PRACTISING NEW LANGUAGE

These notes will consider some of the following issues:-

You should not ask pupils to take part in activities which:-

Such activities will be counter-productive since learners will fail to:-

Learners should normally only be asked to imitate orally and in writing what they have heard and understood many times. Pupils need to feel confident about succeeding to learn new words by hearing, seeing and internally imitating them.
(Internal imitation = without making sounds, in some cases moving lips and other vocal organs but no sound is made).

Imitation practice should always be thoughtful and meaningful. Because it plays such familiar role in all MFL lessons, there is a danger that it is used casually. It is important that pupils are actively engaged in the practice, and not acting like brain dead zombies! You will therefore need to consider how to involve elements of choice, of showing understanding, of making decisions, of competition, of visual reinforcement etc.

Examples of techniques which make successful imitation depend on successful understanding include:-

In summary therefore:-


LENGTH

The generally accepted maximum length of new language which learners can successfully imitate is 8 syllables. However, especially with beginners and young learners, it is safer to think of 6 syllables as the maximum length.

Remember also that successful imitation depends on:-


FREQUENCY

New words or phrases should as a general rule be imitated no more than 5 or 6 times in one go.

If you feel the pupils can do with less imitation because you feel that they have done enough in order to feel confident with the next follow on activity, then by all means do less.

If, on the other hand you feel that they need more practice imitating the new language, either try to intersperse such sessions with other activities or introduce added variety, pace, fun, purpose etc. into the activity.

Remember also that you can return to the imitation practice as part of a revision session in another lesson.

As a general rule, don't overdo it!

It helps if pupils imitate sounds that are presented in a lively and interesting way so that they make more of an impression.

If the model (i.e. the teacher or the recording) sounds as if they are enjoying saying something, pupils imitating it are more likely to enjoy it too.

Flagging concentration from any individuals in the class should be taken as a sign that a change is called for to get pupils back on task.
 

WHOLE CLASS

It is usually advisable for the first imitations to be done by the whole class. This allows everybody the chance to say the words aloud for the first time with a degree of anonymity thereby reducing embarrassment and increasing confidence.

However:-

GROUPS

Convenient groups will depend on the seating arrangement in the room.

Maintain good pace by switching from group to group, briefly back to whole class again etc.

It helps to maintain attention and pace if changes from one group to another and then to whole class can be managed by very brief precise commands or even hand signals.
 

INDIVIDUALS

Finally, after a short period of group imitation it is a good idea to encourage those learners who you think are confident and ready to imitate individually.

It is important to be sensitive to individual learner needs. Some may need more time to gain confidence than others. Some may be over eager. All however should be made to see the importance and value of practising aloud publicly.

So, when you feel the class is ready, change the activity again and move on to something which allows volunteers to imitate individually. Again, using recognised signals helps maintain concentration and an upbeat pace moving from one volunteer to another, then occasionally back to group and whole class imitation.

COPING WITH DIFFICULTIES OR ERRORS

Reluctant Performers:

Do not be too worried if some never volunteer to imitate publicly in front of the whole class. The worst thing you could do is to add to their lack of confidence by asking them to perform before they are ready.

Keep a note of pupils who do not volunteer. Try to get a chance to work with them individually later on during the lesson when there is no audience.

The more the activities are interesting and meaningful, the harder it will be for individuals to resist joining in.

Errors:

Your reaction to errors  also contributes to the building of pupils' confidence.

Try to encourage an atmosphere of respect, tolerance, understanding and kindness especially when dealing with individual pupil's difficulties and errors.
Always respond with respect and support to all attempts to use the TL.

React more to the meaning of what is said rather than to the errors.

Try to give the volunteer another chance, in an encouraging way, repeating correctly, tactfully and with no hint of criticism.

Get another volunteer to imitate and return again to the original volunteer who made the error to give that pupil another go.

Do not insist too long on getting accurate pronunciation when difficulties arise for individual pupils. Of course you are aiming at high standards, but sometimes the best way to encourage improvement is to avoid labouring a point. There will be other opportunities in other activities and in other lessons to make progress on a particular pronunciation problem. Too much insistence too soon on accurate intonation can be de-motivating.

When imitation is done well praise warmly.

When problems occur:-


RULES

Stress a few ground rules (as few as possible) for behaviour in class.

It should be made clear that these rules are there for the sake of the pupils themselves.

A discussion with a view to these rules being decided through negotiation will give the pupils a feeling of ownership towards them.

Two important examples of basic golden rules for the classroom are:-


TAPE OR TEACHER?

Research suggests that learners generally prefer to imitate a person more than a recording. You should therefore ensure that your command of the TL presents a good model (check with the tape recording or with a native speaker if in doubt).

However, tapes present a wide range of authentic voices. You can also use sound effects to increase pleasure and authenticity. They also offer opportunities for individual or group listening and imitation.

Video, satellite television,  multimedia computers are another source of authentic voices and faces!

COPY-WRITING

Simply copying a text because it is there invites the brain to switch off. Copying must be an activity which has meaning (i.e. done for a specific purpose, with a particular aim and when the meaning of the words is fully understood).

Simply transferring a text from one place (the board, the OHP, or the text book) to another (the exercise book or the work sheet) is unlikely to be a useful or an enjoyable learning experience.

Good copy-writing tasks follow much the same principles as good oral imitation tasks. They engage the learner in making meaningful personal choices e.g.