教師教學分享

Language Acquisition: Its Natural Order And Elements
Article written by Eddy C. Hsu
Knowledge and consultation by Mr. Hua

The natural order for language acquisition is undoubtedly sound first, then followed by script. This is true in acquiring the mother tongue, and most definitely is the case for acquiring English as a second language. This is an unwavering fact that cannot, and should not, be denied.

However, currently, nearly none of the English language schools in Taiwan are acknowledging this truth. Whether, they choose to ignore it or are just merely unaware of it, it results in these schools teaching English incorrectly. They teach by having students memorize vocabulary, then reading sentences, and then translating the words in the sentences until meaning begins to take shape. Reading words and reading sentences in English does not equate to having any sort of aptitude with the English language.

The question that should be asked now is: “Why do nearly all of the English language schools in Taiwan teach using this inadequate method?” The answer is easy. Very few English teachers are aware that they have been employing a method of teaching that produces limited results. And, if they were aware, they would probably dislike admitting that their students' failures are caused directly by their poor and inapt teaching. The fact that only a very minute proportion of their students have aptitude with the English language is ignored. And in its place is the excuse that students in Taiwan do not have the proper environment to acquire the English language, and the students are doomed from the start. And from there, the ill cycle is kicked in place. Both, the students and the teachers start to believe that it is acceptable for students of English to not learn it well.

This situation must be analogized. What is the sense in spending time and money to attend a cooking class, and then end up not being able to cook delicious food? Wouldn't that be complete failure? Cooking food is easy. But, the point of the cooking class is to be able to cook delicious food. So why would it be acceptable to spend time and money to attend an English class, and end up not being able to speak beautiful and fluent English? Uttering words in English is easy. But, the point of the English class is to be able to speak beautiful and fluent English. Am I mistaken in making this analogy?

So what can be done to rectify this situation? How can the ill cycle be put to an end? A revolution in Taiwan's English education must take place. The answer is clear and simple, yet very, very few people ever think about it. Or perhaps, they chose to not think about it, for a revolution, of any sort, is never an easy task at hand. In fact, revolutionizing anything is a tedious task. It entails a multitude of changes. And, a multitude of changes translates into a multitude of inconveniences. But, it must be done. Few people like admitting fault and failure. But, educating children is society's greatest responsibility. No margin for error can exist. Admitting fault and failure in what has been done wrong for as long as we can trace back is difficult, but admirable.

In order to revolutionize English education in Taiwan, it must be acknowledged that the above declaration is true. Once there is acknowledgement, we may proceed to re-educate the teachers.

It must be recognized that the natural order for language acquisition is sound first, then script. Not, vice-versa. There is no other way. The teachers must tactfully expose the students to the sounds of the English language. Slowly, the students are to become familiar and comfortable with the patterns of English. This includes intonation, stress, rhythm, and other linguistic skills, such as sound linking and sound deletion. The teachers must execute and design a curriculum with knowing specifically the purpose of each lesson and have the ability to fulfill that purpose. Persistent and repetitive language must be part of this designed curriculum. In following this methodology, both sound and linguistic skills are slowly being stalled in the students. These are what the Hua Language Institute terms as the sound and linguistic approaches. And, when used correctly, they form the ‘balanced approach.'

Furthermore, from the very on-start, strict articulation training cannot be neglected. This is not the mere teaching of word pronunciation. First, phoneme articulation must be taught. This includes understanding the correct shape of the lips, placement of the tongue, airflow, and points of articulation. Second, the skill of putting individual phonemes together must be taught. Third, the ability of decoding and encoding must be instilled in the students. This is the transition point where students switch from reading words formed with phonetic symbols to reading words formed with letters. ‘Decoding' is the skill of turning script into sounds. And, ‘encoding' is the skill of turning sounds into script. The teachers must not neglect teaching proper articulation skills. The mere teaching of words and word pronunciation cannot be accepted as a substitute for teaching proper articulation skills. They are simply not the same.

From this point, the teachers should begin teaching meaningful units of the English language. The skill of speaking with proper rhythm must be taught. And, once again, it must be reminded that intonation and stress cannot be neglected. And from here, the students move on to acquiring the skill for properly speaking sentences. The teachers must be consistent in developing the skills of articulation, never forgetting the importance of intonation, stress (both word stress and sentence stress), identifying meaningful units, and rhythm.

The teachers are to have great expectations of their students. If there is no expectation, then the students have no reason to perform well. Teachers must never, and should never, make excuses for their students' performance, or lack of performance. Nor, should teachers ever lightly accept excuses from the students. Only the most legitimate of excuses for very particular circumstances should ever be considered. The students should be kept on their toes at all times. Teachers must take full control of their students, leaving no margin at all for slack in performance. Slacking is an ill habit that teachers must not allow students to develop.

Furthermore, teachers must never give grades that the students are not deserving of. A good grade given out too lightly will give the students no incentive to improve. The students must always be given motivation to perform well and to improve. Teachers must dole out grades fairly and with consideration given to effort and room for improvement.

Good teachers always keep their students at attention. A fast moving class will curb the students from slacking in class, falling asleep, and or not paying attention. A fast moving class leaves the students no room for anything other than being at full attention at all times. A fast moving class is also much more interesting for the students. And, a fast moving class also wastes no time. This is one of the most critical elements of a good class.