on-going language learning manual

Peace Corps Volunteer

On-going Language Learning Manual

Beyond hello

ushe

bonjour

holaSannu ku

ICE No. M0064

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VOLUNTEER ON–GOING LANGUAGE LEARNING MANUAL

Peace Corps

December 2000

Information Collection and ExchangePublication No. M0064

Reprinted: ________

iii

Contents

CONTENTs

I. IntroductionII. WhatSuccessfulLanguageLearnersDoIII. CulturalAspectsofLanguageand CommunicationIV. MotivationV. LearningStylesVI. SettingGoalsandLearningObjectiveVII. ALearningPlanforAnyTopicVIII. UsingaLanguageLearningNotebookIX. AssessingProgressX. LearningwithaLanguageHelperXI. UsingaTapeRecorderXII. SuggestionsandStrategies forCommunication Listening Speaking Reading Writing VocabularyBuildingandMemorization Grammar PronunciationAppendixA. TheLanguageLearner’sProficiencyScaleB. Betsy’sStory:ATeaTimeLessonC. CommonQuestionsaboutLanguageLearningD. FormalLanguageNotebookPagesE. DailyGrid(blank)F. Bibliography

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Volunteer On–going Language Learning Manual

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ACkNOwLEDGMENTs

ThiscurrentpublicationisbasedonapriorPeaceCorpspublicationSelf–Directed Language Learning: Strategies, Tips, and Techniques.

ManyPeaceCorpsstaffandVolunteershavecontributedtothedevelopmentandglobalfieldtestingoftheVolunteer On–going Language Learning Manual.

ThePeaceCorpsappreciatesthesuggestionsandfeedbacksharedbyLanguageCoordinatorsandtrainingstaffineachofthePeaceCorpsregions,andtheeffortsofallthosewhoparticipatedinthisprocess.

I. Introduction

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I. INTRODUCTION

Tomanyofus,itmayseemthatsomepeoplearebornwithagiftforlearninglanguages,whileothersseemburdenedwithapoormemory.Butfortunatelyornot,thosedescriptionsapplytoonlyatinypercentageofadultstacklinganew language.Although language learning sometimesseemslikealongandcomplextask,nearlyeveryonecandoitandmostfinditenjoyableandrewarding.ThousandsofPeaceCorpsVolunteerswilltellyouthesamething.

I tried learning from vocabulary lists, but that did not work. I had to try to learn the words I was actually hearing and needed.

– PCV

How THis Book Can Help

Thisbookwillhelpyoufigureouthowyoulearnbestandhowyoucancapitalizeonthis.Forinstance,tobeasuccessfullanguagelearner,youshould:

w beinvolvedinlearninginsideandoutsideofclass;

w takeresponsibilityforyourlearning;

and

w rememberthateveryonelearnsdifferently.


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This book will help you:

w identifyandreflectonyourlearningstyle,attitudesandmotivation;

w organizeyourlearning;

and

w experimentwithavarietyofstrategiesandtoolsforlearningalanguageonyourown.

Itisnotnecessarytoreadthroughtheentirebookfromstarttofinish.Rather,youshouldselectthechaptersthatmeetyourneedsatthemoment.Nosinglebookcanpossiblyprovideeverythingyouwillneedtolearnalanguage,soyoushouldalsobeusingothermaterials,especiallyonesaboutthelanguageyouarelearning.BooksavailablefromPeace Corps in your In–country Resource Center canhelp,too,solookoverthetitlesinthebibliographythatconcludesthisbook.

II. What Successful Language Learners Do

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II. wHAT sUCCEssFUL LANGUAGE LEARNERs DO

Finding out how successful language learners go aboutlearningcanenhanceyourownlearningofanother language.Reflectingonhowyoulearnandcomparingnoteswithotherlearnersarejustasimportantasstudyingthelanguageitself.

Successfullanguagelearnersdonotallusethesamestrategies,buttheydohaveafewthingsincommon.

1. Ambiguity:Successfullanguagelearnersareabletolivewithalotofambiguityineverydaysituations.

2. Trust:Effectivelanguagelearnersbelieveandtrustthepeoplearoundthem;theytrustthatthosepeoplewillhelpthemunderstandandbecomeapartofwhatisgoingon.

3. No definite answers: Successful language learnersarecomfortablewithmanyshadesofgray.Theyrealizethatwhatisrightorwrong,linguisticallyorculturally,isoftendeterminedbythesituation,notbyanironcladrule.

4. Community involvement: Effective languagelearnersparticipateinthecommunityandinteractinthelanguageasmuchaspossible.


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In America, I am basically a shy person, but I found that I had to break out of my shell and be more outgoing if I wanted to learn the language.

Much to my surprise, I found it was fun and really helped me to learn. I discovered a whole new me! – PCV

Successfullanguagelearnerssocializewheneverpossible.In fact, they sometimes see socializing as key to theirlanguage learning.Theygive themselvesa reason tobewithpeoplesothattheycanbeexposedtothelanguageandculture.

II. What Successful Language Learners Do

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Following are some strategies for interacting in yourcommunity. Check off (4) the ones you would like toexplore.

q Invent an excuse to drop in on friends—to get airfor your bicycle tires, maybe, or to tell them somenews—thenusethatopportunitytohang outandbeexposedtothelanguageandculture.

q Attendsocialevents.Learnhowtositforlongperiodsoftime“justlistening.”Youmayfindthatthisisactuallyagoodwaytospendtime—that“being”isasvaluableawayofspendingtimeas“doing.”

q Find a family to “adopt” and get involved in youradoptedfamilymembers’lives.

q Talk to the senior members of the community tofindoutwhat lifewaslikebefore.OneVolunteersaid,“Thiswasahugemotivationforme.Iwantedto learnmore languagesoIcouldunderstand theelders’stories.”

q Getinvolvedinwhateverisgoingonaroundyou.Gofishing,attendreligiousservices,takedancelessons.Thepossibilitiesareendless.


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III. CULTURAL AsPECTs OF LANGUAGE AND COMMUNICATION

Knowingalanguagewellisjustpartoflearninghowtocommunicatewith thepeopleofyournewcountry.Notonlydoyouhavetolearnthepartsofthelanguage—thenewsounds,words,andgrammar—youhavetolearnhowtousetheminaculturallyappropriateway.Cultureandlanguagearecloselyintertwined.Ourcultureinfluencesthewayweviewtheworldandthewordsweselecttodescribeit.Ittellsushowtobehavewhenweinteractwithotherpeopleandhelpsformournotionsof“right”and“wrong.”Itestablishesrolesformalesandfemales,foreignersandnatives,adultsandchildren.Theserulesandrolesinfluencehowwecommunicate.

Inanyconversation,oneof these two purposes usually dominates,but generally they aremixed. We try to establishafriendlysocialrelationship throughsmall talkandcourtesyexpressions even whenall we need is to get ashoerepairedortogivedirections.

Thebalancebetweensocialandbusiness–relatedtalkinaninteractionvariesgreatlyacrosscultures,andbetweenruralandurbanareaswithinaculture.When planning your activities, keep in mind the social purpose in busi-ness settings.Timespentchattingwiththeshopkeepersor

BUsINEss: carrying out a task such as buying a can of vegetables, getting information about planting crops, or asking to borrow a neighbor’s hammer.

sOCIAL: establishing or maintaining a relationship through small talk, gossip-ing, or telling a joke.

III. Cultural Aspects of Language and Communication

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peopleinthegovernmentofficebeforeaskingyourbusinessquestionswillcontributegreatlytoyourgettingwhatyouneedinapleasantway.Asanewcomerandanoutsider,itisuptoyoutoestablishrapportandbuildrespect.

Peoplevarywhattheysayandwhattheydotogettheirmessageacrossaccordingtowhotheyarewith,wheretheyare, andwhat theirpurpose forbeing together is.For example, there are many more words and phrasesthan“hello”togreetsomeoneinEnglish.Youmightsay“Hi”toachildyouknow,ornothingtooneyoudonotknow;“Howisitgoing?”toaclosefriend;and,amoreformal“Goodmorning,Dr.Jones,howareyoutoday?”toyourboss.Butifyouseeyourbossontheweekendatthebeachoratthemallyoumightsaysomethinglessformal,suchas,“Hi,howareyou?”or“Nicetoseeyou.”Or,ifyouareashyperson,youmightjustsmileandnodyourheadpolitely.

There is more than one word for “you” in some languages—tu, vous, inFrench;tú, usted, inSpanish.Tousethemproperly,youmustknowwhenitisappropriateto


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useeachform,underwhatcircumstances,andwithwhom.Todothis,youmustknowabouttheculturalsystemandsocialnorms.

Inordertobepoliteyoutrytochoose

words

phrases

non–verbal gestures

thatareculturallyappropriate.Asyourlearningadvances,youwillfeeltheneedtobecomemoreconsciousandcarefulinmakingthesechoices.

Anotherimportantrelatedaspectofcommunicationisthe use of gestures, facial expressions, and body language.Muchofwhatsomeoneis“saying”isinthegesturesandmovementswhichaccompany(andsometimesreplace)theactualspokenwords.Thesealsomayhavebotha“business” purpose (pointing to indicate, “I want this one.”)orasocialone(usingeyecontactortouchtosay,“Iampleasedtobetalkingwithyou”).Carefulobservationtolearnsubtlenon–verbalinformationcanbeasimportantaslisteningforverbalnuances.

IV. Motivation

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IV. MOTIVATION

What do you think motivates successful languagelearners?

wWordlists?

wGrammarbooks?

wSelf–studyworkbooks?

wGoodintentions?

Inreality,youhavetowanttolearnthelanguageandtowanttolearnit,youneedtohave:

w motivationtolearn

wself–confidence

w apositiveattitude

Beginbyreflectingonyourreasonsandneedfor learningthenewlanguage.AsaPeaceCorpsVolunteer,howimportantisitforyoutolearnthelanguage?Islearningthelanguageoneofthethingsthatmakesyouspecial,thatsetsyouapartfromotherwell–intentionedforeignersinthecountry?Haveyoufoundthingsaboutthepeoplethatyoulike?Howmuchmoreoftheirperspectivedoyouwanttounderstandormakeapartofyourown?

Another key factor for maintaining your motivation ismaintainingyourself–confidenceinyourselfasanintelligentadult.Ittakesakindofcouragetoapproachstrangersandaskthemquestionsinthenewlanguage,knowingthatyouarelikelytomakemistakes.Fearofspeakingtostrangers,especiallyinaforeignlanguage,isnatural—weallexperienceit.Thetrick,however,istolearnwaysto


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dealwiththefearandtheotherfeelingssothattheydonotinterferewithyourlanguagelearning.Althoughattimesitmightfeellikeit,youhavenotbecomeachildjustbecauseyouarelearninganewlanguage.

I feel great when I can speak a little or make a connection–just to be more a part of the culture and know what is going on. – PCV

IV. Motivation

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aTTiTude

Here are 10 tips forfinding andmaintaining a positiveattitude—andyourmotivation.

1. Maintain a sense of humor. In the course oflearninganewlanguage,onedoesandsayscountlessthingsthatappearsilly,puzzling,andstrangetothenativespeaker.AsoneVolunteernoted,“ThepeopleinmyvillageareusuallysurprisedwhenIspeakthelanguage.Sometimestheylaughatme,butIamokaywiththat.”

2. Do things you enjoy!Lookforthingstodoinyourcommunitythatyoulike to do in the United States,likeplayingsports,playingcards,ortakingdancinglessons.Learningtheminthenewlanguagewillimproveyourlanguageskills,too.

3. Picture yourself functioninginyournewcommunityasanadult,inthesamewayyoufunctionathomeinyourowncommunity—talkingeasilywithfriendsandneighborsabouttopicsofmutualinterest,doingthingsinyoursparetimewiththemthatbringyoupleasureandmakeyoufeelliketheadultyouare,insteadofthechildyousometimesfeellike.

4. Try not to worry about making mistakes—theyare a natural part of the learning process. In fact,welcometheopportunitiestheypresentforlearning.Amistaketellsusexactlywhatwedonotknowandneedtoworkon.

5. The strongest motivation will wane at times.Expectittohappen,butbereadytodealwithitwhenitdoes.Trychangingsomethingsinyourroutine.Trydifferentlearningtechniques.Keepremindingyourselfthatyoucanlearnthelanguage.



