past perfect imperfections

[Torsten]

Excellent statement. I like many of Callan's ideas when it comes to explaining grammar. For example, at some point in his Teacher's Handbook he says something along these lines: If a student asks a grammar question, a bad teacher tries to answer that question during the lesson. The student might appear to be interested by trying to explain grammar, the teacher has brought the entire class to a halt and the chances are that the majority of students are not interested in that particular grammar question at that particular moment.

A good teacher on the other hand, politely tells the student not to worry about such things right now as the students will understand all these things at some point further down the road.

Here on the forum we have a different situation: If one student asks a particular grammar question and we answer it, we don't slow down the progress of the entire class.

TOEIC listening, photographs: A flooded house

[Molly]

[Torsten]

There is a lot of truth in the Callan Method. For example, it is a fact that if the teacher speaks too slowly, the students have time to subconsciously translate into their native language what the teacher is saying. As a matter of fact, almost everything Callan says about the impact of speed on the learning process is absolutely true.

If you analyze the Callan Method carefully, you will find that about 75% of the information contained in it is extremely useful to any learner and teacher of English.

TOEIC listening, photographs: A stork nest

[Stew.t.]

Hi Torsten

I think the way the grammar question is dealt with in class determines the slowing down of the group or helping them.

How about asking if any of the students have similar problems? Or even using a student as a min-teacher.
These can be effective if they do not interrupt the task or purpose of the communication. Especially if their is a buffer zone in the teachers planning for such problems.

A generative approach (what comes up) to grammar can work. But some issues are complicated by group dynamic, as in level difference or "bonding". Also the teacher may have an approach that is not appropriate, in that they don´t know and therefore get nervous or defensive.
_________________
Please meet Stewart Tunncilff

[Stew.t.]

Hi Molly

TBL and CLT are good methods especially for Business English, which can often be thematic or skills based.
However the draw back is that they often don´t help students that can benefit from grammar explained in function or usage.

I don´t hold to a fixed and fast approach to teaching.
I have seen some students benefit from slogging through the grammar bible Murphys, and some only from contextual or active usage.

The element in learning that is associated with passive learning requires study of certain elements alone, a student may benefit from studying grammar.
Also if a teacher explains with comparisons to the student´s own language. This has recently helped me in explaining the simple past and present perfect.
In that spoken German uses often the German present perfect like an English simple past. You hardly ever hear:

"ich packte meine Aktentasche" instead of "ich habe meine Aktentasche gepackt".

SO I have packed my briefcase or I packed my briefcase, causes logic confusion when thinking from a German language logic based approach.

Do you not agree that some learners benefit from any of these approaches?
A learner or teacher that has an element of flexibility, which only comes with attitude, experience and usage, will be more fruitful in their language lessons.
_________________
Please meet Stewart Tunncilff

[Torsten]

Hi Stew,

The problem of language interference arises only if a learners tries to translate sentences from their native language into English and the vice versa. If a German student says a sentence like "I have watched TV last night" I would politely ask him if he has ever heard or read this sentence before. If the answer is no, I would ask the student why he thinks his sentence is good English.

Most problems stem from common misconceptions and myths about learning English. In addition, the vast majority of commercial language schools are promoting the idea that English 'can be taught' in classrooms and English courses.

TOEIC listening, photographs: A green valley

[Molly]

[Molly]

[Torsten]

[MrPedantic]

[Yankee]

[Molly]

[Molly]

[Molly]

[Torsten]