I went abroad, I taught TEFL, I had a great time and I did many things I wouldn’t otherwise have done. Getting tattooed in a prominent area of the body – on the neck above the collar line – was one of those things (along wit others on other parts of the body, some of which I’d also like to get rid of).
Now, having stayed in the profession and having traveled significantly along the career path, I recognize there are many instances in which tattoo removal would be a good idea. Shedding the skin of your wild youth is sometimes necessary and tattoo removal is on occasion desirable. If you’re even contemplating getting that drunken, post-evening class tattoo removed then my recommendations might just help you out.
Thank you, never again, once enough
First of all, I’d like to play a little game with you. Look at these two scenarios and guess which of them summarizes my tattoo experience:
The DoS of the language school told me I was an idiot for getting the sleeve done. I didn’t give it much thought, even though he said that some of the business classes I’d been teaching in Korea wouldn’t especially like it and that it might cause trouble for me in the future.
Now I’m going for a job interview at a university prep school. Will they discriminate against my ink? I wear a shirt to cover up my arm tattoos. The interview goes really well and they seem to like me. My tattoos show a little as I’m shaking hands at the end of the interview. One of the interviewers goes as far as to actually comment on how much he likes your tattoos and says he’ll let you know the decision you soon. I go home and wait, but the call never comes. Was it because of the tattoos? This is Korea, not America: I’m not in a position to find out.
2) Laser tattoo removal Houston
She was a lovely girl, the type that was one of my main reasons for wanting to live and teach in Japan in the first place. I was over the moon when we got together. It seemed like a fantastic idea to get her name – in her alphabet, of course – tattooed on me. Of course, she decided only a few weeks later to break up with me.
Oh to be young and foolish! Fortunately, it didn’t take me that long to get over her and find a new love. Truth be known, if I were back in the States I could get away with having Japanese tattoo of a girl’s name on my body: who would know what it meant? Trouble is, I’m not. Eventually, she sees the tattoo. Needing a quick fix, I decide to use some tattoo cover up cream for now.
Now, having stayed in the profession and having traveled significantly along the career path, I recognize there are many instances in which tattoo removal would be a good idea.
So did you guess which? Actually, both of these stories make up the story of my TEFL life. Well, having looked at why I myself needed tattoo removal, I guess I should also look at the how.
Laser tattoo removal
To be honest this is an expensive option, but your tattoo removal will definitely happen successfully. Laser tattoo removal costs are not hard to find, so you can see the different options you have. It’s a fine alternative, nevertheless it has certain disadvantages. The removal itself costs aren’t cheap, plus it’s a somewhat painful healing process. If you can get through the price and the pain, this is the method I’d most strongly recommend.
Surgical tattoo removal
This is definitely the most expensive removal method. Furthermore, compared to laser removal, this method is extremely painful, and incredibly costly. The surgical procedure requires replacing the skin in that area. You can imagine!
Over the counter tattoo cover up cream
This works as a short-term solution and it won’t break the bank. Additionally, you actually get to keep your tattoos.
It is a platitude to say today that lexis is at the heart of language acquisition. As Wilkins suggested, “without grammar very little can be conveyed, without lexis nothing can be conveyed” (1972:111). However, and despite current efforts to introduce lexical perspective in the language syllabus, many advanced [...]]]>
By Beatriz Cortina-Perez
Thank you, never again, once enough
1. INTRODUCTION
It is a platitude to say today that lexis is at the heart of language acquisition. As Wilkins suggested, “without grammar very little can be conveyed, without lexis nothing can be conveyed” (1972:111). However, and despite current efforts to introduce lexical perspective in the language syllabus, many advanced English students at the University of Granada (Spain) lack adequate lexical competence (Perez Basanta 2005).
The question which may arise at this point is “what is meant by being lexically competent?” Many authors have turned their attention to this issue. The most well-known article is Richards’ ‘The Role of Vocabulary Teaching’ (1976) in which the author describes different aspects involved in the assumption “what is to know a word”. This seminal paper asserts that the construct of vocabulary is characterized by its multiple dimensions. However, some linguists involved in the area of language testing (Meara 1996), have criticized his excessive, and thus, impractical multiplicity. Therefore, most authors at least identify two different traits in the concept of vocabulary: breath and depth (Harley 1995; Meara 1996; Read 1988, 1993; Wesche & Paribakht 1996). The former implies lexical size, i.e., the number of lexical items. The later, on the other hand, consists of the quality of the learner’s knowledge of a word, i.e., “a word’s different sense relations to other words in the lexicon, e.g., paradigmatic [...] and syntagmatic” (Haastrup & Henriksen 2000: 222). Following from this definition, the interconnection between depth of lexical knowledge and semantic knowledge should be clearly acknowledged. For instance, Channell affirms that lack of semantic concern in vocabulary teaching would result in “a flat, uninteresting style, and failure to express the variety of ideas [the learner] wants to communicate” (1981:115). Furthermore, from a psycholinguistic stand, words are longer retained when deeper processing and interaction with previous schemata take place (Craick & Tulving 1975; Mezynski 1983; McKeown, Beck, Omanson & Pople 1985). Additionally, Aitchison (1994) states that students first map meaning into form, whereas accuracy would be achieved much later. As Henriksen (1999) suggests, there is enough evidence to believe that the acquisition of a good lexical competence involves both kinds of knowledge on a continuum: “precision will come later and lexical development can be characterized as a move or progression from rough categorization or vagueness to more precision and mastery of finer shades of meaning (Henriksen 1999: 311).”
Teachers must work both on quantity and quality to improve learners’ lexical competence.
Then, coming back to our previous concern, teachers must work both on quantity and quality to improve learners’ lexical competence. Consequently, they should devote their efforts to teach semantic aspects of vocabulary at advanced levels, otherwise students’ speech might sound childish and inadequate (Jullian 2000).
Conscious of the importance of enhancing semantics at higher levels, this article proposes the use of componential analysis to increase students’ awareness of different shades of meaning (Gairns & Redman 1986). First, it will briefly review componential analysis theory, as well as its criticisms and possible applications. Then, with the help of the Longman Language Activator dictionary, it will describe and illustrate the design of componential analysis activities in the semantic field of travel, which have been carried out with university students (Univ. of Granada). We should note that these activities are part of a wider lexical online project entitled ADELEX: Assessing and Developing Lexis through the Internet (1). Consequently the activities proposed in this paper would also take advantage of the virtual environment. Finally, the paper draws some conclusions and encourages language teachers to implement componential analysis in their teaching scenarios.
2. COMPONENTIAL ANALYSIS AND ITS UNDERPINNINGS
Componential Analysis (henceforth CA) stems from Trubetzkoy and The Prague School’s studies (Cerda, 1983). They firmly believed that “words are not the smallest semantic units but are built up of smaller components of meaning which are combined differently (or lexicalized) to form different words” (Saeed 2000: 231).
One of the most relevant studies is the one carried out by Katz and Fodor (1963). They basically defend two main ideas: a) semantic rules should be repetitive; and b) meaning is neither arbitrary nor unitary, but componential (Saeed 2000). As a corollary, “the lexicon and the structure of the sentence compose to form meaning” (Jaszczolt 2005: 70). In other words, meaning is compounded of minimum semantic unities called semantic features, which are combined to form the complete meaning of a word (2). Those features can be classified in two different sets (Hatch & Brown 1995):
* Markers are limited in number and have grammatical consequences. For example, if we decompose a word such as “house”, it will carry the feature (- animate) as a consequence of being inanimate. We should, then, be careful in choosing an active voice for its verb, as a sentence like “* the house is selling” would be incorrect. Therefore, grammatical restrictions are found in that kind of semantic features.
