Welcome to my blog and website, I hope you find your visit interesting.
There are many who look, but only some who see.
Chief Dan George
Hello to everyone!
Let's see, what is new? I have made some changes to my group of students. I've replaced a few with new students. The ones I replaced were not exactly dependable, in that they had a tendancy to cancel about half of their lessons each month. I've signed up two new students that have 5 lessons a week, and two others who are doing 3 lessons per week. I just hope these new students don't cancel so many lessons.
Carnaval has gotten underway here in Barranquilla, home of the second biggest Carnaval in the world, only Rio de Janeira has a bigger Carnaval celebration. I haven't decided if I will go to any of the parades, I do know I won't go alone, but only if I have someone else to go with, only because it's much more fun that way.
I've added more pictures into the photo album, I think I have all the albums filled now. I do know that I am missing all my Grand Canyon pictures, why I am missing them I do not know, they just no longer exist on my hard drive. And the original cds with the pictures are with Austin.
Below is a paper I wrote for people learning english.
Suggestions about learning a second language
Many people who do not speak English or do not speak English well, desire to improve their English, and ask me how can they do this? How can I improve my speaking in English?
There are many books written on the subject, but the vast majority of them are written for teachers of English as a second language. If your level of English is about intermediate or lower you would not understand these books, or not be able to read them at all.
So what do you do to improve your English? You have a few options, but one you should always include is an English teacher. Other options are watching TV and movies in English; Listening to radio in English; Reading books and news in English. But you have to actually use, speak, the English you are learning. You have to hear the new sounds and words come out of your mouth. Yes, you can learn to read English and never speak a word of it. Is that your goal? I hope not. And I know it is not for most learners of English as a second language.
So, what do you need to learn? Let's look at aptitude. What is aptitude? Aptitude is a person's ability to learn something new. For example, Joe is learning to play the guitar, and Pete has been learning for 6 months. In just 2 months Joe is playing better than Pete, even though Pete practices almost every day. Joe has a higher aptitude than Pete for learning to play the guitar. Pete is learning, and will continue to improve, it will just take him longer. Learning English, or any second language, is much the same. Every person has a different level of aptitude for learning a new language. If your learning experience seems to be going slow, don't worry about it, it might just be your language learning aptitude is lower, and you might have a higher learning aptitude for something else. Whether your language learning aptitude is high or low does not matter, you will learn, you will improve, if you try.
Why do you want to learn English? What is your motivation? Motivation is the force that makes us want to do something. In this case, it is the reason why we want to learn English. There are two general types of motivation, instrumental and integrative motivations. Instrumental motivation is one in which the learner desires to use the language as a tool to achieve some desirable ends, such as a new job or a different position where they currently work. In contrast, an integrative motivation is one in which learners may choose to learn a second language because they are interested in the people and culture that uses that language. In various contexts, both motivations are important. Of course, students can have both types of motivation at the same time.
Learning a new language so you can pass a test or get a better job, that is instrumental motivation. If you are learning just for the enjoyment of learning a new language, or for talking with friends who also speak the language, that is integrative motivation. Both are good. A study of Chinese students, in China[FJ Noonen, 2005], showed that those who have a strong instrumental motivation, studying to pass a test, are more likely to be unsuccessful in learning the new language. Those who have a strong integrative motivation are more likely to be successful at learning the new language. One of the Chinese students said (paraphrased) "If you learn English but cannot speak it fluently, you are like a blind person on the street, you miss many opportunities to experience the beauty of the world. It is like being kept in a dark box. If you speak English well you open up the world, culture, people and life. You feel you have added color and meaning to your life. You are not isolated."
So why are you learning English? Is it so you can pass a particular test? Learning a new language is much more than that. It opens opportunities. It is the key to new opportunities in jobs, travel, and new friends, and much more.
Everyone believes that one must be diligent to learn English well. But in the above mentioned study the author of the study found that diligence really didn't make much of a difference between successful learning and unsuccessful learning. But what is diligence? It is determination; it is effort; that you put into doing something. It cannot be measured. In the study 36 % of the non-successful learners felt they had studied extremely or very diligently for two years or more but still spoke English poorly. In contrast, 57% of successful learners described themselves as only sometimes diligent or not diligent at all, yet they speak English very well. Why do some very diligent students speak English poorly, while other not-diligent students speak English well? Diligence is a feeling. The successful learners may have felt like they were not as diligent as they actually were, and in contrast, the unsuccessful learners may have over-estimated their level of diligence.
It is not good enough to just study a lot, you must study properly. I suggest that you will acquire your new language best when you study in such a way that you 1) listen to large amounts of understandable input, 2) have opportunities to use the new language to talk with others, and 3) support your learning with some grammatical learning.
