Monthly Archives: October 2011

Murdering the Art of Conversation: a silent death

I’ve been contemplating a list of banned phrases lately for my classroom walls. That may seem rather counterintuitive for a person whose profession largely involves the expansion of vocabularies, but I promise there is a benign intent here.

You see Japanese and English are frankly about as disparate as two languages could ever hope to be. It may not be a particularly positive position to take but inevitably when encountering things that can limit or impede your progress in acquiring a new tongue, a language barrier that has more in common with a chasm than a wall is going to be rather hard to miss as you plunge gormlessly into it, your shoelaces artfully tied together in knots of misused grammar.

So yes, it’s hard work, no one ever said learning something as powerful, beautiful and profound as a language would be easy. But the reality is that these natural obstacles can seem like little more than a speed bump when you consider some of the monuments to frustration that students themselves construct to block their way.

In adult classes students are generally interested in improving their conversational skills so I begin every lesson with something open ended to allow them to flex their linguistic muscles, to let them make use of all their years of hard work. So how do many of them choose to answer? By slashing the throat of the conversation, by stamping on the budding tête-à-tête and blowing out the candles early on any possible discussion with a, “So-so” or, “Nothing special.”

It’s usually at this point that I remember that not only does my job involve teaching English but for some people the basic tenets of a conversation. However, if these are self-constructed walls then the foundations they rest on are of a more professional variety. You’d have to go to school for this kind of solid bedrock.

When I asked my sixteen-year-old student last week what he’d done that week I was expecting a list of exams, such is the life of the average high school kid.  So when he mentioned he’d had an English test I inquired further, what exactly had he done?

“Did you have to speak in the test?”

“No.”

“Any listening?”

“No.”

“So just writing?”

“Yes.”

“So what was the subject of the test?”

“Oral communication.”

Teacher’s brain explodes in blind fury within the confines of his cranium.

Of course it was.

 

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