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Monthly Archives: May 2011

Systemic Functional Grammar (Part 3 – The Experiential Metafunction)

If the Interpersonal Metafunction showed the point of view of the speaker at the moment of speaking through the Mood element, one could say that the Residue carried the content of that message. And the content, in Hallidayan linguistics is categorised by different processes defined by the main verb of the clause. Here’s the 2nd Metafunction.

The Experiential Metafunction

Halliday (1976) originally purported that the experiential metafunction was one of the three main metafunctions. He later includes it within the ideational metafunction (Halliday and Matthiessen, 2004), alongside the logical metafunction of relationships between clauses and clause-complexing. Thompson (2004), however, sees the latter as a fourth metafunction. As clause-complexing is beyond my scope, the focus will be on the experiential metafunction.

Also called Clause as Representation, the clause represents the ‘content’ of our experiences, answering the question ‘Who does what to whom’. This metafunction uses the grammatical system of transitivity. Although sharing the traditional view of transitivity that the focus is on the verb group (the Process), SFG refers to the system as describing the whole clause (Thompson, 2004) and does not use the labels ‘subject’, ‘verb’ and ‘object’, seeing that ‘verb’ is a word class, while ‘Subject’ is a functional term. Instead, different functional labels are given to Participants (realised by nominal groups), Processes (realised by verbal groups) and Circumstances (realised by prepositional phrases or adverbials signifying time, place or manner) of each process type.

Material process clauses refer to experiences of the external world and describe processes of doing and happening, answering the question ‘What did he/she do?’ or ‘What happened?’ (Butt et al, 2000). The distinction between participant types (Beneficiary, Goal, etc.) can alleviate students’ confusion as to which can be turned into a prepositional phrase and shifted to the end to be highlighted as newsworthy. Also, in the experiential metafunction, functional terms define the roles the Participants play in the Process, and Goals or Beneficiaries can take Subject position.

Material Process

Chia bought some curry yesterday.
Actor Process: material Goal circumstance
Nominal group Verbal group Nominal group Adverbial group

Material process with Beneficiary

Chia bought Paul some curry yesterday.
Actor Process: material Beneficiary Goal circumstance
Nominal group Verbal group Nominal Group Nominal group Adverbial group

Material process with Beneficiary shifted to the end

Chia bought some curry for Paul yesterday.
Actor Process: material Goal Beneficiary circumstance
Nominal group Verbal group Nominal group Nominal Group Adverbial group

Agentless passive structure with Beneficiary as Subject

Paul was        bought some curry.
Beneficiary Process: material Goal
Subject Finite Predicator Nominal group

Agentless passive structure with Goal as Subject

Some curry was         bought for Charles.
Goal Process: material Beneficiary
Subject Finite Predicator Nominal group

Relational process types serve to identify and characterize, and are further subdivided into processes of ‘being’ (intensive or circumstantial) and ‘having’ (possessive). (Halliday and Matthiessen, 2004).  Attribution specifies the class the Carrier belongs to, while identification narrows the class down to one.

Relational Process of intensive attribution

Emma is pretty.
Carrier Process: Relational: intensive atrribution Attribute
Nominal group Verbal group Nominal group with adjective as Head.

Relational Process of intensive identification with Value as Subject

Emma is the prettiest.
Value Process: Relational: intensive identification Token

Relational Process of intensive identification with Token as Subject

Emma is the leader.
Token Process: Relational: intensive identification Value

In ‘Emma is the prettiest one’, ‘Emma’ is the Value identified by the Token ‘the prettiest one’, since Emma is represented by the prettiest one. However, in ‘Emma is the leader’, ‘Emma’ represents the leader and is now the ‘Token’, identified by ‘the leader’ as the Value. Because of this structural distinction, we cannot combine the two and say, ‘Emma is the prettiest one and the leader’. (Halliday and Matthiessen, 2004)

Below, are more examples of attribution and identification within other types of relational processes.

Relational Process of possessive attribution

Emma has a Wii console .
Carrier Process: Relational: possessive attribution Attribute

Relational Process of possessive identification

That Wii console is Emma’s.
Token/Possessed Process: Relational: possessive identification Value/Possessor

Relational Process of circumstantial attribution

The deadline is on Tuesday.
Carrier Process: Relational: circumstantial attribution Attribute

Relational Process of circumstantial identification

Tuesday is the deadline for the blogpost.
Token Process: Relational: circumstantial identification Value

Serving to construe processes of sensing, happenings within our consciousness, mental processes are subdivided into processes of emotion, perception, cognition, and desideration (ibid).

Mental process of emotion with nominal group as Phenomenon

David liked the headphones.
Sensor Process: Mental: Emotion Phenomenon

Mental process of perception with embedded clause as Phenomenon

David saw what happened.
Sensor Process: Mental: Perception Phenomenon

Mental process of cognition with projected clause

David knew he was getting headphones for Christmas.
Sensor Process: Mental: Cognition Projected Clause

Mental process of cognition with projected clause

David hoped that he would get headphones for Christmas.
Sensor Process: Mental: Desideration Projected clause 

Notice that in mental processes of emotion and perception, what is loved or hated, seen or heard, is labelled Phenomenon, even when the fact is realised as an embedded clause. However, mental processes of cognition and desideration often bring wishes and ideas into existence by projecting a separate clause (Thompson, 2004).

Pairs such as ‘like/please’, which show a different direction in Sensor-Phenomenon relationships, are often unaccounted for in traditional grammar, but commonly occur in cognitive and emotive mental processes (ibid).

David liked the headphones.
Sensor Process: Mental: Emotive Phenomenon
The headphones pleased David
Phenomenon Process: Mental: Emotive Sensor 

In ‘David liked the headphones’, ‘David’ is the Sensor of this emotive mental process which is denoted by the verb ‘liked’. ‘The headphones’ is the Phenomenon which summarises what is thought, perceived, or liked/disliked. Contrast that with ‘The headphones pleased David’, where the Subject is now the Phenomenon, and the Sensor, which is the conscious being, fills the interpersonal slot of Complement.  The example below shows that ‘realise’ is a ‘like’ type verb, while ‘occur to’ is similar to ‘please’. (Halliday and Matthiessen, 2004)

David realised the fact that he was wrong.
Sensor Process: Mental: Cognitive Phenomenon
The fact that he was wrong occurred to David.
Phenomenon Process: Mental: Cognitive Sensor

Other process types

Between material and mental are behavioural processes, while existential processes are between relational and material. Verbal processes share the ability of mental processes to project what is said or thought in a separate clause. Some indirect-speech verbs, e.g. ‘urge’, ‘force’, which take  to-infinitives when projecting,  and direct-speech verbs like ‘whispered’, ‘sneered’ can convey illocutionary force (Bloor and Bloor, 2004).

