Transcript 投影片 1

Creating an English Environment
Hui-Ling Lang 郎慧玲(Ph.D.)
Department of Applied English
Ming Chuan University
[email protected]
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Brief introduction
• Name: Hui-Ling Lang 郎慧玲
• BA: Major in Arabic and minors in English and
Education at National Chengchi University
• MA: TESL/TEFL in University of Birmingham in
UK
• Ph.D.: Applied Linguistics in University of
Manchester in UK
• Research interests: Reading and Writing, English
for Specific Purposes, Corpus Linguistics, Genre
analysis
• Personal interests: traveling (45 countries so far;
general reading, listening to different kinds of
music)
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Why do teachers need to
build an English
environment?
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Outline
• School-bilingual environment
– bilingual signpost
– English corner
– Whole English environment
Example-Ming Chuan University
• Student-autonomous English learning
• English activities
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Listening/Speaking
Cross-cultural Immersion
Vocabulary/Grammar
Reading/Writing
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School signposts (1)
• 校長室
Principal’s Office
教務處
Office Of Academic Affairs
學務處
Office Of Student Affairs
健康中心/保健室 Health Center
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總務處
Office Of General Affairs
輔導處
Counselors’ Office
導師辦公室
Homeroom Teachers’ Office
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School signposts (2)
• 會議室
Conference Room
• 教師會
Teachers’ Association
閱覽室
Reading Room
圖書館
Library
家長會
Parents’ Association
活動中心 Student Activity Center
視聽中心 Audio- Visual Center
電腦教室 Computer Classro666om
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School signposts (3)
• 操場
playground
司令台
commander‘s platform
教室
classroom
停車場
parking lot / parking garage / parking area
游泳池
swimming pool
教官室
Military Instructor's office
• 合作社
School Store
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English corner (1)
What is an English corner?
•space in the corner of the classroom
•appropriate materials placed on a shelf or table
•Cooperate with other class teachers to put materials
in the corner
•books and activities swapped around at the beginning
of each term, providing pupils with regular new
resources.
•Many flexible and usable materials in different
contexts. (combine the materials with the content of
the textbook)
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English corner (2)
How can English corners help to motivate pupils?
• Allow students to work at their own pace (alone, in pairs
or in small groups) and without the pressure of the
teacher.
• When the teacher is present, maybe helping an individual
or small group, students feel less inhibited as their
weaknesses are not being exposed to the rest of the class.
• Easier for the teacher to build up a relationship of trust
with individuals who may otherwise feel hostile.
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English Corner (3)
Why use English corners?
• Provide activities for fast finishers.
• Give you the opportunity to spend time individually
with pupils who need help with a task they find
difficult.
• Allow you to evaluate our pupils’ speaking, one by one
or in small groups.
• Enable students to take a break from course work.
• Offer the chance to practice or review vocabulary.
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English Corner (4)
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What kinds of corners can work?
Book corner
Activity corner (with motivating games and activities)
ICT corner (new technologies).
If the classroom is big enough, the ideal scenario
would be to set up the different corners in three
separate corners of the classroom in order to
distinguish them clearly.
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English Corner (5)
The book corner
• Encourage students to write comments about the
books they have read and stick them in the corner to
motivate other pupils to read the book
• Let everyone in the class feels involved in the
organization (and even decoration) of the corner.
This will encourage them to use it.
• A lending system could be devised so that your pupils
can take books home. This is a good way to monitor
how many books each of them has read.
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Types of Reading Material
• Different Kinds of Books
– Fiction / Non-fiction
• Comics
• Newspapers
– News, Business, Sports, Entertainment
• Magazines
– News, Language, Serious, Popular
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Reading Material on the Web
• Different kinds of books
– Audio books
– Comics
• Newspapers
http://www.cuteway.net/link.html
http://www.ipl.org/div/news/
• Magazines http://www.ipl.org/div/serials
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English Corner (6)
Activity corner
• Do different stages such as motivating games and
activities.
• And the use of the corner is very important in the
classroom because they improve their foreign
language.
