PREPARE FOR DISCUSSION

Unit 1: Language Learning

Unit 2: Education
Unit 3: Cultural Differences
Unit 4: Traditions
Unit 5: Youth and Old Age
Unit 6: Male and Female Roles
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UNI/ 1
LANGUAGE LEARNING
Vocabulary Find the "odd one out" (i.e. the word that does not match with the
rest).
There may be more than one answer. Give your reasons.
A B C
1. frst language second language native tongue
. !nglish !s"eranto Chinese
#. grammar vocabulary "ronunciation
$. loo% and say audio&lingual grammar '
translation
(. )uency accuracy "rofciency
*. a lesson a course a lecture
+. a dictionary a le,icon a thesaurus
-. motivation memory a"titude

LANGUAGE LEARNING
.ecent psycholinguistic studies on how "eo"le learn languages have been
accom"anied by em"hasis among English language teachers on the learner as
an individual. Preferred learning styles are increasingly res"ected and learner
independence is encouraged. For some teachers/ non-interference is the %ey to
giving a success0ul lesson. For others/ this is an abdication o0 the teacher's role
and shows ignorance o0 what can be done to ma%e learning more e1cient. 20
there has been a revolution in language teaching methodology/ surely there
are some things teachers can do to hel" learners.
2n the "ast/ many o0 Britain3s to" schools modelled the teaching o0 modern
languages on the teaching o0 4atin. Oral fuency was there0ore undervalued
and accuracy in the written language became the main goal. 5our French might
be e,cellent on your school re"ort/ but you could still arrive in France and 0ail to
understand a word.
A se"arate method %nown as audio-lingualism made its a""earance in private
language schools. 6his em"hasi7ed the primacy of the spoen word! yet lesson
content was mainly structural and contained 0ew o0 the features of spoen
English used as a vehicle 0or communication. 8urely teachers can at least
"rovide learners with good models of target behaviour.

Dialogue
A: "hich should be the o1cial world language & !nglish or !s"eranto9
B: #n my opinion! there's only one choice & !nglish:
A: $ut that's not a neutral choice. Thin of all the advantages !nglish&s"ea%ing
countries have. %ot only do you save money by not having to learn a second
language/ but you can ma%e a lot o0 money by teaching your native tongue.
$esides/ the choice o0 a !uro"ean language is un0air to "eo"le 0rom other
continents.
B: &ctually/ !s"eranto is closer to !uro"ean languages than any others.
A: $ut at least it's culture 0ree. ;ith !s"eranto as the world language/ no
country would be accused o0 e,"orting both its language and its culture.
B: "ell! #'m not sure whether you can really se"arate language 0rom culture.
6he two have develo"ed alongside one another. <ne would be very
im"overished without the other.
A: That may be true! but then you3re inviting "olitical con)ict. "ho is going to
decide whether =orth American culture is su"erior to Chinese culture9
B: %obody really has to decide. &ll you really have to do is to see which
language is already being used 0or international business/ trade and "olitical
negotiations. 6hat language is !nglish.
A: #t doesn't mean that the situation will be the same in the future. China
could well emerge as the world3s strongest economy.
B: That may be so! but the economic strength o0 >a"an hasn3t led to much
teaching o0 >a"anese. 'ou also have to consider the vast si7e o0 the %nowledge
base available to !nglish s"ea%ers & academic research/ scientifc re"orts and
an infnite number o0 boo%s and "eriodicals.
A: ?uch o0 that %nowledge base has already been translated.
B: # doubt that many other languages can match the si7e o0 the !nglish
dictionary/ es"ecially any single Chinese dialect. (oo how many languages
have had to borrow 0rom !nglish/ 0or e,am"le/ com"uter terms such as !8CA@!
and .!6A.=.
A: But !nglish has borrowed 0rom the .omans/ the Vi%ings/ the 8a,ons and the
French.
B: 'es! but over a long "eriod o0 history. Besides/ these borrowings illustrate
the both the breadth and )e,ibility o0 the !nglish language. 'ou )ust can't begin
to compare !s"eranto with !nglish as a tool 0or communication.

