Success with foreign languages: seven who achieved it and what worked for them

Contents......Page 5
General Editor’s Preface......Page 9
Preface......Page 11
Acknowledgements......Page 15
1.1.1 Taking language in through the ear......Page 17
1.1.2 Responding to nuances of pronunciation......Page 19
1.1.3 Transcribing what has been heard......Page 20
1.1.4 Staying afloat in a ‘torrent of sound’......Page 22
1.1.5 Nonverbal communication......Page 25
1.1.6 AILEEN: Diversity in what is triggered by intake......Page 26
1.2.1 What ‘top-to-bottom’ listening can do......Page 28
1.2.2 A TECHNIQUE: Selective listening......Page 29
1.2.4 A contrasting case of ‘top-to-bottom’ listening......Page 30
1.2.5 The need for meaningful context......Page 32
1.2.6 Ann’s idea of the ‘natural’ way to learn a language......Page 34
1.3 Notes......Page 36
2.1.1 Bert’s idea of the ‘natura/’ way to learn a language......Page 37
2.1.2 Massive ‘mimicry-memorization’......Page 40
2.1.3 Intensive mechanical drill......Page 42
2.1.4 How important is native-like pronunciation?......Page 43
2.1.5 Memorization of texts......Page 45
2.2.1 Memorizing individual words......Page 46
2.2.3 BOB: imagery and memorization......Page 48
2.2.4 A TECHNIQUE: Meaningful memorization of text......Page 50
2.2.5 The value of summarizing reading......Page 51
2.2.6 Paraphrasing as a learning technique......Page 53
2.3 Notes......Page 55
3.1.1 Openness and risk-taking: two qualities of a successful informal learner......Page 56
3.1.2 Looking good in the eyes of one‘s teachers......Page 58
3.1.3 Success with self-directed learning......Page 59
3.1.5 Success in socially mediated learning......Page 61
3.1.6 CHUCK: Alternation between formal and informal exposure......Page 63
3.2.1 Thoughtful vs spontaneous use of language......Page 65
3.2.2 Links between printed and spoken forms......Page 66
3.2.3 The social side of formal study: lack of confidence......Page 68
3.2.4 How should Carla have started her language study?......Page 70
3.3 Notes......Page 72
4.1.1 Devising one’s own tables of forms......Page 73
4.1.2 A contribution of ‘learning’ to ‘acquisition’......Page 75
4.1.3 A TECHNIQUE: Learning grammar with cuisenaire rods......Page 77
4.1.4 Sometimes working from chaos to order......Page 78
4.1.5 Mental files and indexes......Page 79
4.1.6 Forming and testing hypotheses......Page 81
4.1.7 Vigorous mechanical drill......Page 82
4.2.1 ‘Starter words\'......Page 84
4.2.2 An imaginary brother......Page 86
4.2.3 Relating available forms and available meanings......Page 88
4.2.4 DEXTER: Making vocabulary stick......Page 90
4.2.5 Two ways of focusing on pronunciation......Page 92
4.3 Notes......Page 93
5.1.1 Reading aloud to oneself......Page 95
5.1.2 EUGENE: Varieties of systematic repetition......Page 96
5.1.3 Building a set of auditory images......Page 98
5.1.5 ‘Top-to-bottom’ and ‘bottom-to-top’ in studying pronunciation......Page 100
5.1.6 One emotional aspect of pronunciation......Page 101
5.2 Vocabulary and grammar......Page 102
5.2.1 ‘Learning’ and ‘acquisition’ in the study of vocabulary......Page 103
5.2.2 Terminology is not essential to ‘understanding’ grammar......Page 104
5.2.3 ‘Top-to-bottom’ and ‘bottom-to-top’ in studying vocabulary......Page 105
5.2.4 Resources: rules, regularities and routines......Page 107
5.2.5 Using drills to promote spontaneity......Page 109
5.2.6 Structured conversation as an alternative to drill......Page 110
5.2.7 The importance of assimilation......Page 112
5.3.1 ‘Shadowing’ grammar as well as pronunciation......Page 113
5.3.2 The conditions for ‘monitoring’......Page 115
5.3.3 Fluctuating energy levels......Page 117
5.4 Notes......Page 118
6.1.1 Reading before speaking......Page 119
6.1.2 The importance of personal involvement......Page 120
6.1.3 Manufacturing one’s own meanings......Page 122
6.1.4 Shifting of attention during production......Page 124
6.1.6 Paradigms......Page 125
6.2.1 Vocabulary cards......Page 127
6.2.3 ‘Stockpiling’ new items......Page 129
6.2.4 FRED: Mnemonics......Page 130
6.3.1 Producing sounds from printed descriptions......Page 132
6.3.2 Perfecting material before moving ahead......Page 133
6.3.3 The social significance of a foreign accent......Page 135
6.3.4 Wanting to sound like the other person......Page 136
6.3.5 Variant pronunciation of one’s native language......Page 138
6.4.1 The etiquette of using a language with its speakers......Page 139
6.4.2 ‘Instrumental and ‘integrative’ motivations......Page 141
6.5 Notes......Page 142
7.1.1 From ‘rules’ to ‘regularities’ to ‘resources’......Page 143
7.1.3 The value of a bird\'s eye view......Page 145
7.1.4 GRETA: The need for a ‘power base’......Page 147
7.1.5 The value of semi-attentive listening......Page 148
7.2.1 Reading for pleasure......Page 150
7.2.2 Developing pronunciation through ‘acquisition’......Page 151
7.2.3 Identifying with others while preserving one’s own identity......Page 152
8.1.1 An overall pattern......Page 154
8.1.2 Elements in the pattern......Page 155
8.2.3 ‘Strategies’......Page 162
8.3 What I myself would do with a new language......Page 163
8.4 What this means to me as a teacher......Page 165
8.5 Notes......Page 167
Index......Page 169