* Distinguishers, on the other hand, are more abundant and, contrary to the previous features, lack of grammatical implications because they are exclusively related to meaning. Thus, a distinguisher of “house” may be [+ roof] or [- wheels].
However, this descriptive system, fully developed in the Katzian dictionary (Carter & McCarthy 1988), has been frequently disapproved.
Criticisms
Katz and Fodor’s theories have been the focus of much controversy. Hatch and Brown (1995) remind us that although distinguishers are those with the strongest meaning charge, they have hardly been studied. Therefore, there are not enough examples to put forward a theory from current data (Jeffries 1998). In the same vein, Saeed (2000) criticizes lack of systematicity in the labeling of the different features, a process which would depend on each person’s perception of reality. According to Goddard, supporters of CA should “standardise the inventory of semantic features or to constrain its size” (1998: 50). In addition, Bolinger (1965) stresses the wrong binary treatment of semantic features (+/-) as sometimes a gradation would be more suitable. Aware of these problems, Nida (1975) proposes a system whose components were multi-valued features, i.e., a scale from + to -, when it was required by the meaning.
This dearth of consensus leads Wierzbicka (1972, 1996) to the formulation of an alternative theory to CA: semantic primitives, which consist of a group of semantic features with such basic meanings that they do not allow further analysis, thus, becoming the embryonic stage for generating more complex meanings. Wierzbicka, after analysing several languages, concluded that semantic primitives were universal as they were found in all languages because of their elemental nature.
Applications
These criticisms suggest that there is a long way to go before we can claim well-established theories in this area. On the other hand, existing studies have been more concerned with theoretical issues than with finding possible applications. In particular, we consider that one of the most fruitful discussions on CA might be its implementation in the language classroom. It seems that the use of semantic features might become a clear display for exemplifying the meaning of similar words, for instance. Therefore, and despite criticisms previously pointed out, CA would guide “students to an awareness of and an appreciation for the uniqueness of each word” (Pittelman, Heimlich, Berglund & French 1991: 1). What seems obvious to us is that teaching some set of words according to CA insights may help students to make their vocabulary more colorful, varied and precise in the long run (Jullian 2000). However, we strongly believe that CA has been disregarded among the language learning milieu. Thus, this paper attempts to provide teachers with examples and practical guidelines for the implementation of CA theories in the L2 classroom.
3. OUR PROPOSAL: THE USE OF CA GRIDS TO IMPROVE STUDENTS’ LEXICAL COMPETENCE
As aforementioned, this proposal is part of a virtual course (ADELEX), whose main objective is to improve students’ lexical competence through a wide range of activities on various topics. Divided into different modules, ADELEX contents try to cover all aspects of vocabulary knowledge. In particular, module 8 deals with semantic aspects of lexis within the topic area of tourism, which embraces, at the same time, different semantic fields inspired by the ‘Threshold Level’ catalogue (Van Ek 1975). As a result, some of the semantic fields included in our module of tourism are travel, spare time and places among others. Taking on board CA theory and Gairns and Redman’s words: “If we take items from the same semantic field [...] we can, by breaking them down into their constituent parts, examine the similarities and differences between them” (1986: 40), we believe that CA grids would be a useful activity to make students aware of the subtleties of word, thus contributing significantly to the improvement of students’ depth of lexical knowledge.
Therefore, the proposal presented in this paper describes the processes involved in implementing CA activities within the semantic field of travel in ADELEX project. In what follows, we will first concentrate on the selection of lexical items. Second, we will spell out some considerations as to how to decompose word meanings. Finally, we will illustrate this approach with some activities designed for ADELEX’s module 8.
Selection and organisation of vocabulary: longman language activator
Longman Language Activator (henceforth LLA) is an extremely useful dictionary targeted to intermediate students of English and above. As its introduction remarks, “one of the most important innovations in this book is the grouping together of individual word-meanings or phrase-meanings that generally share the same idea, concept, or semantic area” (LLA, 1993/1995: F8).
LLA offers an easy-to-manage structure: first, dictionary entries consist of key concepts which are alphabetically ordered. Second, each of these entries includes a choice of meaning sections under which words are grouped. At the same time, meaning sections of an entry are displayed all together on a menu just below the key concept so that readers can easily select the meaning they are looking for. In addition, LLA is based on rigorous statistical studies from different corpora, collectively known as the Longman Corpus Network (4). In sum, we consider that its semantic indexer and its corpus-based methods are enough guarantees to account for its reliability and validity and thus, to choose LLA as source for our CA approach.
Therefore, we started analysing the LLA key concept of travel (1993/1995: 1440-4) to select the words we were to include in our CA grids. We found a menu of 16 “meaning sections”. Out of these sixteen, we discarded six of them (no. 2, 3, 14, 15 and 16) as university students are supposedly acquainted with lexical items such as: drive, fly, sail, by plane, go, travel or destination). Furthermore, we unified sections 8, 9 and 10 under the same “meaning section” because the three of them referred to types of journeys. We then proceeded likewise with sections no. 11, 12 and 13 as they all were related to different kinds of travelers. In the end, we came out with 7 different “meaning sections” under the key concept travel.
Decomposition of word meanings
Before getting into the description of this step in ADELEX, and being aware that the process of meaning decomposition is one of the most controversial aspects in CA–for being considered a subjective process (Saeed 2000),–we established some practical guidelines in an attempt to make this procedure as analytic and as systematic as possible:
1. Bearing in mind that semantic features entail different types of information, three classes of features can be distinguished: a) meaning features (Katz & Fodor’s distinguishers), b) grammatical features (Katz & Fodor’s makers), and c) collocational features (some words differ from others because of the company they keep). As these three features may indistinctly appear along CA charts, we highly recommend that teachers, or whoever is interested in using CA grids, establish a marking code to clearly distinguish the three of them–students should also be aware of this code.
2. In relation to the grid completion, it may be accomplished in three different ways: a) a two-choice system, for instance, by using yes or no, or +/-, or any other symbol which implies that the word possesses or lack a given feature; b) a three-choice system, i.e., adding to the binary display a third option whenever a certain feature is not applicable to a particular word meaning, possibly because too many words are included in the same grid (an example will be offer below); c) a gradation: word meanings do not always have a binary character, on the contrary, they can sometimes be located on a cline; for example, Pittelman et al. (1991) have noted that in the case of defining “different shelters” the use of a numerical scale from 1 to 5 would allow students to rank similar words according to a given feature. All in all, teachers should decide which of these three systems is more suitable for the words they are working in accordance with the particular word features which make up meaning.
3. Finally, some recommendations should be made regarding the labelling process (5). Basically features should be precise and clear. In this respect, we suggest the use of noun phrases instead of full sentences (e.g.: choosing “by plane” rather than “we travel by plane”). Similarly, we highly recommend the avoidance of: a) negations (“unhappy” better than “not happy”), b) repetitions of features (if we use “happy” in a binary or tertiary system, then it is not necessary to give the feature “unhappy” as the negation of the former would imply the affirmation of the later), and c) confusing words such as those with unclear polysemic meanings (e.g. “in a bank” may befuddle learners). In sum, features should be written in clear expository phrases so that learners can easily grasp their subtleties of meaning.