6. Try to view life in the new country as a big puzzle to be solved, and then go about solving it.Becomeadetectiveandcrackthesecretcodeofthelanguageandculture.Makeitfun!

7. Think in terms of doing what you want to do to learn the language,notwhatyouorsomeoneelsethinksyoushoulddo.Makereasonableplansanddothemaswellasyoucan,consideringtheotherdemandsonyourtime.

8. Similarly,do not let competition divert you fromthetaskoflearningthelanguage.ItdoesnothelptocompareyourselfwithotherVolunteersinyourgroup.Instead,challengeyourselftomasternewaspectsofthelanguageandtofindwaystodobetterthanlasttime.

9. Try to relaxinsituationswherethelanguageisbeingspokenallaroundyouandyoudonotunderstandmuch.Useitasanopportunitytoworkonthesoundsofthelanguageorlistenforspecificwordsorphrases.

10. Nothing improves motivation like success and reward for accomplishment.Tryfollowingsuggestionsinthisbookformanagingyourlearningandtrysomeofthelearningstrategies.Thengiveyourselfatreatwhenyoureachagoalormanageadifficultlanguagesituation.

V. Learning Styles

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V. LEARNING sTYLEs

Doyouknowyourpreferredlearningstyle?Togetasenseofwhatyourlearningstyleis,dotheexercisebelow.

Supposethatyouareatapartysurroundedbypeoplewholook,act,andspeakdifferentlyfromyou.

Yes NoDo you decide to sit back, observe, listen carefully, take your time and learn from watching what others say and how they act?

Do you ask yourself questions and make guesses about what is going on based on what you see and hear? Do you wait to say something until you are pretty sure you will not make any errors?

Do you experiment with things you have learned in other situations in an attempt to communicate in this new situation? Do you wish you could see the new words you are hearing in writing?

Do you jump right in and begin talking to the people at the party and sharing in the activity even if your language is pretty minimal?



Eachoftheabovequestionsrepresentsadifferentlearningstyle.Languagelearningstylesarethegeneralapproachesthatweusetolearnanewlanguage.Eachofusisuniqueandlearnsinthewaythatsuitsusbest.However,bybeingawareofhowweprefertolearnandofotherpossibleways,wemaybeabletoimproveourlearningbycapitalizingonourstrengthsandacceptingorimprovingourweaknesses.None of these are “right” or “wrong”; they are simplywaystolearn.

Toidentifyyourpreferredlearningstyle,andtoseeotherpossibilitiesforyourself,answerthequestionsbelow.Asyouconsidereachquestion,youmightfinditusefultorefertothedescriptionsonpages15–16.

1. DoIfocusondetailsoronthe“Big Picture”?

_________________________________

2. DoIhaveavisual,auditoryorkinestheticpreference?

__________________________________

3. Ismypreferredstylemoreabstract,randomandintuitiveorisitmoreconcrete,organizedandsequential?

__________________________________

4. Islanguagelearningagameorataskforme?

__________________________________

V. Learning Styles

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Focus on the details, or the Big Picture?

Peoplewholiketofocusondetailsprobablyliketoanalyzethelanguage.HowdoesthenewlanguagecomparetoEnglish?Whataretherulesforformingthepasttense?Whatistheappropriatewordorderforadjectives?Theytendtowanttouseadictionarytofindthemeaningofnewwordsratherthanguessthemeaningfromcontext.Theydonotliketomakemistakes.Thosepeoplewhoseethebigpictureliketoputthemselvesinsocialsituationswheretheycanusethelanguage.Theydo not worry about grammatical mistakes and they arehappytoguessthemeaningandparaphrasewhentheydonotknowtheexactwordtheywanttouse.Mistakesdonotbotherthem.

Are you a Visual, Auditory, or kinesthetic Learner?

Visual learnersliketoseethingsinwriting,andassociatemeaningwithwhatthewordslooklike.Theymaybegood at figuring outmeaning fromgestures and visualcontext, butmayhavedifficulty conversingwhen thereis littlevisualback–up toconveymeaning(as inphoneconversations).

Auditorylearners,ontheotherhand,donotneedmuchvisualinput.Theyliketolearnbylisteningtoconversations.Theyaregoodlearnersoftonelanguagesandsensitivetodifferencesinpronunciationandtoneofvoice.

Kinesthetic learners like hands–on learning: acting inskits and role plays, doing activities that accomplishsomething,orworkingwithrealobjects.Theylearnbest



while doing something else (in the language), such asplayingsports,singingsongs,orwhilehelpingtopreparedinnerwithafriend.

Abstract, Random, and Intuitive, or Concrete, Organized, and sequential?

Lookatthefollowingcharttoseethedifferencesbetweenintuitivelearnersandsequentiallearners.

Language Learning: a Game or a Task?

Somelearnersapproachlanguagelearningasagame.Theyenjoy participating in open–ended communication andthereforedonotworryaboutmakingmistakesorpayingconsciousattentiontowhattheyarelearning.Otherlearnersapproachlanguagelearningascompletingatask;theyfrequentlyliketoplanandorganizetheirlearningandthenevaluatewhattheyhavelearned.

The most successful learners are ones who can combine

characteristics of more than one learning style.

Intuitive learnerspreferto:

Jumprightintoanewsituationandaccomplishatask.

Figureoutthemainprinciplesofhowthelanguageworkswithoutbenefitoftherules.

Sequential learners preferto:

Learninasetorder,slowlyandsteadily.

Betoldfactsaboutthelanguage.

Intuitive Learners vs. sequential Learners

VI. Setting Goals and Learning Objectives

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VI. sETTING GOALs AND LEARNING OBJECTIVEs

Nowthatyouhaveexploredyourlearningstyle,thenextstepistodecideonwhatitisthatyouwouldliketolearn.Followingaresomequestionstogetyouthinkingaboutyourlanguagelearninggoals:

1. Whatdoyouwanttobeable to dointhenewlanguagethatyoucannotdonow?

2. Whodoyouwanttobeable to talk to,where,and

why?

3. Towhatextentdoyouwantorneedtobeable to read and write?

4. Whatisyourlong–term goal?

5. Whatareyourshort–term objectives?


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Settinggoalsisimportantsothatyoucanmeasureyourprogress,anddeviseasystemforevaluatingyourself.

Whatisyourmain reasonforlearningthelanguage?MostPeaceCorpsVolunteerswanttolearnalanguagetobeabletodotheirjobsbetterandtobecomeapartofthecommunitiestheylivein.Inordertocreateyourownlanguagelearningprogram,youneedto:

w determineyourgoal;

w choose the topic(s)youwould like to focuson;

and

w narrowdownyourtopicorobjectivesothatitismanageable.


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The following Daily Activities Grid will help you identify the main goals, topics and objectives for your language learning.

Daily Activities Grid

TheDailyActivitiesGrid(Wenden,1996)canhelpyoureflectonthesettingsinwhichyouinteractwiththelocalpeopleinyourcommunity/site.

AnexampleofaweekinthelifeofoneVolunteerintheRepublicofKiribatiisgivenbelow,withthesituationsinwhichsheneedstousethelanguageitalicized.

Directions

1. Fillinthegrid(copyorenlargeit,asneeded).Foreachdayandhouroftheweek:

a. Writewhereyouusuallyareateachofthetimesstated (change the hours to fit your own dailyroutine).

b. Circleorhighlight(initalics,onthesample,below)thesituationsandtimesofdaywhenyouneedtouseyournewlanguage.

2. Reviewthegridtoidentifythesocialsettingsinwhichyouneedtoimproveyourlanguage.Thenselectthesettingsinwhichyoufindyourselfmostoftenorthoseareaswhereyouwanttoworkonyourlanguage.

3. Answerthequestionsbelowforeachofthesettingsthatyouwanttoworkon.

➱ Whoistypicallyinthissetting?


20 The Peace Corps

➱ Whathappensinthissetting?

➱ Whatdoyoudointhissetting?

➱ What language skills are you required to use?(i.e.,listening,speaking,writing,reading)


2�

➱ What are the topics of conversation in thissetting?

➱ Howdoyouusuallyfeelwhenyouareinteractinginthissetting?

➱ Forwhatpurposesareyouexpectedtouse(speak)the language in this setting? (Where are yourstrengthsandweaknesses?)

➱ Whatdoyouneedtounderstandinthissetting?(Whereareyourstrengthsandweaknesses?)

➱ Listanybehaviorsorcustomsinthissettingthatyoudonotunderstandorfindstrange.


22 The Peace Corps

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VII. A Learning Plan for Any Topic

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VII. A LEARNING PLAN FOR ANY TOPIC

Onceyouhaveidentifiedyourgoalsandthetopicsyouwillfocuson,youarereadytocreatealearningplan.

learning plan sTeps in a nuTsHell

1. Decide what to learn

a.Assessyourneedsb.Setgoals

2. Develop a lesson

a. Withaninformant:createadialog,learnasong,listen toastory,describepictures,questionandanswer,etc.

b. Onthespot:i. Focusattention:WhatshouldIpayattentionto?ii. Comprehend:HowcanImakesenseofthis?iii. Remember:HowwillIrememberit?

c. Checkforaccuracy

3. Practice

a. Withaninformant:“classroom”activitiesb. Onyourown:listentoconversation,usekidsas

teachersortopracticewith,makesentences,etc.

4. Apply it in the community

5. Evaluate

a. DidIgetit?b. Didmyapproachwork?


24 The Peace Corps

Thischapterwillhelpyouplanlanguagelessonsforyourselfaboutalmostanytopicthatinterestsyou.Intheprocessyouwillplaytherolesofcurriculumdeveloper,teacher,andlearner.Asthecurriculumdeveloper,youwilldecideonthetopicandsetagoal.Astheteacher,youwillneedtoselectthelanguagematerialthatisthecontentofthelessonandsetuppracticeactivitiesforyourself,thelearner.

BasiC sTeps for language lessons

1. Identifywhatyouwanttolearn.

2. Prepareforthetaskbyusingresourcebooks,reflectingonwhatyoualreadyknow,askingforhelpfromyourlanguagehelperand/orlisteningtoanativespeaker.

3. Developyourlesson.

4. After some rehearsal,goout anddo the task in theactualsituation.

5. Evaluateyourlearningexperience.

Thesestepsareattheheartoflearningalanguageonyourown. Followingthemwillallowyoutolearnthelanguageyouneedatthetimeyouwant,whenyoufeelreadytolearnit.Inaddition,andperhapsmoreimportantly,youstayincontrolofyourlearningandyourownsuccess—thekeytomaintainingmotivation.


2�

step One: Decide what to Learn

Asyoubegintoidentifypossibletopics,thinkaboutthefollowingquestions:

➱ What immediate communication needs do youhave?Whatdoyouneedtobeabletosayorunderstand inorder toget somethingyouneedoraccomplishatask?

➱ Are there situations inwhichyoudonot feelcomfortableortendtoavoid?Whatsituationsarethey?

➱ Arethereanypeopleyouwouldliketounderstandbetterorbeable tocommunicatewithmoreeffectively?Whoarethosepeople?

After reflectingonyour communicationneeds, you arereadytowritealearningobjective.Bespecificandbreakitdownintomanageableparts.Forexample,“participateinameeting”istoogeneral.Youmightdivideitinto“greetpeopleappropriately,askatleastonequestionaboutthemaintopic,andcomplimentthefoodservedatbreak.”Infact,thesecouldbeobjectivesforthreeseparatelessons.

step Two: Develop Your Lesson

Thissectiondescribestwopossibleapproachestodevelopingalanguagelesson:

1. Getting help from a language helper: Youworkwithanativespeakertocreateandpracticealesson.

2. Learning on the spot:Lessonscanbebasedonreal–lifesituations(i.e.listentoothersandtrytorememberwhattheysaid).


26 The Peace Corps

Developing a Lesson with a Language Helper

The followingchecklist outlines steps fordevelopingalessonwithalanguagehelper.

4 Createalanguagesample:Writedownpossibilitiesasadialogue,aconversation,or a series of questionsyou plan to ask, and theanswers you anticipatehearing.

4 Discuss the situationwithyourhelp(i.e.,thesetting,who is there, and whatpeoplearedoing.

4 Ask your helper, “Howwouldyousayitinthissituation?”withtheemphasison“you.”Thismeansthatyour helper will use authenticlanguageusedbyanativespeaker.

