ERIC ED468306: CHAT in EFL: Communicative Humanistic Acculturation Techniques.

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DOCUMENT RESUME
ED 468 306
FL 027 385
Evans, Daniel W.
AUTHOR
CHAT in EFL: Communicative Humanistic Acculturation
TITLE
Techniques.
2000-00-00
PUB DATE
10p.; In: Proceedings for the Texas Foreign Language
NOTE
[Education] Conference (Austin, Texas, March 31-April 1,
2000); see FL 027 384.
Journal Articles (080)
Reports Descriptive (141)
PUB TYPE
Speeches /Meeting Papers (150)
Texas Papers in Foreign Language Education; v5 n1 p1-8 spec
JOURNAL CIT
iss Fall 2000
EDRS Price MFO1 /PCO1 Plus Postage.
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*Acculturation; Adjustment (to Environment); Creative
DESCRIPTORS
Teaching; *English (Second Language); Foreign Countries;
Higher Education; *Humanistic Education; Student
Participation; Teacher Student Relationship; Teaching Methods
*Communicative Approach; South Korea
IDENTIFIERS
ABSTRACT
This paper introduces the concept of communicative humanistic
acculturation teaching techniques and presents examples of activities used in
university English-as-a-Second-Language classes in South Korea. The
activities elicited the aid of students in the roles of advisor, facilitator,
and counselor to the teacher in his ongoing struggle to cope with adjustment
to living in Korea. Some of the activities included a gift ranking activity
(helping the teacher determine what kinds of gifts to buy for his Korean-born
fiancee's family), a meeting future in-laws role play, reaction to a video of
the teacher's trip to his fiancee's home and neighborhood in Japan, and an
essay writing activity in which students created short essays comparing and
contrasting themselves to a sibling or close friend. These activities
enhanced learners' acquisition of English by:
(1) providing realistic,
purposeful communicative encounters that motivated students to express
(2) establishing a personal relationship between students and the
themselves;
foreign teacher; and, by extension (3) fostering positive attitudes toward
the language, culture, and people of the United States. An appendix includes
the teacher's autobiographical dictation used in one class activity.
(Author/SM)
Reproductions supplied by EDRS are the best that can be made
from the original document.
CHAT in EFL Communicative Humanistic Acculturation
Techniques*
DANIEL W. EVANS, School of International Studies, Saint Michael's College
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1
BEST COPY AVAILABLE
CHAT in EFL Communicative Humanistic Acculturation
Techniques*
DANIEL W. EVANS, School of International Studies, Saint Michael's College
This paper introduces the concept of communicative humanistic acculturation
teaching techniques and presents examples of activities used in university EFL
classes in South Korea. The activities elicited the aid of the students in the roles of
adviser, facilitator, and counselor in the teacher's on-going struggle to cope with
adjustment to living in Korea. They enhanced learners' acquisition of English by
(1) providing realistic, purposeful communicative encounters that motivated stu-
dents to express themselves; (2) establishing a personal relationship between stu-
dents and the foreign teacher; and, by extension, (3) fostering positive attitudes
toward the language, culture, and people of the United States.
INTRODUCTION
Preliminary versions of the title of this paper contained the words "expos-
ing myself in the classroom." Although I decided to select the more technically
descriptive title, I still think that "exposing myself" rather accurately captures the
gist of the paper: the idea of getting personal in the language class in ways that
will enhance the learning experience.
A while back, I had the occasion to visit an old friend, Rob, with whom I
had served in the Peace Corps in Korea many years ago. Rob was still involved
in the business of teaching English as a second language but no longer to bright-
eyed, eager, and innocent Korean university students. Instead, he had found a
teaching job in a maximum-security prison. Certainly there must be a great deal
of satisfaction involved in that kind of teaching, but one thing he told me about
his job made a very memorable impression on me. He was not allowed to give
out any sort of personal information about himself, his friends, or his family
not even real names. As a long-time English language teacher I was stunned at
the thought of the limitations of such a teaching situation. I found the notion to-
tally stifling! When you develop relationships with people, you have to share in-
not to do so creates a cold, imper-
formation, opinions, attitudes, and values
sonal, environment. It may be businesslike and efficient, but it is certainly not
"humanistic."