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English Corner (7)
The ICT corner
• free software which can be used by the
teacher. These softwares are used in order to
create different educational activities and they
can be used in the computer room.
• Create a blog and read on line stories through
the Internet.
Source: http://www.revistaeducativa.es/temas/documentos/the-englishcorner-278.asp
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Whole English Environment
Ming Chuan University
• International college
• Department of Applied English
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English instruction
English corner Friday-English Day
DAE office
Counseling room
Self-English learning center
American culture classroom and corridors
Professional Interpretation classroom
Audio-visual classroom
source: www.mcu.edu.tw
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How do we create an
English environment to
students?
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English language activities (1)
• Take students to museums or places where
English guides are offered. Encourage students
in groups to see exhibitions and express their
reflections after the tour.
• Invite speakers from different occupations to
introduce various topics to students.
• Group students and ask them to do small
English plays at the end of the semester.
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English language activities (2)
• Group students to introduce topics they are
interested in English in every session of the
English class.
• Assign a day as the English day and students are
asked to speak only in English. Those who do not
follow the rule need to be fined and the fund can
be served as the funding for the class use.
• Hold English competitions such as English speech
competition, singing competition, English
storytelling competition, English jokes
competition.
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Listening and Speaking
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Role plays
Learning English songs
English singing contests
Movies and series watching
Interviewing foreigner
Mini-plays
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Being able to make, change and cancel appointments is an important skill in business
English. Here are some expressions you can use to do this concisely and clearly.
Asking for an appointment
(formal situations)
I would like to arrange an appointment to discuss….
Please would you indicate a suitable time and place to meet?
(neutral)
Would it be possible to meet on (date) at your / our offices to discuss…?
(informal)
Can we meet (up) to talk about…?
Suggesting a time
(neutral)
Would Tuesday suit you?
Would you be available on Tuesday?
(informal)
What about…?
Let's say…
Agreeing to an appointment
(formal)
Thank you for your email. I would be available to discuss…. on (date) at (time and place)
(neutral / informal)
Tuesday sounds fine. Shall we say around (time) at (place)?
Source; www.english-at-home.com/business
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Saying a time is not convenient
(formal)
Unfortunately, I will be away on business during the week of July 6 – 11, so I will be unable to meet you
then. However, if you were available in the following week, I would be glad to arrange a meeting with you.
I will be out of the office on Wednesday and Thursday, but I will be available on Friday afternoon.
Cancelling an appointment
(formal)
Unfortunately, due to some unforeseen business, I will be unable to keep our appointment for tomorrow
afternoon.
Would it be possible to arrange another time later in the week?
(neutral)
I’m afraid that I have to cancel our meeting on Wednesday, as something unexpected has come up.
Would you be free to meet early next week?
Apologising
I apologise for any inconvenience. (formal)
I'm sorry about cancelling. (informal)
Asking for confirmation
Please confirm if this date and time is suitable / convenient for you. (neutral)
Can you let me know if this is OK for you? (informal)
Writing to someone you don't know
If you don't know the person, you'll need to give some background information about yourself or your
company.
I am… and I would be interested to meet you to discuss…
I would be grateful if you could indicate a convenient time to meet during this week.
I look forward to hearing from you.