Throughout th is

discussion about

language helpers,

we re fer to the

helper as “she” to

avoid the awkward

use of he/she. Note

that it is probably

wise to have your

language helper

be the same sex

as you are , for

cultural and social

reasons.

4 Considerhowpoliteorformalyourlanguageneedstobeinthesituation.

4 Selecttheappropriatewordsandactionsforopeningandclosingyourconversation,formakingarequest,responding to an offer and so on.When doing so,consideryourperceivedstatus;thatis,howthepeoplearoundyouseeyou.Areyouseenasapeerorassomeoneofhighstatus?Areforeignersusuallyexpectedtospeakmoreformallythanothers?

4 Thinkaboutincludingsocialchit–chatinalessonthatisfocusedonabusinesstask.Forexample,ifyouneed


2�

tobuyacanofbeefstew,donotstopwiththelanguageforaskingifthestorekeeperhasyourfavoritebrand.Inadditiontothisbusinesslanguage,addsomeconversationwiththeshopkeeperabouthisfamily,abouttheweather,orabouttheexpectedarrivalofanewsupplyofbeefstew.

4 Afteryouhavedevelopedalesson,checkitcarefullywithyourhelpertobesurethatwhatyouhavewrittensoundsaccurateandnatural.

Developing a Lesson “On the Spot”

A Volunteer in Tonga said that she was able to learn a lot of the language she needed for community meetings by visit-ing another Volunteer and sitting in on her meetings: “Then I am just the guest, and no one is asking me for opinions or expecting me to join in the discussion.”

To learn how to teach something to others, it would be a good idea to ask people in your community to teach you something first. As you learn how to prepare a local dish, do a dance or carve a paddle, you can be listening to the way your mentor gives instructions, corrects you or praises your skill.


2� The Peace Corps

Thefollowingstepswillallowyoutodevelopalanguagelessononthespot,intheactualsituationwhereyouwanttoimproveyourlanguageskills.

1. Choosesettingsinwhichyoucanlistenwithoutpressuretoparticipate.

2. Listeninaveryfocusedwayandlistenforonlyafewspecificelements.

• Listenforkeywords:Trytocapturethegistofwhatyouarefocusingonoryouwillhaveanextremelydifficulttimerememberinganyofit.

• Listenfortransitionalwords:Dependingonyourobjective,youmayneedtoignorealotofwhatyouhear,andjust listenforcues that indicateanewtopiciscomingup.Similarly,listentolearnhowsomeoneconcludesatopicsothatyoucanspotthetransition.

• Lookforvisualcues:Payattentiontochangesinpeople’sexpressionsorotherbodylanguage,andrefertoanyotherhelpfulcues,suchasawrittenagenda for a meeting.The same strategies willhelpyoufigureoutthemeaningofwhatyouarehearing.

3. Usetoolstohelpyourememberwhatyouarelisteningto.Canyouuseataperecorder?Canyouwritethingsdown?(Youcouldpretendtobewritingaletterhomewhile listening to conversations at a lunch counter,forexample).Canyourepeatwordsandphrasesoverandoverinyourminduntilyouhaveachancetowritethemdownlater?


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4. As soon as you can, write down the language youwanttolearnintheformofadialogueorconversation,sothatitisinasocialandculturallyappropriatecontext.

5. Checkyourlessonmaterialwithanativespeakertobesureitisnaturalsoundingandaccurate.

step Three: Practice

Yourmaingoalduring thepracticestep is tomemorizenewexpressionsandtolearnhowtosaythemsmoothly,withoutstumblingoverthedifficultsounds.Youwillalsowanttogetabetterfeelforwhatthesoundsmeanatthemomentyouarehearingthem—tohavethemeaningcomeautomatically.

Herearesometipstohelpyoupractice:

1. Repeat your dialogue or conversation out loud, orplaygamesthatrequirerepeatingthenewphrasesandvocabularyoverandoveragainuntilyoubecomecomfortablewiththenewsounds.Donotexpectperfectionduringonepracticesession.

2. Listencarefullytotherhythm,melodyandtoneofthelanguage.

3. Listen to thewaypeopleuse theirvoice toconveythemeaning.Askyourlanguagehelpertorecordyourlessonandtrytoimitateher.

4. Observe the way she uses her gestures and facialexpressionstogetthemeaningacross.



5. Playlanguagelearninggamesforbuildingyourvocabularywithneighborhoodchildren,yourlanguagehelperoranotherfriend.

6. Role playyourlessonwithyourlanguagehelper.Putyour lesson into a complete, culturally acceptableexchange (anappropriategreetingat thebeginning,appropriatebehaviorthroughout,aleave–takingattheend—andappropriategestures).

Foradditionalpracticeideas,lookatthetechniquesandlearningactivitiesdescribedinChapterXII,“SuggestionsandStrategiesforCommunication,”onwriting,vocabulary,listeningandspeakingskills.

Remember—you do not have to use everything in your original plan or everything your helper may suggest. Decide for yourself what is a manage-able amount of new language to use each time you go out on your learning adventures. This is important for maintain-ing your self–confidence and motivation.


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step Four: Apply It in the Community

Nowstepoutsideandputyourselfintoasituationwhereyoucanuseyourlesson.Planatimeofdaywhenpeoplewillbewillingtostopandtalk,orasituationthatisappropriatetothetopicofyourlesson.

Remind yourself of the phrases thatwillallowyoutocontrol the conversation when you have trouble understandingwhat isgoingonorwhenyouwant toendtheconversationpolitely.

Try it out more than oncewith different people sothatyoubecomeincreasinglycomfortableandconfident.

Take notes as you go along,ifthesettingandsituationpermit, about what the people said and what you thinktheysaid;also,makenoteofthingstheydidthatpuzzledorsurprisedyou.

step Five: Evaluate

The following are ideas for assessing the way you arelearningaswellaswhatyouarelearning:

1. Reflect on the experience.Ask yourself what youlearned and about how you learned it.Think aboutwhatworkedandwhatdidnot.

2. Reread the chaptersonlearningstylestogainmoreinsightsintowhathelpsyoutolearn.

3. Make a list of new words and phrasesyounowfeelyouhavemastered.Makeanotherlistoftheonesyouwishyouhadknownorbeenabletousemoresmoothly.Writedownanynewphrasesyouheardthatwerevariationsonwhatyouhadplanned.



4. Note any pronunciation difficultiesyouhad.

5. Make a listofthingsthatsurprised,puzzled,orupsetyou,oringeneral,madeyoufeel“different.”Mostlikely, these involvedcross–culturalmisunderstandings.Describewhattheotherpeopledid,whatyoudid,howyoufelt,andhowyouwouldexpectsomeonefromyourculturetobehaveinasimilarsituation.Thenreflectonwhatyouthinktheunderlyingvalueinyourcultureisthatmakesyouexpectthiskindofbehavior(andnotexpectitinyournewculture).

6. Get together with your language helper.Showheryournotesandaskyourquestions.Discussthereactionsofthepeopletoyou—talkaboutwhathappenedthatmadeyoufeel“different.”Getherperspectiveonwhathappenedandcompare itwithyours.Workatunderstandingbetterwhythepeoplebehavedthewaytheydidandwhatitmeansintheculture.Talkaboutwhatyouwouldliketodoorsaydifferentlythenexttimeyouareinasimilarsituation,andgetyourlanguagehelper’sadvice.Youmight doarevisedroleplayorsomelanguagelearninggames,oraskhertorecordaneworreviseddialogueusingwhatyoulearned.

7. “Spiral” your topics.Revisit a topicyoucoveredearlier—evenonefromPre–ServiceTraining—witha freshperspective (andwidervocabulary) todoamorethoroughjob.Godeeperintothelanguageandcultureandusemorenaturalphrasesasyourlanguageabilityincreases.

VIII. Using a Language Learning Notebook

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VIII. UsING A LANGUAGE LEARNING NOTEBOOk

Most peoplefind that spending time reflecting on theirlanguage learning experiences and writing about them,howeverbriefly,canmaketheirlearningeasierandmoreeffective.Inaddition,yourlanguagenotebookcanbecomeapersonalrecordofyourtimeincountryandyourexperienceswiththepeopleyouworkandlivewith.

It is helpful to “writeyourownbook”andnotbecomedependentonatextbookorgrammarbooktodecidewhatyoulearn.Hereareafewideasaboutwhattowriteinyourlanguagelearningnotebookorjournalandhowtoorganizeyourthoughts.

general guidelines Thegraphiconthefollowingpageshowsthreebasictopics to include in your notebook—language, culture andlearning—as well questions to address when thinkingabouteachtopic.



Eachtimeyouwriteinyournotebook,startbyreadingrecententries.Orwritefirst,andthenread.Lookforpatternsofbothprogress(tohelpyourmotivation)anddifficulties(forplanningfutureself–studylessons).

LEARNINGSLearningstrategiesyouhaveused:• Whathashelpedyourlearning?

• Whathashinderedyourlearning?

CULTURE

Non–verbalwaysofcommunicating,normsofbehavior,attitudesandvalues:

• Whathaveyoubecomeawareof?

• Whatdoyounowunderstandbetter?

• Whatwouldyouliketolearnmoreabout?

LANGUAGE

Wordsandexpressions,pronunciation

andgrammar:

• Whathaveyoulearned?

• Whathaveyounearlylearned?

• Whatelsewouldyouliketolearn?


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ThefollowinggridisbasedontheworkofPeaceCorps/HungaryVolunteers.Rememberthatyoucanchangethecategoriesifyouwantto.

Accomplishments Not sure yet

Vocabulary Words, Sentences, Context Expressions

Sentences/sentence Ineededtosay...pattern

Culturalawareness Commentsaboutlearningandrelated techniquesthatseemlanguage tohavebeeneffective

HowIfelt/my QuestionsIamleftwithemotionalstate


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using Your noTeBook wiTH a language learning Helper

The following are steps you can use when using yournotebookwithalearninghelper.Usecheckmarks(4)tohelpyourecordyourlanguagelearningprocess.

r Aftereachself–studylearningplan,recordyour“actionplan”forlanguage.Whatarethe:

r languageobjectivesyoutriedtoachieve?

r problemsyouhadlearning?

r successesyouhadlearning?

r Recordyour“actionplan”forlearning.

r languageandbehavioryounoticedorpaidattentionto

r learningstrategiesortechniquesyouusedforcomprehendingandgettingthemeaning

r strategiesyouusedtopracticethelanguage

r strategiesyouusedforanalyzingandlearningfromtheexperience

r anassessmentofwhatworkedandwhatdidnot

r Shareeachoftheaboveentriesinyournotebookwithyourlanguagelearninghelperanddiscussthemwithher;talkaboutwhatyoudidandwhatyoumightdodifferentlythenexttime.



IX. AssEssING PROGREss

I sometimes get really discouraged be-cause I do not see any progress. Then I step back and think about how much I could not understand a month ago and how much more I can understand—and say—now. – PCV

Twotypesofassessmentyoushouldknowabout:

On–going monitoring:howpeopleunderstandwhatyouaresaying.Thisoccursconstantlythroughouttheconversation.

“Final” assessment: Attheendofaself–studylesson,askyourself,“DidIachievemygoalorobjective?”

Assessing your progress on a regular basis can helpyouto:

w Sustainyourmotivation—oftenyoumightfeelyouarenotmakinganyprogressatall,but,asthePCVabovenotes,youreallyare.

w Findthingsyouneedtoworkonwhichcanbetopicsforyourself–studylessons.

w Knowhowyourtechniquesforlearningareworkingandhowyoumightbeabletoimprove.

w Reinforcethingsyouaresayingcorrectly.

IX. Assessing Progress

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The most sensible criteria for evaluating your progressarethegoalsandobjectivesyouhavesetforyourself(seeChapterVI, “Setting Goals and Learning Objectives”).Asyouplaneachself–studytask,devisewaystoassesswhetheryouhavelearnedwhatyousetouttolearn.Askyourself:

➱ WhereamIgoing?

➱ HowamIdoingatgettingthere?

Try toavoidcomparingyourprogress to thatofothers.Instead,measureyourselfagainstyourself.Comparewhatyoucoulddolastmonthwithwhatyoucandonow:thenusethatinformationtoknowwheretodirectyourlanguagelearningeffortsintheweeksahead.

