Moderator: Tempo Gain
bismarck wrote:But when looking at the Chinese for these, it's not really easily transferable for all of them. So I started making a more specific list for Taiwan and once I got this far:
What does ________ mean
what color is
how much, how many
What list of question words would you guys suggest I use for teaching English in a Taiwanese (Chinese language) setting? I'm specifically thinking of Ironlady and GiT here, but any other suggestions would be welcome.
E04teacherlin wrote:You don't want to move from translating single words to translating chunks. You want to move from translating to learning the language on its own.
ironlady wrote:E04teacherlin wrote:You don't want to move from translating single words to translating chunks. You want to move from translating to learning the language on its own.
Actually, as the title of this thread shows, we are discussing a specific method of language teaching, and that method has specific ideas about the use of translation for very specific reasons. So this isn't really the place for a discussion of whether or how to translate in general.
ironlady wrote:Yeah, but if you were more familiar with the method we're talking about, you would realize that we do not use question words as items for repetition. There's no need, because over the course of the thousands if not tens of thousands of questions that get asked in a good TPRs classroom over the course of a year (average 5-6 per minute when input it going on), the question words get ample repetition. Since we are aiming to have students acquire the question words in this way, rather than in a concentrated manner, we post them on the wall.
TPRS is designed to impart the STRUCTURE of the language, not vocabulary per se. "Often" is not a structure. It's something that needs to be put into a structure and presented as an item for repetition. We would question about the frequency of the action, but we would not use "often" as an item.
I would not post all the vocabulary GiT speaks of, because I don't want things to deteriorate into a substitution drill. I would post uncommon or "fun" words that we want to use in class for interest but that I do not expect the students to acquire. Generally, they go ahead and acquire them in that situation anyway.
E04teacherlin wrote:I never said use question words for items of repetition. I said use the words that follow how as items of repetition in a variety of structures. There is no point in making a poster for the following words, how often, how tall, how big, how far, how heavy, how expensive, how cheap, how long...etc when how can be put on that poster and like you said acquired over the period of a semester or year as "duo" instead of always thinking that it means "ru he" or "ze me". When the words tall, big, long, expensive, cheap etc have been acquired by use in a variety of structures then any question with how --- will be easily understood.
ironlady wrote:Whenever I use a question word that I am not certain all my students have acquired (at that moment in time), I pause and point to the word on the wall. Done. Made comprehensible. I don't have to translate or gesture or whatever. It's always there for me to use.
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