No, Itm 6ettlng off at Kobe

IKIP PADAH6

Student 2: No, Itm 6ettlng off at Kobe

The students continue on

thelr

own,

road etations.

in

The

are

Developed irom

a

previously _{nemorized d.iaLoguo}

( elor,ientary 1evcI)

one

ur

two minutea

of

i.ntenel,ve lmi6-666rr

ropstl-f o1'1owin6 cxnnp1s6,

in

whloh the

variable lurto

self-explaaat ory.

atation?

selecting pai!6 of rail-Dril1 17

Sane type as

DriII

16

Student _1:

Studeat _2:

Did Yes.

you go

to

^I(yushu 1ast sunmer?

f visited

Mount hso.

StuCent' 1: Holr was

Stuilent_ 2: ft r*as pJ.rc e .

The _{studc nt6}

c.cc orCitrgly.

your

trip?

vcry eni able. Kyu.shu c

ortainly is a

bsaut

iful

select different placos anC vary the adjectivoe

Dri1l

18

The relevant

J one6 !

Developecl

fron a

previously memorizedr dialogue

(

intcrno.liate lcvol)

lines in

the nenorizecl rlialogue are:

I thoughtyourC bc hcrc sooncr. ⁽

So cliC. I. But I coulclnrt fincl the wa! at first.

Hr.

Kon:

Teacher StudeDt Student Studcat

S t ucle nt 1:

2z 'I .

ZZ

netun..

. ten orclock

\lhat

timc

dicl you 6et ^up?

/rt ten oIclocl<, Iro afraid.

I

thought So

did f.

yourC But

Aet u! earl,ior than t hat.

I felt very olecDy.

Noto

that,

although

this typc of

pattern dialogue qrust be

the

teachert

it still

requireo

frsc

sele.ction on

the

^pD.rt ctudents. Exaflples of other cucs arc3 study....not

t o ^pa6s;{ um

..

^. onc rnet er stay. ..fivc minut e6.

tho first lines corresponrlin5 to thsse cue6 are:

Hou ir;rrd ilirJ you study? _i

Ilow high rlicl you ^junp?

Hcu lonG ,iicl you stay?

cueC by

of

the enoush hard

.€?L--

^P,r.,., ,3&."r"1.?,i$ t1:,1

:,Tx,.r !1"t"rn"-e.r1rt",

r"::1),...-I tuil.dru ^{t (f .rI.i..} }{d, ^:r A$frhdtl:$rc#'xdruidriotnhtrr:i ^!I

;:''.

Stusotif 2f ,rr,lio8/rlrutD$dol'CftthO'VjilAyjr .1;'r

'

_{I -. r} c\.ji.:.j!,

Btua';htl I!n!,,: trruffi:utf;5tl-4rtf8iri ^{:rl':iri ;} ''-'r: i:; i :

'

'.: ,: i ^l-.'.r'r:

studi;1f, ^I

ltie,fOtt i"tfr+Aoft lglgg'

^{daa d{., r : - :,1 i 1, ! 1,..- 1, r}

Studlht,fri;t lnryrttg?r:i

^$driJ t;r'.j.^., -,t.,,, :,:. ,ii.rt ,,:.',"1.- ^',

EiE&'

I

"" s*1,6i,:Jiir ?li'iitiii".' _""

i'i iH

t';availt',i"$r3t)'

^{1"'' )I! i:r P :"'1}

EtuiloirtpQt)n

f6U;.*t((t'bt'6i

'thb,lrrra

t6'ib'to

aotsooi. :'..:a.'r

i

^r

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r'

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r.r,i,r{.{ ^':

stuaentl2r iltnob'tt _ta;rlBut trn airaia ii'i"oii

^{bd h6!.pcd,j'}

'.'lt'

,,,o ..'.'

'otiriri".,

ia",i.t

,,,-.:

_rr.

r-:

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t

,..

-

;.'

- -

The atudeatr.. ooatinue.

rlth

other pleturea

tron tbe ---

oLart

*fo['tu"G"ii#i'g

str.i.tn:'iririo.,oo .

,i--.',iI: ^-

"",, i',rJ.,,i '*r-'i

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ai l.l.

Jnrxi da.i(tr

ni

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ril;"i;t't'rti-t ...