These brief guidelines have been developed as a result of decomposing word meanings for producing CA grids in ADELEX. Due to space constraints, we will only focus on section number 6, “types of journeys”. After analysing definitions of this section meaning from LLA and in view of the issues previously discussed, we came out with the following feature grid:
* A tertiary system was the most suitable for the words we were dealing with as they required expressing “possession” or “absence of”. However, having so many words in the same grid implied that some features were not applicable to some words, e.g. the feature “while on holidays” is not relevant to define the meaning of flight; as a result, we decided that students would use three different symbols to fulfil the grids: “+” to express possession, “-”for absence, and “x” not applicable to a certain word.
* We found three types of features in our example, and we designed a marking code to reflect it: First, meaning features, i.e., those expressing the actual meaning of words, would appear in lower case. In our example most features belonged to this category. Second, those implying a certain grammatical behaviour would be written in upper case. This group was not abundant in our example as they were all nouns. However, it would be useful for students to know whether nouns were COUNTABLE or UNCOUNTABLE. Finally, collocations would be identified with a “+” sign before or after the feature. In our particular example, there were “business+” or “school/church+” among others.
* In relation to a proper style for the feature labelling, we avoided repetition by only using “for a long time”, for example, as its negation implies “for a short time”. Moreover, they were all phrases so that they could be easily understood by the learners.
When all the aspects have been taken into account and semantic features have been properly selected, teachers only have to design their corresponding charts and CA activities would be ready for students to be completed. Although we are fully aware that this coding scheme may seem at first hand confusing and complex, it has been our experience that students quickly manage the code, thus becoming a powerful tool for understanding the subtleties involved in word meaning. Finally, we would like to illustrate with some of the CA grids used in ADELEX.
4. CONCLUSION
We have seen in this article that CA may be used to enrich ESL students’ lexical competence, particularly “depth of knowledge”. We have first pointed out some theoretical considerations so as to provide teachers with the rationale for implementing CA. Then, we have attempted to explain the procedures taken for the application of this proposal, which has been divided in two steps: a) selection of vocabulary items by means of Longman Language Activator Dictionary; and b) decomposition of meaning. Finally, we have presented some of the CA activities designed for the online environment of ADELEX.
To sum up, and despite criticism from some scholars, we remain convinced that CA offers a practical framework for applied linguistics, teachers and writers of materials as a tool for increasing students’ awareness of the complex shades of word meaning, and as a result it might certainly enrich lexical knowledge. As a final point, I have to mention that research carried out among our ADELEX students proved an immediate beneficial impact on their vocabulary but a review of this empirical study goes beyond the scope of this paper.
NOTES
(1.) For more information, read Perez Basanta (2004)
(2.) For more detailed information about semantic features, see Nida (1975) and Leech (1981)
(3.) Reproduced by permission of Pearson/Longman Spain
(4.) More information on http://www.longman.com/dictionaries/corpus/lccont.html
5. Labelling process refers to the practice of giving a name to each of the different semantic features in which a word meaning is decomposed.
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Bolinger, D. 1965. The atomization of meaning. Language, 41/4, 555-73.
Carter, R. & McCarthy, M. (eds.) 1988. Vocabulary and Language Teaching. London: Longman.
Cerda, R. 1983. Semantica. In H. Lopez Morales (Ed.), Introduccion a la Linguistica Actual (pp. 35-55). Madrid: Editorial Playot.
Channell, J. 1981. Applying semantic theory to vocabulary teaching. ELT: English Language Teaching Journal, 35/2, 115-22.
Craick, F. I. M. & Tulving, E. 1975. Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology, 104, 268-284.
Gairns, R. & Redman, S. 1986. Working with Words. Cambridge: Cambridge University Press.
Goddard, C. 1998. Semantic Analysis. A Practical Introduction. Oxford: Oxford University Press.
Haastrup, K. & Henriksen, B. 2000. Vocabulary acquisition: Acquiring depth of knowledge through network building. International Journal of Applied Linguistics, 10, 221-240.
Harley, B. 1995. The lexicon in language research. In B. Harley (Ed.), Lexical Issues in Language Learning (pp. 1-28). Amsterdam: Benjamins.
Hatch, E. & Brown, C. 1995. Vocabulary, Semantics, and Language Education. Cambridge: Cambridge University Press.
Henriksen, B. 1999. Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21, 303-317.
Jaszczolt, K. M. 2005. Default Semantics. Foundations of a Compositional Theory of Acts of Communication. New York: Oxford University Press.
Jeffries, L. 1998. Meaning in English. An Introduction to Language Studies. New York: MacMillan Press Ltd.
Jullian, P. 2000. Creating word-meaning awareness. ELT Journal, 54/1, 37-46.
Katz, J. & Fodor, J. 1963. The structure of a semantic theory. Language, 39, 170-210.
Leech, G. N. 1981. Semantics: The Study of Meaning. Harmondsworth: Penguin.
Longman Language Activator. 1993/1995. Great Britain: Longman Group UK Ltd.
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Meara, P. 1996. The dimension of lexical competence. In G. Brown, K. Malmkjaer & J. Williams (Eds.), Performance and Competence in Second Language Acquisition (pp. 35- 54). Oxford: Oxford University Press,.
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Nida, E. A. 1975. Componential Analysis of Meaning. The Hague: Mouton. Perez Basanta, C. 2004. Pedagogic aspects of the design and content of an online course for the development of lexical competence: ADELEX. ReCALL, 16/1, 20-40.
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Van Ek, J. A. 1975. The Threshold Level in a European Unit/Credit System for Modern Language Learning by Adults. Strasbourg: Council of Europe.
Wesche, M. & Paribakht, T. 1996. Assessing 12 vocabulary knowledge: Depth versus breadth. The Canadian Modern Language Review, 53/1, 13-40.
Wierzbicka, A. 1972. Semantic Primitives. Frankfurt: Athenaum.
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Wilkins, D. 1972. Linguistics in Language Teaching. London: Edward Arnold.
About the author
BEATRIZ CORTINA-PEREZ, UNIVERSITY OF GRANADA, SPAIN
E-MAIL:
As an English teacher living in a foreign country, can you honestly say that you are taking care of your mental health? Everyone throughout the entire world at some point experiences bouts of depression. Furthermore, many encounter depression on a daily basis. What depression boils down to is a chemical change that affects the way in which our brains function. This is a vitally important aspect of living abroad which too many of us overlook.
As we know, the brain functions as the power center of our bodies. The brain sends communication signals to the body to organize our actions through chemicals called neurotransmitters.
This depression can be the foundation of key problems in our lives, such as problems at our school and in relationships.
Importantly for us English teachers, who often are faced with highly emotional situations at work and in our hectic social lives, these neurotransmitters are furthermore responsible for our feelings. Consequently, in a person who has become depressed the chemical messages aren’t delivered ‘appropriately’ between the brain cells. I’m sure many of us suffer from this situation, but how many of us take the time to do anything about it?
This depression can be the foundation of key problems in our lives, such as problems at our school and in relationships. Depression may even lead to sleeping disorders like insomnia or our desire for adequate food intake. Does any of this sound familiar? Have you seen such symptoms in your colleagues?
Symptoms of depression consist of:
ء Regular sadness,
ء Constant tension,
ء Fluctuation in appetite resulting in enormous weight gain or loss,
ء Troubles going to sleep or waking up in the morning,
ء Less concentration,
ء Not getting enjoyment from their leisure pursuits,
ء Lack of energy,
ء Feelings of exhaustion,
ء Feelings of culpability or despondency, and…
ء Thoughts of suicide.
