X hits on this document

37 views

0 shares

0 downloads

0 comments

5 / 12

uptake of the class. 2. During student-to-student collaboration: After teacher transmission and the subsequent recapping sessions, practice on various mini tasks to reinforce, and even introduce, new themes was conducted in pairs or groups. This involved comparing kanji which integrates the character for woman, watching clips of Japanese dramas to identify gender-related language, and even creating cockney-rhyming slang sentences etc. After this, results of collaboration were shared between groups and, as was frequent in this class, written on the board so that all students could learn from each other. An example of a typical exercise requiring analytical thought and collaboration to reinforce a theme introduced by teacher transmission was in lesson 3 on ethnicity where “creoles” were the focus of study. Students firstly briefly studied the following information on Tok Pisin, the language of Papua New Guinea, and filled in the missing lexis. In the first case, this entailed guessing the linguistic construction of Tok Pisin verbs (adapted from Holmes, 1992).

Bik

big

bikim

make large

Daun

low

?

make lower

Nogut

bad

?

make bad/spoil

Tok Pisin

English

Tok Pisin

English

Gras

Grass

Mausgras

Moustache

Grasbilong fes

Beard

Then they were required to translate Tok Pisin into English:

Tok pisin

English

Gras bilong hed

?

Gras antop long ai

?

Pisin

Bird

Gras bilong pisin

?

5

Document info
Document views37
Page views37
Page last viewedTue Dec 06 22:29:57 UTC 2016
Pages12
Paragraphs229
Words3249

Comments