I have taken the liberty to adapt and paraphrase an excerpt which may/ may not describe your present experience as you struggle between assignments and finals for this course. I just want to know if you agree/ disagree with the writer.
... I was sitting in the midst of papers, pencils, PC's and books. My head was throbbing with the weight of the information that I was cramming into it. But why was I working so hard on this assignment? It was not as though I could not teach without it. I know that I would graduate anyway. Besides, I may never teach ESP. So, what was this obsession to produce a worthwhile product. It suddenly occurred to me that after involving myself in the needs analysis, reading up all those articles on my learners, preparing for the FYP, loosing sleep, skipping meals, rushing to classes and forcing thoughts on paper, I was actually enjoying what I was doing! No, I didn't really mean the minimal sleep and long hours of studying, endless lectures. But what I noticed was that I was learning, my lecturers were actually listening to me. I performed well during my FYP presentation. My mind was soaking up ideas and I could see the larger picture. A lot of what I had studied all these years in the university actually make sense. Now, I do not want to miss anything. I can think rationally, my opinions matter and I want to make a difference in the society in which I live. That is why education is so important to me.
Do any of you see your education this way?
Saturday, March 21, 2009
Friday, March 20, 2009
Assessment Practices- The Tail Wagging the Dog
You would have experienced a number of assessment practices in the course.
1) There was a mid term where you were given 3 essay questions beforehand and told to prepare for them. Then you were tested on two of them. It helped many of you write a constructive paper because you could focus on the issues in depth without having to worry over basic facts and details. It was definitely less stressful for the instructor as it helped me assess how much learning had taken place and take appropriate measures. That was diagnostic. 2) Then you had a couple of quizzes where you had to provide short answers but the content was spread over a number of modules and many of you did not do too well. Then again, the weightage for these quizzes were minimal and I do not see much risk in that. It is unfortunate that some of you still think that a fraction of a mark matters but it really does not since you have extra credit assignments. 3) Next, you had to engage in a number of assignments where you evaluated learner needs, digested articles and finally (still working on it) came up with a courseware for a specific set of learners. This include the papers for the extra credit assignments as well. That was part of the learning process. Well, after so many weeks I have come to know many of you through your writings and I see that some of you have taken to it like ducks to water while others still seem to be looking for the water. (I guess this is the fascinating garden that we have been talking about). 4) Last but not least were the task based activities where you had to write a letter, come up with realistic activities. Some were original while others were ... (I am sure you can fill in the blanks).
Well, my question for the week being: Which of these assessments did you see as relevant to your needs? Which particular assignment did you feel helped expand your understanding of ESP or would help you in your career? Do you have some suggestions for further improvement to be made. By the way, can any of these assignments be used in your real life. Let discuss some of these questions.
Oh yah, lets leave the finals out of this discussion.
1) There was a mid term where you were given 3 essay questions beforehand and told to prepare for them. Then you were tested on two of them. It helped many of you write a constructive paper because you could focus on the issues in depth without having to worry over basic facts and details. It was definitely less stressful for the instructor as it helped me assess how much learning had taken place and take appropriate measures. That was diagnostic. 2) Then you had a couple of quizzes where you had to provide short answers but the content was spread over a number of modules and many of you did not do too well. Then again, the weightage for these quizzes were minimal and I do not see much risk in that. It is unfortunate that some of you still think that a fraction of a mark matters but it really does not since you have extra credit assignments. 3) Next, you had to engage in a number of assignments where you evaluated learner needs, digested articles and finally (still working on it) came up with a courseware for a specific set of learners. This include the papers for the extra credit assignments as well. That was part of the learning process. Well, after so many weeks I have come to know many of you through your writings and I see that some of you have taken to it like ducks to water while others still seem to be looking for the water. (I guess this is the fascinating garden that we have been talking about). 4) Last but not least were the task based activities where you had to write a letter, come up with realistic activities. Some were original while others were ... (I am sure you can fill in the blanks).
Well, my question for the week being: Which of these assessments did you see as relevant to your needs? Which particular assignment did you feel helped expand your understanding of ESP or would help you in your career? Do you have some suggestions for further improvement to be made. By the way, can any of these assignments be used in your real life. Let discuss some of these questions.
Oh yah, lets leave the finals out of this discussion.
