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.
Saturday, January 31, 2009
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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