Questão f8224918-d8
Prova:MACKENZIE 2011
Disciplina:Inglês
Assunto:Interpretação de texto | Reading comprehension
According to teacher Stephan Hughes,
According to teacher Stephan Hughes,
HOW EFFECTIVE IS YOUR TEACHERESE?By Stephan Hughes
Why is it that most of our students whine that
they are able to almost fully understand what we
say in the classroom but when faced with English
in a real-life situation, the level of comprehension
falls to near bottom, leading to their puzzlement,
frustration and despair (in that order)?
Some reasons for the phenomenon: teachers use
a special language called teacherese. It is tailored
form of the English language, which allows students to follow and obtain at
least a global comprehension of what is being uttered. The speed is toned
down somewhat, the lexis is full of Portuguese-like cognates so as to help
students make necessary associations and/or simultaneous translations.
Its linguistic variation is limited, especially at lower proficiency levels.
__( I )__ what is most noteworthy of teacherese is that its inability
to stretch students’ listening skills may lie more in the fact that teachers, non-native in particular, barely use the rich idiomatic language that is
used in magazines, newspapers, TV shows, movies, songs – in short, in
real life situations that they usually face. The lexis may not necessarily
be second nature to ELT professionals, __( II )__ its absence in everyday
use in the classroom.
Another reason: apart from using teacherese, most teachers don’t
have any legitimate speaking opportunities outside of the classroom,
__( III )__ reducing their oral skills to instructional and explanatory
phrases or typical fixed expressions prescribed in the course book. Giving
these educators opportunities to use the language naturally – be it in
conversational settings arranged by the institutions or with native speakers
in loco or online – may be crucial to whittle away at the problem.
A third and final reason: familiarity breeds ease, which in turn
breeds comprehension. The more time students stay with a said teacher,
the easier it might be for them to understand them and get used to their
accent, intonation, lexical choice and pace. This is a point that cannot be
ignored and is worth looking into.
__( IV )__ the question we need to ask ourselves is: how effective is
the language we use in the classroom and to what extent this effectiveness
plays a vital role in helping our students understand the world around
them in English? __( V )__, in a communicative context, the teacher is but
should not be the ultimate language model for the students, so students
should not gauge their listening competence by the teacher. The catch is
exposing students to more and more real language in the classroom and
fostering effective listening strategies.
Braz-Tesol Newsletter
HOW EFFECTIVE IS YOUR TEACHERESE?
By Stephan Hughes
Why is it that most of our students whine that
they are able to almost fully understand what we
say in the classroom but when faced with English
in a real-life situation, the level of comprehension
falls to near bottom, leading to their puzzlement,
frustration and despair (in that order)?
Some reasons for the phenomenon: teachers use a special language called teacherese. It is tailored form of the English language, which allows students to follow and obtain at least a global comprehension of what is being uttered. The speed is toned down somewhat, the lexis is full of Portuguese-like cognates so as to help students make necessary associations and/or simultaneous translations. Its linguistic variation is limited, especially at lower proficiency levels.
__( I )__ what is most noteworthy of teacherese is that its inability to stretch students’ listening skills may lie more in the fact that teachers, non-native in particular, barely use the rich idiomatic language that is used in magazines, newspapers, TV shows, movies, songs – in short, in real life situations that they usually face. The lexis may not necessarily be second nature to ELT professionals, __( II )__ its absence in everyday use in the classroom.
Another reason: apart from using teacherese, most teachers don’t have any legitimate speaking opportunities outside of the classroom, __( III )__ reducing their oral skills to instructional and explanatory phrases or typical fixed expressions prescribed in the course book. Giving these educators opportunities to use the language naturally – be it in conversational settings arranged by the institutions or with native speakers in loco or online – may be crucial to whittle away at the problem.
A third and final reason: familiarity breeds ease, which in turn breeds comprehension. The more time students stay with a said teacher, the easier it might be for them to understand them and get used to their accent, intonation, lexical choice and pace. This is a point that cannot be ignored and is worth looking into.
__( IV )__ the question we need to ask ourselves is: how effective is the language we use in the classroom and to what extent this effectiveness plays a vital role in helping our students understand the world around them in English? __( V )__, in a communicative context, the teacher is but should not be the ultimate language model for the students, so students should not gauge their listening competence by the teacher. The catch is exposing students to more and more real language in the classroom and fostering effective listening strategies.
Some reasons for the phenomenon: teachers use a special language called teacherese. It is tailored form of the English language, which allows students to follow and obtain at least a global comprehension of what is being uttered. The speed is toned down somewhat, the lexis is full of Portuguese-like cognates so as to help students make necessary associations and/or simultaneous translations. Its linguistic variation is limited, especially at lower proficiency levels.
__( I )__ what is most noteworthy of teacherese is that its inability to stretch students’ listening skills may lie more in the fact that teachers, non-native in particular, barely use the rich idiomatic language that is used in magazines, newspapers, TV shows, movies, songs – in short, in real life situations that they usually face. The lexis may not necessarily be second nature to ELT professionals, __( II )__ its absence in everyday use in the classroom.
Another reason: apart from using teacherese, most teachers don’t have any legitimate speaking opportunities outside of the classroom, __( III )__ reducing their oral skills to instructional and explanatory phrases or typical fixed expressions prescribed in the course book. Giving these educators opportunities to use the language naturally – be it in conversational settings arranged by the institutions or with native speakers in loco or online – may be crucial to whittle away at the problem.
A third and final reason: familiarity breeds ease, which in turn breeds comprehension. The more time students stay with a said teacher, the easier it might be for them to understand them and get used to their accent, intonation, lexical choice and pace. This is a point that cannot be ignored and is worth looking into.
__( IV )__ the question we need to ask ourselves is: how effective is the language we use in the classroom and to what extent this effectiveness plays a vital role in helping our students understand the world around them in English? __( V )__, in a communicative context, the teacher is but should not be the ultimate language model for the students, so students should not gauge their listening competence by the teacher. The catch is exposing students to more and more real language in the classroom and fostering effective listening strategies.
Braz-Tesol Newsletter
A
teacherese is quite complex and only spoken by native teachers of English
and similar languages.
B
teachers who are skillful in speaking a language are able to perform
simultaneous translations much better than educators who are not exposed
to the mother tongue.
C
students should be encouraged to use teacherese as often as possible in
class.
D
what is recommended is that students listen to and use more authentic
materials.
E
comprehension of instructional phrases can lead to a proficiency level never
before reached in teacherese.