Tuesday, March 10, 2009
Education for employment
In one of your readings, it was stated that the "need for Malaysians to acquire technological skill in the shortest time possible is a pressing problem. Education for employment rather than knowledge and englightenment ... has made our young (in the name of education) ... passive recipients rather than active seekers of information" (Khoo, 2008,p.60).
Do you agree with the writer? Discuss the above in terms of language being a problem, right or resource.
Do you agree with the writer? Discuss the above in terms of language being a problem, right or resource.
Wednesday, February 25, 2009
The Learner and the Teacher
It is often said that the most effective teachers are those who are able to grow not only in the knowledge of their subject but in their understanding of life both in and out of the classroom. This is what I hope for many of you.
To put in simpler terms, for some teachers the classroom is a rut where exams, syllabus and endless requirements constantly drag you down as the years go by, but for others, the classroom can become a fascinating laboratory/ garden, in which they grow to understand their learners, their needs and this help them learn more about themselves as teachers and individuals who can make a difference in the world. These are the people who will go on to inspire the world.
What is your opinion on the above?
As usual, there is always two sides to the coin? Do you agree or do you see a flaw somewhere? Lets talk about this this week.
To put in simpler terms, for some teachers the classroom is a rut where exams, syllabus and endless requirements constantly drag you down as the years go by, but for others, the classroom can become a fascinating laboratory/ garden, in which they grow to understand their learners, their needs and this help them learn more about themselves as teachers and individuals who can make a difference in the world. These are the people who will go on to inspire the world.
What is your opinion on the above?
As usual, there is always two sides to the coin? Do you agree or do you see a flaw somewhere? Lets talk about this this week.
Monday, February 16, 2009
Just What the Doctor Ordered
In Wood and Head (2004, PBL was used to help students discuss problems and generate solutions in a university in Brunei. The writer talks about treating learning "in a contextual, holistic fashion which was synthethic rather than analytic and matched the needs of the target learners" (p.6). Well, if was a one time situation, I am not sure if it works everywhere. While PBL has been widely discussed as a good technique, it is not used in many classrooms in our country. What do you think is preventing us from using it in language courses? Would problem based learning be applicable in the classroom of tomorrow? Would you be willing to give it a try in any other class?
Alright, in view of the lengthy discussions, I am putting a ceiling on all future discussions. Limit your discussion to a maximum of 70 words. Keep your comments concise and precise. Remember, language is not important, it is the content that makes the difference.
Alright, in view of the lengthy discussions, I am putting a ceiling on all future discussions. Limit your discussion to a maximum of 70 words. Keep your comments concise and precise. Remember, language is not important, it is the content that makes the difference.
Saturday, January 31, 2009
Language Proficiency
This week's question is related to Assignment 2 and I believe that we would benefit from everyone's contribution. The article can be downloaded from the morpheus site.
Now,this is for the benefit of those who have not read the article.
The article is on Malaysian Undergraduate's language proficiency. It discusses the state of English language among university students and how it is affecting their job performance. It should be seen as an insightful article that addresses a number of gaps.I am more interested in a comment passed by one of the respondents in the study which I would like you to discuss.
"...Law, engineering, scinece, or other core subjects are far more important to students than English. They can still pass the course even if they don't know English. The sad thing is that they know English is important but nothing is done."
1. How true are the above comments based on what you have studied so far?
2. Do you think it is possible to do well in a mainstream course at the university without really "knowing" English?
3. Based on the analysis of scientific texts in the class, do you think it is possible for less proficient students to make it through the program and perform in their workplace?
4. "... they know that English is important but nothing is done". Well, what can be done?
Discuss some of the above issues with reference to the context in which the article appears and the readings that you are doing. Also, do ensure that what you say is backed by findings from other readings. Do highlight the sources so that your fellow friends can look at the articles themselves.
Also, try to look at the issue with an open mind rather than defend your past as a teacher or learner. Avoid repeating what you have already said in the previous post. Think beyond learner needs. I want you to focus on syllabus design and employer needs.
Now,this is for the benefit of those who have not read the article.
The article is on Malaysian Undergraduate's language proficiency. It discusses the state of English language among university students and how it is affecting their job performance. It should be seen as an insightful article that addresses a number of gaps.I am more interested in a comment passed by one of the respondents in the study which I would like you to discuss.