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Learning English songs(1)
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1. What a Wonderful World
文法重點: 1 驚嘆句 2 感官動詞 + V / Ving
2. In Love With You
文法重點: 1 名詞子句 2 形容詞子句
3. Making Love Out of Nothing At All
文法重點: 名詞片語
4. Longer
文法重點: 形容詞的比較級
5. Even the Nights Are Better
文法重點: 形容詞的比較級
6.Where Have All the Flowers Gone
文法重點: 現在完成式---表示動作的完成與否
7. What I've Done
文法重點: 現在完成式---表示動作的完成與否
Source: https://sites.google.com/a/krjh.tcc.edu.tw/english/sophie-s-english-garden
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What a wonderful world 多麼美好的世界 ---Louis Armstrong
I see trees are green, red roses, too 我看見樹的翠綠和玫瑰的紅艷
I see them bloom (bloom) for me and you 她們為你我而綻放
And I think to myself 我心中想著
What (How, What) a wonderful world 多麼美好的世界啊
I see skies of blue and clouds of white 我看到了藍天與白雲
The bright blessed day 明亮、幸福的一天
The dark says good night 夜晚向人們道晚安
And I think to myself 我心中想著
What (How, What) a wonderful world 多麼美好的世界啊
The colors of the rainbow 彩虹的顏色
So pretty in the sky 在天空中多麼美麗
Are also on the faces of people going by 那些過往的行人臉上也是
I see friends shaking (shake) hands 我看到朋友互相握手
Saying (Say) "how do you do?" 說著"最近好嗎？"
They‘re really saying I love you 他們是真心的愛著彼此
I hear babies cry (cry), I watch them grow (grow)
我聽著嬰兒哭泣，看著他們長大
They learn much more 他們學習著許多
Than I'll never know 我從不知道的事物
And I think to myself 我心中想著
What (How, What) a wonderful world 多麼美好的世界啊
Yes, I think to myself 我心中想著
What (How, What) a wonderful world 多麼美好的世界啊
Grammar Tips:
see / watch / hear + O + V / Ving
I see birds fly high in the sky.
I hear the birds singing happily in the tree.
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What a + 形容詞 + 名詞! / How +形容詞/副詞!
What a郎慧玲
beautiful
day!
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F:\創造英語環境\18 - What a Wonderful World.mp3
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Learning English songs (2)
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www.tacocity.com.tw/abs/984/lyrics/htm
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English singing contest
• Play famous English musicals or music videos
(pop culture) to raise students’ motivation.
• Hold an English singing contest
• Encourage students to sing and dance with
the music melody ex. Mama Mia, Sound of the
music and etc
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Interview foreign visitors
• Encourage students in groups to interview foreigners and explore
their cultural background.
• First, ask students to discuss issues related to cultures or English
speaking countries, such as food, clothes, movies and etc.
• Second, gather the topics and ask students to transform them into
interview questions.
• Third, send students to do interviews with foreigners (better ask
them to record the conversation with permission).
• Forth, require students to transcribe the scripts and take photos
with foreigners.
• Last, invite students in groups to present their interviews in the
class.
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Movies or Series watching (1)
Play part of the popular teenager series
• Teachers play the series with English subtitles
when playing the episode first time and ask
students to jolt down words they do not know.
• Then play the series with the Chinese subtitles
second time so students can check the
meanings of the vocabulary.
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Movies or Series watching (2)
Play movies and download the scripts
• Play movies based students’ preference and
then choose interesting sections from the
movies.
• Download the movie scripts from the website
www.script-o-rama.com/oldindex.shtml
• Transform the scripts into a fill-in-the-blank
exercises and ask students to find answers
according to what they hear.
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Cross-Cultural Immersion (1)
Small parties for holidays
• Christmas
• Easter
• Halloween
• Thanksgiving
• Independence Day
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Cross-Cultural Immersion (2)
Introduce topics related to English culture from
magazines or newspapers
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Food and drink
Sports
Entertainment
Shopping
School’s life in America or England
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Vocabulary and Grammar
• Vocabulary cluster
source: www.visualthesauras.com
• Proverbs
source: www,manythings.com
• Spelling bee games
• Grammar learning with the audio-visual
cartoon,
source: www.grammarfree.com.tw
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Vocabulary cluster
• Learn the word family with the web
• Source: www.visualthesauras.com
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Proverbs
• Learn proverbs through crosswords and online fill-in-the-blank exercises
• Source; www.manythings.org
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Spelling Bee Games
1 Assemble a group of students.
2 Make a list of words suitable for the group you have
assembled. You can find words from the spelling lists from
the textbooks.
3 Arrange prizes. There should be some reward for winning
the game;
4 Determine who will go first by drawing numbers.
5 Ask the first student to spell a word. Cross off each word as
the child spells it so that you know which word to go to
next. If he spells the word correctly, then the student will
stay in the game, if incorrect, than he is out of the game
and the next student has to spell that word.