Behavioural process

Joe sang the song.
Behaver Process: Behavioural

Existential process

There was a boy.
Process: Existential Existent

Verbal process projecting direct speech as separate clause

Alan said, “You should read.”
Sayer Process: Verbal
Quoting Quoted
Actor Process: material

Verbal process projecting indirect speech as separate clause

Alan said you should read.
Sayer Process: Verbal
Reporting Reported
Actor Process: material 

Different process types have different tenses as their basic, unmarked, forms, e.g.  while the unmarked present tense for material processes is the present-in-present (the present progressive), that for relational and mental processes is the present simple. Halliday and Matthiessen (2004) criticise EFL syllabuses for over-simplifying the teaching of the present simple as habitual behaviour without considering that this largely depends on process types. Another oversimplification is the famous pedagogic rule that state verbs cannot take the progressive tense. However, many verbs like ‘have’ can be either states or actions, which can be confusing for students. SFG’s separation into different processes (‘have a shower’ is material, while ‘have a pen’ is possessive attributive), which are governed by different sets of rules, explains the phenomenon to students more clearly, e.g. the present-in-present for relational and mental processes implies a highly-marked narrowing of the present, which tends to signify temporality e.g. ‘I hate burgers but I’m loving this one!’ (ibid).

Furthermore, different genres have the tendency of using certain process types more than others. A written recipe contains material processes, while a chef on a cooking programme might use a combination of material and relational processes (Thompson, 2004). Existential processes are often used in narratives to introduce new characters or scenes. A good understanding of the corresponding grammatical features of processes can help students use them in expressing their experiences of the world in the appropriate register, and define the syllabuses for students learning English for Specific Purposes (ESP) or Academic Purposes (EAP).

(Bibliography in Part 1)

Making Student-Centred Dogme Student-Friendly

So it seems that some students have been complaining about their teachers not using the assigned coursebook and  the discussion about whether the use of the coursebook should be encouraged/enforced has yet again risen.

With the Dogme approach to language teaching becoming more widely accepted in the TEFL world in the recent years, I had assumed that the debate was more or less over. That it was clear as day that a materials-light classroom where the use of students as the main resource was almost a given. I have taken for granted the fact that everyone knew that when done correctly, such lessons are rather taxing on the multi-tasking Dogme Practitioner, and that the benefits to their language learning process were for all to see.

Perhaps it’s because I’ve been a Dogmetician teaching without a coursebook for over 3 years. Perhaps it’s because Thornbury and Meddings have given the approach an official label and wrote an award-winning book alongside countless journal articles and blogs with solid theoretical backup of the approach. Perhaps it’s because I’ve come to see Dogme not as an approach or methodology, but simply as improvised but principled eclecticism and good teaching. But all teachers apply Dogme in very different ways. After all, it is what a teacher has in their ‘bag of tricks’ and how principled their version of improvised eclecticism is.

I have always enjoyed analysing language, and been rather systematic in the way I clarify grammar, lexis or pronunciation, and perhaps this comes through in the way I conduct my Dogme classes. I have also invariably learnt my foreign languages in the same fashion. Whether it be Japanese or Italian, coming in contact with the language through authentic texts and real life communication (whether it be Japanese pop songs or arguments with in Italian with my ex) had been what motivated me to put the systems I’d learnt to use. Our own learning experiences undoubtedly influence how we see the language learning process. And most of our students have been students of language classrooms prior to our encounters with them. They, therefore, have certain expectations of what their classes should entail. And one of these expectations might very well be a structured journey through a coursebook.

But we know language learning is by no means linear, and that learners remember and use so much more of the language when they themselves have noticed the gap in their knowledge and have seen their need for it. Students clearly prefer communicating about themselves, their classmates and their teacher than doing predictions and receptive skills tasks about the faceless Johns and Janes in a coursebook. When I did my action research project on Dogme several years ago, students surveyed quite unanimously claimed that the Dogme lessons were much more motivating and effective. So how is it that we have students complaining about the coursebook-light classrooms at school?

Could it be that they find the lack of structure daunting? Could it be that they feel they are not learning anything in class? Could it be that skills work have dominated these lessons and that students are unable to recognise this as language learning when little grammar is involved? How is it that the clients of executive business classes who have never been prescribed a coursebook are not voicing the same complaints?

I hope I’m not preaching to the converted but here are some things that I do to try and address the above issues:

1. Needs Analysis

This is crucial in a classroom where a coursebook is not going to be followed. A detailed needs analysis needs to be carried out on Day One, and the interests of the students, their language needs and expectations need to be identified. I make sure I ask the following questions at the beginning of every course, and allow time for students to discuss them in pairs/groups:

  • How long have you been here? How long will you stay?
  • Why are you learning English? Why did you decide to come to this city/school?
  • Who will you be speaking English to in the future? In what kind of situations?
  • Do you find it more difficult to speak or to understand?
  • Do you use English outside the classroom? When and who with? How do you feel when using English in these circumstances? Do you read the news or watch English TV programmes?
  • Which skills would you like to work on? Speaking? Reading? Writing? Listening?
  • Which systems do you think you need to work on? Grammar? Lexis? Pronunciation? Why?
  • Do you find it difficult understanding native speakers? What about native speakers?
  • What did you like about your previous language classes and what didn’t you like?
  • How do you think you improve your English best? How do you try to remember and use the new lexis or grammar structures that you learn?

Because our school provides free coursebooks for General English students, when I give out these new books on Day One of a GE class, I would get students to turn to the content page and discuss the topics and language areas (grammar, functions, lexis) that they wish to cover. To add to the topics in the book, I’d put up several topics on the board e.g. Travel, Food, Current Affairs, Fashion, Health, Education, Politics & History, Technology, Music, etc. The negotiation process would then begin. Students would confer with their partners and the class would vote for the topics they would like to see in the coming weeks (each student gets five votes). This allows me to steer conversations towards the areas they are interested in, to ask more questions when these topics come up, and to be ready to use the appropriate activites/methods that I need from my teaching ‘bag of tricks’ to address their language needs. My end-of-day-one notes would often look like this.

Student Profiles

Maria – Nurse from Spain, been here for 2 months, staying for another 3.

Needs English to keep up to date with the advances in the medical field and to                     communicate with people from different countries when travelling.

Loves shopping and clubbing.

Lives and hangs out with other Spanish-speakers after class. Watches many                         English films with English subtitles.

Finds it more difficult to understand native speakers.

An organic learner who prefers to pick chunks of lexis up through frequent                            contact.