Inadditiontoyourowncriteriaforassessingyourprogress,youcanusetheACTFL(AmericanCouncilfortheTeachingofForeignLanguages)Guidelines.Itisalsoanothersource for ideasofwhat to learnnext.Use theACTFLratingyougetattheendofthePre–ServiceTraining(PST)asyourbenchmarkforkeepingtrackofyourprogress.Amodifiedversionof theACTFLGuideline, called “TheLanguageLearner’sProficiencyScale,”canbefoundinAppendixA.


40 The Peace Corps

Here are techniques that successful language learners use to assess their learning. Choose ones that you think will work for you.

assessmenT TeCHniques THaT suCCessful language learners use

Organize

1. Set weekly goalswhichrelatetoyourmainlong–termgoal.Ifyouuseaplanninggrid(seeChapterVI,“SettingGoalsandObjectives”)toidentifyyourlearningneeds,turntheseneedsintogoals.

2. Set long–term goals.ComparewhereyouarenowontheLanguageLearners’ProficiencyScalewithwhereyouwerethelasttimeyouassessedyourself.Thensetnewgoalsforthenextmonthortwo.

write It Down

1. Keep a journaltorecordthelanguageyouhearanduseaswellasquestionsyouhave.Summarizeyourlearninginthejournalonaperiodicbasis.

2. Write letters home to friends and family.Add aparagraphortwoaboutyourlanguagelearning.Keepcopiesoftheseletters(apieceofcarbonpaperworksjustaswellasaphotocopymachine)bothasarecordofwhatyouaredoingingeneralandyourlanguagelearninginparticular.

3. Write letters or post cards in your new languagetoyourPSThostfamily,copyingpatternstheyuseintheirletterstoyou.Youmightaskyourlanguagehelpertoassistyou.

IX. Assessing Progress

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Applying Assessment strategies

1. Share strategieswithotherswhoarealsolearningthelanguage.WhenyougettogetherwithotherVolunteers,takeafewminutestotalkabouthowyouarelearningaswellaswhatyouarelearning.

2. Ask your friendshowyouaredoing.Whataretheyareawareofthatyoucandobetternow?

3. Assess your knowledge of grammarbydoingexercisesinanygrammarbookyouhaveandbyhavingyourlanguagehelpercheckthemforyou.Remember,however,thatthiswillhelpyouassesswhatyouknowaboutthelanguage,nothowwellyoucanactuallyuseitinconversation.

4. Try “on the spot” assessment. Pay attention topeople’sbody languagewhenyouare talking.Howaretheyholdingtheirbodies,andwhatfacialexpressionsaretheymaking?Dotheylookconfused,bored,strugglingtounderstand?

5. If you are not getting the results you want,takealookatChapterV,“LearningStyles.”Whichareyourpreferredlearningstyles?Wouldtryingotherkindsoflearningstrategiesbehelpful?


42 The Peace Corps

X. LEARNING wITH A LANGUAGE HELPER

To learn a new language on your own (that is, withoutformal instruction),youneedsomeoneyoucan turnforhelp.Pickalanguagehelperwho:

w canexplainwhattosayandhowtosayitsoyouminimizeyourchancesofoffendingandmaximizeyourchancesofcommunicatingappropriately;

w caresaboutyouandwantstoseeyousucceed;

w issomeoneyoulikeandtrust;

w preferablyspeakssomeEnglish;

w willhelpyouprepareforyourlearningadventures;

and

w willhelpyouunderstandwhatyoulearnedfromyourexperiences.

Here are some formal and informal ways to work with your helper.

Formal Learning

Thefollowingsuggestionsarefortimeswhenyouandyourhelperareworkingtogetheronyourself–studylessonsorothertimeswhenyouareformallyengagedinlanguagelearningactivities.

1. Ingeneral,thebestwayyourhelpercanassistyouistoguideyouthroughtheself–studylessonsyoucreate.Shecanhelpyou:

• chooseandpracticetherightwordstoaccomplishyourtaskinaculturallyacceptableway

X. Learning with a Language Helper

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• gaintheconfidenceyouwillneedtogooutanddoit

• interprettheexperienceandlearnfromit

2. Concentrateonlearningthingsthatareofrealimportancetoyou.Ifyoudonot,youwillprobablyquicklylosemotivationandinterest.Therefore,forthemostpart,donotaskorexpectyourhelpertoplanthelessonsforyouunlessyouhaveagreedinadvanceonthetopicandwhatyouaregoingtodowithit.Remember,youarebothlearnerandteacher.

3. Whenaskingforwordsandphrases,askyourhelperhowshewouldsayitinagivensituation.Youwanttheanswertobewhatpeopleusuallysayinreallife,notasimplifiedoroverlyformalform.Askingyourhelperwhatshewouldsayusuallyworksbetterthanaskingifwhatyouhavewrittenorsaidisright,becauseshemightsay“yes”tobepolite.

4. Pickatopicandtalkaboutitforfiveortenminuteswithyourhelper.Taperecordtheconversation,transcribeitlater,andthenaskyourlanguagehelpertolookatwhatyouhavewritten.SeeChapterXI,“UsingaTapeRecorder,”formoreideasforusingtaperecordingsinyourlessons.

Informal Learning

1. Askyourlanguagehelperquestionsaboutthelanguageandcultureonaregular,ongoingbasis—anytimeyouaretogether.

2. TryhavingaconversationinwhichyouspeakEnglishandyourlanguagehelperspeaksherlanguage.Thisisagoodexercise forpracticing listeningcompre


44 The Peace Corps

hensionwithouttheaddedstressofhavingtoproducethenewlanguage.Theconversationwillflowmoresmoothly,andyouwillunderstandwhatyouaretalkingaboutmoreeasilythanifyouwerespeakingonlythenewlanguage.

3. Askyourlanguagehelpertocorrectyourmistakes,buthelpherlearntrulyhelpfulwaystodoso.Forexample,somepeopleprefertobecorrectedinprivatewhentheyarealonewiththeirlanguagehelperbutnotinpublic.Youcouldalsoaskyourlanguagehelpertopointoutyourmistakes,butgiveyouachancetocorrectthemyourselfbeforetellingyouhowtosayit.Rememberthatmistakesareanaturalpartofthelearningprocess.Theytellyouwhatyouknowandwhereyouneedtodomorework.

4. Askyourlanguagehelpertoaccompanyyouonyourlearning adventures to observe or “coach” you, butonlywhenyouneedandwanthelp.

5. Inadditiontopracticingspecificpartsofthelanguage,talkwithyourlanguagehelperaboutwhatevercomesup,withnoparticularlanguagepurposeinmind.

XI. Using a Tape Recorder

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XI. UsING A TAPE RECORDER

Mostpeople’sexperienceusinglanguagetapeshasbeeninaformalclassroomorlanguagelab,usingready–madetapes.Anadvantagetousingpre–recordedlessonsisthatyoudonothavetomakethetapesyourself.Ontheotherhand,tapesmadeforthe“genericlearner”cannevermatchyourownspecificneeds.Hereinyournewcountryyoucanmakeyourowntapestomeetyourspecificlearningneeds.Theprocessofmakingthetapesitselfwillcontributetoyourlearning.

Allyouneedtomakeyourowntapesisasmalltaperecorder,someblanktapesandasupplyofbatteries.

Recording a Dialogue

Use the tape recorderduring theDevelop a Lesson andPracticestepsofthe“LearningPlanforAnyTopic.”Askyourlanguagehelpertorecordwordsandphrasesthatarethenaturalandappropriateforthespecificsituation.

Hereareideasforhavingyourlanguagehelperassistyouindevelopinganauthenticdialogue(basedonAnitaWenden’sworkforPeaceCorps/Suriname):

1. Discuss the purpose of making this tape with yourhelper.Explainhowitisimportantthatyoulearnthewords,phrases,andexpressionsthatyourhelperwouldactuallyuseherself,inthesamesituation.

2. Explainthesettingandwhatyouhopetoaccomplishthere.Discuss:

• whereyouwillbewhenyouactuallyusethedialogue


46 The Peace Corps

• whoyouwillbetalkingto

• whatyourrelationshipistothem

• whyyouwillbethere

• howpoliteyouneedtobe,howformalyourspeechshouldbe,andwhetherthereareanygender–relatedfactorsyouneedtotakeintoconsideration

3. Asyourecordeachlineoftheconversation,giveitanumber,sayingthenumberintothemicrophone.AlsoaskforanEnglishtranslationofthelineandwritethatdown(donotrecordit).

4. Guideyourhelperindevelopingthedialogue.Beforeyourecordeachlineofthedialogue,askthequestionslikethefollowing:

• HowshouldIbegin?WhatdoIsaytogetstarted?

• Howmight“X”respond?(Askfortwoorthreepossibleresponses.)

• WhatshouldIsaythen?

• Whatmight“X”saythen?

5. Ifyouhaveabusinesspurpose,askyourhelper foradviceonwhenandhowtodoitinasmooth,politeway.Youmightsaysomethinglike:

• Wouldnowbeagoodtimetointroducemypurpose?Ifnot,thenwhatshouldIsayto“X”tokeeptheconversationgoing?Ifyes,thenwhatshouldIsay?

• Howmight“X”respond?

• AndthenwhatshouldIsay?

XI. Using a Tape Recorder

4�

6. Finally,askhowyoucanendtheconversation:

• WhatshouldIsaytoendthisconversation?

• Whatmight“X”sayinreply?

7. Listentothetapewithyourlanguagehelpertocheckthatitsoundsnaturalandauthentic.Isthereanythingthatneedstobechanged?Isthishowanativespeakerwouldreallysayit?

8. Ifitisculturallyappropriate,recordconversationsinsituationswherepeople are saying thingsyouwanttobe able tounderstandor say.Beforeyoudoanyrecording,findoutifyouneedtogettheirpermissiontorecord.



Practicing with a Taped Dialogue

1. Transcribe your tapes. Try to write down everyword—atleastforpartofwhatyourecord.Listenoverandoveragaintothesamepassage,eachtimetryingtogetmoreoutofit.Later,askyourlanguagelearninghelpertolistentothetapewithyoutohelpyoufillinthegapsandcorrectmistakes.Thenaskquestionsaboutthemeaningandusageofthenewmaterial.

2. Createatranscriptofthedialogue.Eitheryourlanguagehelper,oryou(withyourhelper’sassistance),writeoutthedialogueinthetargetlanguage.

3. Haveyourhelperreadthetranscriptaloudtoyou(orlistentotape)afewtimes,whileyoulistenandconcentrateontherhythmandmelodyofthelanguage.

4. Waituntilyoufeelcomfortablehearingthesoundsandcanmakesenseofthembeforeyoubeginlearningtosaythem.

5. Usethetranscriptasasourceforgrammarpointsyoumightwanttoworkon.

Recording Language Exercises

1. Ask your language helper to record drills based ongrammarpoints.Recordapauseaftereachutterancesothatyouhavetimetorepeatortochangethegrammaticalstructureasrequiredbytheactivity.

2. Topractice the soundsof thenew language, recordyourselfreadingaloud.Focusonmakingyourrhythmandintonationasnaturalaspossible.Recordyourlanguagehelpersayingthesamethings,andthencompareyourattemptswithhers.

XII. Suggestions and Strategies for Communication

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XII. sUGGEsTIONs AND sTRATEGIEs FOR COMMUNICATION

lisTening

At first I thought I was wasting time when I sat at a gathering. I could not really participate in the conversation. Then I realized how much I could learn just by listening. — PCV

Whatisthekeytolearningalanguage?

Speaking?

Listening?

Ifyoucannothearthesoundsinthenewlanguage,youcannotmakethem(atleastnotthewaythenativespeakersofthelanguagedo).Andaschildren,weneedtohearwordsandexpressionsoverandoverbeforewecomprehendthemandcanbeginusing themourselves.So listening isnotonlyameanstounderstandingwhatothersaresaying—itis, alongwithobserving,acrucialmeans to learning tospeakalanguage.

Listeningisnotapassiveskill.Whenwelistentounderstandwhatsomeoneissaying,wearetryingtotransformastreamofsoundsintomeaning.Listeningrequiresactivethinking,tryingtofigureouttheentiremeaningfromthepartsthatweareabletounderstand.Thislaysthefoundationfordevelopingspeakingskills.Whenyouwantto



learntosaysomething,thewaytobeginistolistentohowotherssayit.Althoughitisusefultoaskforclarificationorrepetition,frequently,whenwearetalkingwearenotlearning.