6 Have each student ay the word, spell the word and say the
word again.
Read more: How to Play Spelling Bee Games | eHow.com
http://www.ehow.com/how_2154475_play-spelling-bee-games.html#ixzz1ZFosr5aV
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English Grammar (1)
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Source: www.grammarfree.com
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English Grammar (2)
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Reading
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Reading blog
Read Theatre
Literature circle
Assessing reading
Reading journal
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Reading Blog (1)
• Ask students to create their reading lists
• Provide students with a reading list
• Encourage students to read extensively and
keep the reading blogs.
• Ask students to share their reflections after
reading
• Ask students to design reading questions
based on students’ presentation.
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Reading Log (2)
Title of Book
Easy
Just Right
Hard
The book I liked best was …
I think others should read it because …
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Reading Blog (3)
• Format of a reading blog
– Title of the book
– Author of the book
– Summary of the book
– Characters of the book
– Beautiful sentences or dialogues of the book
– Reflections
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Reading theater
• Find famous stories or fairytales
• Ask students to read those stories in groups
and write a play script.
• Tell students to create lots of dialogues about
the story.
• Allow students to revise and modify the
version of the stories
• Students READ the script ALOUD so they can
practice their English pronunciation and
intonation.
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Sources for mini-plays or reading
theater
• http://www.tnfsh.tn.edu.tw/teach/eng/edu/t
p_tt/content.htm
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Literature circle (1)
• Organize students into groups of 7 or 8.
• Let students choose a book that they want to
present and share to the class.
• Each student has a particular role in the circle.
• Ask student to read the same title and leave
time for them to discuss the book content.
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Literature circle (2)
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Literature Circle (according to the order of presentation)
1. Summariser摘要小神童: Summarise the main plot in the selected work
2. Illustrator繪圖小天王: Present the story or the story line with pictures, sketches
or charts; illustrate the relationship among characters
3. Literature luminary朗誦小天使: Read the most important passages, dialogues
or quotations aloud and offer explanations why you choose them
4. Vocabulary enricher單字小精靈: Find out the key vocabulary and examples of
how these words are used in the selected work
5. Discussion director研討會主席: In charge of the meeting and prepare questions
for discussions and offer answers
6. Investigator小神探: Introduce the author’s background and biography
7. Connector連結小天使: Relate the work itself with your life experience or
connect the work with other pieces of literature
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Literature circle (3)
• Demonstration of students’ work
– F:\Tess of D'uberville.ppt
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Assessing Reading (1)
• Reading tests
– Comprehension questions
– Detail Questions
– Following Directions Questions
– Main Idea Questions
– Inference
– Sequence
Source: English reading: Theory and practice, Wenli Tsai
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Question examples
Main Idea Question:
• The purpose of this passage is to ….
Sequence Question:
• Look at the four squares [ ] that indicate where the
following sentence could be added to the passage.
“For example, consider the case when authorities
question a witness about a car
accident.”
Where would the sentence best fit?
Source: English reading: Theory and practice, Wenli Tsai
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Assessing Reading (2)
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Alternative assessment
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Projects
Journals
Portfolios
Diaries and logs
Checklists and rating scales
Group work evaluation
Self-evaluation
Source: English reading: Theory and practice, Wenli Tsai
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Project
Candidate Character Analysis
• Read newspaper articles you chose. Then, list positive virtues
(e.g., loyalty and fairness) of the two candidates you just read
about in the articles.
• Are the candidates' characters similar? Different? Explain why
or why not.
• Which of the two would you vote for in an election? Give
support for your choice.
• Write a persuasive essay on how important "character" is to
you when making a decision to vote or not to vote for a
candidate during an election.
Source: English reading: Theory and practice, Wenli Tsai
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Reading Journal
Do you have a boyfriend or girlfriend? Describe him or
her?
Do you not have a boyfriend or girlfriend, but wish that
you did? How do you feel about it?