As we know, Communicative Language Teaching (CLT) purports to be
based on a humanistic philosophy of education as one of its cornerstones (Dubin,
& Olshtain, 1986; McNeil, 1977), and I guess what humanism really means is that
we should develop real human relationships with students. By doing so, we ac-
complish more than just being nice people. A warm relationship of mutual hu-
man respect leads students to like their teacher, and then, by extension, to like
their class, the learning, the target language, the target culture, and the people
that
this
liking,
that
this
are
who
members
culture.
is,
of
All
* Presented at the Texas Foreign Language Education Conference 2000 (TexFLEC
2000), University of Texas at Austin, March 31-April 1, 2000.
2
Texas Papers in Foreign Language Education
set of positive attitudes, serves to en-
sentences, they are instructed to write
hance and maximize the learning
down only the ones they believe to be
process. The facilitating effect of posi-
untrue. It is a matter of guessing since
tive attitudes is a well-established and
they have no real way of knowing the
well-accepted principle of second lan-
information. As the students listen
guage acquisition, supported by nu-
and write,
teacher can walk
the
merous empirical studies, and per-
around observing how well they
are
haps more importantly, it is an intui-
able to comprehend and reproduce
tively appealing and obvious notion.
the sentences. This process provides
an informal diagnosis of both listening
A CHAT ACTIVITY FOR DAY ONE
comprehension and writing.
So I had my humanistic princi-
Below is an example set of
ples in mind a couple of
years ago
statements about my graduate school
when I was scheduled to meet
my
days at the University of Texas that I
new English classes for the first day of
made up and shared with the Tex-
teaching at jeonju University in South
FLEC audience in Austin. In the
pres-
Korea. I had been offered the oppor-
entation, it provided a link between
tunity to return to the country where I
many audience members and me and
had spent my Peace Corps days, this
helped the rest of the presentation to
time for one semester as an exchange
go smoothly. "Listen carefully and
professor. On that first day, I had the
write down the sentence that
you
above-mentioned set of humanistic
think is not true," I instructed.
affective goals in mind, but I also had
in
mind
a
set
of
cogni-
A. I lived in housing made from
con-
tive/ academic/diagnostic
goals
as
verted WWII Army barracks.
well. I had no clear idea of the stu-
dents' proficiencies in any of the skills
took three courses from Dr.
I
B.
of English, especially listening
com-
Bordie.
prehension and speaking. So I
was
looking for a first-day, get-acquainted
C. I taught at the Texas IEP where I
type activity that would satisfy both
had an office in a closet.
sets of objectives. I came up with the
Teacher's Autobiographical Dictation
D. I didn't care much for Austin, but I
(adapted from Davis & Rinvolucri,
liked the University.
1988). In this activity, the teacher
pre-
pares sentences about various aspects
(Of course choice D is untrue. Who
of his (the masculine
pronoun is used
couldn't love Austin?)
because the teacher is male in this
The appendix contains a
com-
case) life: childhood, school days,
pro-
plete list of the statements I used in
fessional life, hobbies, etc. He presents
Korea for this activity. The statements
them to the class in
groups of four
are designed to provide leads to vari-
sentences of which three are true and
ous aspects of U.S. culture and life
one is untrue. As students listen to the
that can be exploited in further class-
4
3
Chat in EFL
of the Teacher's Autobio-
room communication. They also led to
success
It cap-
graphical Dictation activity:
the sharing of several bits of rather
tured the interest of the students; it
about
information
personal the
immediately put them at ease with the
teacher such as being an overweight
daunting new foreigner in their midst
child, not having a steady girlfriend in
and planted the seeds for a warm per-
high school, going through a divorce,
sonal relationship and positive array
and the death of a beloved pet dog. I
of attitudes; it motivated them to use
realize that some teachers may not
their English for real communication;
feel comfortable discussing such per-
and it provided me with the academic
sonal issues in class with their stu-
diagnostic information I needed for
dents. In any humanistic activity, par-
curriculum planning.