There are numerous medications offering support to persons with depression. On the other hand, a lot of these drugs have side effects. Fortunately, natural alternatives which act as neurotransmitter supplements are available which deliver results without the frightening side effects.
Such neurotransmitter supplements are amino acids that give support in the construction of the brain’s neurotransmitters. To maintain a healthy body in addition to having stable moods, we ultimately need hale and hearty neurotransmitters. There are natural supplements that work to enhance the production of chemicals like Dopamine and Epinephrine which provide a natural cure for depression. One such supplement is AdreCor: this is one of the natural products which acts as a natural depression tonic. In accordance with research, lack of adequate serotonin levels in the body correlates with mood disorders, premenstrual syndrome, autism, eating disorders and migraine. 5-HTP is a chemical that supports a balanced production serotonin by extensively regulating the sleep hormones melatonin and serotonin. Serotonin is a neurotransmitter that improves good appetite and mood, in addition to allowing for decent sleep. 5-HTP has helped lots of people live more comfortably and appears in products like Calm PRT.
If you’re suffering from any of the symptoms listed, or recognize them in any of your teaching colleagues, consider using a natural remedy to help you improve your lives.
Even if you are just starting to learn it yourself, you can still [...]]]>
Many parents want to know what the best method is for their children to learn another language, notes Robert Jaye. They also want to know how soon is too soon for their kids to learn a second language. This article will address these questions.
Even if you are just starting to learn it yourself, you can still say the phrases and words that you are teaching to your kids.
An effective approach to teach your kids another language is by allowing them to listen to it. Really, isn’t that pretty much the way that children learn their native language? So if you speak the language, you can begin speaking phrases to your kids. Even if you are just starting to learn it yourself, you can still say the phrases and words that you are teaching to your kids. You can also use an audio course for this purpose or read books written to that language to your kids. Whatever method you use, your kids will start learning the language.
It is a well-known fact that children can learn a second language like English or German a good deal easier than adults can. Actually children are capable of learning several languages at the same time. One reason for this is because kids store the second language in the same area of the brain as they store their native language. Adults, on the other hand, store a second language elsewhere in their brain. That is, the second language is not stored in the same place as the adult’s native language and this simply makes it more difficult for adults to learn another language.
An additional reason why kids can so effortlessly learn languages is because their brains are in essence an empty sponge just waiting to absorb something. Instead of allowing a child’s mind take in just anything; parents can guide their kids by seeing to it that they take in another language that will serve them well in the future.
Research has shown that six week old children are able to learn short phrases in several languages. Now of course children can’t speak at six weeks of age, but when they are able to speak they can speak the languages they were exposed to in infancy.
With that in mind, how can parents take advantage of this opportunity while they can? When should you start teaching your child English? Numerous experts agree that language learning should be started before the child is seven years of age. The process of learning another language becomes more challenging for kids after that age and continues to become more difficult as age increases.
About the author
Robert Jaye is the content manager for LearningGermanNow.org.
In these challenging and unpredictable times, the internet has developed into an out-and-out goldmine of information for potential university students. The whole range of activities involved in the tertiary education experience, from applying for monetary support right the way through to actually participating in a course of study, may all now be accomplished in the online environment.
Let’s face facts, there’s an immense quantity of information relating to online education, with distance education programs becoming progressively more acceptable for students the world over.
Nowadays, any undergraduate might just as easily get hold of an online degree from one of any number of schools offering such instruction as a practicable alternative to the more traditional, long-established classroom form of tutoring. So, how exactly are these two methods of instruction different and do either of them demonstrate better outcomes for the potential student? Let’s face facts, there’s an immense quantity of information relating to online education, with distance education programs becoming progressively more acceptable for students the world over.
So, what, if anything, are the benefits of taking the online path to your continuing education? First and foremost, there are observable advantages to getting an online leadership degree or similar qualification. As a case in point, juggling between work, education and your domestic situation can become exceedingly complicated to the extent that commuting to the classroom every day is a nightmare. When you choose to participate in online education, you do away with the need to be present at classes, and in its place you are able to find your coursework via the internet. This delivers the palpable advantage to the hackneyed communication degree student. Furthermore, scores of distance education programs give students the opportunity to finish their coursework when it suits them, without having to adhere to strict deadlines. As a result, online education has a degree of flexibility that traditional settings can’t offer.
Nevertheless, can we in actuality say that online education is in any way truly analogous with the kind of instruction learners take delivery of in an actual classroom? Countless professionals in the field respond to this question in the affirmative, and it seems that many students seeking online degrees corroborate this rejoinder. Not only does online learning make available a thought-provoking atmosphere for students to work in, but it also promotes smooth communication between all students for the reason that everyone has a say.
But everyone experiences a period, where [...]]]>
Reading your written teaching goals daily will have an uplifting effect on your vision of the future, suggests Denis O’Brien. This vision propels you into action and things start to happen. And if you take advantage of these things as they come along, you will steadily advance towards your chosen goal.
But everyone experiences a period, where for some reason, even though the vision is clear and stimulates action, there comes a point where, no matter how hard you try, you seem to have come to a sticking point and can go no further. There is something that does not feel right. Why do you think this is?
- Is it because you don’t think you’re worth it?
- Is it because you lied when you were younger?
- Is it because your parents withheld their approval?
- Is it because you feel predisposed to a life of toil and struggle?
NO… it’s because of the memories you have!
We all have good and bad memories of situations in our lives. And it’s the memories of certain situations which we store in our brains that have a strong influence on how we progress towards our goals.
Part of setting and achieving teaching goals is to visualize the result we desire. But our brain knows the difference between real memories and made up visualisations. Visualisations are meant to inspire us, but it’s our memories that control us. It’s the dominant memories which control our thoughts and influence our actions.
Part of setting and achieving teaching goals is to visualize the result we desire.
If one of your teaching goals is to increase your income as an English teacher, you will have both good and bad memories of your situation and fight against past memories that you constantly refer to when you think of money.
You may have bad memories of being financially strapped at some point in your life. You felt awful about talking to your bank and putting off paying your bills.
You may also have good memories of having the money to be able to afford the things you’ve always wanted or you may have been ‘rather flushed’. You would have remembered feeling like you were on cloud nine, being able to have and do the things you wanted.
But of these two situations, the one memory you spend the most time thinking about will dominate the other.
The extent to which you recall these events in your life when they happened is the extent to which you think about them now.
And it’s these thoughts that keep you rooted to where ever you are now. It’s not you, your spouse, your upbringing or even the economy – as bad as it is. It’s the memories of having money or not having money that you think about the most.
Spend a lot of time thinking about the embarrassment of being financially broke and also a lot of time thinking how good it feels to have that financial independence, you will automatically start to do the things that will cause your finances to rise.
Learning to control your dominant thoughts and understanding how your memories control your actions is key to reaching your goal. We instinctively spend much of our time reflecting on things about our teaching careers that were not necessarily pleasant and it’s these thoughts that influence our actions.
There is a simple explanation why our thoughts usually centre on the memories that halt our progress and make us lose sight of our goals. There are keys that will help you to understand why these thoughts dominate our thinking and how to use them to move you forward.
About the Author
Denis believes there is a simple explanation why our thoughts usually centre on the memories that halt our progress and make us lose sight of our goals. There are keys that will help you to understand why these thoughts dominate our thinking and how to use them to move you forward.