Ingeneral,youwillalwaysbeable tounderstandmorethanyoucansay.Thisisnaturalbecausespeaking,whichrequiresproductionofthenewsoundsandstructures,isinasensemorecomplexthantheskilloflistening.Developingyourabilitytolistencarefullywillhelpyoutounderstandmoreandwillacceleratetherateatwhichyoulearntospeak.

Practice on Your Own

1.Listentotheradio.

• Keepitonwhiledoingotherthings.

• Chooseaparticularprogramandlistentoitregularly.

• Imitateandrepeatwhatisbeingsaid—parrotitback.

• Recordprogramsandsongstoseehowmuchmoreyoucanunderstandafterlisteningseveraltimes.

• Transcribetherecordingsyoumake.

2. Recordpeopledoingorsayingthingsyouwanttobeabletodoordobetter.Listenoverandoveruntilyoucanunderstandmostoftheconversation.Transcribeit.Askyourlanguagehelpertolistentothetapewithyoutohelpyouunderstandwordsandphrasesyoudonotknow.


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3. Learn the phrases that are used in the language tocontrolaconversationsoyoucancheckyourcomprehensionofwhatisbeingsaid.Usetheappropriateexpressionsfor,“Didyousay_____?”or“Whatwasthatword?”

4. Learnasmuchasyoucanaboutthenewsfromtalkingtopeopleorreadingalocalnewspaper.Themoreyouknowaboutthetopicbeforeyoulistentoitontheradio,themoreofityouwillbeabletounderstand.

Learning “On the spot”

1. Trytolisten“selectively”.Trylisteningtooneitematatime,inthisorder:

a. toneofvoice

b. thesoundsnotfoundinEnglish

c. similarsoundsinEnglishandthenewlanguage

d. wordsandphrases

e. grammaticalforms

2. Guess themeaning.Lookand listen forclues—keywords, gestures, intonation, facial expressions—tohelpyouunderstand.

3. Paraphrase.When the situation allows, check yourunderstandingbyrepeatingbacktothespeakerwhatyouthinkheorshesaidandaskforconfirmation.

4. Listentoconversationsinpublicwheneveryouhavethe

opportunity.Listenforwordsandphrasesyoualreadyknow;trytogetthegistoftheconversation;observe



thegestures,facialexpressions,andothernon–verbalwayspeoplecommunicate.Goingtoreligiousservices,participatinginsports,andlisteningtostoriesareallopportunitiesforimprovingyourlisteningskills.

5. Giveyourselfalistening–relatedpurposeforgoingtoevents,suchasmakingsureyougetsomeimportantpieceofinformationordiscoveringsomenewnon–verbalwaythepeoplecommunicate.

speaking

I can go around the village and talk to everyone. I feel a part of this place. —PCV

Wespeaktoexpressourselves,butthisisonlyonepartofcommunication.Theotherpartissomeoneunderstandingourthoughtsfromthesoundswemakeandthenonverbalbodylanguageweuse.

Tospeakthelanguageeffectively,youhavetomakethesoundsofthelanguageflowthewaynativespeakersdo—atleastwellenoughthattheycanunderstandwhatyouaretryingtosay.Youdonothavetospeakperfectlytocommunicate,butthebetteryouspeak,theeasieritisforyourfriendstounderstandandthemorecomfortabletheywillfeelbeingwithyou.Less thanperfectpronunciationofindividualsoundscanbecompensatedforbygoodstressandintonation.Thegoalistoputthewords,phrases,andsentencestogetherinawaythatcapturesthemelodyandspiritofthelanguage.


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Inaddition,tospeakthelanguageeffectivelywemustspeakitinaculturallyacceptableway.Thismeanslearningrulesofbehaviorforeachsituation.Theseincludeknowingwhenandhowtobegintheconversation,interrupt,askforclarification,changethetopic,andendtheconversation.

Openings and Closings

Learn the culturally acceptable ways to open and closeconversations,includingthenon–verbalgesturesandbehaviorsthataccompanythem.Trythisprocedure:

1. Foreachsituationinwhichyouencounterpeopleonaregularbasis,writedownandpracticetypicalgreetingsandleave–takings.

2. Continuelisteningandobservingcarefullysoyoucancorrectmistakesingrammar,pronunciation,orusage.

Routines

Learnastandardroutineforregular,predictableactivitiessuchasbuyingfoodortickets,ridingonthebus,goingtoagovernmentoffice,andmailingaletter.

Concentrateononespecificsituationoractivityperday.Herearesomeideas.

1. Buildarepertoireofroutinesbywatchingandlisteningtothewaypeoplehandleroutinetasks.

2. Practicepublickindsofquestions,suchastimeofday,arrivalanddepartureschedules,andthecostofpurchasingitems.Trythesequestionsanumberoftimesonthesameexcursionwithdifferentpeople.



3. Preparesetanswerstothestandardquestionsyougetaskedatsocialgatherings(forexample,whyyouareinthecountry,yourparents’names,ages,occupations,andhowlongyouwillbeinthecountry).

4. Learnvariationsforexpressingwhatyouusuallysayorask,oranotherwayofhandlingthesamesituation.Forexample,insteadof,“Whattimeisit?”and,“Itistwentypastfive.”Ask,“Isittwentypastfive?”

5. Memorizeashortpoemortwo,someproverbs,andanecdotes for an appropriate moment at a socialgathering.

Learn Ways to Control Conversations

Auseful strategy forpracticingspeaking is to learn tocontrol conversations.The ideas below will help youmanageconversations.

1. Ask questions that have “yes” or “no” answers so yougetmorepracticespeaking,cangaugeiftheotherpersonhasunderstood,andcanremainunflusteredbyhisorherreply,evenifyouunderstandnothingbutthe“yes”or“no”thatstartsoffhisorheranswer.

2. Keep your listener guessingsotheotherpersondoesnotknowwhat it isyouplan to say.For example,whenshopping:

• getwhatyouwantfirst,thenaskoneortwoquestionsaboutthingsyouhavenointentionofbuying.

• whenaskingforaparticularitem,beholdingorlookingatsomethingelse.


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• ifyouneedmorethanoneofthesameitem,practicetheroutineandlanguageinseveraldifferentshops.Thiswillallowyoutopracticespeakingaswellunderstandingdifferentresponses.

3. Prepare a conversation starter in advance sothatyouareincontrolofatleastthefirsttopicyoutalkabout.

4. Strike up conversations on public transportationabouttopicsyouarecomfortablespeakingabout:

• Ifyouareafraidofgettingintoalongconversation,waituntilyouareclosetoyourdestinationbeforeyoustarttalking.

• If you are traveling with a friend who also islearningthelanguage,sitindifferentplaces,agreebeforehandonacommontopictotalkaboutwiththepersonnext toyou,and thencomparenotesafterwards.

5. Summarize what you have heard and understood,eitherwiththepersonyouaretalkingtoonyourown.For example, when walking alone, talk to yourselfinthenewlanguage.Makesurethiswillnotleadtoculturaldifficulties.

6. Enlist others as casual language helpers and teachers:

• HaveafellowPCVmonitoryouduringaconversation,atransaction,orameeting.The“monitor”listensandwritesdownwhatshehears,especiallyproblemareasinvocabulary,pronunciation,etc.

• Learnandusephrases toexplain thatyouareaPCVandthatyouarelearningthelanguage.



• Learnandusephrasestochecktoseeifyouhaveexpressedyourselfwell,suchas,“DidIsaythatright?,”“WhatwoulditmeanifIsaid,‘___’?”or“Wouldyousay,‘___’toaman?awoman?achild?someoneolder?”

• GraduallyanddeliberatelyincreasetheamountofsocializingyoudowithlocalmembersofyourpeergroupandlimityourtimewithEnglishspeakerswhoarenotclosefriendsorcolleagues.Keeparecordinyourjournalofhowyouprogresswiththisendeavor.

reading

MostVolunteers’maingoalinlearningtheirnewlanguageistobeabletoconverseinit.However,learningtoreadthelanguagecanstillbehelpfulfor:

w thosewholearnbestbyseeingthingsinwriting;

w so you can use dictionaries and write down thingsforothers;

and

w writingandreviewingnotes.

Reading helps confirm what we have learned and allows us to learn more.

Although there may not be a lot of reading materialavailableinyournewlanguage,thereisprobablysome.For example, there are letters from friends, notes fromco–workers and supervisors, health brochures, a localnewspaper, children’s books, street signs, posters, andstoresigns.Evenasmallamountofreadingwillhelpyouimproveyourspeakingandlisteningskills.


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strategies for Improving Reading skills

Herearesomeideasforimprovingyourreadingskills.Check (4) the ones you have already used or wouldliketotry.

r Learnthesoundsofthelettersinthealphabet.

r Practicereadingsentencesyouhavewritteninyourjournal.

r Readsignswritteninthenewlanguageandseeifyoucanfigureouttheirmeaningsusingcluessuchastheirlocation,accompanyingpicturesandkeywords.

r Readexcerptsfromnewspapers,magazinesandchildren’sstories.Useheadlines,picturesanddiagramstohelpyouunderstand.

r Correspondwithpeoplewhospeakyournewlanguageandaskthemtowriteback.Payattentiontotheconventionsforwritingsociallettersandusetheseasmodelsforyourownletters.



Tips for Reading

Oftenreadersbecomefrustratedbecausetheycannotunderstandeverysingleword.However,youdonotneedtounderstandeverywordoreverygrammaticalconstructiontogetthemainideaofwhatyouarereading.

Inordertoimproveyourreadingskills,youneedtodevelopthe ability to read for overall meaning and for specificinformation.

Tryfollowingthesestepstobecomeabetterreader:

1. Before reading, make guesses about the topic ormain idea by looking at accompanying titles andpictures.Thinkaboutwhatyoumightalreadyknowaboutthetopic.

2. Readthroughthepieceoncewithoutstoppingtogetthegeneralmeaning.Skipoverunfamiliarwordsorgrammaticalconstructions.

3. Readitagainwithoutstoppingtoseehowmuchmoreyouunderstand.

4. Readitagain,thistimeunderliningonlythewordsthatarekeepingyoufromgettingthemainpartofthemeaning.

5. Gobackandlookupwhatyouneedtoknoworaskafriendtohelpyou.


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wriTing

FormostPCVs,theneedtowriteinthenewlanguageisfarlessimportantthantheneedtolistenandspeak.Nevertheless,therearesomethingsthatyouwillwanttobeabletowrite.Inaddition,beingabletowritewillhelpyoudevelopyourothercommunicationskills.

Tips for writing Practice

1. Learnthesound/lettercorrespondenceofthealphabet.Howarethelettersandlettercombinationsusedtorepresentthesoundsofthelanguage?Atfirst,concentrateonthesoundsofthewordsyoualreadyknow—writeafewofthemeveryday.

2. Copypartsofanarticleinalocalnewspaper orfromachildren’sbook.Focusonthingssuchas:

• correctspelling

• wordorder

• waystomarktensesinverbs

• othergrammaticalpoints

• howtheauthorwritesdescriptionsoranswersthewho,what,when,where,whyandhowofnewspaperquestions.

3. Writetheanswerstogrammarexercisesinagrammarbookandaskyour languagehelper to checkthemforyou.

4. Askyourlanguagehelpertodictatepartsofanewspaperarticleorsentencesfromagrammartexttoyou.Havehercheckyourwritingformistakes.Rewritethesentencesthathaderrors.


60 The Peace Corps

5. Taperecordthenewsontheradioandpracticetranscribingit.

6. Trydifferenttypesofwriting:

• adescription

• acomparison

• anarrativeofsomethingthathappenedinthepast

• asummaryofanewsprogramorameeting

7. Writecaptionsforyourphotosandplacetheminanalbumtoshowyourfriends.

8. Ifyouareateacher,writedownphrasesyoumaywanttouse togiveclassroomcommandsor todisciplinestudentsandthenusetheseinclass.

strive for accuracy as you write. Go back and read what you have writ-ten and correct mistakes or ask for help from your language helper. Use writing to practice constructing gram-matically correct sentences and for choosing vocabulary more carefully than when speaking.


