence heads" and "sentence frames" such as "Previous studies have suggested that" and "Mean X in Group I was significantly higher [lower] than mean X in Group II". This is very much an exercise in form-focused literal translation of isolated non-authentic sentences (O heinous sins!); indeed, I intentionally make the L1 sentence as similar as possible to the English sentence I'm trying to elicit.
7) Students read skeleton notes in L1 containing the information necessary to write a short text (eg an article abstract); they then use the notes to write the text in English. This is clearly not an exercise in literal translation: perhaps it is not really translation at all.
Any comments on 6 and 7? Does NOBODY else use activities of this type?
Pinkie
Spain
Re: Translation in classroom | Sandra Fraser | June 21st, 2000
I completely agree with Christina's comments on the use of translation and the need to be sensitive to your students' preferred learning styles. I believe judicious use of translation is a valid teaching tool, especially by the bilingual teacher and that if you are working in a non-English speaking country as an EFL teacher then you should at least have a basic knowledge of the students' L1 and an awareness of the types of errors they are likely to make.
I do not agree with using the students' L1 when they could just as easily understand you in English but there are a variety of techniques (Christina and Jonathon have already mentioned some) that can be used to motivate and encourage the students in their language learning. I work in a Japanese university in England and only have a basic knowledge of Japanese but sometimes use the following translation game. It is a variation of "Chinese Whispers" where students whisper a phrase to each other around the class and the last student has to compare his phrase with the original. In this game the teacher starts by whispering the phrase in English to the first student who then translates it into Japanese and passes it onto the next student who in turn translates it back into English and so on around the class. The final student either writes it on the board in English so the teacher can check or says it in Japanese for the other students to check. Peer correction for a change seems to engage the students and the teacher can always check the correct translation before the class. This is a basic form of the much criticized grammar translation but carried out in a way that makes use of the students' oral and aural skills. It also offers the students a little familiarity and comfort in the middle of a whole new learning environment. Jonathon also mentioned Community Language Learning as another way to use translation in the classroom. We have used a version of this here with some good results. A native speaker teacher worked together with a Japanese English teacher to help students produce examples of authentic English and provide them with easily understood explanations.
As teachers we should be less concerned with what is and isn't in fashion at the moment and concentrate more on what can be of benefit to our students. Obviously, if you are working in a multi-lingual classroom then translation is not a valid teaching tool.
Sandra Fraser
Re: Translation in classroom | Julia Rodriguez | June 21st, 2000
Hi Pinkie, This is Julia from Paris.
I do use 6 because it is a very good mental exercise. Even for myself as an L1 Spanish speaking I think it is very useful, I think about a sentence in Spanish and I try to think in as many translations as possible in English for that sentence, expression. I used to do it with my Spanish students and it worked out well, they can see there is not only one possible answer, it would depend on the situation, context, relationship between the speakers, etc and they had a feeling of security at the same time. I do not use it a lot with my French students because I have the same problem Jonathan has with French: I am never a 100% sure!
A book that I use a lot when I do this is: Using Spanish synonyms by R E Batchelor, CUP. Anyway I think this is what you are talking about in 6, right?
Saludos a todos
Julia Rodriguez
France
Re: motivation levels of individual activities | Simon | June 22nd, 2000
Pinkie and Murray,
Thanks for your comments on my research proposal. I have just read Ellis's article in the foundation articles entitled 'Talking Shop, SLA research - how does it help teachers?' He says 'Probably the most useful concept in terms of motivation is that of task motivation. Teachers can't really do much to influence learner's instrumental or integrative motivation, but they can do a tremendous amount to develop some kind of intrinsic interest in the performance of different kinds of activities.' Therefore, I'd like to look at motivation at the level of individual activities (with regard to cooperation/competition), as this seems to be where teachers have an influence.
I would be interested in people's ideas of what makes a motivating task.
Simon Mumford
Turkey
Re: Translation | Simon Cole | June 23rd, 2000
Thanks all for the recent interesting discussion. Here's my two pence worth (skip thru the topics that don't interest you).
TRANSLATION
Jonathan started it off with a comment on using L1 in class. I researched this and can highly recommend David Atkinson's "Teaching English in Monolingual Classes" (I think the title is), Longman for a very teacher-friendly guide to this issue. Expediency is usually efficient, Jonathan, but don't be tight-arsed* about it. My student's haven't interpreted my strictness about it as enthusiasm or concern, they appreciate a relaxed approach. So you can break the rules and tell them not to at the same time, it'll get a laugh.
I haven't seen ANY TESL industry textbooks, intended for NS teachers that include too many translations. Headway provides opportunities for translations that I use and once (!) found I could correct the students' misunderstanding.