Thinks that she needs to work on her grammar because her last teacher told her                  it’s important and that she’s bad at it.

Hates activities that require her to stand up.

Yukiko - Flight attendant from Japan, been here for 1 month, staying for another 5.

Needs English for work and loves the sound of the language. etc etc…

Results of Needs Analysis and Negotiation

Systems : 1. Lexis; 2. Grammar; 3. Discourse; 4. Pronunciation.

Skills: 1. Speaking; 2. Listening; 3. Writing; 4. Reading.

Topics: Food (10 votes); Education (8 votes); Health (8 votes); Current Affairs (5 votes), etc.

Grammar Areas in Coursebook: Conditionals 2 & 3; Relative Clauses; Passive Structures; Story-telling tenses, etc.

2. Explaining why I do what I do

We do sometimes walk around with the ‘teacher-knows-best’ attitude assuming that our students will trust us no matter what approach we use. Students, however, often have a set idea as to how they learn best, and sometimes gently going through the hows and whys of the approach we’re employing (preferably backed up with a few sentences that start with ‘Scientific research into language learning has proven that…’) could not only take the mystery out of this unfamiliar way of teaching, and encourage them to see the benefits of it for their English, but resolve any false assumptions about language learning. I don’t just do this on day one but every time I employ an activity or method I haven’t done with them before e.g. progressive deletion, running dictations, TBL etc. I try to provide students with the pedagogic rationale behind it.

3. Working with emergent language and corrections.

Dogme has been accused of being ‘winging it elevated to an art form’. For it to rise above being merely a chat in the pub, it is crucial that the teacher is noticing opportunities to feed in new language, to board and extend upon the language emerging, listening for the language problems that students are having and finding the right moments to work on them to the appropriate extent.

4. Drawing attention to the language covered

In order to avoid a situation where students are unsure of what language input they have been given, I find it worth highlighting to students at the end of the class what lexical/grammatical work they have done that day (‘Look at all that grammar we’ve done today!’). Keeping a language column on the side of the board that is gradually filled out during the lesson does help, but I also get students to tell each other what they have learnt that day a la the end of a Sesame Street episode (‘Sesame Street was brought to you by the letter Z and the numbers 1 to 10’). Recalling the previous day’s lesson and carrying out recycling activities at the start of the next day also helps reaffirm this (shameless plug: my last blog on recycling in a Dogme classroom).

5. Taking notes

If students are not using the coursebook, it is all the more important to get them to keep an organised notebook. My students often have three notebooks. One for taking notes in class, a lexical notebook they keep at home where the lexis covered in class in re-organised into either an alphabetical order or by topic, and a grammar notebook which they also keep at home. The transferring of information from their class notebook to the home one helps students to remember and revise what they have learnt that day and allows them to have the time and space to raise questions about the use of that language. It is also important to make sure students are given time in class to write down what you have boarded and clarified.

6. Controlled-practice exercises

Coursebook-less classrooms don’t equate fluency-focussed classrooms. There can be accuracy work done too. This could take the form of pairwork e.g. Teaching an elementary level ‘there is/are…some’, ‘there isn’t/aren’t…any’: Tell your partner about the shops near where you live’; Teaching a mid-int class past modals of obligation: ‘Tell your partner about the rules you had when you were at school’; Teaching an upp-int relative clauses: ‘Bring a photo of your friends and family tomorrow and tell your partner about the people in the photo’.
‘But those are semi-controlled/freer practice activities!’, I hear you exclaim? I often find that controlled gap-fills, sentence transformations, matching and categorizing activities in coursebooks and grammar workbooks tend to use random de-contextualised sentences that have absolutely nothing to do with the topic you are discussing. Making up your own enables you to exploit the context that delivered that language and helps students to focus on not just the form, but the meaning and use as well.

Having said that, I recognise that with some grammar structures, it is quite difficult to keep all the practice within context (which is probably why the books too find it hard to produce contextualised controlled practice). In such cases, using the students’ names and their real experiences or making a friendly joke about the students in the exercises often help memory and retention. e.g. teaching Vanessa, who is a journalist and loves celebrity gossip, relative clauses, I wrote the following sentence transformation exercise on the board: ‘Vanessa wrote that article about Angelina Jolie. Angelina Jolie punched Vanessa during an interview’  This, of course, wasn’t true, but following Derren Brown’s maxims on memory tricks: Keep it visual and make it funny!

I remember teaching a Saudi student the structure ‘so+adj + that + clause) on the day after he had been to the dentist. Among the many sentence transformations about his classmates was one that read, ‘Ahmed looks so gorgeous with his new teeth that everyone standing beside him now looks ugly.’ Ahmed was writing the sentences on the board down in his notebook when he noticed this one and laughed, ‘I’m never going to forget this structure now!’

7. Ensuring variety

We tell trainees on the Celta in week one about different styles, and although I’m not a big fan of the VAK paradigm, the aim of that input session is to convey the message that we need to vary the activities we use in the classroom. But so many of us get lazy and start to rely on the same tricks day after day. Teachers might find their favourite boil-in-the-bag lessons much easier to execute than using a coursebook. As Chaz Pugliese said in his talk at IATEFL this year, ‘Teachers have fun! Or you might bore us!’

8. Not letting gimmicks and technology dictate

On a very different note from the last point, I have often seen teachers who spend a lot of time preparing their lessons and trying to spice things up, creating the most amazing materials using the plethora of features that the internet and IWBs offer. This is hardly materials-light to classify as a Dogme approach, but I simply felt that I needed to include something about that in this post. Arguably, one can still make lessons interesting and ensure variety by focussing on the lives of the students and the stories they have to tell us.

As much as I believe teachers should harness their creativity, the focus needs to be taken off the fancy tools of teaching and placed on the very people we are teaching. Several years ago, the British Council produced some telling results of a focus group research they conducted where students claimed that they felt that the use of IWBs and technology was taking their teachers’ attention away from them and onto the technology. The novelty of IWB gimmicks might impress students to start with, but when that starts to take centre stage, the development of our students inevitably suffers. We are not in competition to see who can create an all-singing all-dancing lesson about the present perfect continuous. We are in the business of helping students understand and use the structure. And I’m all for the most efficient way to go about doing this.

9. Giving homework 

Homework in my classes often entail students keeping their notebooks up to date, reading an article their classmates have brought in, doing some research on a topic online, preparing presentations or writing emails/blogposts/journals/essays. Depending on the needs analysis of course, including writing skills work is essential in giving students a ‘rounded experience’ of learning English. Using the controlled practice exercises in coursebooks as homework can also placate students who feel like their coursebooks are going to waste, and help them to see that the language covered in the classroom does correlate to the syllabus in the coursebook.