';:. _{..i,, L;:-ii} .,:i u.f Jr: r(t $(,rf....tii.r, tnoi.ir:i ^l,

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i stu.rerlx.+l

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yqp,!tsgA*Endl*1,,

_t:

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,.8t.ud.enli!,r,,1.1 $r,tppfp"ao,511fi,$+9rr"p.cr !o,aoq_aE.Eadl.rhl to.].cught-.--,,

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: ^,,r.iiir,

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^{, t}

6tuds-nt, )1.,t, {o.ilsggpeei,, ^Tlgrf.+o

t _}ht.! ^y"u

^{oaa"r ppars} Eartk}..

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;;

_{, .l o,.,9og,g ,tr. .l,.,ti} EeEBlyplq,,oaa ,teach-t$.

,

^{. .}

r. r

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,!!ud9nt1

?:. ,;It _{f.Xral,t? .rI$It.,I} ruatrray I.

aene,

reattrd.thotr,,:,:-.

Ihe{dbbre,o*dnp1e:l,5t6ur{:tft-,ff,tnUOS6il,

I

^.i.i i ^;

r

_teaoh

nrifllsu..r',ijBfi.atiLEntlldh[1r

., I^

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^havo [.1i '\.,':rt, attcnptodl'to ^f .[In \:r,r{J (Ieaortbo aud -rrr{a4sit ^{,Jrl.- J}

lll[rtrato.ae

*]. *,:i:.1 :'; I r' - : coocretely aa-''; _".-.'

po"oiii" ^-t"

otigt* ait{36Ll{"15 "ii"}

^JG}'

r;' iil' t;l;; ut"a;;; ^r" .;;

nrnloat)

ln

Bngllch (aeepfte

the,U.nitati*i'trio".a

uy tiie

tl,arr-

^'a

ro m) ^. by,{alnstuiil

rtrotlilrni

_{fiaf tEcao} G

blout[ latftUr

^prao

Bai:at tlic

h8bttddttdi

l.scIgcaltSleu

^E!

re*licC 5d.,tt[nB tdJ6k

rdoouCaiEt{&a

'1,,

ooartrtht

trrs;

lai ^6:( the^t a aopallo

/.da6!!ft,1if6r! _I':E

I

ⁿ

teaoheli{ontffirPdt e}*

ugH.

arc'aoqui;caao{t{^, $si,ri urlrq'*to ^p

.ri

Dt hc

,Gda$ l:;ihi ^-

tBlr*

l''.rtttmfail i

^eeacfr

efirdrtod,rtldt

',,.i i;,.jj.r'.r;r.\,Er,iJ:i,.rt ir 3irrJri ir:.i,r..:,{dil I.:lcr; ^.,1. _" ^!. t:I.

,"li ol

dtt;'oe''$o

.i ₁ e

o t:l ^i:

aip'oi't*.-.i tloa

^oirpc

ior

:,9

t

,;i,iil"it, ...!r1 .r

.i;'. .. l. -+

t" ^-:

569 1gi!s

-:,-o t

aet.of

c oaob lGrs

arttcd

td.(Er."6,tstcd6ttf iti ^lthbd

&llili

r$.'

.d!

l.

'te llilftuatloa

it

\. '. | ^{,b .}

a\ _.i.

."' ' .1. '

otff;:1gto, faltlt.i,

1r).1

.1

t

,:t ,.li,

;E;

f,

J?2-obvlouely irnpossib)-tr

to writs ^a

tc-'tboolc

that

^{c ou1'l tako i'uto aocount} tho varylng.bacligrounds and

intcrests of

^{ovory group}

of

^studcnts'

Preparation,

thorcforct

^{Ls esooutial}

to

the Bucce66ful intoStratlon of

oommunioation exercisos

uith

ht'bituati'on

nateiir'1

containocl

rn

the

tcxtbook. In

^{sortc rospcbt6t howevcrt the teacher rs work}

eiII

J'eEEen

over o ^porioC

of timc, for

^hc

vil-l

^f

inrl that a

^number

of hie

^studentc

aharo ^nany arcas

of

^cornrnon exper:it'trce ^anr'r intcrect

'

^{f he notgo ho '}

makeo

of

^{thosc connon fedtures he oij\n uso} ovor again j'n gucaeB6ivo

'COllISCE r

A 6cconll problcm

io

6;otting

the

^{cLase rncmbcrs}

to

^perforn

activcly in thc

^{soesirns dcvotccl}

to

cor'tnunlcation

practioo'