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writing to Communicate

1. Writenotestoyourselfsuchasshoppinglists.Haveyourlanguagehelpercheckyourspelling.

2. Write letters to friends,using the standard form forwriting letters andaddressingenvelopes in thenewlanguage.

3. Takenotesatameeting.Seehowmuchyoucanunderstandandspell.Youcanuseyournoteslatertodevelopalanguagelesson.

4. Trywritingpoetryinthenewlanguagetoexpresshowyouarefeelingorwhatyouareexperiencing.

5. Keepajournalordiaryinthenewlanguage.


62 The Peace Corps

VoCaBularY Building and memorizaTion

Constantly asking questions about words and expressions gets me the farthest. — PCV

Learning new words will be a constant activity duringyourtwoyearsinyournewcountry.Whilememorizingvocabularylistsishelpful,itismoreimportanttousenewwordsinarealsituation.

Yourgoalistolearntobothsaythenewwordsinawaythatanativespeakercanunderstandthem,andtounderstandthemwhentheyarespoken.

The following strategies will help you to expand andimproveyouvocabulary.

Practice

1. Guessmeaningfromcontext.Listentothesoundsandrhythmsofthelanguagetotrytomakesenseofwhatyouarehearing.

2. Makeitagoaltolearnseveralnewwordseveryday.

3. Saythewordsaloudasyoustudythem.

4. Learn words for everyday objects. For example,useindexcardsorpiecesofpapertolabelitemsinyourhome.


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5. Usenewwordsinyourwriting.

6. Taperecordthewordsandtheirdefinitions;thenlistentothetapesseveraltimes.

7. Createyourowndictionarybylistingnewvocabularyinyourlanguagejournal.Trythefollowingwaysoforganizingyourwordlists:

• synonyms:wordsthatmeanthesameaseachother

• antonyms:wordsthatmeantheoppositeofeachother

• cognates:wordsthatarethesameorsimilarinboththenewlanguageandEnglish

• wordsthatrhyme

• pairsofwordsthatgotogether,likebrotherandsister,blackandwhite,baconandeggs.

7. Practice silently.When you are sitting in a room,practice saying the names of items in the room toyourselforthinkofwordstodescribethepeopleyouaresittingwith.

8. Playvocabularygameswithyourlanguagehelperorneighborhoodchildren.Somegameideasare:

TicTacToe SimonSays

GoFish StoryCircle

TwentyQuestions GoingonaPicnic


64 The Peace Corps

Memorize

1. Learn words in sets that naturally go together.Herearesomeexamplesofwordsthatgotogether:

• Partsofthebody,daysoftheweek,familyrelationships, items inaclassroom,colors, items inthekitchen;

• Situationsinwhichyoumightusetheword:forexample, if you always have corned beef forlunch,learntherelatedwordssuchasrice,tomatosauce,onions;

• The words commonly used to apologize, compliment someone, greet someone, expressone’scondolences,makeanexcuse;

• Wordsusedtodescribethewaylanguageworks,likenouns,verbs,adjectives,prepositions,adverbs.

2. Vary the way you memorize words.When you arememorizingalistofwords,doitfrombeginningtoendandthenbackwardorinarandomorder.

3. Study the words and their definitions in isolation. Then,studytheminthecontextofsentences.


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4. Associate the meanings of words with picturesinyourmindorwithsimilar sounding wordsinEnglish.Youcouldevendrawtheimages.

5. Use flash cards towritewordsanda sentencewithanewwordinit.YoucanwritetheEnglishwordononesideandthenewwordontheother.Usedifferentcolorflashcardstoorganizebysubjectmatter,function,situationorgrammarpoint.

6. Make a listofwordsthatchangebasedonthesocialsetting,forexample,politewordsdependingonwhoyouaretalkingwith.

7. Try acting out the word or saying it aloud,insteadofonlyrelyingonvisuals.Makeassociationstohelpyouremember.Doestheword’ssoundmatchthemeaningordoesitrhymewithawordyouknow?

8. Associate words with the context.Where were youwhenyouheardthemfirst?


66 The Peace Corps

grammar

I cannot begin to talk to people until I have learned the grammar of the language.

— PCV

Who cares about the grammar? I just want to communicate. — PCV

ThesetwocommentsfromPeaceCorpsVolunteersshowtherangeoffeelingsaboutlearninggrammar.Perhapsyoulearnedalotofgrammarrulesbutyouneverreallylearnedtospeakthelanguage.Or,youmayhavegottengreatgradesongrammartestsandnowfeelfrustratedthatyoucannotgetdetailed,clearexplanationsforthegrammaticalfeaturesofthelanguageyouarelearning.

Ineithercase,yourgoalnowisnottomemorizealltherules,buttousethemtohelpyoucommunicatebetter.

why is grammar important?

Grammarexplainshowtoputthepartsofwordstogetherandhowtoputthewordsintherightsequenceinordertoexpressourselvesinanunderstandableway.

Every languagehas its own set of grammar rules.Verbtensesandthewaypluralsareformedareexamplesofgrammaticalstructures.Inotherwords,whatyouneedtolearnarethestructuresofthenewlanguage:thewaysthewordsthemselvesandtheirorderinthesentencesaremodifiedandchangedtohelppeoplesaywhattheywanttosay.


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Deciding what to Learn

Whendecidingwhat grammar to learn, think about thefollowingquestions.

Which grammar points are essential to convey your meaning?

In what situations do you need to be most accurate?Remember, although your accuracymay influenceotherpeople’simpressionofyouandismoreimportantinsomesituationsthanothers,yourgrammardoesnothavetobeperfect.

What are the simple rules?Learntheclearandimportant rules before struggling with the exceptions,if thisdoesnot interferewithgettingyourmeaningacross.Workonfinetuningyourcontrolofirregularformslater.

Trytolearngrammareverydayfromlisteningtopeopletalk.Youwillcometorecognizepatternsofsoundsandthemeanings theycarry.Youcanbegin to figureouttherulesfromthemanyexamplesyouhearineverydayspeech.Infact,eventuallyyouwillbecomeawarethat you are internalizing many of the rules withoutgivingconsciousthoughttothem.Writetheminyourlanguagelearningnotebook—createyourownpersonalgrammarbook.

And above all else, be patient. It takes a long time tolearntocommunicateeffectivelyandevenlongertodosowithoutanygrammaticalerrors.Theimportantthingistokeepworkingatit.Evenifyouthinkyouarenotlearning,youreallyare.



Formal Practice: Using a Grammar Handbook

Besidescreatingyourowngrammarbook,trytheseideaswhen working with a formal grammar handbook. Butmakesurethatyoudonotrelysolelyonstudyinggrammar.Youalsoneedtopracticeitbygettingoutandtalkingtopeople.

1. Readthroughthegrammarrulestoconfirmwhatyoualreadyknowortopracticeastructureyouarenotsureof.

2. Do the exercises in a grammar book and ask yourlanguagehelpertohelpyoucorrectthem.

3. Carryasmallnotebookwithyouandwritedownutterancesasyouhearthem.Trytofigureoutthegrammaticalrulesandcheckwithyourlanguagehelpertoseeifyouareright.Thentrytoworkthenewstructureintoaconversationatalatertime.

4. Writesentencesfromagrammarhandbookonapieceofpaper.Thencutupthesentenceswordbyword.Trytoputthembacktogetherinthecorrectwordorder.


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Practicing Grammar in Context

The following are more informal ideas for practicinggrammar.

1. Practiceprepositionsbydrawingamapofyourtown.Withyour languagehelper,describewhereplacesarelocated.

2. Tellastoryinpresenttimeandthenre–tellitindifferenttenses(i.e.,past,future).

3. Writedescriptionsofcommonevents(i.e.,whatyoudowithyourfamilyatnightorhowmeetingsproceed).Thenre–writetheminthepasttense.

4. Practicesilently.Whensittinginaplacewithlotsofpeople,try:

w describingpeopleusingadjectives;

w comparingtwoormorepeople(forexample,JohnistallerthanMary.HeisthetallestpersoninthePeaceCorpsOffice.);

w using the present tense to describe what ishappening.

5. Lookforrecurringerrorsandtrytounderstandwhyyouaremakingthem.



pronunCiaTion

Yourpronunciationgoalistobeabletospeakintelligiblywithoutmakingthepeopleyouaretalkingtouncomfortable.Pronunciationincludesnotonlythesoundsofindividual lettersandwords,butotheraspectsof thesoundsystemaswell,suchasstressandintonation.Allaffectthemeaningofwhatisbeingsaid.

Thinkingabouteachofthefollowingquestionswillhelpyoufocusonadifferentaspectofpronunciation.

1. What are the new sounds? Concentrateandpracticeisolatingandidentifyingindividualsoundswhenyouhear them. Develop a section in your notebook forpronunciationrulesandexamples.

2. What sounds do you have difficulty pronouncing? Whenyouarehavingtroublepronouncingaword(i.e.,peoplecannotunderstandyouwhenyousayit),askyourlanguagehelpertoshowyouinanexaggeratedwayhowheor shemakes the sound.Where is thetongueandwhatdoes itdo?Isairblownoutwhenmakingthesound?Doesthesoundcomefromdowninthethroat,theroofofthemouthorsomeplaceelse?Observeandimitate.

3. How to sound when speaking the new language? Askanativespeaker to recordwordswith thenewsounds soyoucan listenand imitate.Recordyourselfandcompareyourpronunciationwiththenativespeaker’s.Ask thenativespeaker to listenandgiveyousuggestions.

4. What is the rhythm of the language? Imitatethegeneralflowofthelanguagewithoutlookingatitinwriting—trainyoureartohear.Donotworryabout


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accuracy—just try tomake a stringof sounds thatapproximatethekeysoundsandrhythmpatternsofthenewlanguage.Wheredoestheemphasiscome?The pauses? What sounds do you hear the most?Whenyouareabletopickthemout,youcanbegintoimitatethem.

5. How do people show excitement, uncertainty and other emotions? Focusbeyondtheindividualsoundlevelandlistenfortheintonationpatterns.

6. Do words sound the way they are spelled? Donotbemisledbyspelling;itisnotalwaysareliableindicatorofpronunciation.



APPENDIX A

THe language learner’s profiCienCY sCale

ThefollowingproficiencyratingscalewasadaptedfromtheoriginalACTFLProficiencyScalebyTerryMarshall,a formerPeaceCorpsDirector in theSolomon Islands.YoucanuseitinconjunctionwiththeideaspresentedinChapterIX,“AssessingProgress.”Butremember,ittakesalongtimetomovefromoneleveltothenextonthechart,sothescalemaybemoreusefulasasourceofideasforself–studylessontopics.

Novice—Low

Abletorespondtoorspeakafewisolatedwords—thoseborrowedfromEnglishorcommonlyused.

Hasidentifiedhimorherselfasalanguagelearner.

Copyright1989byTerryL.Marshall.ReprintedbypermissionoftheauthorfromThe Whole World Guide to Language Learning(InterculturalPress,Inc.:Yarmouth,Maine04090,1989.)

Novice—Low

3Icansay“hello”and“good–bye.”

3Icancounttoten.

3Icanusecourtesywordssuchas“thankyou”and“excuseme.”

3Iknowahandfulofwords.

3Iameagertobeginlearningmytargetlanguage.

3Ihavesetsomegoalsformylanguagelearning.

Appendix A

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Novice—Mid

Canexpressverysimpleneedsinpolitelanguage.Usesmostlymemorizedwordsandphrases.Cansayshortphrasesifgiventimetothinkaboutwhatheorshewantstosay.

Speaksinaheavyaccentwithmanyerrorsandconfusessoundsthataresimilar.

Speechisdifficulttounderstand,eventoteachersusedtoworkingwithlanguagestudents.

Novice—Mid

3Icanrespondtosimplecommandssuchas“standup”and“comehere.”

3Icangreetpeopleandtakemyleavecorrectly.

3Icanaskbasicquestions,usingwho,what,whenandwhere.

3Icanmakesimplestatementsandcommandssuchas“itishot”and“turnonthelight.”

3Icanthankpeopleandmakesimplerequests.

3Icansingoneverseofafolksongorpopularsing–alongtune.

3IcanperformatleastonetaskattheNovice–Highlevel.



Novice—High

Canaskquestionsandmakesimplestatementsbasedonmemorizedsentences.Understandsconversationfragmentsandsimplecommands.Candealwithsimpletopicsofdailyneed.Speaksmostlyinshort,directsentences,butcansaysomelongerphrasesandsentencesifgiventimetothinkaboutthemfirst.