10. End-of-course retrospective round-up

Speaking of correlation, at the end of my courses, after rigorous rounds of recycling and revision activities, I get my students to turn to the content page of the coursebook once again, like they have done on Day One. I then get them to discuss with their partners which topics and which language areas they have covered over the month that are in the coursebook. Students are often pleasantly surprised to find that not only have they covered everything in the part of the book they were meant to cover, they have also acquired structures and language beyond that syllabus.

If students are still complaining despite all this, perhaps it’s simply due to the fact that they’ve been given a free coursebook that they haven’t got to use. The solution then is simply: Stop giving them free coursebooks and save the school some money. *wink*

Recycling Language in a Dogme Classroom

I have often have teachers asking me, ‘If language just emerges, how do you ensure learning takes place? How do you recycle the langauge?’

Many of you have read, or written blogposts on the same subject, but I thought I’d share my favourite ways of recycling language (which I’ve, of course, stolen and adapted from all the wonderful teachers and colleagues around me).

First things first, I find a retrospective record of my Dogme lessons useful in helping me keep track of what has gone on, so as to revise the language covered, and also to enable me to provide the appropriate scaffolding for subsequent lessons. To do this, I simply take a photo of my boardwork (with my mobile phone) at the end of each lesson. (The other advantage of taking photos is that when students tell you that they have no recollection of a language item being clarified, mainly because they had forgotten to take notes of it, there’s photographic evidence in your pocket!)

Here are photos of three different days of my Low-Intermediate lesson. Pardon my bad handwriting… *cringe*

(You’ll need to click on the picture to enlarge it.)

The emergent language is then transferred onto cards. Lovely coloured cards provided for by the school… On each card is either a lexical item or a structure in the form of a model sentence/phrase. These cards are brought into class every day for language recycling, and the pile grows quite rapidly, to everyone’s amazement and satisfaction.

Here’s how I use them.

1.  Recall

This is something I have adapted from an idea that originated from  my colleague, Melissa, and have done it every lesson since. (Thanks, Mel) At the start of every lesson, students tell their partners what they remember from the lesson before. It is important that the recall is not simply focussed on language, but also what was talked about, who said what, and how those emergent language items came about. This could last anything from 5 minutes to 15 minutes, and is also a great way for students who were absent to have a chance to catch up and be taught by their peers. I sometimes distribute the language cards as prompts for students to remember the contexts they arose in.

2.  The traditional and much-loved Back-to-Board

You could do this at the start of every lesson, and students seem to love it all the same. Divide the class into 2 groups, have one represetative from each group sit in front of their groupmates with their back facing the board. The teacher writes the lexical item (collocations, phrases, even sentences) and the group members have to describe and explain the language item to their representative without using the words on the board (or related words e.g. made-make, friendship-friend), without spelling any word, and without using ‘sounds-like’ clues. The first rep to shout out the answer wins a point for the group.

3.  Taboo (without the taboo words)

As the pile of cards stack up, this activity is ideal for a end-of-week revision. Again, divide the class into two groups. One representative from one group comes up and takes the stack of cards. They have 2 minutes to explain as many words as they can for their group members to guess. Rules for Back-to-Board applies. If they choose to pass a card, the opposing team will have a chance to guess when the 2 minutes is up. One point is awarded to each card guessed right.

4.  Fastest hands first

All the students sit on the floor in a circle with a ball/bottle of water/soft toy in the middle. The teacher explains the word/phrase/sentence, the fastest person to grab the ball/bottle of water/soft toy gets to answer. If they fail, their group will have one point deducted from their total score.

5.  Sabotage

All the cards are placed faced up around the floor. The teacher leaves the room (or turns away from the students and cards) Again, in groups, students will have to pick the word/phrase/sentence that they think the other group might have trouble with. The other group will then have to explain the language item to the teacher. If the teacher guesses it right, they win a point. If the teacher can’t guess it (e.g. because they’ve got the meaning wrong), the group that picked the card would have to take over the explaining. A right guess at this stage wins a point for that group. A bad explanation would mean 2 points deducted off that group’s total score.

6.  Board Rush/ Mini-Whiteboards

Ever since I’ve bought a set of mini-whiteboards, the traditional board rush has taken on a new meaning. The teacher explains the language item, the students have to write their answers on the board as quickly as possible (and flip them over for the rest of the class to see if you’re using mini-whiteboards). Correct answers scores a point. A great way to check for spelling errors. The teacher could always vary this by giving one part of the collocation and have the students write the other, or giving the context in which this language item occurred and have the students remember what was said/reformulated.

7.  Charades/ Win, Lose or Draw

Students pick a card and act/draw out the language item for their team to guess. You know how this works.

8.  Language Auction

Students are divided into 3 or more teams (This could also be done in pairs). Each team/pair is given a set amount of money to invest/gamble e.g. £10,000. The teacher could explain the language item, give a gapped sentence, or write up a sentence using the language item wrongly. The teams/pairs then bid to answer the question. The highest bidder wins the amount they bid if the answer is correct. If they get it wrong, that same amount is deducted from their pot.

9. Tell me a story

This could be done in pairs, or groups of 3. The groups are given a random number of cards and have to use the language item on the cards to make up a story. They write it up and the story is then posted on the wall for a gallery activity.

10. Pick it up, Take it home

At the end of each week/course, my students help me to place all the coloured cards face up on the floor. Students then walk around the classrooms in pairs discussing the different language items, explaining to each other the contexts they came up in and exchanging opinions about which ones they found easy or difficult. Students then have a chance of picking up the cards containing the language items they have trouble remembering or using, and take those home with them. I find that the physicalisation of actually picking up the cards and keeping them really helps with students’ memory of the item.

So there you have it. These are the 10 things I do on a regular basis to enable recycling to happen in my classroom. In fact, I tend to do one of the above activites on a Tuesday to revise Monday’s language, on a Wednesday to revise Monday’s and Tuesday’s language, and so on and so forth. On a Friday, I dedicate more than half of my 3 hour lesson to recycling all the language covered thus far (that week and the weeks before that)…

You probably already do some of them (if not all) yourself. But if you haven’t, do give it a try and tell me how it goes! If you have some that I haven’t mentioned, please feel free to share your ideas!

Systemic Functional Grammar (Part 2 – The Interpersonal Metafunction)

If you were patient enough to read through my last post on SFG, here’s Part 2. Halliday divides the way we use language into different metafunctions, and here is the first of the 3 parts.