Make a list of the qualities you want in a boyfriend or
girlfriend. For instance: Caring, romantic, athletic,
etc.
Have you ever had a crush on someone who only liked
you as a friend? How did you feel? What did you do?
Source: English reading: Theory and practice, Wenli Tsai
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Letter to the Author
Book Title: ___________________
Dear __________,
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
_____________
_____________
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Read-aloud checklist
When I read aloud…
Yes
Sometimes
No
1. I try to correct myself if I say a
word that doesn’t make sense
2. I pay attention to the punctuation
at the end of a sentence.
3. I try to read without stopping after
every word.
4. I read with expression.
5. I look at the pictures to see what
is happening.
Write the number of each strategy that you need to work on:
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Writing
• Free writing
• Journal writing
• Writing games (group writing)
– Photos
– Pictures
– Music
• Writing with a corpus tool
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Corpus and corpus linguistics
• Definition of corpus: “A collection of
naturally occurring examples of
language, consisting of anything from a
few sentences to a set of written texts
or tape recordings, which have been
collected for linguistic study.” (Hunston,
2000:2)
• Essential qualities of a corpus:
machine-readability, authenticity, and
respresentativeness (McEnery, Xiao and
Tono, 2002)
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Pedagogic use of corpora
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Providing teachers with authentic examples to explain the
patterns in language
a. Corpora provide information about how a language works
that may not be accessible to native speaker intuition. For
foreign (NNS) lecturers, they do not need to behold the
whims of native speakers’ judgments of acceptability and
correctness of the target language (Mair, 2002).
b. Corpora offer evidence for English lecturers (both NS and
NNS) to design teaching materials based on their analyses of
corpora. (Hyland, 2002)
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Pedagogic use of corpora (con.)
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Training students to explore corpora themselves
Corpora search enriches students’ understanding of specific uses of
target words in a wide variety of contexts and expand students’ L2
linguistic repertoire (Yoon and Hirvela, 2004)
Corpora search raises students’ consciousness of conventional patterns
and acquire the rules inductively. (Hyland, 2002)
Corpora search allows students to observe usage of language through
exploration of corpora as Bernardimi (2000, 2002) terms this kind of
learning as ‘discovery learning’ and ‘serendipitous learning’.
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Use of corpora in writing
• Corpora can be seen as reference tools to be
consulted for examples when students encounter
problems in writing. (Aston 1997)
e.g. effect v affect; at the end v in the end
• Corpora can be treated as research tools to be
investigated as a means of gaining greater awareness
of language use. (Aston, 1997)
e.g. ADJ/N/V for V-ing forms
appropriate for teaching; device for learning;
suited for studying
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Corpus Search Activities
“Affect” and “Effect”
Guiding questions:
1.What are the words used before the node
word ‘affect’?
2.Could you group the words before the node
word into different word classes?
BE verbs
Verbs
Adjectives
Adverbs
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Prepositions
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Corpus Search Activities
3. What are the words used after the node word
‘affect’?
4. Could you group the words after the node
word into different word classes?
Nouns
Adjectives
BE Verbs
Prepositions
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Adverbs
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Corpus Search Activities
5. What are the words used before the node
word ‘effect’?
6. Could you group the words before the node
word into different word classes?
BE verbs
Verbs
Adjectives
Adverbs
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Prepositions
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Corpus Search Activities
7. What are the words used after the node word
‘effect’?
8. Could you group the words after the node
word into different word classes?
Nouns
Adjectives
BE verbs
Prepositions
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Corpus Search Activities
• 9. After you group the words into different
word classes, could you try to find and discuss
with your partners' the patterns which the
node word ‘interesting’ is used?
• 10. After you group the words into different
word classes, could you try to find and discuss
with your partners' the patterns which the
node word ‘interested’ is used?
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Indications of concordance search
• 1. Frequency: occurrences of particular words;
Bogaard and Laufer (2004)’s term ‘learnability’.