Introduction
Communicative strategies are systematic techniques employed by a speaker to express his meaning when faced with some difficulty and the difficulty here refers to the speaker’s inadequate command of the language used in the interaction (Faerch & Kasper, 1983:16). On the other hand, the term learning strategies has been defined as “the higher-order [...]]]>
Learning and communicative strategies
Introduction
Communicative strategies are systematic techniques employed by a speaker to express his meaning when faced with some difficulty and the difficulty here refers to the speaker’s inadequate command of the language used in the interaction (Faerch & Kasper, 1983:16). On the other hand, the term learning strategies has been defined as “the higher-order skills which control and regulate the more task-specific or more practical skills” (Nisbet & Shucksmith,1986:26). Based on the previously mentioned definitions, it could be said that learning and communicative strategies refer to language learning behaviors that contribute directly or indirectly to learning. I am not very concerned here with the definition of the two terms as much as I am concerned with the fact that most if not all non-native speakers and second-language learners use these strategies throughout their second/foreign language learning journey. They tend to use them to compensate for their lack of sufficient language knowledge and to get themselves out of troubles when interacting in the target second/foreign language. These are only some of the short term benefits of using learning and communicative strategies. In fact, the successful use of these strategies can promote longer term language development.
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In the first part of this article, I will provide examples on some of the commonly used strategies and at the same time, I will focus on the ways in which these strategies promote the language learning process and the development of the learner’s speaking skill. I will also highlight the short and long term benefits of using both learning and communicative strategies in learning and developing speaking skill. In the second part of the paper, I will show how the knowledge of learning and communicative strategies has influenced me to change my old style of teaching the speaking, and how it has encouraged me to adopt a set of new methods of teaching that make utmost use of these strategies. Finally, I will give examples on some of the speaking activities that are based, in some ways, on these strategies, and are designed to promote and develop the learner’s speaking skill.
Teaching the writing skill has been given priority over teaching the speaking skill in almost all educational syllabi and plans and the case in my country, Oman, is no exception.
Part One:
Teaching the writing skill has been given priority over teaching the speaking skill in almost all educational syllabi and plans and the case in my country, Oman, is no exception. Writing skill has been considered the most important especially in the area of second/foreign language teaching. On the other hand, speaking skill has neither been given sufficient focus in our teaching syllabi nor has it been represented fairly in our classrooms as opposed to the other skills. In my context, most people in general and educationalists in particular, seem to have taken this skill for granted; maybe because they think it is an easy one and that almost everyone can speak. Speaking is, however, a skill which deserves much more attention in both first and second language. I have chosen to write about this skill because I know very well how important it is as a means of communication especially, for second/foreign language learners. Throughout my teaching of English as a foreign language, I noticed that speaking was the area of weakness for the majority of my students. On the part of teachers, not so much time was devoted to teach this skill, and on the part of the curriculum designers, not so much effort was exerted to promote the development of this skill. Consequently, speaking was regarded by the students as an obstacle in the way of learning English rather than as an important skill. In the following sections, I will attempt to show how this problem can be addressed by the use of some strategies.
1/ Examples on some learning and communicative strategies used by ESL and EFL students
So many studies and research have been conducted in both areas learning strategies and communicative strategies, and many researchers and linguists have been involved. Consequently, different definitions and classifications of strategies have been stated. However here, I will focus on the classification of communicative strategies suggested by Faerch and Kasper (1983), and on the classification of learning strategies suggested by Wenden and Rubin (1987). I will also show how each set of strategies are used by ESL and EFL learners. I have chosen the previous classifications because they confirm with the knowledge of strategies I acquired throughout my teaching experience.
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Faerch and Kasper suggest that communicative strategies are classified into two categories each of which is classified or comprised of other subcategories. The first category is avoidance behavior and this consists of formal reduction and functional reduction strategies. Formal reduction strategies could be phonological, morphological, syntactic and lexical strategies. Learners tend to use formal reduction strategies either to avoid making errors and/or they want to increase their fluency (Faerch& Kasper 1983: 40). On the other hand, functional reduction strategies include reduction of speech act and reduction of propositional context and these two are used by learners to reduce their communicative goals in order to avoid problems in interactions (ibid: 43). Achievement strategies are also called compensatory strategies and they consist of code switching, inter/intralingual, cooperative and non-linguistic strategies. These strategies are used by learners to expand their communicative resources in interactions (ibid:45). The following figure has been designed based on what was mentioned above:
Wenden and Rubin classified learning strategies into cognitive strategies and metacognitive strategies. Cognitive strategies are used by learners when they deal with steps, operations, or problem-solving that require direct analysis, transformation, or synthesis of learning materials (Wenden & Rubin,1987:23) and these strategies include clarification/verification, guessing/inductive inferencing, deductive reasoning, practice, memorizing and monitoring. On the other hand, metacognitive strategies are used when the learner deals with knowledge about cognitive process and regulation of cognition. These strategies consist of choosing, prioritizing, self-management, advance preparation, advance organization, directed attention, selected attention and delayed production. The following figure has been designed based on the information mentioned above:
2/ The short term benefits of training learners on the use of learning and communicative Strategies
Research and theory in second language learning strongly suggest that good language learners use a variety of strategies to assist them in gaining command over new language skills. In her study of five Chicano students who were learning English, Wong-Fillmore as quoted in Wenden & Rubin, (1987:27), identified some learning strategies used by successful language learners. Wong-Fillmore found that by using a few well chosen strategies, learners could continue to participate in speaking activities (ibid: 21). Moreover, O’Malley (1983), reports on an experiment in which students received training on the use of learning strategies with three language tasks; vocabulary, listening skill and speaking. His major conclusion was that strategy training was effective for listening and speaking, but not for vocabulary.
One of the major short term benefits of the use of learning strategies is the fact that they help learners to compensate for their lack of adequate language knowledge. Bygate (1987), states that the use of these strategies can bridge the gab between knowledge of the rules and the students’ ability to express their own meaning. In other words, these strategies help learners to practice using acceptable language with reasonable fluency and reasonable ability to convey meanings and express opinions. On that basis, it could be inferred that training learners on using these strategies would help them a lot in their language learning. Language learners will not be hesitant or afraid of being involved in an interaction where they do not have sufficient language knowledge for it. Bygate adds that being trained to use learning strategies helps the learner to succeed in autonomous interaction. According to this, using such strategies in learning represents a transitional process where control of learning is moved from teacher to learners, leaving the learner with responsibility for his own thinking and learning. In addition, Wenden& Rubin (1987), mention that learning strategies help learners to better utilize the experience they bring to their language class. As a result, learners grow appreciation of their power ability and become critically reflective of the conceptual context of their learning.
The efficiency of communicative strategies training in learning languages has been proved in so many occasions. For instance, Spilka (as cited in Faerch & Kasper 1983:10), points that some trained French learners tend to use specific phrases in order to avoid liaison in French; to avoid French partitive en, the learners may produce the specified form J’ai trios pommes, rather than J’en ai trios. So, the French learners are making use of the avoidance strategy which is one of the communicative strategies. In another occasion, Kasper (1983:43), gave some examples of how trained German learners of English reduce their IL performance with respect to politeness making. Moreover, Faerch (1983:43), gave other examples of speech act reduction, in which learners in conversation with native speakers often do not use initiating acts (reduction strategy). Based on all that has been mentioned, we could say that strategies be they learning or communicative ones, are important for language learning for they are tools for active, self-directed involvement, which is essential for developing communicative competence. I shall now move to discuss the long term benefits of the use of learning strategies.