We use language to enact our personal and social relationships (the interpersonal metafunction), to construe our experience of the world and our consciousness (the experiential metafunction), and to organise discourse and create continuity and flow in
our texts (the textual metafunction) (Halliday and Matthiessen, 2004).

Although the term ‘function’ was used in Halliday’s earlier work (1976) and other books on SFG (Butt et al, 2000), the term ‘metafunction’ is now preferred, to avoid potential confusion with ‘communicative functions’ in relation to Searle’s (1965) Speech Acts, and grammatical functions of words or groups (Bloor and Bloor, 2004). Each metafunction has its own systems of choices, each choice resulting in a structure. However, realisations of these 3 metafunctions occur simultaneously, allowing language to create different meanings at the same time (Eggins, 2004).

          I  must      finish      this blogpost
   Subject  Finite Predicator Complement
InterpersonalMetafunction   Mood   Residue
 ExperientialMetafunction   Actor  Process:material Goal
 Textual Metafunction   Theme                   Rheme
  Given                   …………………..  New

The Interpersonal Metafunction

Language involves interactions where we initiate or respond to the act of giving or demanding for goods-and-services or information. Thus, Halliday and Mathiessen (2004) regard this function as one of exchange. The principle grammatical system here is the MOOD network, within which is a choice between imperative and indicative. If indicative is chosen, there is a choice between declarative and interrogative. These choices are
realised by manipulating the Mood element.

1. Mood

The Mood carries the interpersonal functions of the clause and consists of Subject+Finite. The Subject is realised by a nominal group that the speaker gives responsibility to for the validity of the clause (ibid), while the Finite is realised by the first of the verbal group. The rest of the verbal group is the Predicator, which forms part of the Residue. A clause thus
consists of Mood+Residue. The Mood element can be identified in Mood tags (pedagogically, question tags).

Josh can speak English.
Subject Finite Predicator Complement
Mood Residue
Josh can speak English, can’t he?
Subject Finite Predicator Complement Finite Subject
 Mood    Residue   Mood Tag

and is also used in short answers, the Finite being the core that is bandied about in exchanges because it carries the validity of the proposition (Thompson, 2004).

Notice how the finite is used to argue the validity of the proposition in this childish exchange:

A:      You                                didn’t                           read                                my blogpost!

Subject

Finite

Predicator

Complement

    Mood    Residue

B:            Yes,                                   I                                       did.

Mood Adjunct Subject Finite
                                                Mood

A:          No,                                 you                               didn’t!

Mood Adjunct Subject Finite
                                               Mood

B:              Did!

        Finite
        Mood

A:              Didn’t!

        Finite
         Mood

 

The giving of goods-and-services is labelled an offer, usually realised by Finite^Subject signalling an interrogative, but can also be non-linguistic (I present you biscuits). A command demanding goods-and-services takes the imperative, where the Mood is non-existent, although the assumed Subject ‘you’ appears in a marked imperative (see below).  Goods-and-services are tangible commodities or activities, and responses to proposals (offers and commands) can be non-linguistic and limited to either accepting or
refusing.  Language merely facilitates the success of the exchange.

An offer realised as an interrogative

Would you like some biscuits?
Finite Subject Predicator Complement
Mood Residue

 A command realised as an unmarked imperative

    Pass the biscuit.
No Subject No Finite Predicator Complement
No Mood Residue

A command realised as a marked imperative

You,   pass the biscuit!
 Subject No Finite Predicator Complement
No Mood Residue

 A statement realised as a declarative

I           made   those biscuits.
Subject ‘past’Finite ‘make’Predicator Complement
         Mood            Residue

A question realised as an interrogative

Did you make those biscuits?
Finite Subject Predicator Complement
Mood Residue

The exchange of information involves an intangible, verbal commodity and language is the end in itself. The giving of information often takes the form of a statement, a declarative denoted by Subject^Finite. The demanding of information is expressed by a question realised by an interrogative. Statements and questions (propositions) can be argued with, denied, adjusted, etc., and the response is varied and has to be linguistic, unlike proposals. The position and existence of both Subject and Finite therefore indicates whether a clause is declarative (statement), interrogative (question, offer) or imperative (command) (see above examples with ‘biscuit’).

However, declaratives andinterrogatives could also be polite requests for goods-and-services since basic commands might be considered Face Threatening Acts, and thus highly impolite (Brown and Levinson, 1987). Modals are also often used to disguise demanding proposals or soften propositions (Bloor and Bloor, 2004), but it is important that EFL students initially learn the most straightforward grammatical realisations of the
interpersonal metafunction, before shifting towards increasing interpersonal distance through less straightforward structures (Butt et al, 2000).

In ‘I made those biscuits’, the Finite appears to be missing, but is in fact fused with the Predicator ‘make’ (made = Finite: ‘did’ + ‘Predicator: ‘make’). This could help EFL beginners understand why the so-called ‘dummy’ auxiliary ‘do/does’ magically appears in some interrogatives and negatives, while not in others that contain a separate Finite. Through the Finite, the speaker can signal the primary tense, polarity (positive or negative) and modality (the extent of validity) of the clause, seen from his/her standpoint. Teachers can help students anchor such viewpoints within the Mood.

Included in the Mood is the word ‘not’, attached to the Finite to signal negative polarity. However, according to Halliday and Matthiessen (2004), this is not always the case. Consider the two possible meanings in ‘You may not go to the party.’

If we take that sentence to mean ‘you are not allowed to go’, ‘not’ would be included as part of Mood. In the second possible meaning ‘you are allowed not to go’, ‘not’ is part of the Residue. This is a useful distinction, but interestingly, if we followed the above logic, then the ‘not’ in ‘you must not go’ ought to belong to the Residue. Halliday (ibid)
lists the above ‘not’ as part of the Finite because of the existence of the contraction ‘mustn’t’. Arguably, recognising ‘not’ as the Residue in this case might be helpful to EFL students, who are often confounded with the difference between ‘You don’t have to go’ (‘not’ in Mood, therefore ‘don’t’ negates the validity of the Residue ‘have to go’)
and ‘You mustn’t go’ (in my opinion, the Finite ‘must’ validating the Residue ‘not go’).

2.    Modality

With propositions, the positive and negative poles in the Mood assert or deny what is stated in the Residue, e.g. ‘It is,’ or ‘It isn’t’. In between these certainties are degrees of probability and usuality signalled by modalization (ibid).
Modalization is expressed through the Finite showing epistemic modality (O’Halloran, 2006) e.g. ‘It might be’, or through a Modal Adjunct like ‘It probably/usually is’. Modal adjuncts are included in the Mood, and can be categorised into

(i) Mood adjuncts, e.g. ‘probably’, which occur close to the finite,

(ii) Comment adjuncts, e.g. ‘unfortunately’, which occur at any
boundary between information units.