"...Law, engineering, scinece, or other core subjects are far more important to students than English. They can still pass the course even if they don't know English. The sad thing is that they know English is important but nothing is done."
1. How true are the above comments based on what you have studied so far?
2. Do you think it is possible to do well in a mainstream course at the university without really "knowing" English?
3. Based on the analysis of scientific texts in the class, do you think it is possible for less proficient students to make it through the program and perform in their workplace?
4. "... they know that English is important but nothing is done". Well, what can be done?
Discuss some of the above issues with reference to the context in which the article appears and the readings that you are doing. Also, do ensure that what you say is backed by findings from other readings. Do highlight the sources so that your fellow friends can look at the articles themselves.
Also, try to look at the issue with an open mind rather than defend your past as a teacher or learner. Avoid repeating what you have already said in the previous post. Think beyond learner needs. I want you to focus on syllabus design and employer needs.
Monday, January 19, 2009
Spoken Language
"Speak when you're spoken to!" the Queen sharply interrupted her.
"But if everybody obeyed that rule", said Alice who was always ready for a little argument, "and if you only speak when you were spoken to, and the other person always waited for you to begin, you see nobody would ever say anything."
Lewis Carroll: Through the Looking Glass
Discuss the above issue with relevance to language learning within the Malaysian classroom context and our earlier discussions.
Incidentally, I take it from your previous comments that the main factors inhibiting students from speaking out are as follows:
1. noticing (peer pressure) - the fear of being ridiculed, being laughed at or a general reluctance to appear over intelligent before the instructor.
2. awareness(comfort zone)- you are more comfortable listening since it is a passive preoccupation and it does not take much except for your physical presence in class.
3. input (behaviorism)- you have alway been like that and see no reason to change. After all it worked for others before you and will continue doing so until somebody comes and changes the rules.That being unfair.
4. output (reinforcement) - you lack confidence and therefore insist on remaining silent. You will choose to be silent whenever you feel the speaker before you is more knowledgeable, happens to be more fluent and probably older than you by a century. However, you will change when you are before speakers who you think are less informed and smaller than you are.
5. error correction (parental guidance) - learning must be a silent process. You are not supposed to enjoy anything when you engage in learning. You stare at the book, the screen and the information miraculously transfers to your brains.
Oh yah... do correct me if I am wrong here. As I have always said in class, like Alice I am game for an interesting question.
P.S:
Oh common, surely you do not believe in all that. Surely after half a century of knowledge from the best minds in linguistics, educational psychology, technology, you are still not singing a song that went away with Charles Dicken's "Hard Times"?
Alright cynicism aside, how can ESP teachers make a difference? Respond to my query.
"But if everybody obeyed that rule", said Alice who was always ready for a little argument, "and if you only speak when you were spoken to, and the other person always waited for you to begin, you see nobody would ever say anything."
Lewis Carroll: Through the Looking Glass
Discuss the above issue with relevance to language learning within the Malaysian classroom context and our earlier discussions.
Incidentally, I take it from your previous comments that the main factors inhibiting students from speaking out are as follows:
1. noticing (peer pressure) - the fear of being ridiculed, being laughed at or a general reluctance to appear over intelligent before the instructor.
2. awareness(comfort zone)- you are more comfortable listening since it is a passive preoccupation and it does not take much except for your physical presence in class.
3. input (behaviorism)- you have alway been like that and see no reason to change. After all it worked for others before you and will continue doing so until somebody comes and changes the rules.That being unfair.
4. output (reinforcement) - you lack confidence and therefore insist on remaining silent. You will choose to be silent whenever you feel the speaker before you is more knowledgeable, happens to be more fluent and probably older than you by a century. However, you will change when you are before speakers who you think are less informed and smaller than you are.
5. error correction (parental guidance) - learning must be a silent process. You are not supposed to enjoy anything when you engage in learning. You stare at the book, the screen and the information miraculously transfers to your brains.
Oh yah... do correct me if I am wrong here. As I have always said in class, like Alice I am game for an interesting question.
P.S:
Oh common, surely you do not believe in all that. Surely after half a century of knowledge from the best minds in linguistics, educational psychology, technology, you are still not singing a song that went away with Charles Dicken's "Hard Times"?