Stillmakesfrequenterrorsinpronunciationandworduse.Frequentlyasksspeakertoslowdownorrepeat.Communicateswithco–workersbuthasdifficultywithothers.

Behavesconsideratelyindealingwithhost–countrynationals.Understandssomenonverbalcues.

Novice—High

3Iunderstandandcanmakesimplestatementsaboutfamily,age,address,weather,timeanddailyactivities.

3Iunderstandsomewordswhenthecontexthelpsexplainthem,e.g.,inthemarketplace.

3Myvocabularyincludesnamesofbasicconcepts:days,months,numbers1to100,articlesofclothing,bodyparts,familyrelationships.

3Icanuseatleastonehundrednounsandverbsinappropriatecontexts.

3Iambeginningtoknowwhatisexpectedofmeinsimplesocialsituations.

3IcanperformatleasttwotasksattheIntermediate–Lowlevel.

Appendix A

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Intermediate—Low

Canspeakonfamiliartopics,askandanswersimplequestions,initiateandrespondtosimplestatements,andcarryonface–to–facediscussions.Canpickoutthemainideainafriendlyinformalconversation.

Oftenspeaksincorrectlybutbyrepeating,generallycanbeunderstoodbynativespeakerswhoregularlydealwithforeigners.

Frequentlycanunderstandnativespeakerifheorsherepeatsorspeaksmoreslowly.

Intermediate—Low

3Icaninitiateandcloseconversationsappropriately.

3Icanintroducemyselforsomeoneelse.

3Icanbuyaticket,catchabusorboat,andgetoffattherightplace.

3Icanrespondtosimpledirectionsfromcustomsofficials,policemenorotherofficials.

3Icandiscusssimpletopicswithfriends.



Intermediate—Mid

Canparticipateinsimpleconversationsaboutsomesurvivalneedsandsocialtraditions.Candiscusstopicsbeyondbasicsurvival,suchaspersonalhistoryandleisuretimeactivities.

Beginningtousecorrectbasicgrammarconstructionssuchassubject–verbandnoun–adjectiveagreement.

Intermediate—Mid

3Icanhandlequestionsaboutmymaritalstatus,nationality,occupation,ageandplaceofbirth.

3Icanorderasimplemealfromarestaurantmenu.

3Icanaskforortellthetime,date,anddayoftheweek.

3Icanhandlesimplebusinessatthepostoffice,abank,andthepharmacy.

3Iambeginningtospeakmorecorrectly;mysubjectsandverbsgenerallyagree.

3IcanperformatleastonetaskattheIntermediate–Highlevel.

Appendix A

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Intermediate—High

Canparticipateinshortconversationsaboutmostsurvivalneeds,limitedsocialconventions,andothertopics.Getsthegistofconversationsonfamiliartopics,thoughfindsithardtotuneinonlongconversationsorinunfamiliarsituations.

Speaksmostlyinshort,discretesentences,butshowsoccasionalburstsofspontaneity.Canusemostquestionforms,basictenses,pronouns,andverbinflections,thoughstillspeakswithmanyerrors.

Canbeunderstoodbynativespeakersusedtospeakingwithforeigners.Byrepeatingthings,canfrequentlybeunderstoodbythegeneralpublic.

Indealingwithhostcountrycitizens,cangetalonginfamiliarsurvivalsituationsandwithnativespeakersaccustomedtoforeigners.

Intermediate—High

3Icanbuymybasicfoodstuffs,rentahotelroom,andbargainwhereappropriate.

3Icantalkaboutmyfavoritepastimesorhobbies.

3Icandescribehowtogetfromheretoplaceslikethepostoffice,arestaurant,oralocaltouristattraction.

3Icantalkaboutthingsthathappenedinthepastormighthappeninthefuture.

3Icancarryonsimpleconversationswithnativespeakerswhoareusedtodealingwithforeigners.

3IcanperformatleasttwoofthetasksattheAdvancedlevel.



Advanced

Canparticipateinmostcasualandsomeworkconversations.Cangivesimpledirectionsorexplanationsatwork.Cantalkaboutpastandfutureevents.Withaminimumofrepetitionandrewording,cangetthegistofnormalconversationbynativespeakers.

Vocabularyisgoodenoughtospeaksimplywithonlyafewcircumlocutionsandcanspeakextemporaneouslyonmanytopics.Accentclearlythatofalearner,butcangenerallybeunderstood.

Advanced

3Icandescribemyworkinsomedetailanddiscusswithmyco–workersmostwork–relatedtasks.

3Icantalkcomfortablyabouttopicsofgeneralinterest,suchastheweatherandcurrentevents.

3Icandealwithandexplainunexpectedproblems,suchaslosingmytravelers’checks.

3Icantakeandgivemessagesbytelephone.

3Icanbeunderstoodbymostnativespeakers,andIcanfollownormalconversationsinvolvingnativespeakers.

3IcanperformatleastonetaskattheAdvancedHighlevel.

Appendix A

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Advanced High

Canhandlemostworkrequirementsandconversationsontopicsofparticularinterest.Canexpressfacts,giveinstructions,describe,reportandtalkaboutcurrent,past,andfutureactivities.

Oftenspeaksfluentlyandeasily,thoughoccasionallypausestothinkofaword.Continuestomakesomegrammaticalerrors.

Indealingwithnativespeakers,understandscommonrulesofetiquette,taboos,andsensitivities,andhandlesroutinesocialsituationswhendealingwithpeopleaccustomedtoforeigners.

Advanced High

3Icanhireanemployee,discussqualifications,duties,hours,andpayinmynewlanguage.

3Icaninstructacoworkeronhowtoperformacommontask.

3Icangiveopinions,facts,andexplainpointsofview.

3Icantalkwitheaseaboutmypast,mycurrentactivities,andwhatIhopetodointhefuture.

3Icangenerallyspeakeasilyandfluentlywithonlyminorpauses.

3Icanmakeculturallyacceptablerequests,acceptorrefuseinvitations,apologize,andofferandreceivegifts.

3IcanperformatleasttwoofthetasksattheSuperiorlevel.



superior

Canconverseonmostpractical,socialandprofessionaltopics.Candealwithunfamiliartopics,provideexplanations,resolveproblems,describeindetail,offersupportedopinions,andhypothesize.Beginningtotalkaboutabstractideas.

Rarelyhastogropeforaword.Controlofgrammarisgoodanderrorsalmostneverbotherthenativespeaker.

Canparticipateappropriatelyinmostsocialandworksituations.Understandsmostnonverbalresponses;beginningtounderstandculture–relatedhumor.

superior

3Icancarryoutmostworkassignmentsinthetargetlanguage.

3Icanhandleroutinesocialsituationswithease.

3Icanparticipateeffectivelyinmostgeneraldiscussionsinvolvingnativespeakers.

3Icanhandlenormaltelephoneconversations.

3Icanlistentoaradioprogram,oralreport,orspeechandtakeaccuratenotes.

3Icandealwithanunexpectedproblemorasocialblunder.

3Icansupportmyopinionsinadiscussionorargument.

3Iambeginningtounderstandjokesandwordplay.

3Iseldomhavetoaskspeakerstorepeatorexplain.

3Icanspeakatanormalrateofspeed,withoutgropingforwordsortryingtoavoidcomplexgrammaticalstructures.

Appendix A

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Distinguished

Canusethelanguagefluentlyandaccuratelyonalllevelsofprofessionalneed.Cantailorlanguagetofittheaudience:counsel,persuade,negotiate,representapointofview,andinterpretfordignitaries.

Speakswithonlyrarepronunciationorgrammarerrors.

Picksuponmostnonverbalcues;understandshumorandmostallusions.Behavesinaculturallyappropriatemannerinarangeofsocialandprofessionalsettings.

Distinguished

3Icancarryoutanyjobresponsibilityinmysecondlanguage.

3Icanspeakappropriatelytoaprofessionalgroup,mystaff,agovernmentofficial,afriend,theelderlyandchildren.

3Irarelymakepronunciationorgrammarerrors.

3Ialwaysunderstandnativespeakers,evenwhentheyaretalkingtoeachother.

3Icanparticipateinjoking,includingpunsandwordplay.

3Icanreadculturalgestures,bodylanguageandfacialexpressionsaccurately.



APPENDIX B

BeTsY’s sTorY: a Tea Time lesson

Betsy, a Volunteer in the Pacific country of Kiribati,lookedatherDailyActivitiesGridanddecidedtoworkonlanguagetouseatteabreakatherschool.Shechoseteabreakasthesettingbecause:

w shecouldlearnquiteabitonthespot;

wshewasalreadyfairlycomfortablebeingaroundtheotherteachersduringthedailyteabreak;

w shewouldbeabletoobserveorparticipateasmuchoraslittleasshewished.

DeciDing What to Learn

Betsybeganbyreflectingfurtheronteabreakatherschool.Whattopicsdotheteacherstalkabout?DotheyaskmequestionsintheirlanguageordotheytendtoaddressmeinEnglish?DoIfindmyselfsittingnexttoteacherswhospeakEnglishwellratherthansittingwiththosewithlowerEnglishability?WhatlanguagedoIneedinordertogetmytea?WhatlanguagedoIneedtochatwiththeotherteachers?

Shedecidedtoobserveatteatimeforafewdays,noticingwho talks towhom, the relationshipsbetweenmenandwomenteachers,wherepeoplesit,andwhatthegeneralroutineis.Sheknewthatteatimeisagoodtimetoobservewithoutbeingobviousbecauseshewouldalsobedrinkingteaandeating.Sheobservedherownrole—becomingawareofwhotalkstoher,whattheysay,whatshewishedshecouldsaytothem.Shethoughtaboutwhatshealreadyknewandwhatshewouldhavetodotobecomemoreapartofthisgroup.

Appendix A

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Next,Betsychoseobjectivesbasedonwhatsheneededmost.Shealreadyknowshowtorequesttea—withlotsofsugar.Whatshewantstolearnnowishowtoconversewiththeteacherssocially.Shehastodecidewhatspecificallytofocusonfirst,andchoosestoworkontheconversationaboutthefoodservedatteatimeandhowtocomplimentfooditemsbroughtbyotherteachers.

Atschooltoday,duringteatime,BetsywilltrynottogetveryinvolvedinconversationsinEnglishorinthenewlanguage.Sheistheretolistenandlearn.

Developing a Lesson

Focusing Attention

Betsypaysattentiontotheareashehaschosen:complementingcolleaguesonthefoodtheybring.Shehasdecidedtolistenforfoodvocabulary,phrasesforcomplimentsandotherlanguagethatisusedasteaisserved.Shelistensforthe intonation used with compliments, the responses tocompliments, anddifferencesbetweenmenandwomengivingandreceivingcompliments.Sheiscarefultolistenfor thewordorder in thestatementsandcompares it towordorderinquestions.

Comprehending and Remembering

Betsylistens tospecificaspectsof theconversationandusesherknowledgeofthelanguageandherpreviousteatimeexperiencestomakesomeguessesaboutunfamiliarexpressionsandphrases.Shelooksatpeople’sfacialexpressionswhenteaisservedandtriestoguesswhentheyarepraisingthefoodandthecook.



Whenshehearsphrasesthatshedoesnotknow,sherepeatsthemsilentlytoherselfsoshecanasksomeonetoexplainthem.Shetriestoremembernewfoodvocabularybythinkingoftheitemswithincategories:thingsthatareputinteatogetherandthenewsweetsbycolorortexture.Shedividescomplimentsbyfoodanddrinkandhomemadeversusstoreboughtitems.AsBetsygetsafeelingfortherhythmandmelodyofthesounds,shementallylinksthesoundsandthemeaning.Immediatelyafterteatime,Betsywritesdownthenewlanguageanddecidesthatnexttimeshe will bring her notebook and ask another teacher tohelpherwritethenewwordsandphrasesrightthereasshehearsthem.

Creating the Conversation and Checking for Accuracy

Betsynowwritesdownwhatshewantstobeabletosayandunderstand,intheformofwords,phrasesandexpressionsthatshewantstouse,questionsandexpectedanswers,andashortdialoguethatshethinkswillworkinthetearoom.Sheusesadictionary,consultsaphraselistinthebackofherPSTlanguagemanual,butconcentratesonusingsimplesentencestructurethatsheknowsshecanmanage.Finally,shecheckshermaterialforaccuracyandauthenticitywithanotherteacher,askingforcorrectformstouseormorenaturalexpressions.