^Soao

studentc ^nay be

inhibitotl

^{by shynessl}

in

which caeo

it ls

^up

to

tho teacher

to

dcvelop

the

^type

of

^cla$sroon atmosphore

that

^oncolraSoE

froely'

^{The ooin}

difftoultY

ovon

tho

^{ehy stucicnte}

to

^{exprc6s themcelvea}

honovor

is that in

^{many cases}

^a

^studcnt

will

^{not bo}

^ablc to

thl'uk ^of aDything

to say--his

^mintl

vi1I

^{go blank ancl sllence}

wi1l.eDEu:'

^Tho

toocher ^nuEt aluays bo ready.

for

^th16

situation

^and imnerllately Ir ^ornpt

the

otu<lcut, eupplying

a

wor.l

or

an idoa

'that.wi1l olicit

the requirod

uttslancer' Ihis'point is

^'of

jvithL ir'rportanco'

^{Thb exslciees rnu6t bo}

done

at a liuely paco'

Long'pausei

in

whi'

I a

student castg about ^despt

ratsllr for

sonethin6 appropriate

to

say

wi]I ^not

^only cause' eEbarraE's-EeEt

but will

^toncl

to tiff

^ti:r:

intc::eet'of thc

^{other ncmberE}

o'

^tho'-:''

ol.asdr sho ^muot passlvely

w:lit thoir

^tul'E'

Anoth€r

point to

rericttbcr

is thet thc

^stuConts

t'i}I

inprove

rith erllerienco. In thojir first

encountcrs

with

comnunication exor' oicoa thoy

vri1l

^{probably fl6undor}

quito a lot; ^but uitf' tits

^onc

oura6e-ngBt a4d

Prticnt

^{prompting of-}

^the

tqqohor they

will

6rat1'uaL1y Saln

oonfitlcnce ^and bccono'lncroasinEly ^acr.opt

at fitting thoir

^{or*n ldeaa}

lnto ^itro si!uation

^{Pir ovicecl}

'

Thg

-finql

^{pregbleq io' lle} gonsidored

ie

^{the mattor}

of

largc

olosces. thie is

^tho po]fcnnlaL - bugboar

of

^lnany tc''qhorEr ^and thorc L6 Do

truly

6ati6fsqto}'y

ansterr

_'!Jo ^nust

ultirlatel'y

^face

thc

faot

that ^largo

^{classos and}

olal

^{lansuago teaching are real-r'y} inrc"rrlx''':"'3 As tho ^{e1)'j-ng 6oes}

, rtlf ^the

^Eou''tain

uiiL not

^{c c'.': i ''r {cl::}

il*"

:{oi----.i:ne /'- ..t,rtt ira r:c ^r-}le -our-::1j':L'r 1 t":r-. ^le''::,. i' F' - :; ^I

, - ;....: -C, lr'- .: .' i: '--'J':'J' _'

F E*fUslal( ^\t!1 t! t

t

1

\

r\ ^t

(Ki\i'r"

ll i\::

1l

a7r-50

studonta.

Thie

te

^booauge

tho

^goals

of

habituatlon ^{praotioo oanr} to b, Sreat

oxtentr

^{bs achlevotl through} choral workr ^and

tho

^teaohor

oan dLvlde

a large

cJ.aaa

lnto

^'groripe

of

nanageable sLze Yhl1s

atlll

lnaurin6

that

cach etudont gots crany chancoa

to

^opeak.

ConmunlcotLon

practlcor

on

the

other hand, muat oporote at tho Level

of the

indtviduaL atudent, who must have

sufflol€rt

oppdr-tunlty to

^€peak

!n

every

olaser In

^groupe

of

^{moro thaa 20}

to

²⁵

atuilonte,

it

eeoms doubtfuL vhether the

lintted

^{tLae avallabfe}

for

lndiyialt'i1 exprolELon

really

^{makpe c} onmunicatLoa practloa

vgrthrhll€.

In

tuch oases'the

tlhe tt8ht.be

^norE

profitably

^{BP€nt oD} habltuatlou

pactlco iu

the hope

tlrnt the

etudonto

night, at a later

dater

find-opportunltlea

for real

connunl,cation practice.

0

a)3

_llr^

r_.b!a

A o

@ NE\

w

oo

oU

+

?

o

,O.

DEWLOH.IEI{T OF A },IANIPULATION-CON{MUNICATTON SCALE