As for 'traditional translation' - my experience as an adult language learner informs my teaching; hence I've always taught my (always adult) students with a sense of respect for traditional methods, i.e. give 'rules' that make sense of how language is used. Don't get me wrong, I also know that I've learned Japanese the Krashen way - don't know the grammar or how to write it, just know it works when I say it. BUT, the text I've learned Japanese from is comprehensively translated, and all instruction is in English. It goes further than any TESL method to date would dare to, by presenting the target language in a learner-friendly form that is NEVER used by the target language community. I believe there is much room for English to be presented in this way, too, i.e. by simplifying the content (I call it Nuclear English as an International Language).
Thanks Sandra for the translation Chinese Whispers game - I'll give a go, I'm sure my students will get a kick out of the change of routine. Thanks Julia for giving it meaning - there is usually more than one way to translate a sentence depending on context, relationships, etc.
Incidentally, there's a translation game in Maria Rinvolucri's "Grammar Games".
METHODOLOGY.
With respect to there being no one method I suspect this is because all learners are different, and in this sense class-based learning may be inherently limited beyond a certain size, given the reality of limited evaluation of learner needs, learner strategies and proficiency.
MOTIVATION.
Simon, as for motivating task-based learning, take a look at David Nunan's Atlas course book series for examples of tasks and I believe Jane Willis produced a similarly based series that is now out of print because it was ahead of its time (Sue Garton knows about this).
PLAIN ENGLISH
I haven't heard any voices in favor of this in our profession. We are being taught to learn the discourse of the TESOL community, but is that what we want? I went to Vladivostok last week to the Far East English Language Teacher's Association 3 rd biannual conference and was impressed with the level at which both staff and students had mastered 'our discourse'. It was almost incomprehensible (because of the Russian accent and the tendency to read too fast) - but then isn't it supposed to make us feel ignorant?
Simon Cole
*Pardon I. This liberal use of the vulgar/vernacular (for emphasis) is all Barry Humphries' fault. I recommend avoiding his corrupting influence at all costs.
Re: Use of translation in class | James Hobbs | June 24th, 2000
A belated reply to some recent comments about the use of translation in class, and the use of L1 in general:
I also believe that some degree of translation has its benefits. In a large class in which students share the same L1, and in which the teacher has some knowledge of that L1, translation is but one of many tools available to the teacher. Earlier, Jonathan wrote:
I do use translation in class despite myself really. Usually it is out of expediency - if I can do a quick one word translation and then move the class on then I will often do it.
My own approach is very much along these lines. Like Jonathan I can't help feeling as though I'm "breaking the rules" when I throw in a word or phrase in Japanese, and I always feel the need to get back into English ASAP. However, I don't see much point in persisting with a detailed explanation in English if the students are clearly confused and a word or two in Japanese would solve the problem and let the lesson move on.
On a slightly different note, I believe that translation can also increase students' sensitivity to the dangers of direct translation and over-reliance on dictionaries. If you ask a low-level class of Japanese students to translate the Japanese equivalent of "I almost always study in the library", the chances are that most of them will come up with "I almost study in the library". In this way, translation can be used to draw attention to specific problem items, and can encourage students to be alert to the pitfalls of "word for word" translation.
Regarding the use of L1 by the students, as opposed to the teacher, I sounded out my colleagues on ways in which they allow the use of Japanese in class, and the two following examples interested me.
1 One teacher of a writing class has the students brainstorm in Japanese for possible topics to write about, and then has them translate the topics into English. She feels that doing the whole activity in English leads to a "processing overload" and results in a shorter list of simpler topics, because students abandon the topics that they can't immediately write down in English.
2 Another teacher has used an activity that reminded me that translation/explanation is not the only way in which L1 can be used. He began a class by giving the students a copy of a dialogue in Japanese, and asked them to read it as they thought an American would. (The results of this were predictably amusing). He then asked the students to isolate the ways in which they had altered their speech in order to "sound American". They soon realized that speaking "American Japanese" is achieved by lengthening vowels, softening consonants, and exaggerating fluctuations in stress and intonation. The students were then able to use this knowledge to focus on how Americans speak English, and on how Japanese students can work on improving their own pronunciation, stress and intonation in English.
Rather than constantly asking "When is the use of L1 acceptable in class?", might it not be better to ask ourselves "If the students share the same L1 and the teacher has some knowledge of that L1, how might this be put to positive use in the classroom?"
James Hobbs
Morioka, Japan
Translation | Jonathan Clifton | June 24th, 2000
Have just looked up the following reference in my OUP catalogue:
"Translation," by Alan Duff, which as described in the blurb, "explores the use of translation for language learning, and provides a variety of translation activities".
I haven't read it myself so don't know what it is worth, but usually those kinds of teacher handbooks have some interesting ideas.
Best wishes
Jonathan Clifton
Re: Translation, etc | Thomas Bloor | June 27th, 2000
Simon,
Your 'nuclear English' sounds a bit like the great I A Richards' Basic English, developed a number of decades ago as a means of international communication. Unfortunately (or maybe not), it failed to catch on.
Isn't 'pardon I' a satirical take on middle class hypercorrection?
Tom
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