Di#c$##ion =$e#tion#
1. Describe "the good language learner" according to the
following criteria:
woman or man
old or young
extrovert or introvert
other characteristics
habits
abilities ( including study skills )
motivation and interests

2. n what ways are you a good or bad language learner!
". #ow many languages can you s$eak and how well can you s$eak them!
%. "&luency in a language is more im$ortant than accuracy". Do you agree!
'. (re you satisfied with the way languages are taught in your country!
). Do tourists often try to s$eak your language when they visit your country!
*. "+very child should learn to s$eak a second language." Do you agree!
,. -hich should be the official world language . +nglish or +s$eranto!
What is a European
Language Portfolio?
2t is a document in which
those who are learning or
have learned a language &
whether at school or outside
school & can record and
re)ect on their language
learning and cultural
e,"eriences.
6he "ort0olio contains a language "ass"ort which its owner regularly u"dates. A
grid is "rovided where his'her language com"etences can be described
according to common criteria acce"ted throughout !uro"e and which can serve
as a com"lement to customary certifcates. 6he document also contains a
detailed language biogra"hy describing the owner3s e,"eriences in each
language and which is designed to guide the learner in "lanning and assessing
"rogress. Finally/ there is a dossier where e,am"les o0 "ersonal wor% can be
%e"t to illustrate one3s language com"etences.