3/ The long term benefits of training language learners on the use of learning and communicative strategies
As we have seen previously, there are so many short benefits for training learners on using learning and communicative strategies. Likewise, there are other long term benefits for strategy training as well. Faerch and Kasper (1986:189), report the findings of a study where an attempt was made to train learners to use interaction strategies (some of the communicative strategies). They were Danish learners of English and the training for strategy use lasted for three months. The findings were that:
a) Middle proficiency level learners made considerable progress in using interaction strategies.
b) Low and high proficiency learners made less progress.
g) The general attitude in the class towards errors and towards risk-taking had changed. More learners accepted the need to make an attempt even if they did not get the right answer.
Based on the findings of this study, we could say that training learners to use communicative strategies raises their confidence and encourages them to participate in different communicative interactions even when they don’t have enough language for it (e.g. when they don’t have the answer for a question). In another study, Knowles (1975), finds that training learners to use these strategies helps them to develop the attitude that language is a lifelong process and to acquire the skills of self-directed learning. Most importantly, he points out that communicative strategies help learners to be equipped with the skills necessary to continue learning on their own when they leave formal education experience.
Many other studies have been carried out by different researchers and the long term benefits of communicative and learning strategies training have been proved. For instance, O’Malley and Chamot (1990) looked at learning strategies used both by ESL and EFL students and they found that training students to use these strategies helped them become more aware of the whole process of learning a second language. Based on the findings of one of their studies, Wenden & Rubin (1987), state that training learners to use learning strategies helps learners to better utilize the experience they bring to their language class and help them as well, to become critically reflective of the conceptual context of their learning.
Part Two:
1/ The influence of learning strategies on my teaching style of speaking
I have previously mentioned that speaking is an undervalued skill in Oman. All focus and emphasis are placed on the other skills as if the speaking skill does not exist or as if acquiring it has been taken for granted. Out of my own experience as an English teacher, I have noticed that the Omani students’ biggest difficulty when learning English falls in the area of speaking. As teachers, we have not been working so much on this skill due to the fact that there are no formal speaking tests in the whole low-intermediate, intermediate and high-intermediate levels of teaching English in most of the academic institutions in Oman in general and in the Language Centre at Sultan Qaboos University (SQU) in particular. We were basically preparing our students to be able to pass the final test which normally contained listening, reading and writing only. Personally, I used to rely on specific activities in my speaking classes and these activities were not always suitable for my students’ levels of English. However, since it was “the speaking skill”, I did not bother to search for more activities or even try to design a simple syllabus for teaching it.
Having read about learning and communicative strategies and having known about their crucial role in promoting and developing the learning process in general and the verbal interaction skills in particular, I have decided to adopt a new teaching approach that makes full use of these strategies. I have realized that the new teaching capacities should include identifying students’ learning and communicative strategies, conducting training on these strategies, and helping learners become more independent. That is because when students take more responsibility in the speaking activities, more learning occurs, and both teachers and learners feel more successful and satisfied. Teachers including me, (especially when teaching speaking) should attempt to discover what strategies their students are already using by interviewing them or questioning them about the strategies employed for specific language learning tasks (Wenden & Rubing, 1987). And then, they could direct them to utilise learning and communicative strategies for a variety of speaking activities. Metacognitive strategies such as self-management and self-monitoring can be practised in communicative situations in which the learner wishes to gain the maximum amount of comprehensible speech from others (ibid). Moreover, teachers can provide students with practice in useful strategies for the negotiation of conversational encounter outside of class. They can also suggest alternative strategies for organising and storing information and they can encourage students to consider which strategies work best for them. O’Malley and Chamot (as quoted in Macdonough,1995:122) summarise what has been previously mentioned by stating that the Cognitive Academic Learning Language Approach consists of five phases:
1/ Preparation: develop student awareness of different strategies.
2/ Presentation: develop student knowledge about strategies.
3/ Practice: develop student skills in using strategies for academic learning.
4/ Evaluation: develop student ability to evaluate their own strategy use.
5/ Expansion: develop transfer of strategies to new tasks.
According to these phases, teachers should go through several steps while teaching speaking tasks in order to make sure that students would get benefits from them and would develop their speaking skill. We should base our explanation of the tasks as well as our instructions on the students’ communicative and learning strategies, and we should try focus our activities on developing these strategies. Furthermore, we could provide students with various activities that would enable them to use their strategies in new speaking tasks and to evaluate their use of these strategies.
Macaro (2001:176) gave another way of training students on using and developing their strategies. The following figure shows the sequence of steps that are to be followed by teachers in order to best utilise their students’ learning and communicative strategies while teaching English skills in general and speaking in particular.
Another important aspect every teacher should take into account is materials and syllabus design. In Oman, both syllabus and curriculum design are prescribed by the Ministry of Education (for schools), or the Ministry of Higher Education for some colleges and universities. Teachers have an almost passive role in that process. On the other hand, researchers and educational inspectors play the major role and impose their ideas and opinions which are not always in favor of the learning process, learning situations and students. Teachers are not allowed to innovate or create additional materials and they are severely penalized if they deviate from the prescribed curriculum. It is really a hard task for the teacher to change or at least modify this traditional curriculum but is not impossible. Teachers should attempt to change such curriculum gradually and they should have their role in the curriculum design task. They should be creative, eclectic and adaptive in terms of producing educational materials. Educational authorities on the other hand, should take into consideration that aspects of learning and communicative strategies are to be incorporated in each and every syllabus or curriculum. Finally, it really makes a great difference in teaching and learning if teachers bear in mind the fundamental knowledge of learning and communicative strategies while teaching.
2/New teaching approach and examples on some speaking activities
In Oman, most if not all the teaching approaches adopted by teachers seem to be teacher oriented. Teachers are doing all the work; they teach, explain, ask, provide answers and help students. The students’ role is passive in one way or another; they are being spoon-fed throughout the academic year without being asked to contribute to their studying activities or even being taught how to do it. Being a teacher in that country, my teaching style was influenced to a great extent with the teaching methods used there. For instance, in my speaking class, I used to do all the talk, control activities, come up with ideas, and choose the suitable speaking tasks. I did not use to allow students to express their ideas and if I did, it would be to a very limited extent. Even when my students were giving a presentation or performing a dialogue, I used to interfere either by giving my own opinion or by correcting them every now and then. It is only now after knowing about learning and communicative strategies that I have realised the pressing need for some teaching strategies especially in the area of speaking. I have realised also that it is the turn of the students to do most of the talking in the speaking class, while the teacher’s main function is to provide them with maximum amount of meaningful practice. In this section, I will attempt to give some examples on speaking activities and show how they are best taught taking into account the students’ learning and communicative strategies.
a/ Dialogue and negotiation
Dialogue and negotiation present the language as directly in the contexts in which they are most commonly used, and permit the learners to practise it in the same way, thus establishing a firm link between language and situation (Byme, I976:2 I). My teaching of dialogue was a kind of memorisation task; I used to type the dialogues or negotiation task and give copies to the students. All that they had to do was to read them, memorise them and present them in front of the class. Taking the students’ learning and communicative strategies into account, I should do some pre‑speaking activities and prepare the learners in terms of vocabulary items and tenses that are going to be used throughout the dialogue/negotiation. This will direct their attention to the task and will help them operate their planning strategies so that they are ready to some extent to tackle the task. During the task, I would interfere where possible to provide the learners with suggestions and to give some alternatives. I would not focus so much on correcting their mistakes since I am concerned in the first place with developing their communicative abilities. I would rather compliment and praise the good performance in order to create a stimulus and motivation for the rest of the learners to improve their work. I guess this way would work well with my students since they are very afraid of making mistakes and they are easily motivated by praise, compliments and marks.