ticipants should always have a clearly
understood option not to participate if
they prefer, (Moskowitz, 1978). Like-
THE POWER OF ACCULTURATION IN
wise, in this activity the teacher con-
ESL LEARNING/TEACHING
So next I began considering
trols the content of the dictation and
what else I could do to maximize the
has the option not to include whatever
development of communicative skills
he chooses not to reveal. I myself was
in this EFL environment. I had previ-
totally comfortable sharing these de-
ously had plenty of teaching experi-
tails, and I felt closer to the students
ence both in EFL and ESL contexts. It
for having done do.
was painfully obvious that the most
Step two of this activity in-
rapid and efficient development of
volved placing students into groups of
English communication skills was in
four or five. Each group was to dis-
ESL contexts such as those of Saint
cuss the sentences and arrive at a
Michael's English Language Programs
group consensus as to what the un-
where I currently teach. What exactly
true statements were. Of course, this
is it that promotes language learning
was a communicative activity that re-
and communication skills so well in
quired much discussion and negotia-
the ESL context? Of course the obvi-
tion of meaning. It also provided an
ous answer is the unlimited amount of
opportunity for the teacher to observe
exposure to English the total immer-
and diagnose students' speaking pro-
sion environment provides; there is no
ficiency levels. Each group reported
substitute for quantity of exposure.
their consensus to the class as a whole
But, to go beyond the obvious, let us
and the teacher finally revealed the
try to examine some specific outcomes
false statement and elaborated on the
of the ESL immersion model that con-
discussion of each statement.
tribute to learners' success.
As a follow-up activity, stu-
have observed that some
dents were asked to prepare for
I
learners progress much better than
homework similar sets of true/untrue
others in the ESL context. These are
statements about themselves to share
the ones, I believe, who more actively
with others in small groups in the next
engage themselves in a dynamic ac-
I was very pleased with the
class.
5
4
Texas Papers in Foreign Language Education
culturation process
a process that
unit. The learner becomes the repre-
creates a multitude of interactions in
sentative of his or her culture and
which real communicative needs have
feels an obligation to describe and
ex-
to be satisfied for the learner's very
plain its ways as he or she finds out
survival. There are several aspects to
about the ways of others. It is a won-
this survival. (1) There is survival in
and beautiful
derful
acculturation
terms of basic human needs. They have
process that is one of the best parts of
to interact in English to accomplish
ESL study.
the numerous transactions involved in
life: obtaining food and shelter,
pay-
APPLYING ACCULTURATION
ing bills, buying things, etc. Lots of
TECHNIQUES IN EFL CONTEXTS
language learning takes place when
Of course diversity of this na-
ture and its resulting acculturation
our basic human physical needs are at
processes do not exist in the EFL
stake. (2) Then there is survival in the
situation in locations such as South
academic sense. ESL students have to
acculturate themselves to new expec-
Korean universities. Comparing the
EFL context to that of ESL point by
tations, processes, and norms of aca-
demic life in the United States. This
point, first, there is very limited expo-
sure to the target language and the
aspect of acculturation also requires a
lot of communication and language
target language fulfills little if any real
is not
development as English becomes the
communicative purposes.
It
sole vehicle for academic activity. (3)
used to provide basic human needs, it
is not the vehicle for academic sur-
Thirdly, there is social survival. ESL
learners in the United States must de-
vival, nor is it used for social interac-
velop social relationships with others
tions. Rather than a diverse group of
through English both outside the
fellow learners using English to forge
classroom and inside as well. Outside,
new bonds and exchange cultural in-
the more successful learners seek out
formation, the Korean students' fel-
lows are already well known to
relationships with Americans and fel-
one
another and share virtually identical
low ESL learners from other cultures.