Most language experts have thought, for many years, that language was learned by simply imitating the sounds we hear as children. One researcher, Noam Chomsky, said that language is too complex to be learned simply by imitation. In addition, if children are learning by imitation how do the other researchers explain the mistakes the children make? It appeared that children were making mistakes because they were applying "rules" where they did not belong, producing speech like "you hurted me." A phrase they would never hear in their home and school. Apparently children did not simply imitate speech, but were actively making "rules" in their mind from the input they received to govern their speech. More importantly, they did not receive enough information about language in their home and school to give them all the knowledge they needed to know the things that they knew about language. How could children do this? Chomsky hypothesized that humans are born with a "language acquisition device." This device is a part of the brain designed specifically for language acquisition and is separate from its other parts. He believed all that was needed to get this device to start working, was input, exposure to language.
Later, researchers began noticing that second language learners also produced language that contained mistakes, yet these mistakes were not arbitrary but governed by "rules." However, these "rules" could neither simply be attributed to the influence of the native language nor the target language. Researchers refer to this system of rules as "interlanguage." This interlanguage is transitional, is changes over time. As learners grow in the language, their interlanguage system becomes more and more similar to the target language. In other words, as they make progress their language becomes more and more correct. This "series of interim systems that a learner constructs in the process of acquiring an second language" is called the "interlanguage continuum" (Rod Ellis 1997).
One theory of learning is called Input Hypothesis, which claims that new language learners make progress through exposure to understandable input. So, just what is understandable input? Understandable input is defined as "understanding input that contains structures at our next 'stage' - structures that are a bit beyond our current level of competence". What that refers to is the new language vocabulary and grammar that are just beyond what we currently know. Think about the equation x + 1, x is your current level of English and +1 is the new words or grammar that are just above your current level. Accordingly, input that is either too simple or complex will not help a learner make progress in spoken English.
In the previously mentioned Chinese study, they were asked the question "On a average day of study, how much time did you spend LISTENING to spoken English?" The non-successful learners (81%) were listening to less than 1 hour, while the successful learners (63%) were listening to 1 hour or more. Then they were asked the question: "How well did you understand MOST of the English you listened to while learning English?" The results for the category "I understood the main message but didn't understand some parts. [comprehensive i + 1 input]" were: successful learners, 85%, unsuccessful learners, 58%. While in the "I understood only some of it with great difficulty" category the successful learners were at 0% and the unsuccessful learners, 36%.
The results are clear. The great majority of successful English language learners in this study 1) listen to English for 1 hour or more and 2) listen to the right kind of input, input where they can understand the main idea but not some parts. Nevertheless, I believe it is safe to claim that exposure to comprehensible input greatly benefits the language learner. On the other hand, 57.58 % of non-successful learners are listening to this same type of input. Why are they still poor speakers? Most likely, the amount of time spent listening to this kind of input is insufficient to achieve a higher level of proficiency, as indicated by the previous question. Finally, 42.42% of non-successful students are not only spending too little time listening, the time they do spend is not much use because the input is too difficult for them to comprehend.
So, now you understand the importance of understandable input. How, or where, do I get this kind of input? There are numerous websites that offer spoken news stories and fiction stories, some are free and some are subscription.
Randall's ESL Listening Lab - http://www.esllab.com/index.htm. This website has short passages, grouped by level (easy, medium, and difficult). It has pre-listening warmups and questions to quiz your comprehension.
Story Archives - http://literacynet.org/cnnsf/archives.html. This website has many news stories. This one may be more appropriate for high-intermediate or advanced students. It has audio and video options. Contains both vocabulary and comprehension questions.
http://learningenglish.voanews.com/ has news stories in 3 levels from beginner to advanced, with audio and text scripts, and some video as well. Highly recommended.
TV and movies is also a possibility, but for most people the length of the shows and movies is just too long. If you can watch these online, and pause and rewatch short segments, then you can learn much more comprehensively.
You can also watch Youtube videos and finally purchase materials and books, which are obviously, expensive.
All of these: radio, TV, movies, internet, can be wonderful sources of comprehensible input. However, you must keep in mind your level and what comprehensible input truly is. If you find yourself simply hearing sounds and not comprehending the main idea of the passages, then your listening practice is not helping you as much as it should. You can still engage in these activities, but you need to use more strategies to help you understand what you hear. Perhaps you need to look new vocabulary up in the dictionary or listen to shorter sections of the passage.
The bottom line is that if you are not comprehending the main idea of your input, you either need to use more strategies (i.e. dictionary, repetition, shorten length, etc.) to make it comprehensible or find different, simpler sources of input.
Strategies are helpful for comprehending a listening passage. When you are listening, try the following:
Listening to English will help everything. Listening will build your vocabulary, improve your grammar, and even help your speaking. In fact, there are some who believe that listening to comprehensible input alone is sufficient to develop complete oral proficiency, as mentioned before. However, though that may be possible, I do not think it is likely. On the contrary, I believe that using the target language (English) to communicate with another person greatly helps students acquire the English language.