Alright cynicism aside, how can ESP teachers make a difference? Respond to my query.
Saturday, January 10, 2009
The successful language learner
In Professor Cohen's lecture (video) presentation, you would have noticed that the question and answer session was rather interactive. A number of interesting questions were asked. Now, while the Professor himself is no stranger to language learning discussions and happens to be an articulate applied linguist, you would notice that it was the Q and A session that really brought out the best in him. Most lecturers crave for opportunities to be challenged since that is what really brings out the best in them. This applies for both native and non native speakers as well. It is this opportunity to think and react on one's feet that makes a lecture/ presentation interesting and worthwhile.
Unfortunately, this does not seem to happen in many Malaysian universities. While I do understand that Malaysian students tend to be shy,passive and more inclined to listen rather than participate, I am sure there comes a time when students do come out of their shell and start speaking. Krashen's silent period does have a shell life... remember. Language learners must start taking responsibility for their own learning and every class discussion must be a two way process. So, what do you think is the real problem? Why is there a general reluctance to speak up? Is it a language gap or a fear of being noticed or corrected. Remember, every question and response has a value. Lecturers and Professors do not mind answering questions even if you speak in your mother tongue. Of course, the answer would be in English but why don't you try? We learn all the time.
So coming back to my usual question, how long a time do students need before the professor/lecturer moves to another topic or answers his/her own question. Well, since I do not hear your voices in class, I am hopeful that you would take the trouble to think about this issue and write to me. Have a great weekend.
Unfortunately, this does not seem to happen in many Malaysian universities. While I do understand that Malaysian students tend to be shy,passive and more inclined to listen rather than participate, I am sure there comes a time when students do come out of their shell and start speaking. Krashen's silent period does have a shell life... remember. Language learners must start taking responsibility for their own learning and every class discussion must be a two way process. So, what do you think is the real problem? Why is there a general reluctance to speak up? Is it a language gap or a fear of being noticed or corrected. Remember, every question and response has a value. Lecturers and Professors do not mind answering questions even if you speak in your mother tongue. Of course, the answer would be in English but why don't you try? We learn all the time.
So coming back to my usual question, how long a time do students need before the professor/lecturer moves to another topic or answers his/her own question. Well, since I do not hear your voices in class, I am hopeful that you would take the trouble to think about this issue and write to me. Have a great weekend.
Saturday, January 3, 2009
Introduction to course (5 January)
Hi everyone,
welcome to ESP. I look forward to an interesting and fruitful semester with all of you. Look through the course outline and scheme of work. Get into your groups and identify a member to post a message for each week. Please remember that I am not looking for single one word utterance or short phrase but your opinions and thoughts on a particular issue that has been discussed in class. Remember grades will be given for your intellectual contribution and your ability to think out of the box. Try to refer to sources beyond your readings.
Good luck.
welcome to ESP. I look forward to an interesting and fruitful semester with all of you. Look through the course outline and scheme of work. Get into your groups and identify a member to post a message for each week. Please remember that I am not looking for single one word utterance or short phrase but your opinions and thoughts on a particular issue that has been discussed in class. Remember grades will be given for your intellectual contribution and your ability to think out of the box. Try to refer to sources beyond your readings.
Good luck.
Historical and Theoretical Issues in ESP (Jan. 5)
As mentioned by Dan Douglas (2000), "over the years since its beginings, specific purpose language testing has been criticized on a number of grounds: ... is just general purpose language proficiency with technical vocabulary thrown in" and there is no real theoretical justification for this subject.
These comments are not confined to specific countries, rather a comment often heard in academic circles and in undergraduate seminars. Based on the way,occupational and academic English is being taught in your environment, what are your comments on the matter. What do you see as lacking in our ESP courses?
a)Post your comments on that matter or
b) Look for an article that is related to this weeks' discussion and write a brief reflection on it. Try to relate it to the Malaysian Undergraduates language learning dilemma.
These comments are not confined to specific countries, rather a comment often heard in academic circles and in undergraduate seminars. Based on the way,occupational and academic English is being taught in your environment, what are your comments on the matter. What do you see as lacking in our ESP courses?
a)Post your comments on that matter or
b) Look for an article that is related to this weeks' discussion and write a brief reflection on it. Try to relate it to the Malaysian Undergraduates language learning dilemma.
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