They make friends, and in the
cultural backgrounds. In short, there
process
develop their sociolinguistic
are no acculturation processes to pro-
compe-
tence. Inside the classroom too, there
pel the language learning. There is no
is a powerful social dynamic taking
compelling need to communicate in
place. Students find themselves thrust
English.
into a random group of fellow learn-
But soon I came to realize
ers who represent, ideally, a wide
perhaps as I struggled to open a bank
range of ethnic and cultural back-
account, buy a bus ticket, or greet a
grounds.
Their
colleague in my elementary Korean
experiences
differ
greatly, as do their beliefs and values.
that there certainly was a dynamic
ac-
They need to
seek out common
culturation process taking place. It
ground and create bonds in order to
was I, the helpless foreigner, who was
engaged in the acculturation strug-
work and learn together as a cohesive
6
5
Chat in EFL
to retrieve my cash! And the students
not my students. I should try to
gle
had used their English for a truly use-
take advantage of this acculturation
ful real-life communicative purpose.
process to create communicative pur-
We were all happy, and, on the affec-
poses that might enhance the commu-
tive side, we bonded a bit.
nicative skills of my students. Follow-
Countless language activities
I would
ing humanistic principles,
using any or all language skills can be
open up my life to them and let them
developed that allow EFL students to
vicariously experience my attempts to
provide useful information that the
acculturate myself to my new envi-
foreign teacher truly needs to survive
ronment. I would rely on their inher-
in and to better understand the host
ent Korean sense of generous hospital-
culture. Some examples include:
ity to motivate them to try to help me
in my struggle to survive. I would
How to take a train/bus to
also call upon their strong pride in
.
their own fascinating culture to moti-
What/how to order in a restau-
vate them to educate this "ignorant
rant.
Westerner" in their customs and value
system.
What kind of holiday is
THE "HELPLESS FOREIGNER"
USING CHAT ACTIVITIES IN KOREA
SCENARIO
The following are brief descrip-
The idea itself is nothing new. I
am quite certain that a lot of foreign
tions of several other ways in which I
made use of the Communicative Hu-
teachers make use of the "helpless for-
eigner" scenario from time to time. I
Acculturation
Technique
manistic
during my semester in Korea.
recall a very effective writing assign-
ment I gave to a class at a Japanese
university years ago when I had just
Gift Ranking Activity
I told the class about my en-
begun a teaching position there. I had
a brand new bank account with a
gagement to Sinyoung, a Korean born
and raised in Japan, along with infor-
shinny new ATM card. The only prob-
mation about her family. I explained
lem was that the instructions on the
machine were written entirely
that I would travel to Japan over the
in
Ch'usok holidays (a kind of Korean
Japanese kanji and kana characters.
Thanksgiving) to meet the family for
Reading the instructions and using the
machine were beyond me. I shared
the first time. I was having trouble de-
ciding what to take as a gift for the
my dilemma with my class and gave
family. In small groups, students dis-
them the assignment of going to my
cussed the question and mutually
specific bank and writing a clear set of
agreed on the five best gift ideas in
instructions in English, complete with
order of preference. Each group then
diagrams, for performing the various
reported their results to the whole
functions I needed to perform on the
class. Much explanation of traditional
ATM. It was great! I was finally able
7
6
Texas Papers in Foreign Language Education
Korean gift items was required
might have. Many of their papers
as well
as information on cost of items and
were quite touching.
where they could be bought in the lo-
cal area, how to get to the store
or
Two-Brothers Midterm Exam
market, etc.