Aims and functions of a European Language Portfolio
/he +uro$ean 0anguage 1ortfolio $ro2ect has two main aims:
a) to motivate learners by acknowledging their efforts to extend and diversify their language skills at all levels3
b) to $rovide a record of the linguistic and cultural skills they have ac4uired (to be consulted5 for exam$le5 when they
are moving to a higher learning level or seeking em$loyment at home or abroad).
The pedagogic function
Enhance the motivation of the learners
- to improve their ability to communicative in different languages
- to learn additional languages
- to seek new intercultural experiences
Incite and help learners to
- reflect their objectives, ways of learning and success in language learning
- plan their learning
- learn autonomously
Encourage learners to enhance their plurilingual and intercultural experience,
for example through
- contacts and visits
- reading
- use of the media
- projects
Parts of a Language Portfolio
http:culture!"coe"intportfolioinc"asp#$%E&'%(t!)*-+-)-
+main,pagescontents,portfolio"html
Language Passport
6he @ass"ort section "rovides an overview o0 the individual3s
"rofciency in diBerent languages at a given "oint in timeC the
overview is defned in terms o0 s%ills and the common re0erence
levels in the Common !uro"ean Framewor%C it records 0ormal
Dualifcations and describes language com"etencies and
signifcant language and intercultural learning e,"eriencesC it
includes in0ormation on "artial and s"ecifc com"etenceC it allows
0or sel0&assessment/ teacher assessment and assessment by
educational institutions and e,aminations boardsC it reDuires that in0ormation
entered in the @ass"ort states on what basis/ when and by whom the
assessment was carried out. 6o 0acilitate "an&!uro"ean recognition and mobility
a standard "resentation o0 a @ass"ort 8ummary is "romoted by the Council o0
!uro"e 0or !4@s 0or adults.
(htt$:66culture2.coe.int6$ortfolio66documents61ass72s$r.$df)
Language Biography
6he 4anguage Biogra"hy 0acilitates the learner3s involvement in "lanning/
re)ecting u"on and assessing his or her learning "rocess and "rogressC it
encourages the learner to state what he'she can do in each language and to
include in0ormation on linguistic and cultural e,"eriences gained in and outside
0ormal educational conte,tsC it is organised to "romote "lurilingualism i.e. the
develo"ment o0 com"etencies in a number o0 languages.
Dossier
6he Eossier oBers the learner the o""ortunity to select materials to document
and illustrate achievements or e,"eriences recorded in the 4anguage
Biogra"hy or @ass"ort.
5o;a Scae
Pro&icient
82 8an understand with ease virtually everything heard or read. 8an summarise
information from different s$oken and written sources5 reconstructing arguments and
accounts in a coherent $resentation. 8an ex$ress him6herself s$ontaneously5 very
fluently and $recisely5 differentiating finer shades of meaning even in more com$lex
situations.
U#er 81 8an understand a wide range of demanding5 longer texts5 and recognise im$licit
meaning. 8an ex$ress him6herself fluently and s$ontaneously without much obvious
searching for ex$ressions. 8an use language flexibly and effectively for social5
academic and $rofessional $ur$oses. 8an $roduce clear5 well.structured5 detailed text on
com$lex sub2ects5 showing controlled use of organisational $atterns5 connectors and
cohesive devices.
Inde(endent
92 8an understand the main ideas of com$lex text on both concrete and abstract to$ics5
including technical discussions in his6her field of s$ecialisation. 8an interact with a
degree of fluency and s$ontaneity that makes regular interaction with native s$eakers
4uite $ossible without strain for either $arty. 8an $roduce clear5 detailed text on a wide
range of sub2ects and ex$lain a view$oint on a to$ical issue giving the advantages and
disadvantages of various o$tions.
U#er 91
8an understand the main $oints of clear standard in$ut on familiar
matters regularly encountered in work5 school5 leisure5 etc. 8an deal with
most situations likely to arise whilst travelling in an area where the
language is s$oken. 8an $roduce sim$le connected text on to$ics which
are familiar or of $ersonal interest. 8an describe ex$eriences and events5
dreams5 ho$es : ambitions and briefly give reasons and ex$lanations for
o$inions and $lans.
+a#ic
(2 8an understand sentences and fre4uently used ex$ressions related to areas of most
immediate relevance (e.g. very basic $ersonal and family information5 sho$$ing5 local
geogra$hy5 em$loyment). 8an communicate in sim$le and routine tasks re4uiring a
sim$le and direct exchange of information on familiar and routine matters. 8an
describe in sim$le terms as$ects of his6her background5 immediate environment and
matters in areas of immediate need.
U#er (1 8an understand and use familiar everyday ex$ressions and very basic $hrases aimed at
the satisfaction of needs of a concrete ty$e. 8an introduce him6herself and others and
can ask and answer 4uestions about $ersonal details such as where he6she lives5 $eo$le
he6she knows and things he6she has. 8an interact in a sim$le way $rovided the other
$erson talks slowly and clearly and is $re$ared to hel$.
A1 A2 +1 +2 C1 C2
U
N
D
E
R
S
/
Listening I can understand familiar words
and very basic phrases
concerning myself, my family
and immediate concrete
surroundings when people speak
slowly and clearly.
I can understand phrases and the
highest frequency vocabulary
related to areas of most
immediate personal relevance
(e.g. very basic personal and
family information, shopping,
local area, employment). I can
catch the main point in short,
clear, simple messages and
announcements.
I can understand the main points of
clear standard speech on familiar
matters regularly encountered in work,
school, leisure5 etc. can understand
the main $oint of many radio or /;
$rogrammes on current affairs or
to$ics of $ersonal or $rofessional
interest when the delivery is relatively
slow and clear.
I can understand extended speech and
