Re: (teach) Re: L1/L2 competition for learning efforts
- I don't rightly know how to answer Simon. Yes,
although Brits and Yanks are two peoples divided by a
common language (per George Bernard Shaw), it would
probably be easier for a Yank to assimilate in the UK
than for a Chinese. This, however, should not deter
Chinese like Simon from here in Wuhan from trying
And think of the possible collateral benefits. I was
19 when I left home and family for an alien
environment, France. I ended up with two French
degrees and a souvenir: we've been married now for 53
years. The language also provided me with a
quarter-century career in the US Foreign Service
(those who are already proficient in a language get
extra points on the foreign service exam).
What's more, while the first days will will be rough
on our poor Chinese scholar, immersion (which he never
had in the old country) should soon cure that. There
are two ways to teach a beautiful girl to swim. If
she's your fiancee you take her in your arms
and...er...show her the movements. If she is your
sister you push her off the pier. The latter method
is called immersion and works as well for language
acquisition as for learning to swim.
Mert - Dr.M.L.Bland, HUST, Wuhan
----- Original Message -----
From: simonsailsaway <hswanghk@...>
. If we do some
> ethnographic study on their academic experience (primarily academic
> writing experiences) in UK, the result should be quite revealing on
> the weakness and strength of Chinese and US undergraduate education.
... In the case of HUST where I worked before, students are
> predominately science and engineering majors. It is often believed
> that these students will find it easier to survive in English-
> speaking universites because writing is not a big requirement. But
> is that really the case? What about WAC in MIT? What about
> students who found it difficult to articulate their work in plain
> English (or even Chinese)?
In my experience academic writing is the opposite of business writing. I was always taught that in academic writing you prepare a case and come up with the conclusion. In business writing you start with the result/request and then justify it. This is one difficulty for students starting in business. As far as Chinese students, my Chinese colleagues (mostly engineers) tell me that they were not taught structured writing so find it almost impossible to write a report. Apparently they do not do a thesis for their degrees as we do in the west. I find that because of this lack of understanding of the required structure of the writing, and also a lack of logical or critical thinking skills, their ability to fulfil reporting requirements in any kind of management capacity is severely limited.
>> Halima Brewer <halibrewer@...> wrote:John Pullen wrote:
>> I discovered a way to develop this which is unbelievably simple.
> Ok, then going from here why not make your next activity where thethat might be the next step. good idea, - a further development after
> listener must repeat what was said and then add their own information ...
they learn to just listen.
- Interesting approach.
What I have done to encourage thinking in a response (my regular comment to
the classes is that a mere yes, no, and that's all are unacceptable
answers), is to have the responder answer a question, and then pose another
question back to the first party. Overall, I have been pleased with the
improvement, altho, I have to say that I have started from a very basic
place, with shockingly weak speakers.
A sincere question to the more experienced teachers on this list - which do
you think is a better approach - or do you think both would have the same
This has been a very interesting first term to say the least, and I am
already thinking how to teach better in the next one!!
>From: John Pullen <gaodachang@...>
>Ok, then going from here why not make your next activity where the listener
>must repeat what was said and then add their own information such as, "You
>indicate that you made dumplings that had pork, onions, and salt. Have you
>ever thought of additing crushed ginger and garlic to the mixture." Then
>the first speaker must take the new information provided about ginger and
>garlic and repeat what they thought the person said and then add new