The personal humanistic as-
pects of CHAT can be applied even on
Meeting Future In-Laws Role Play
something as formal and impersonal
As a follow-up activity to the
as a test. As part of a mid-term exam, I
previous gift-ranking activity, I admit-
used true personal data about my
ted to the class that I was quite
nerv-
brother and myself. The students had
ous about meeting my future in-laws.
studied
basic
sentence
combining
How should I act? What should I say?
techniques through a textbook exer-
What will they say, ask, and do? I
cise on the Kennedy brothers (e.g.,
then had groups prepare role plays
while John, Robert, and Edward Ken-
enacting the scene and playing the
nedy each shared the same environ-
of Sinyoung her father, her
roles
mental influences growing up, they
mother, and me. Scripts were
be quite
gener-
turned
out
to
different
ated, skits were rehearsed, and finally
adults). Following that example, I cre-
they were presented in class and
re-
ated a similar exercise that compared
corded on videotape. After viewing
me to my brother. After combining
the videos, the class could discuss and
the sentences into a guided
para-
evaluate each group's efforts, perhaps
graph, students created short essays
even casting votes on best skit, best
comparing and
contrasting
them-
actor, actress, etc.
selves to a sibling or close friend.
Reacting to Video of japan Trip
CONCLUSION
I showed the class a video that I
While the EFL environment of-
took on my trip to Japan that included
ten presents more challenges and
scenes of my fiancee's home, a typical
fewer opportunities for language
ac-
residential neighborhood, a
super-
quisition than does the ESL context,
market, a meal in a Japanese restau-
CHAT
the
employment
of
rant, and various points of interest in
communicative,
humanistic,
accul-
Kyoto and Osaka. I asked students to
turation techniques
can help capture
react in writing to what they saw, dis-
some aspects of the ESL context that
cussing their impressions of Japan.
make it such an effective acquisition
Because of historical realities, Koreans
environment. The communicative as-
have deep seated,
often negative,
pect provides realistic and purposeful
emotional reactions to Japan. Many
exchange of information and moti-
students wrote that viewing the
coun-
vates learners to express themselves.
try through this vicarious personal
The humanistic aspect establishes per-
connection caused them to see Japan
sonal relationships among students
very differently, in a much more posi-
and teacher and fosters positive atti-
manner than they otherwise
tive
tudes toward all aspects of the lan-
7
Chat in EFL
Dubin, F., & Olshtain, E. (1986). Course
guage, culture, and learning experi-
design: Developing programs and
ence. The acculturation aspect exploits
materials for language learning.
a process of adapting to and surviving
Cambridge: Cambridge Uni-
in a new environment to propel the
versity Press.
learning experience. In the EFL teach-
McNeil, J.D. (1977). Curriculum: A
ing context, the acculturation process
comprehensive introduction. Bos-
of the foreign teacher substitutes for
ton: Little, Brown and Com-
that of the students in ESL contexts.
pany.
Moskowitz, G. (1978). Caring and shar-
REFERENCES
ing in the foreign language class:
Davis, P., & Rinvolucri, M. (1988). Dic-
A sourcebook on humanistic tech-
tation: New methods, new possi-
niques. Boston: Heinle &
bilities. Cambridge: Cambridge
Heinle.
University Press.
9
8
Texas Papers in Foreign Language Education
APPENDIX
TEACHER'S AUTOBIOGRAPHICAL DICTATION
You will hear groups of four sentences about
your teacher. Only three of the sen-
tences are true. Write down only the
one statement that you think is not true.
Childhood
I was born in the state of Missouri.
I never went to kindergarten.
I was always a skinny kid. (false)
I was a pretty good student.
High School Days
I played on my high school football team.
I had a steady girlfriend. (false)
I got my driver's license when I
was 16.
My favorite sport was tennis.
University Days
English was my major. (false)
I lived in an apartment off -campus.
I rode a motorcycle to school.
I tried skiing for the first time.
Peace Corps Days
I taught English at Dongguk University.
I got married in Korea to a Korean
woman.
I got a black belt in Taekwondo.
I traveled to Thailand on my winter vacation. (false)
After Peace Corps
I worked in the world's tallest building.
My wife and I had one son, no daughters.
I went back to the University of Missouri for graduate school.
(false)
We came back to Korea for another two years.
In Japan
I worked for Waseda University in Tokyo. (false)
I had a van and a motorcycle.
My son could speak Japanese better than I.
My wife and I got a divorce.
In Vermont
I drive a red sports car.
I have a large dog. (falsemy dog recently died)
I live alone in a big house.
I play an electric guitar.