Interpersonal Communication &

the Game

Jeanne Anna

Wael

BY

AGENDA1. Interpersonal Communications (Nature +

teaching strategies)2. Survival Game (Description)3. Survival Game (activity)4. Poster Contest (Collecting Points)5. Class Discussion (Collecting Points)6. Wrap-up and Debrief 7. Survivor Game Rewards

Two-Way Face- to- Face

Natural Discourse

body language

Gestures

Negotiation of Meaning

Communicativereasons

Oral Interpersonal Communication

(1)Turns-at-talk

Teachers should encourage Students to be / …

ExpressiveSpontaneous Interactive

Tolerate Silence Encouraging

Oral Communication Teaching Strategies

(2)Routines

Teachers should encourage

Students to use

Gambits

Oral Communication Teaching Strategies

(3)Gestures

Teachers should encourage

Students to useMetaphoric

GesturesIconic

Gestures

Deictic Gestures

Illustrative Gestures

Oral Communication Teaching Strategies

Willingness to Communicate (WTC)

Figure 8.6 - The Pyramid Model of Willingness to CommunicateShrum, J. L. & Glisan, E.W. (2010). Teacher’s handbook: Contextualized language

instruction (4th ed.). Boston: Heinle.

Communication Behavior

Behavioral Intention

Situated Antecedents

Motivational Propensities

Affective-Cognitive Context

Social & Individual Context

WTC is influenced by

Situational Influences

Enduring Influences

Willingness to Communicate (WTC)

GAME

What is exactly “Survivor”

“Survivor” is a methodology used to enforce a target language only atmosphere.

What is “Survivor game”

The “Survivor game” was designed by two Spanish teachers who use Spanish close to 100% of the time in their classroom.

REAL EXPERIENCES• Teachers: Kevin and Tammy Lyons• Kevin is a professor at Indiana University in

Pennsylvania and a HS Spanish teacher who has used Survivor for many years.

• Greensburg Salem School District

http://losleones.webs.com/

What’s the use of the Game

To get all levels of students and teachers to only use L2 every day for the entire class.

Teacher’s responsibility in “Survivor game”

• To communicate ENTIRELY in the target language.

• Negotiate meaning with the students to ensure comprehension.

SEQUENCE OF THE GAME

• Speak only in the Target Language. • You must ask the teacher for

permission in the TL to speak English.

Sequence of The Game

Rule example:

• Pesos will be put in the student’s bank for each participation in TL.• The amount gathered will be used for

the participation grade.

Sequence of The Game

Reward example:

• You may not under any circumstance use what is considered "Spanglish"; if it is not Spanish you will be eliminated.

Sequence of The Game

Elimination example:

• After you have been eliminated from the island, you will not be eligible for certain games.

Sequence of The Game

Punishment example:

Keys to Survive

Keep your participation up

Don't speak

English

ENGLISH

Team Tribe Work

Tribe 1: Rules

Tribe 2: Rewards

Tribe 3:Punishment/elimination

Tribe 4: Application of

terms & concepts

Tribe 5: Willingness to Communicate

Tribal Groups and Topic

Tribe Tasks Challenges

(1)Rename your

group

(2)Choose a leader

Choose a recorder

(3)Read and discuss

the information in envelop

(4)(on the white strips)

Write down four final comments

You have 10 minutes

Gain Points (Time Contest)

Hold your contribution strips.

Each member runs to the board, fixes the strip, and

reads it loudly.

As soon as the member sits the other member jumps to do the

same.

The group that scores the shortest time will get the highest points (Coconuts)

Each group (In sequence)

Final Questions

• By answering these questions, each group member can add 1 coconut for their group.

• The group with the highest points in the end will get rewards for their enthusiastic participation.

Interpersonal Communication

Question

• One of the Survivor game beliefs is to avoid translations, so students are then discouraged from using dictionaries and translation tools, will this be beneficial or detrimental?

Effective Motivators

Question

• Do you think elimination and punishment are effective motivators? Would this discourage students were eliminated?

• Consider: Willingness to communicate• Self-fulfilling prophecy• Feedback

Imagine

Question

• What difficulties as a teacher jump out at you if you were to take this approach to teaching?

• Consider: Assessment, Facilitation, Feedback.

More challenges!

Question

• As a teacher preparing to implement the Survivor game for the first time, what challenges might you face (e.g. from students, parents, fellow teachers, administrators, etc.)?

Definition of interpersonal communication

Teaching methods and students’ individuality to consider

Survivor game as a teaching practice

Today we covered:

Wrapping it Up

Reward Time• The winner group, you are the

SURVIVORS.• GO and get your reward from the head

of the tribe.

References• Lyons, K. & Lyons, T. (2009). Los Leones.

Retrieved from http://losleones.webs.com/• Shrum, J. L. & Glisan, E.W. (2010). Teacher’s

handbook: Contextualized language instruction (4th ed.). Boston: Heinle.

Any questions?Please don’t hesitate to ask

Anna, Jeanne, or Wael, about Interpersonal Communication and the

Survivor Game

Thanks for participati

ng!

The Lyons’s Website: losleones.webs.com Email:

tlyons@wiu.k12.pa.us – Tammy Lyonsklyons@wiu.k12.pa.us – Kevin Lyons