Vol 01 No 3 TESL Reporter

              REPORTER
published by

teaching english as a second language
vol
1 I

english language institute the church college of hawal

no

3

laie hawaii

spring

1968

communication
in

by

the

g languaua Lonq ge
university

student process learning
each
very few attempts in exercises have begun to succeed in meeting the second need the classes which most nearly simulate the functioning use of linguistic signaling are not language learning classes so much as classes in which the basic language has been learned and in which the language is then used as a medium of communication in continuing with further learning of other related areas

BY GERALD DYKSTRA

OF HAWAII

are taken teaching from english as a second language materials development center an in concepts in of new ga vestiga tion language learning the language teaching profession is

aspects

of the following the report of the

challenged today by a number of imtwo of those are portant needs taken here for special consideration 1 providing for a high degree of indiividual participation by each student vd and 2 simulating in classroom work much more nearly than heretofore the functional use of linguistic signaling
dr

gerald dykstra is presently a professor at the university of hawaii and principal planner for the language arts for elementary schools at the hawaii curriculum center

such as literature culture linguistic mpo a analysis etc these are impo rtd nt but they go beyond the basic skills in this presentain the language tion the central question is can we from the very early stages of the course use language more nearly
communication in language learning
page gerald dykstra tonga 1I peace corps program I1
by by
1 I

colneen ts colt tiits
eric
shumway

of students simultaneously responding to a teachers cues constitutes one beginning attempt to meet the first of these needs language laboratories need have also been developed in response to the first of these needs other

choral practice by a whole class

page

3

grrammars as classifications mar G aw na rs page 5 by yao shen
why

by

william

pattern practice
D

conway

page g

7

1968 TESOL convention

page 11

responses have been made as well each of these responses succeeds in one fashion or another in getting more people participating simultaneously

asia pacific

TESL

group suggested
page 12

2

TESL REPORTER

as it used outside of the classroom that is to communicate meaningfully and to at least some extent non predictably to accomplish purposes the listener may be unaware of until he hears the spoken utterances it has been shown that it is now clearly possible to accomplish this and thereby to meet the second need within the classroom A US office of education project report on the TESL materials development center project HE 084 recently completed and available through the US office of educations ERIC dissemination demonstrates language services practice in which each learner is in a responsive environment of other in this program each learners individually within the learner matrix of social situations is con scanttlly engaged in making language t an related decisions the student is alternately required to select the language appropriate to accomplishing a task he has been set and to select an overt physical response that is appropriate to a non predictable request that is made of him the form of the request in these expert i mental materials is non predictable by the hearer within the limit of the contrastive utterances that are being presented in any given unit As such it may be said they are not as non predictable as utterances by a native speaker recognizing however that
TESL
A

these utterances are made by beginning learners to other beginning learners it is conceivable that degree of effective non predictability may be a reasonably close approximation to what it is in many if not most out of classroom situations among native speakers

overt response required
experimental material is that they feature communication of this more realistic nature and that the success or failure of each communication attempt itself serves as the primary reinforcement for correct responses or punishment for incorrect ones after initial presentation and practice a pupil hearer must respond actively overtly and appropriately to a pupil speaker whose message predict he cannot preparing materials which are to be used in accomplishing this requires careful attention to the details of sequencing v and provision for abundant individ ual practice through multiple unit classroom organization in which the no teacher does not have to be present to with each group at all times do anything less means thatttthe pupils ha he i would not have sufficient opportunity to individually make selections of responses or to select the language stimuli which put into use will d mt permit them to accomplish a variety of nonlinguistic or supra linguistic

the principal innovation

of the

reporter

quarterly publication of the engT lish institute and the ileBAe ESL program cf the church col g of hawaili awa i aswilliam D conway editor sistant professor of english and
TESL

tor of english and TESL articles relevant to teaching english as a second language in and hawaii the south pacific asia may be submitted to the editor the church college through box 127

staff

mrs

alice pack instruc-

96762 l e hawaii of hawaii laiie manuscripts should be double spaced and typed not exceeding three pages not excedding three and typed e pages deadline for the summer edition is may 1 1968

goals in the 150 illustrative units com muni cation activities are always pre ceded by presentations in the presentations pupils learn new language content and get intensive patterned c practice in saying the words and sentences they will use in the com muniication activities at the same n tiem while learning the meanings they will usually make the objects used for the communication activity the communication activity is the crucial part of each unit the pre d sentation functions as an introduction

or preparation the presentation and communi mmi
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