Once again, referring to the above mentioned Chinese study of English language learners, they were asked "In an average WEEK of study, how much time did you spend using English to communicate with a NATIVE SPEAKER OF ENGLISH (For example: A foreign teacher or friend)". And the results are not surprising: those who spent 1 hour or less per week, 85% of the unsuccessful learners. Those who spent more than 1 hour per week, 61% of the successful learners. So, no surprises there.
My students already know this though, as I have mentioned to them the importance of actually practicing speaking English during the days they are not with me in lessons.
The problem with most students is that they either 1) do not have opportunities to communicate with a native English speaker or 2) do not have the confidence to do so.
I will address these issues later.
First, here are a couple points about speaking practice: First point - with comprehensible input, meaning can often be attained without paying attention to the grammar of the input. In other words, output can help students notice a gap between what they say and what they hear; thereby raising their consciousness that some of their grammar is not correct. And second point - output (speaking practice) provides learners with incentive to formulate their thoughts into words and opportunities to test what they have learned. They can apply a rule to words to see if it leads to successful communication or elicits negative feedback. And finally, learners often reflect on their own output, giving them something to discuss which can lead to potential solutions.
Who will I speak with?
My students are fortunate to have a native English speaking teacher, yet how many of them take advantage of this opportunity? None. Some of English speaking family members, relatives or friends, yet they default back to their native language because it is more comfortable. Reading out loud also helps. Yes, we all have a busy schedule, but if we take just a few minutes away from the tv a few times a week to practice speaking the students level of proficiency will increase dramatically. This can be done by phone, or skype, or in person. The real question is: how important is it to you?
Notice the first item above? Often we are afraid to use our new language because we are afraid we will make a mistake and look like a fool. In English we call this "losing face". This is a very big and real problem for new language learners.
Once again referring to the Chinese study, we find that 52% of the students who were non-successful learners were afraid of losing face, they were afraid they would look foolish. Compare that to 88% of the successful students who used English no matter if they looked foolish or not. The results strongly suggest that if you want to speak English well, you must overcome your fear of losing face and begin speaking English with others.
For many years, decades in fact, grammar has been the focus of learning English. Many students can quote just about every grammar rule without error, but ask them a simple question and they are dumbfounded for a simple answer. Schools that teach grammar fail to teach conversation skills. Often even the teachers cannot converse in the language they are teaching. Thus it is all the more important to study with a native speaker.
Grammar learning should focus on two points: 1) making input comprehensible and 2) developing awareness so that the learner can notice the grammar of the input.
First, a little knowledge of grammar can make input a lot more comprehensible. Second, when learners are concerned only with communicating their meaning, they often do not need to be grammatically accurate in order to accomplish their goals. For example, in English, subject-verb agreement is completely unnecessary to comprehend the meaning of the sentence. Thus, because a student can subconsciously ignore the grammar, he may not learn to speak accurately. This phenomenon is called "fossilization." Fossilization is when a student, though he may speak fluently, continues to make the same mistakes over and over again even though he has heard the correct way to say them a thousand times.
Some scholars believe that when students learn about grammar, this knowledge can help them "notice" (pay attention to) not only the meaning of the input, but also its grammatical form. Even though they might not yet speak the form correctly; if they are aware of the correct form, they can then "notice" it in the input. Eventually, after "noticing" a grammatical feature enough, they will use it correctly.
if your goal is to improve your spoken English, you should not to let the memorization of grammatical rules dominate your English study. Rather, make listening and using English the focus of your study.
I recommend studying grammar for the following reasons: 1) to make input comprehensible (understandable) and 2) to develop awareness to help the learner notice the form of input and their own output. This may help them to eventually internalize these grammatical rules rather than storing them up in their short-term memory where they will be quickly forgotten after the test; 3) to learn how to write properly in English.
Tips for Grammar Study
There is no magic formula for learning a new language, no shortcuts or tricks. Some website claim you can learn to be fluent in 2 weeks, or 4 weeks, etc, but don't believe them. All they do is list all the cognate forms between the two languages. And what I have written is certainly not the be-all and end-all, but what I have learned in my own experiences. So, here are a few suggestions summarized from this paper:
Do not fear losing face. Fear poor English skills! Do not complain about your environment! Do the best you can in the environment you are in! Stand up and study English with the right attitude in the right way!
Reference for Chinese study information:
F.J. Noonan, "How to improve your spoken English", no publication date,
Well, that's about all for now. I do keep my website updated at least once a month, and have been posting pictures of Barranquilla in the photo album.
Till next time - Chao!
Please consider helping me help people here in Colombia. I am not a foundation or organization that will allow you to use tax-deductions for your donations, I am just a guy who is helping people improve their lives and the lives of their families. It's not easy to do alone, and there are needs that I simply cannot afford. So, if you feel inclined to help me in this journey, there are links in the right column for doing just that. Thank you.