During the chatting with Penn State last Wednesday, someone in my group brought up the issue about NS-NNS vs. NNS-NNS. We didn't dig into deep because we ran out of time. After reading Zheng etal's article, I have some thoughs about this issue.
It seems that NS-NNS chatting is the most beneficial chatting format for language learning in that the NS acts as the more experienced partner who can transfer intentions to the other one (NNS) through action ( ' the Intentional Spring' metaphor in Zheng etal's article). However, some NNSs still feel frustrated when talking with NSs in the target language.
Then what about NNS-NNS chatting. Two sicuations need to be considered. If they do not share the same L1, they are kind of 'forced' to use the targe language they are both learning to communicate and to be understood. Under this circumstance, meaning is more emphasized and developed than form. Partners take turns to hold the 'Intentional Spring'. However, when neither of them take in charge of controlling the spring ( like neither of them are familiar with the target culture), more negiotations for meaning occur (more misunderstanding, might be).
What I concern more is the situation that partners speak the same mother language. Do they become more willing or mor reluctant to chat in the target language? My own experiences told me that this kind of chatting does not work well because 1) limited vocabulary. Most of the time, L1 vocabulary embedded in L2 sentences; 2) face issue. I remember that one of my classmates in university has really good pronuncaition with American accent. I feel stressful and inferior when chatting with her in English.(kind of lose face, huh?)
So what I am interested in is how to use tech to stimulate Chinese students to speak in English out of English class because I will encounter EＦＬsituation when teaching back in China. Telling my Ss "remember to practice in English out of class" but they don't have much access to chat with NS, or NNS(different L1) (should the teacher find NS for the Ss?). How can I make sure they keep on practicing and speaking in English with their classmates in their daily life?
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12 years ago
I like your point about language learning between NNS and NS. It is my problem when training my English speaking in Taiwan. As what you mentioned, the environment does not provide opportunities for practicing English, especially, there are "few" Americans in Taiwan. In Taiwan, if students want to practice English speaking, the "cram school" is probably the only good place to go. Of course, English teachers always encourage students to form a “study group” to practice English outside the class, but this “NNS and NNS study group” seems hard to carry out successfully. The two reasons you stated- limit vocabulary and embarrassing - are the key factors in Taiwan, too. It is why I feel that my English improve a lot when I am in the U.S. even though I have learned English for 6 years in Taiwan. I have a language partner in UA, and it is efficient to learn English from her. First, she is an English native speaker, and I can use the target language during our chatting. Secondly, the English – English explanations are more straightforward, and it is good to stop translating every sentences or vocabulary into Chinese in my mind beforehand. In addition, she is able to explain why my sentences are weird to them, and help me to find the appropriate words for certain situations. Although my “accent” is the most difficult part to conquer, it gets better than the previous years. Time will tell. Therefore, according to my experiences of language learning, I prefer to find a NS to study together.
ReplyDeleteHi, Mandy～
ReplyDeleteFrom my own experience in U.S (approximately 7 months), I assume that comprehensible input is really important. I feel that my listening skill is making progress. The more I hear the language spoken, no matter by NSs or NNSs, the more I can produce the language. I can catch the words I am not familiar with, and check them out later, or imitate the way how NSs produce the sentences. As to the NS vs. NNS issue, the teacher can train Ss' listening skills. Even if no NSs, Ss can get many accesses to authentic English materials to, at least, get their ears more famillar to the target language.
Hi Yi, actually, there's a lot of research showing that NNS-NNS chatting can be very beneficial, for one reason, because when learners are at the same level, they're not embarrassed to ask for corrections--so definitely, it's useful
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