With proposals, the positive and negative poles prescribe or proscribe e.g. ‘Do,’ or ‘Don’t’, and modulation (ibid) happens in between, showing degrees of obligation e.g. ‘You should’ for commands, and degrees of inclination e.g. ‘I should’ for offers. We can use Finites to show deontic modality (O’Halloran, 2006), or expansions of the Predicator by passive verbs like ‘I’m supposed to’, or adjectives ‘I’m anxious to’. As the assumed Subject in proposals is ‘you’, when modulated clauses implicate a third person, e.g. ‘He should know’, the proposal becomes a proposition (Halliday and Matthiessen, 2004). The distinction between proposition and proposal becomes blurred and the distinction between modalization and modulation becomes context-dependent.

Bibliography : See SFG (Part 1)


What is Systemic Functional Grammar? (Part 1)

Following my talk at the 2010 BESIG IATEFL conference in Bielefeld and the 2011 IATEFL conference in Brighton about the topic, several people have expressed an interest in finding out more about Systemic Functional Linguistics. Some have attempted to read Michael Halliday’s Introduction to Functional Grammar and have ‘feedbacked’ to me about it being dense and not the most accessible…So I’ve decided to summarise my research on the subject and try to present SFG here on this blog…

Nevertheless, I’ve found it almost impossible to do this in one blog, so I’ll be dividing my summary into 5 parts. This first part is mainly an introduction into the subject, and the next 3 parts will look at each of the metafunctions separately. The final part would contain some applications of SFG to EFL teaching (although I’ll try to pepper the next three partts with as many EFL perspectives as possible) and some of my conclusions.

I hope I will be able to do SFG some justice with my limited knowledge and research. If you are an EFG expert, feel free to correct me or add on to what I have written. If you are an EFL professional, I’d very much appreciate it if you feel free to share your thoughts on how you use or could use SFG in your teaching.

1.    What is Systemic Functional Grammar (SFG)?

Language is used to express meanings and perform various functions in different contexts and situations of our daily lives. If grammar is ‘the way in which a language is organised’ (Butt et al, 2000), SFG attempts to explain and describe the organisation of the ‘meaning-making resources’ (Halliday and Matthiessen, 2004) we use to achieve such goals. Every linguistic choice we make is systematic, and the reason we say something in a certain way is the result of a choice, albeit unconscious. Such choices are made from a set of systems containing structures, allowing us unlimited ways of creating meaning (Bloor
and Bloor, 2004), while our experiences of the world, of text types and socially- and culturally-bounded situations, help build up our schemata of these systems. Van Djik’s (1977, in Brown and Yule 1983) Assumed Normality of the World could serve to explain how these experiences enable us to distinguish between different genres of texts (spoken or written) by their patterns of linguistic choices, and to notice when choices are inappropriate. SFG is, thus, a study of meaning construction through systems of lexicogrammatical choices that serve functions within social and cultural contexts.

To understand SFG, it is important to look at other theories of language and how they compare, after which I will briefly outline Halliday’s three basic metafunctions and how the systems of choices within each component are realised in the lexico-grammatical structures within clauses and how this could benefit teachers and students of English as a
Foreign Language. Due to space constraints, I will not be looking at theories on group- and clause-complexing, cohesion, grammatical metaphors, appraisals, or theories on genre and register.

2.       Views on Language and Language Acquisition

Often referred to as the father of modern linguistics, De Saussure (1916, in Coffin et al, 2004)  made a distinction between  paradigmatic and syntagmatic relations in
language, which closely corresponds to Halliday’s system and structure. The
paradigmatic phenomenon is one of choice.
For example, in my last sentence, I chose to make it declarative instead of interrogative, and positive instead of negative. The syntagmatic dimension refers to prescribed sequences in which elements (phonemes, morphemes, words, groups) are combined e.g. Subject^Finite^Predicator (^ means ‘followed by’). In SFG, this chain of elements is a result of paradigmatic choice (Bloor and Bloor, 2004), structures being realisations of systems.

Alongside paradigmatic and syntagmatic distinctions, De Saussure distinguished between two aspects of language: langue, the language system, and parole, the use of this system (ibid). Chomsky later developed this view, focusing on the language system (competence) and not the use of language (performance), and strived for a ‘Minimalist Programme’ in order to formulate a limited set of principles, i.e. transformational-generative rules, which govern the formation of an unlimited number of grammatically correct sentences (ibid). Although he does not deny that meaning in language is a social phenomenon, Chomsky regards grammar as autonomous from meaning. He further asserts that such transformative-generative capacity is ‘hard-wired’ into the human brian, thus explaining the universal phenomenon of language acquisition and the biological determination of how we use language (ibid). Chomsky was interested in a model of such mental grammars,
where the basic use of language is for thought and not communication (Thompson, 2004).

Halliday, conversely, took Malinowski’s view that ontogeny recapitulates phylogeny, i.e. by explaining natural adult language and language acquisition in terms of social functions, one can understand the evolutionary origins of language (Halliday, 1976). Like Malinowski and Firth, Halliday saw language acquisition as an interplay between nature and nurture (Bloor and Bloor, 2004), suggesting that the language acquisition process of a child and the linguistic structures he/she masters reflect the functions required to serve his/her life. Learning a language was thus ‘learning how to mean’ (Halliday, 1975). Unlike Chomsky, Halliday did not believe in a finite system of rules, and preferred a descriptive approach of examining sentences as being appropriate or inappropriate to the prescriptive approach of
labelling them ‘correct’ or ‘incorrect’ (Eggins, 2004). In the tradition of Malinowski, Whorf and Firth, he believed language is moulded by culture, and the world is seen through the language we speak (Kress, 1976). Meanings are determined by the texts’ relationship with the context of culture (genre) and the context of situation (register) (Eggins, 2004), and the study of sentences should, therefore, be inseparable from its social, cultural and
situational contexts, and not done in isolation. Hence, the use of authentic texts and corpus data has become the norm in the study of Systemic Functional Linguistics. SFG has been called an ‘extravagant’ grammar (Bloor and Bloor, 2004) as it is a huge area that attempts a multi-dimensional description of how language is organised, and its linguistic viewpoints are best seen through the main issues underlying Halliday’s three metafunctions of language.

Bibliography

Bloor, T., and M. Bloor. (2004) The Functional Analysis of English: A Hallidayan Approach, (2nd Edition), London: Arnold

Brown, P., and S. Levinson. (1987) Politeness: some universals in language use, Cambridge: Cambridge University Press.