b/ Imaginary situation
I did not really make use of this task although it is very important in developing the students’ ability to be involved in problem‑solving tasks, to improvise, guess and brain storm. I was not really aware of it and of its role in promoting speaking skill. However now, after realising the importance of this task, I would try to prepare and design some imaginative tasks that are culturally appropriate and related to the learners’ day to day life. For instance, I might ask them to imagine that there is a specific problem in their village (e.g. water is getting salty due to overuse) that needs to be solved and then, will ask them to come up with solutions and to try to talk about their own solutions in front of the class. Since the topic represents a very serious problem due to the scarcity of water sources in Oman, most of the students will be involved and will participate in the discussion. I might ask them to discuss it together in groups or I might ask individual students to talk about and justify their opinions. Of course, there are so many other exciting and relevant tasks (to the students’ daily life activities) that could be made use of in order to hook the students’ attention, sustain their interest in the subject and appeal to their needs and desires.
c/ Role‑play and Narration
I taught this task before and I noticed that students liked very much especially when it is incorporated in a narrative task. I used to give my students a story and ask them to play the roles of the different characters; it was really very simple and fun. Actually, it was another way to train them to memorise some language phrases. If I am to do this task now, I would ask the students to compose their own story (in an attempt to focus on past tense for example), and then to act it out in front of their colleagues. I strongly think that this task would work very well with most of the students even the weak ones because they would be working in groups and they will have the chance to choose the role that they really like and that suits their linguistic ability. While performing this task, the learners will be practising speaking, prioritising and choosing their role, and memorising some language chunks. In other words, they will be practising the language and developing their learning and communicative skills.
Conclusion
The research evidence that has been mentioned throughout this paper proves to some extent the short and long term benefits of using strategies in learning second/foreign language. It also suggests that some learners are using more strategies more effectively than others. For this reason, teachers and researchers should work closely together to discover the role of motivation in learner strategy use (Macaro, 2001). It has also been shown that strategy training is effective in promoting a great predisposition towards language learning and a framework which enables the learner to take more responsibility for their learning in the immediate, medium and long term. In this regard, policy‑makers should be closely involved in supporting teachers’ effort by facilitating local and national programs of strategy training. They should not set up learning frameworks (curriculum, syllabus) which place obstacles in the way of teachers to adapt their teaching to the strategy-related needs of their learners. They should rather allow teachers some freedom so that they can be creative in terms of designing tasks and activities that would appeal to their students because teachers are the ones who are in direct contact with the students and therefore, they should be the ones who know exactly what their students need. On the hand, teachers should bear in mind that the strategies which plan and evaluate learning and the strategies assumed by the learners who go out and make contact with language outside the classroom are the ones that teachers should increasingly tum their attention to (ibid).
About the author
Rashid Al Maamari: BA in English for English Specialists from Sultan Qaboos University (2001), MA in ESP from the University of Warwick (2003). Teaching English Language in the Language Centre at Sultan Qaboos University since 2001, Office Tel: +968 24142854, Mobile: +968 99378100, E-mail: [email protected]
Bibliography
Bygate, Martin.(1987). Speaking. Oxford: Oxford University Press.
Faerch, Clans & Kasper, Gabriele.(1983). Strategies in Interlanguage Communication. London: Longnnan,
Byrne, Donn.(1976). Teaching Oral English. London: Longman
Faerch, G. and Kasper, G.(1986).Strategic competence in foreign language teachin. Aarhus University: Aarhus University Press.
Knowles, M.(1975).Self Directed Learning: A Guide for Learners and Teachers. Chicago: Association Press.
Macaro, Ernesto.(2001). Learning strategies in foreign and second language classroom. Great Britain: CPD, Ebbw Vale
Macdonough, Steven H.(1995). Strategy and Skill in Learning a Foreign Language. London: Edward Arnold, a division of Hodder Headline PLC.
Nisbet, John & Shucksmith, Janet.(1986).Learning Strategies. London: Routledge & Kegan Paul Plc.
O’Malley, IM & Russ, R.P, et al.( 1983). A study of Learning Strategies for Acquiring Skills in Speaking and Understanding English Language. Rosslyn, Va: InterAmerica Research Associates.
O’Malley, J.M and Chamot, A.U.(1990).Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
Wenden, Anita & Rubin, Joan.(1987).Learner Strategies in Language Learning. Cambridge: Prentice Hall International.
Rivers, Wilga M. (1972). Speaking in Many Tongues, Essays in Foreign‑language Teaching. Cambridge: Press Syndicate of the University of Cambridge.
Wong‑Fillmore, L.(1976).The Second Time Around. Unpublished doctoral dissertation, Stanford University.
At present, there are some amazing low cost, reasonably priced [...]]]>
Students come from all over the world to live and study English in England. They are often looking for a place to stay with the most reasonable accommodation rates. London is one of the most popular destinations, despite suitable accommodation having been traditionally hard to find.
At present, there are some amazing low cost, reasonably priced rates being offered for those who know where to look.
London is renowned all around the world for being one of the most amazing and beautiful places to visit, so all a student needs to have a great time while learning English there is a decent place to live.
Here are three things for all prospective ELT students in London to consider:
1. Conduct a bit of research and don’t just believe everything that you are told. Just because a company says that they are offering the best and most reasonably priced student accommodation in London doesn’t mean it’s true. Check out the Urbanest website for accommodation that provides a true student community feeling.
2. Check the ratings for ‘student accommodation London’ on the internet. Again, consult the Urbanest website for accommodation, as this is a great indicator of the standard of accommodation you should be looking for.
3. Also, try to find testimonials of students who have recently stayed there. Once more, the Urbanest website provides such a resource.
1. The reason or reasons one has for acting or behaving in a particular way
2. The general desire or willingness of someone to do something
3. *Anna Aparicio’s definition: the art of getting off your butt and getting stuff done
Getting motivated doesn’t happen by coincidence or by miracle.
Here is the thing: you may have a burning desire [...]]]>
/mo·ti·va·tion/
1. The reason or reasons one has for acting or behaving in a particular way
2. The general desire or willingness of someone to do something
3. *Anna Aparicio’s definition: the art of getting off your butt and getting stuff done
Getting motivated doesn’t happen by coincidence or by miracle.
Here is the thing: you may have a burning desire to do something, you may have the best will in the world, you may even know all the reasons why you should do it… but if you haven’t done it yet, don’t be surprised.
Getting motivated doesn’t happen by coincidence or by miracle. Motivation is not something that some people have and others don’t either. It is something we all do, consciously or unconsciously, everyday!
Motivation is not something you have or don’t have; it is something you do
Take training, for example, notice I say training, and not exercising! We want to do it, we know it is good for us, we know it is going to make us look better and feel better… but after a hard day’s work, when tiredness sets in, who would blame us for wanting to slouch on the couch and watch some TV while eating our favourite treat?
Well, think of taking a shower for a moment. Most of us do it every day. We don’t wait until we are all stinky to clean ourselves. We do it because it is the right thing to do; it is time to take a shower.
We are able to do this because we have built up this good habit over the years through repetition. We do it at the same time, in the same place, following the same routine, which is so ingrained in our unconscious that we are barely aware of the process.