lectures and follow even complex lines
of argument provided the topic is
reasonably familiar. I can understand
most TV news and current affairs
programmes. I can understand the
majority of films in standard dialect.
I can understand extended speech even
when it is not clearly structured and
when relationships are only implied and
not signalled explicitly. I can
understand television programmes and
films without too much effort.
I have no difficulty in
understanding any kind of
spoken language, whether live
or broadcast, even when
delivered at fast native speed,
provided. I have some time to
get familiar with the accent.
A
N
D
I
N
5
Reading I can understand familiar names,
words and very simple sentences,
for example on notices and
posters or in catalogues.
I can read very short, simple
texts. I can find specific,
predictable information in
simple everyday material such as
advertisements, prospectuses,
menus and timetables and I can
understand short simple personal
letters.
I can understand texts that consist
mainly of high frequency everyday or
job-related language. I can understand
the description of events, feelings and
wishes in personal letters.
I can read articles and reports concerned
with contemporary problems in which
the writers adopt particular attitudes or
viewpoints. I can understand
contemporary literary prose.
I can understand long and complex
factual and literary texts, appreciating
distinctions of style. I can understand
specialised articles and longer technical
instructions, even when they do not
relate to my field.
I can read with ease virtually
all forms of the written
language, including abstract,
structurally or linguistically
complex texts such as manuals,
specialised articles and literary
works.
S
P
E
A
Spoken
Interaction
I can interact in a simple way
provided the other person is
prepared to repeat or rephrase
things at a slower rate of speech
and help me formulate what I'm
trying to say. I can ask and
answer simple questions in areas
of immediate need or on very
familiar topics.
I can communicate in simple and
routine tasks requiring a simple
and direct exchange of
information on familiar topics
and activities. I can handle very
short social exchanges, even
though I can't usually understand
enough to keep the conversation
going myself.
I can deal with most situations likely
to arise whilst travelling in an area
where the language is spoken. I can
enter unprepared into conversation on
topics that are familiar, of personal
interest or pertinent to everyday life
(e.g. family, hobbies, work, travel and
current events).
I can interact with a degree of fluency
and spontaneity that makes regular
interaction with native speakers quite
possible. I can take an active part in
discussion in familiar contexts,
accounting for and sustaining my views.
I can express myself fluently and
spontaneously without much obvious
searching for expressions. I can use
language flexibly and effectively for
social and professional purposes. I can
formulate ideas and opinions with
precision and relate my contribution
skilfully to those of other speakers.
I can take part effortlessly in
any conversation or discussion
and have a good familiarity
with idiomatic expressions and
colloquialisms. I can express
myself fluently and convey
finer shades of meaning
precisely. If I do have a
problem I can backtrack and
restructure around the difficulty
so smoothly that other people
are hardly aware of it.
8
I
N
5
Spoken
Production
I can use simple phrases and
sentences to describe where I live
and people I know.
I can use a series of phrases and
sentences to describe in simple
terms my family and other
people, living conditions, my
educational background and my
present or most recent job.
I can connect phrases in a simple way
in order to describe experiences and
events, my dreams, hopes and
ambitions. I can briefly give reasons
and explanations for opinions and
plans. I can narrate a story or relate the
plot of a book or film and describe my
reactions.
I can present clear, detailed descriptions
on a wide range of subjects related to my
field of interest. I can explain a
viewpoint on a topical issue giving the
advantages and disadvantages of various
options.
I can present clear, detailed descriptions
of complex subjects integrating sub-
themes, developing particular points
and rounding off with an appropriate
conclusion.
I can present a clear, smoothly-
flowing description or
argument in a style appropriate
to the context and with an
effective logical structure
which helps the recipient to
notice and remember
significant points.
6
R
I
/
I
N
5
Writing I can write a short, simple
postcard, for example sending
holiday greetings. I can fill in
forms with personal details, for
example entering my name,
nationality and address on a hotel
registration form.
I can write short, simple notes
and messages. I can write a very
simple personal letter, for
example thanking someone for
something.
I can write simple connected text on
topics which are familiar or of
personal interest. I can write personal
letters describing experiences and
impressions.
I can write clear, detailed text on a wide
range of subjects related to my interests.
I can write an essay or report, passing on
information or giving reasons in support
of or against a particular point of view. I
can write letters highlighting the
personal significance of events and
experiences.
I can express myself in clear, well-
structured text, expressing points of
view at some length. I can write about
complex subjects in a letter, an essay or
a report, underlining what I consider to
be the salient issues. I can select a style
appropriate to the reader in mind.
I can write clear, smoothly-
flowing text in an appropriate
style. I can write complex
letters, reports or articles which
present a case with an effective
logical structure which helps
the recipient to notice and
remember significant points. I
can write summaries and
reviews of professional or
literary works.