Butt, D., R. Fahey, S. Feez, S. Spinks, C. Yallop. (2000) Using Functional Grammar: An Explorer’s Guide, (2nd Edition), Sydney: Macquarie University.

Coffin, C. (ed.) (2006) English Grammar in Context Book 3: Getting Practical – Evaluating everyday texts (2nd Edition), Milton Keynes: The Open University.

Eggins, S. (2004) An Introduction to Systemic Functional Linguistics (2nd Edition),
London, New York: Continuum.

Halliday, M. (1975) Learning How to Mean: Explorations in the Development of Language, London: Edward Arnold.

Halliday, M. (1976) ‘The form of a functional grammar’, in Kress, G. (ed.):7-25.

Halliday, M., and C. Matthiessen. (2004) An Introduction to Functional Grammar (3rd
Edition), London: Arnold.

Kress, G. (ed.) (1976) Halliday: System and Function in Language, Oxford: Oxford University Press.

Thompson, G. (2004) Introducting Functional Grammar (2nd Edition), London: Hodder Education

Why are Business English Teachers paid so badly?

What is the difference between Business English Teaching and Business Skills Consulting? Business Teachers get paid about £25, 000 a year and Business Skills Consultants get paid about £300, 000. There must be something that differentiates these two services.

I attended Pete Menzies’s closing plenary for the English UK Business English Trainers’ Conference 2011, where he addressed this question that I’ve been asking myself for quite a while. After workshopping and discussing this with several conference delegates, these are what I gathered the differences were. (The opinions on this blog are my own…so feel free to disagree with me.)

Business English Teachers have language objectives. Business Skills Consultants have business-based directed objectives.

There is the belief that teachers go into class aiming to teach the present perfect, the first conditional for negotiations, or a list of agreeing/disagreeing phrases for meetings. The overall objective is to get their students to improve their grammatical and lexical abilities. Consultants, however, try to enable better communication so as to avoid wastes incurred in businesses.

Business English Teachers correct. Business Skills Consultants troubleshoot.

Teachers mark papers and deal with grammatical, syntactical and lexical mistakes, as opposed to looking at the language used by members of a firm that is causing breakdowns in communication. Consultants are aware of the linguistic impact on interactions and how shifts in the way we use language can contribute to waste management.

Business English Teachers rely on coursebooks and materials. Business Skills Consultants use students as a resource.

The multitude of Business coursebooks available seem to perpetuate this idea that Business language learning is about moving through the chapters of a coursebook usually defined by topics such as Global Trade, Marketing, Human Resources and Finance, each featuring different grammatical and lexical areas. Global Trade teaches us the 2nd conditional and functions of negotiation, while Finance teaches us the present perfect and trend vocabulary a la IELTS Writing Task 1.  Teachers are seen to rely on a syllabus.

But our clients already work in business. In specific areas of businesses. And they are not likely to have the need for Global Trade, Crisis Management AND Human Resources in 3 successive lessons. Instead, consultants analyse the areas they work in, the way they use English and who they use English with. They look at how their use of English affects the way they communicate. They work with emergent language. Consultants focus on needs analysis.

Business English Teachers know about language. Business Skills Consultants know about businesses.

One of the maxims that has kept me sane and prevented me from being reduced to a state of panic in my business English lessons has been ‘I am not an expert in their business. I am an expert in language.’ But how much business knowledge should the business English teacher have? Can a teacher with no business experience teach Business English? Should a teacher research their clients’ business models before a lesson? Is it important for a teacher to know their client’s area of specialty? Surely, it will not be possible to know a client’s business better than they know it? So how do consultants do it?

Arguably, it is the knowledge of general best practices in business and in management that consultants draw from when analysing a client’s communication techniques and business skills. Questions like ‘What is your business objective?’ ‘How are you going about achieving those objectives?’ ‘What is your best way forward?’, coupled with some fancy mnemonics commonly seen in management textbooks, gives consulting the value-added edge that teaching lacks.

But could one claim that such best practices are really about having common sense?

Business English Teachers teach. Business Skills Consultants coach.

Teachers teach. Surely that’s logical. They go into class and tell students what is right and what is wrong, and instruct students as to what they should do or not do. We say things like ‘That’s impolite in English. It’s not what we say.’

Consultants, on the other hand, help direct their clients towards arriving at decisions about the way they use language. They say things like ‘Would you like to add value to your organisation?’, ‘What impression would you like to create?’, ‘How can you rephrase that to make the impact you want it to?’ Like life coaches and psychiatrists, they don’t make judgements. They listen and ask questions to enable clients to make the improvements needed. Sawyer, in the US TV series Lost, says that the best conman leads their victim to think that the idea was their own. (I’m in no way implying that consultants are conmen.)

But are these descriptions fair of Business English teachers? Is this really what we do? Sure, we tell teachers to define their language aims on teacher training courses like the Celta, but in Business English teaching, don’t we analyse our clients’ needs, use our clients as the main resource, and deal with emergent language? Aren’t we already aware of the use of English as a lingua franca in business environments and don’t we prioritise communication and intelligibility over the mastery of the English tenses? Don’t we understand best practices in businesses from watching countless episodes of The Apprentice and Dragon’s Den, coupled with the reading of some management books and a good dose of common sense? Aren’t we already curious about our clients’ work and business environments? Don’t we already use questions to encourage classroom interaction and to determine our clients’ issues with language?

As a Dogme practitioner, the above definitions of a consultant seem to resonate with the principles of Teaching Unplugged. The traditional idea of what a teacher does, on the other hand, seems to be precisely what Dogmeticians are trying to avoid.

Perhaps these differences are in the expectations of what a teacher, as opposed to a consultant, does. Perhaps the differences are in the associations that these two labels conjures in the lay person’s mind. Perhaps the difference is in the way we package and market our product.

So what’s the difference between a good Business English Teacher and a good Business Skills Consultant?

Nothing. Just the rhetoric and £275,000.

In Defence of Callan (and other behaviourist methodologies)

Like many TEFL teachers, I used to be an actor. And like most actors, I couldn’t get arrested and had to find a way to pay the bills. While working in a pub, one of my punters who worked for Callan School London suggested that I could make a good teacher and that one conversation propelled me into the world of TEFL.

For those unfamiliar with the Callan Method, it is not dissimilar to the Direct Method, Audiolingual Approaches or other behaviourist methodologies. Second language acquisition is seen to be similar to first language acquisition, which in turn is seen to be achieved through imitation and Skinner’s stimulus-response psychological theories. Rigorous repetition and non-stop drills dominate classroom time. I remember a sign in the classroom that said summarised the Callan Method quite perfectly :

‘Repeat Repeat Repeat.
Don’t think. Just Repeat.’