Practicing

Listening

Betsy listens to conversations whenever possible. Shelistensforcomplimentsatotherevents,suchaspartiesordinners,andaddsthosetoherlist.

Appendix B

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Speaking

Betsypracticessayingthenewwordsandphrasesuntilshecandoiteasily,withoutlookingatnotes.Sheplayssomegameswithlocalkidstopracticethenamesoffood,puttingdescriptiveadjectivesorphrasesoncardsandmatchingthemtocertainfoodsthattheylike(ordislike).Shetriesoutcomplimentsonherneighborsandotheracquaintancesandlooksandlistensfortheirreactions.

Role play

Finally, in a little role play, Betsy takes the role of theVolunteerandafriendpretendstobeanotherteacher.

Using It

At the next tea time, Betsy waits for the appropriatemoment,andsurpriseshercolleagueswithherabilitytousethelanguagetocomplimentthemonthefoodtheyhavebrought.Sherewardsherselfbyhavingthreeextrabiscuitsandanextraspoonfulofsugarinhertea!

Evaluating

Thinking about the experience

When she has a free moment, Betsy thinks about whathappenedandwritesdownsomenotes.WhodidItalkto?Whatwasthereactionoftheteacherstomyattemptsatconversation?Whichthingsthathappenedsurprisedme?

New beginnings

Betsycompareshernoteswithheroriginalphrases.WhatarethewordsandexpressionsIactuallyheardandused?What did I learn about the language? She starts listingdifferentwaystocomplimentpeopleonthefood.



Culture

WhathaveIlearnedaboutthecultureofteatimeatschool?Whataretheconversationtopics?Whotalkswithwhom?Whatarethemale/femalerelationships?

Telling others

Betsy asks another teacher a few questions that remainabout the languageand thecultureandconsidersdoingsomedrillsorplaying languagegamesormaybeactingoutonemore roleplay.Shediscusses thepossibilityofrecordingthenextteatimeandlisteningtothetapewithafriend.

Learning how to learn

Betsy considers how effectively her learning methodsworkedforher.

➱Didithelptowritethedialogueinadvance,orwouldacollectionofphraseshavebeenmorehelpful?

➱Was it worth the preparation and study or should IhavejustdivedintothesituationanddoneasmuchasIcouldonthespot?

➱ InwhichlanguageareasdoIneedmorepractice?WhatcanIdotogetthispractice?

➱ HowwillIrememberthenewvocabulary?

Planning another lesson

NowBetsyisreadyforhernextteatimeandperhapsforanewtopicofconversation.ThesearepossiblewaysoffollowingupthatBetsymightconsider:

w Recordtheteatimeconversation(makingsureitisallrightwiththeotherteachers)tolistentolater.Listento

Appendix B

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thetape,repeatingafterthephrases,andtryingtofigureoutthemeaning.Thentrysomeofthenewwordsandexpressionsthenextday.

w Practicethelanguageinvolvedinpolitepassingandrequesting of food items with a friend the day before—byroleplaying,forexample.Dothesamewithcomplimentsandcommentsabout the food that areappropriateinthissituation.

w Teatimeisagreatopportunitytolistentosmalltalk.Lookfortopicsforotherself–studylessons,suchasonebasedondiscussing thestudents inherclasses.Learnthewordsandexpressionstheotherteachersusetodescribethestudents’workhabitsandintelligence,andtheirfeelingstowardthem.Orlearntotalkabouttheweather,nextweekend’ssocialeventsatthevillagemeetingcenter,orthepartylastweekend.



APPENDIX C

Common quesTions and answers aBouT language learning

From: Language Learning Strategies for Peace CorpsVolunteers(ICER0069)

TopiCs CoVered:w CanAdultsLearnForeignLanguages?

w WhatIstheBestWaytoLearnaLanguage?

w CanIAvoidMakingMistakes?

w What Should I Do When I Do not UnderstandSomething?

w How Long Will It Take Me to Learn the NewLanguage?

w WhyAre Some Learners More Successful thanOthers?

Can Adults Learn Foreign Languages?

Itiscommonlythoughtthatchildrenarethebestlanguagelearners,andthatitisverydifficult,ifnotimpossible,forolderpeopletolearnanewlanguage.Infact,thatisnottrue.Researchshowsthatthereisnodeclineintheabilitytolearnaspeoplegetolder.Exceptinthecaseofhearingorvisionloss,theageoftheadultlearnerisnotamajorfactor intheirabilitytolearnanewlanguage.Negative

Appendix C

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stereotypesoftheolderlearnerasapoorlearner,andinappropriatelearningandteachingstrategiesarethegreatestobstaclestoadultlanguagelearning.

In some ways, adults are better language learners thanchildren.Adults have developed learning strategies andhave more experience in learning. Children give theappearanceoflearninglanguagesmoreeasilybecausetheyarebetteratpronouncingthem.Adultsalmostalwayshaveaforeignaccentwhentheylearnanewlanguage,whilechildrendonot.Wealso expect less of children.Whenthey learna little,wearepleased.Adults, though,havegreaterexpectationsofthemselvesandothersaslanguagelearners, and easily become discouraged if they do notlearnrapidly.Butchildrendonotnecessarilylearnfaster,andmanyolderadultshavesuccessfullylearnedsecondandthirdlanguages.

What Is the Best Way to Learn a Language?

Thereisno“oneandonly”waythatworksforeverybody.Learning a language is a highly individual process andconsistsofacombinationoffactors.Themostimportantfactorisnottheteacherorthecourse.Themostimportantfactorisyou,thelearner,andyourcontributiontotheprocessoflearning.Yourmotivation,yourreasonforlearningthelanguage,yourneedtocommunicate,andyourattitudeareallveryimportant.

Althoughthereisnosingleidealwaytolearnaforeignlanguage, ithelpsconsiderablyifyoutrytofindopportunitiestopracticethelanguage,especiallyspeakingandlistening.Shynessandfearofusingthenewlanguagecanconsiderablyslowyourprogress.Trytodevelopacomfortableandworry–freeapproach; for example, inyourattitudetowardmistakes.



Can I Avoid Making Mistakes?

Oneofthebiggestproblemsthatlanguagelearnersmustovercomeistheirhesitancytomakemistakes.Younaturallywanttoexpressyourselfwell,butthetruthisthatthereisnowaytolearnalanguagewithoutmakingplentyofmistakes.Youmustpracticetolearn,andwhenyoupracticeyouwillmakeerrors.Butusuallyyouwillbeunderstandable,evenwithsomemistakes.Andthemoreyouspeak,thebetteryourforeignlanguagebecomes.Soovercomeyourshynessandusethelanguageyoulearn!

Donotbeafraidtomakemistakes.Evenwhennativespeakerssmileatyourperformance,rememberthatitisusuallyafriendlysmileandtheyadmireyouforyoureffortaswellasforwhatyouhavealreadyachievedintheirlanguage.Nativespeakersgenerallyfocustheirattentiononthecontentofyourmessageandnotonyourperformanceorgrammar.Lookaterrorsaspartofyourlearningprocessanddonotletthemdiscourageyoufrompracticing.Withoutpracticeyoucannotbesuccessful.

What Should I Do When I Do Not Understand Something?

Guessingisaveryimportantpartofforeignlanguagelearning.Evenveryadvancedlearnershavetorelyonguessing.Donotgetdiscouragedorfrustratedwhenyourguessiswrong.Themoreyoutry,thebetteryouwillbecome.Aftersomepracticeyouwillfindthatitisnotnecessarytogetthemeaningofeverywordorphraseinordertounderstandthemessage.Learntotreatuncertaintyaspartoftheprocessoflanguagelearning.

Relateyourguessingtoaspecificsituation,sentencecontext,andspeaker’sintention.Ifyoudonotunderstand,ask

Appendix C

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forclarificationofwordsorphraseswhicharenotclear.Asyoupractice,youwillgetbetterandbetteratguessingthemeaningofwordsyoudonotknow.

How Long Will It Take Me to Learn the New Language?

Thisquestioncannotbeansweredinonesentenceforalllearnersandalllanguages.Achievingfluencyinaforeignlanguagedependsonmanyfactors.Thereare“easier”and“moredifficult”languagesforanEnglishspeaker.Therearelanguagesinwhichitismucheasiertomasterspeakingandlisteningskillsthanreadingandwritingskillsandviceversa.

Therearealsodifferenttypesoflearners.Somewanttobeperfect,wanttorelyonfamiliarrulesandstructures,anddonotwanttousethelanguageunlesstheyareconfidentabouthow theyaregoing toperform.Othersareafraidto appear ridiculous and slow down their learning bydenyingthemselvesopportunitiestopractice.Stillothersare impatient,want to learneverythingatonce,andgetdiscouragedbylackofimmediateresults.Somelearnersarerule–oriented,whileothersrelyonintuition.Someareshy,whileothersaresociable.Somehavebeenexposedtoforeignlanguagesbefore,whileforothersitisthefirstforeignlanguageexperience.Itisnotpossibletopredicthowmuchtimeachievingfluencywilltake,sinceitisaveryindividualprocess.

Youwillbesafeifyoudonotexpecttoomuchatthebeginningstage.Setrealisticobjectivesthatyoucanfulfill,and do not let yourself get discouraged.You can avoiddevelopinganegativeattitudetowardlearningthelanguagewhenyourealizethatsuccesscomesslowly,stepbystep,ateachstageoflearning.



Why Are Some Learners More Successful than Others?

Successinlearningaforeignlanguagedependsonmanyfactors.Oneisthelearner’snativeabilitytolearnaforeignlanguage.Another is previous experience learning newlanguages.Yetanotherisstrongmotivationandapositiveattitude.Finally,appropriatelearningstrategiesareveryhelpfulforforeignlanguagelearning.Thesestrategiesarethesubjectof thisbook.Returnto themaintext tofindstrategiesforyourspecificlearningneeds.

Appendix D

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Accomplishments Notsureyet

Vocabulary Words, Context Sentences, Expressions

Sentences/ Ineededtosay...sentencepatterns

Culturalawareness Commentsaboutlearningandrelatedlanguage techniquesthatseemto havebeeneffective

HowIfelt/ QuestionsIamleftwithmyemotionalstate

Date:

APPENDIX D

formal language noTeBook pages



Accomplishments Notsureyet

Vocabulary Words, Context Sentences, Expressions

Sentences/ Ineededtosay...sentencepatterns

Culturalawareness Commentsaboutlearningandrelatedlanguage techniquesthatseemto havebeeneffective

HowIfelt/ QuestionsIamleftwithmyemotionalstate

Date:

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APPENDIX F

BiBliograpHY

Brewster, E.Thomas and Elizabeth S. Brewster. 1976.Language Acquisition Made Practical: Field Methods for Language Learners.ColoradoSprings,Colorado:LinguaHouse.

Brown,H.Douglas.1991.Breaking the Language Barrier.Yarmouth,Maine:InterculturalPress.

Jerald,MichaelandRaymondC.Clark.1983.Experiential Language Teaching Techniques.Brattleboro,Vermont:ProLinguaAssociates.

Jerald,Michael.1987.Learning Languages On Your Own.BrattleboroVermont:ExperimentPress.

Mager,RobertF.1962.Preparing Instructional Objectives.Belmont,California:FearonPublishers.

Marshall,Terry.1989.The Whole World Guide to Language Learning. Yarmouth,Maine.InterculturalPress.

Roche,Gregory.1993.“SupportingLanguageLearningintheField:Suggestions,TrainingSessionDesignsandMaterials.” Peace Corps Hungary and Peace CorpsOTAPS.

Rubin, Joan and IreneThompson. 1994. How to Be a More Successful Language Learner: Toward Learner Autonomy. Boston,Massachusetts:Heinle&Heinle.

Schleppegrell,MaryandRebeccaOxford.1988.Language Learning Strategies for Peace Corps Volunteers.Developed for Peace Corps by Center forAppliedLinguistics,Washington,D.C.



Stevick,Earl.1971.Adapting and Writing Language Les-sons.Washington,D.C.:ForeignServiceInstitute.

Wenden,Anita.1996.“LearningtoLearn:KnowledgeandStrategiesforSelf–DirectedLearning,”PreparedforthePeaceCorpsOfficeofTrainingandProgramSupport,Washington,D.C.:PeaceCorps.

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on-going language learning manual

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