• 2. Collocations and prefabricated expression:
understanding fixity and flexibility in language
• 3. Semantic prosody and genre analysis: gaining
sensitivity to norms and distributional patterns in
language
• 4.Corpus-based statistics: cross-corpora
comparisons
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Collocation
Hunston (2002:68) defines collocation as ‘the
tendency of words to be biased in the way
they co-occur’.
Examples:
Verb + Noun: do homework
Adjective + Noun: blonde hair
Verb+ Preposition: access to
Can you think of any other patterns?
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Colligation
• Hoey(1998) defines colligation in three:
(1) The grammatical company a word keeps
either within its own group or at a higher rank
(2) The grammatical functions that the word’s
group prefers
(3) The place in a sequence that a word prefers
Example:
on the other hand
Can you think of any other patterns?
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Concordancer
Concorancer is a programme that searches
a corpus for a chosen word and offers every
example of that word or phrase in the
central position of the computer screen,
with the words that come before and after
it to the left and right. The chosen word in
the central position is names node word.
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Concordances
Sinclair (1991:32) terms concordances as ‘a
collection of the occurrences of a word-form,
each in its own textual environment’.
Example
node word: homework
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Phraseology
• Users of concordancers can discover the regularities
of the chosen word or phrase through searching the
grammar patterns of the concordance lines.
• Example:
find it difficult that
obligation to do
V it ADJ that
N to V
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Semantic prosodies
Louw (1993) defines it as a type of linguistic
relation which has not previously been clearly
documented.
Example
break out vs happen
Things which break out are usually unpleasant
and they include war, riots or violence.
Things which happen are also associated with
negative stuff such as accidents or quarrels.
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Benefits for corpus search
1. Corpus search provides information about the frequency
with which certain linguistic items are use and the most
common words pairing or collocations (Yoon and
Hirvela, 2004).
2. Corpus search allows students to acquire knowledge
about language use at the lexico-grammatical and
phraseological (discoursal) levels (Lee and Swales, 2004).
3. Corpus search exposes students to multiple authentic
texts so their understanding of the functions of words
in particular contexts or genres can be expanded.
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Benefits for corpus search
4. Corpus search enhances students’ inductive
language learning.
5. Corpus search assists students to receive
feedback through concordances (Gaskell and
Cobb’s case studies, 2004
http://www.lextutor.ca)
6. Corpus search particularly raises students’
‘lexical acquisition’ and enhances their
vocabulary learning (Kennedy and Miceli, 2001
and Lee and Liou 2003 )
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Useful resources of on-line corpora
• The corpora used in EGP are usually large
database of texts such as Bank of National)
• Corpus search on large Bank of English allows
students to gain understanding in the field of
lexico-grammar and phraseology.
– http://corpus.byu.edu/coca/
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Guidance for concordance search
• 1. Trainability: Students need to develop ‘corpus
search’ skills necessary for successful corpus
investigations
• 2. Time of technology: Students need to have
adequate time for computer searching skills in a
time-restricted writing course.
• Note: “Over-exposure to concordance lines can
conceivably tire students if teaching of this type
depends solely on deduction from concordance lines”
(Thurstun and Candlin, 1998:278)
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A corpus-informed writing course
(Concordancing search as supplement)
• Incorporating corpus as a component into a writing course
through software search (encouraging students to search for
problematic words)
e.g. effect v affect
http://www.collins.co.uk/corpus/CorpusSearch
e.g. see v watch
• Designing corpus-based activity in a writing course (training
students to familiarise with concordances so they can find
patterns about the words)
• Collocational activities
e.g. think of v think about (handout)
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A corpus-informed writing course
(Concordancing search as supplement)
• 1. Hands-on practice in the classroom
Handouts of corpus analysis
• 2. Hands-on practice in the classroom where
computer equipments are provided
Computer search on words and the collocates.
• 3. Hands-on practice outside the classroom
Students’ autonomous learning
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Thank you very much for
your kind attention!
Q and A
Hui-Ling Lang 郎慧玲 (Ph.D)
Department of Applied English
Ming Chuan University
[email protected]
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