Teachers are expected to:

1. Ask set questions from the Callan book (1-7) and  nominate students to give the set answers to the questions. Each question is repeated twice.

2. Answer the questions with the students. For weaker students, the teacher would be one word ahead of the student.

e.g.

Teacher: Where did you go yesterday? Where did you go yesterday?

(Teacher points her pen at the student she’s nominating)

Teacher: I…

Student: I…

Teacher: went…

Student: went…

Teacher: to…

Student: to…the shop…

Teacher: yesterday.

Student: yesterday.

At the beginning, all the student is doing is simply repeating what the teacher is feeding them. The idea is for the student to get to the point of being able to say the answers at the same time as the teacher after multiple repetition of the same question-answer set
over the next few days.

3. Speak quickly so that students get used to listening to the fast speed of speech in the real world.

4. Not try to explain grammar points. The grammar is explained through question-answer sets that are repeated.

e.g.

Teacher: What’s the difference between the present perfect and the past simple?

What’s the difference between the present perfect and the past simple?

Student: We use the past simple when the action is finished and the time is finished.

We use the present perfect when the action is finished but the time is not finished.

The learning of grammar is seen to be linear and the Method prides itself in its ‘calculated and systematic’ approach to language learning. Students are taught more complicated grammar structures ‘step by step’ as they go along.

5. not explain lexis too much. Each student has a Callan book that contains translations of new words in their own language. New words are drilled on their own and then put in question-answer sets.

e.g.

Teacher: Repeat ‘storey’.

Students: Storey

Teacher: If you fell from a one-storey building, would you die?

If you fell from a one-storey  building, would you die?

(Note: The teacher is also providing practice of the 2nd conditional, which they had previously learnt the rules of.)

Student: If I fell from a one-storey building, I wouldn’t die but I would be injured.

(Note: The student is also practising the word ‘injured’, which she has previously learnt)

6. Give writing practice in the form of dictations. Students check their spelling by looking at the same dictations in their books.

After one week of training, we were thrown into 8 hours of 50-minute lessons a day where we would drill the hell out of the students.  In the process, I lost my voice by the end of that week since I was asking and answering every question at break-neck speed for 8 hours every day. I worked at Callan for nearly 2 years, and was eventually roped in to do placement testing and FCE classes. I started to experiment with the lessons over time, breaking the rule of never explaining grammar points to the students and trying different ways of adapting the Callan books to enable more clarification of meaning and form to take place, but always looking over my shoulder to see if one of the directors might walk past and catch me deviating from the method. At the end of my time in Callan, I was
poached by another school, where I was allowed to explore other ways of teaching while still doing some Callan drilling for a quarter of my teaching hours.

After about 8 months, I decided that I liked teaching enough to make it a proper career, and proceeded to do the Celta course. It was then I realised that the Callan method was sneered upon and the butt of many jokes in the TEFL world. I kept my head down and tried the different approaches to teaching that were thrown my way, but all this time, never forgetting the things that Callan school had taught me.

Now looking back, I’ve realised that perhaps there is a good reason why Callan still boasts of extremely high student numbers and why schools that claim to use the Callan method as a marketing tool seem to attract agents and students from all over the world. If you don’t believe me, try standing outside the Callan school on Oxford Street in London when the school bell rings, and count the hoards of students that stream out onto the streets. And that’s just one time slot out of the 12 that the school runs every day.

Okay, some of you cynics out there might say that there are still lots of people out there in the real world who believe that language learning is simply about imitation and rote learning, and that these misguided ones fall for Callan School’s claim that they can get students learning English in a quarter of the time. But before we get up in arms about this, let us first consider some of the arguments against the Callan Method.

1.       Rote learning isn’t everything. Students need to get cognitively involved in their learning process.

 This is absolutely true. But although rote learning isn’t everything, it is still something. Alongside the cognitive processing to aid language production, motor skills need to kick in at some point. We need to get to the point when we stop thinking about how a tense or
verb pattern is formed and use it instinctively.

Perhaps the Callan Method is the Lexical Approach of the 1960s. It saw language as chunks and by repetition, these chunks are acquired.

2.       Sentences are presented without a context.

I myself preach that context is everything in determining meaning and use in my teacher training courses.  Having said that, I remember times when I’ve tried to speak a language I’m not very good at, desperately trying to translate my thoughts into the language, and wishing I had stock phrases to do that with.  Learning ‘Callan-style’ would have given me the stock phrases to use in whichever context I needed them in, for as long as I know what they meant in English, I could pick and choose the phrases to suit the context.

 3.          We would never say sentences like ‘Have you got one ear?’

There are two sets of language being learnt here.

One being ‘Have you got + noun?’ and the other, the lexis ‘ear’.

These two chunks might not occur together frequently in real life, but the repetition of the structure enables students to substitute the noun ‘ear’ with any word they need depending on the context and conversation they find themselves in.

Despite agreeing with the logic of what I like to call the ‘Substitution theory’, I would prefer to present the structure ‘Have you got…’ with a noun that is more likely to occur with that structure.

4.       The Callan Method requires students to give long answers like, ‘No, I haven’t got one ear, I’ve got two ears,’ or ‘This isn’t a pen, it’s a pencil.’ This is unnatural. We usually say ‘No, it’s a pencil.’

 One could argue that students would naturally formulate short answers when using English outside the classroom anyway. So it’s better to get them learning to use negative and affirmative forms of the structures in the drills. That said, I tend to have students use
short answers and the like in communicative activities (see 6 below).

5.       Teachers shouldn’t repeat each question twice. It’s not how language works in real life.

Interestingly, Callan justifies this by saying that questions are asked once for students to grasp the content of the question, and once for students to pay attention to the construction of the question. Since Callan questions always use words and structures that students have previously learnt, there might be something to be said for how the repetition of questions can encourage the noticing of previously learnt structures.

6.       There is no real communication happening in the classroom.

Okay. I’ll give you this one. This, to me, is one of the huge flaws of the method. But if used in a communicative classroom, in and amongst discussions and other communicative activities, this method could have its use.

I am certainly not advocating the sole use of the Callan Method in the language classroom, but when used appropriately (I love using Callan method drills when getting students to remember and use irregular past tenses or helping students get used to forming negative
sentences with the dummy auxiliary ‘do’), it can add pace and energy to a classroom, bring my shy students out of their shell (especially oriental students who have done tons of grammar exercises in their countries but just don’t have the confidence to get those sentences out of their mouths), and encourage students to notice the chunks and patterns in the language.

After all, let’s not throw the baby out with the bathwater.

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