If you want to get to the point where your training routine goes as smoothly as your shower routine, start following the following NLP rules:
1# IDENTIFY EXACTLY WHAT YOU WANT TO DO
Answer these questions:
What do you want specifically? When do you want it by? Where? With whom? What for? What will happen if you achieve that? What if you don’t achieve that? Is it under your control? Is it worth it?
You see, when setting up goals, a lot of people do it wrong. They state what they want to have, not what they want to do; things like “I want to be Director of Studies”, “I want a new teaching job” or “I want to bet an MA”… But, what do you want to do? Because it is as a result of you doing what you need to do that you will get to have what you want.
Your objective needs to be stated in a way that your brain understands it. And just like your computer, your brain needs 3 things: affirmative statements that are direct and very specific.
If you are just thinking it then it is not an objective, it is just a thought. So, put pen to paper and write your answers to the questions above.
If you don’t know what you want, how will you know when you’ve got there?
2# MAKE A PLAN
Again, if you don’t have a plan, all you have is a lovely thought. I suggest you get yourself a diary, an excel sheet, a calendar, whatever works for you, and devise your personal strategy. A strategy to suit your lifestyle, your working schedule, etc…
Keeping the end result in mind, what is the first step you need to take in order for you to do what you need to do? And after that? What’s next? Do you have all the resources you need (resources are materials, books, money, people…), or do you need help?
If it’s going to take you 3 years to get an Ma, set a date and work backwards from there. If you want to find a new job in the next six months, do the same. Break your objective into smaller, more achievable chunks, so that this week you know exactly what you are doing with regards to training and time to study, and you can focus on just that. As I tell everyone, it’s one week at a time, one day at a time.
You see, now you have more than just a nice thought; now you have a plan of action. And believe it or not, this is what most people lack. It’s hard to get motivated if you don’t know what you want to get motivated for!
And what are you going to do when you are tired, sad, in a mad mood, frustrated…? You must put strategies in place, so when that happens, and it will, you know exactly what to do.
3# FIND OUT WHAT FIRES YOU UP
There are a lot of things that we need to or should do, but that doesn’t mean we do them. So I want you to try on the following sentences, simply add what you want to be able to do at the end.
For example, if you want to improve your health by going to the gym every day at 6pm for an hour, try these on. Say them out loud:
I should go to the gym – I need to go to the gym – I have to go to the gym – I’d better go to the gym -
I could go to the gym – I can go to the gym – I will go to the gym – I’m going to the gym
Do this a few times and notice which one creates the strongest feeling within you, like you want to go do it. You’ve just unlocked your personal motivational language. Make sure you use it from now on!
4# IMAGINE YOURSELF SUCCEEDING
One of the main functions of the brain is to prove itself right. So, whatever you focus on is magnified, as the brain thinks it is an objective of yours. Also, the brain doesn’t know the difference between a vividly imagined memory and reality. This is why if you want to do something, it’s vital you imagine yourself doing it like this (read this NLP resource fully before you do it):
Think of yourself doing the thing you want to do, training in the gym, or whatever. When you think about it you may notice the thought to be at a certain distance from you, a certain size, and in a certain place. Just make sure you see yourself in it, looking happy, positive and really enjoying what you are doing.
Now, imagine the thought getting bigger and bigger until it’s almost panoramic. Make sure it’s big, bold and colourful, maybe add some sound to it, and notice how good you feel.
Now, imagine you can float outside of your body and into yourself in the image, so you can see through your eyes, hear through your ears and feel how good it feels to be doing what you are doing and loving it too! Intensify everything even more, so the colours are brighter, the sounds louder and the feelings stronger.
Now, tell yourself in your most motivating voice “Go For It!”
Now, take a deep breath through the nose and magnify the feelings so you feel even more motivated!
Repeat 3 times, first sitting down, and then standing up, and notice how you feel even more motivated!
It’s vital that you build a propulsion system that makes you feel good and look forward to doing the things you want to do, so that you want to do them more and more. This is how you get to build up new more useful habits to last you a lifetime.
I’ve just shared 4 motivational strategies with you, which when you use them, they will help you get more stuff done and achieve more, faster. They can be applied in any area of your life. These strategies have helped transform some of my clients from couch potatoes into fitness freaks, so good luck to you!
About the Author:
Anna Aparicio is regarded as Ireland’s top female NLP/Hypnosis Life Coach. A Self-esteem and Confidence Expert, she has helped hundreds of women all around the world feel empowered, super confident, and lead happier more succesful lives. With a unique blend of Neuro-linguistic Programming, cutting edge personal development tools, and a contagious sense of humour and zest for life, Anna is renowned for getting results fast. Now you can get her free report at http://www.delite.ie
The following is an excerpt from Tim Brice’s new book, “MORPHING INTO THE REAL WORLD – A Handbook for Entering the Work Force” which is a survival guide for young people as they transition into adult life. The book offers considerable advice regarding how to manage our personal and professional lives. As a part of this, Tim found it necessary to describe the four types of personalities commonly found in the work place.
Personality Types
You will undoubtedly encounter many different types of personalities in any teaching environment, each with their own unique blend of nuances. Nevertheless, there are four basic types of personalities from which they are based, which is commonly referred to as A, B, C, and D. Although volumes have been written on such personality traits, here is a synopsis:
See if you can spot any of these personality types at the next teacher meeting and maybe you can start to work out who works well with whom, as well as who you’d feel most comfortable collaborating with.
Type “A” Personality – Is a highly independent and driven personality, typically representing the DoSes in language schools. They are blunt, competitive, no-nonsense types who like to get to the point. They are also strong entrepreneurial spirits (risk takers). As such, they embrace change and are always looking for practical solutions for solving problems.
Type “B” Personality – Represents highly extroverted people who love the spotlight. Because of this, they are very entertaining and possess strong charisma (everyone likes to be around them). Small wonder these people are the ones that make their faces well known both in the teacher’s room and in class. They thrive on entertaining people and are easily hurt if they cannot sway someone (such as “bombing” on stage).
Type “C” Personality – The antithesis of Type “B”; they are introverted detailists as represented by such people as accountants, programmers, and engineers. They may have trouble communicating to other people, but are a whirlwind when it comes to crunching numbers or writing program code. They tend to be very cautious and reserved, and will not venture into something until after all the facts have been checked out. These are the teachers who stick to the course book religiously and make incredible overuse of the whiteboard.
Type “D” Personality – Is best characterized as those people who resist any form of change and prefer the tedium of routine, such as those teachers who seem to have been around since the first day the school opened for business. They are not adventurous, resist responsibility and prefer to be told what to do.
It is not uncommon to find people with a blend of personalities, particularly A-B and C-D. But these basic personality types explain why some teachers work well together and others do not. For example Type-A clashes with Type-D simply because one is more adventurous than the other and Type-B clashes with Type-C as one exhibits an extroverted personality and the other is introverted. Conversely, Type-A works well with Type-B, and Type-C works well with Type-D. See if you can spot any of these personality types at the next teacher meeting and maybe you can start to work out who works well with whom, as well as who you’d feel most comfortable collaborating with.
About the Author:
Tim Bryce is the Managing Director of M. Bryce & Associates (MBA) of Palm Harbor, Florida, a management consulting firm specializing in Information Resource Management (IRM). Mr. Bryce has over 30 years of experience in the field. He is available for lecturing, training and consulting on an international basis. His corporate web page is at:
http://www.phmainstreet.com/mba/