William Brokaw Noseworthy - Transcendental Learner

The Transcendental Learner “Tell me and I'll forget; show me and I may remember; involve me and I'll understand.” -Chinese Proverb Overview ➲ This project acts as an exploration of several topics, seeking to argue the importance of introducing an increasingly effective teaching methodology with the incorporation of a musical experience for the purposes of language learning Language Learning: Basic Theory ➲ Beyond the IPA (International Phonetic Alphabet) teachers can use other techniques to expand on a learners reproductive skills ➲ Students of all levels have an inherent need to actively engage with the material presented; for both young and old learners this can be an extremely involved experience, capitalizing on each of the types of learning, especially auditory learning The Importance of Listening ➲ According to Snow (1996) in More than a Native Speaker; many language programs devote more attention to speaking rather than to listening ➲ Additionally classroom exercises with listening components often consists of “slow, clear classroom practice” ➲ “A student who is a good listener can generally keep a conversation going by being a good listener and occasionally responding with simple questions, short answers, or even grunts and nods” ➲ Listening exercises encourage students to develop a range of cultural background knowledge that helps them predict what they might hear in order to comprehend a message Three Examples of Folk Songs: and their cultural context ➲ Ru Con, Lý Đât Giồng, Qua Cầu Gió Bay ➲ Lyrics and Meaning ➲ Popularity: Phô Biến: The popularity of each song connotes a different context Ru Con Gió mùa thu mẹ ru mà ngủ Năm (ơ) canh chày, năm (ơ) canh chày, thức đủ vừa năm Hỡi chàng chàng ơi, hỡi người người ơi Em nhớ tới chàng, em nhớ tới chàng Hãy nín nín con, ngủ ngủ Con hời hỡi, hỡi hời Con hỡi hời, hỡi con! Đến mùa xuân cơn mà gió ấm Cha (ơ) về, cha (ơ) về, nắm tay cha Hỡi nàng nàng ơi, hỡi người người ơi Tơi nhớ tới người, tơi nhớ tới người Hãy nín nín con, ngủ ngủ Con hời hỡi, hỡi hời Con hỡi hời, hỡi con!  Southern Folk Song: a nice but sad melody, most famous as a motherly expression of loneliness, or nostalgia at the husband being away as she sings an infant to sleep at night, causes her to think about many things  Not many young people know Ru Con, although it was apparently popular in many Việt school districts Lý Đât Giồng Trên đất giờng chờ đợi nghe tiếng hị mà lịng trộm thương Hỡi gánh nước bên đàng Còn bao bao gánh nữa Để qua qua gánh dùm tang tình tang tính tình tang tang tính tình tình tính tang Trên cách đờng chỉ một anh Thương với chờ chờ đợi Khở thân khỉ ở lùm Đất khơng mà lo ćc Lo dịm lo dịm người ta tang tình tang tính tình tang tang tình tang tính tình tang ➲ On the other actually a situation where, despite the maternal sentiments of the song, most mothers don't know how to sing it ➲ Contrasts with Qua Câu Gió Bay in that the mother figure does not (mẹ em) approve of the situation Qua Cầu Gió Bay Yêu cởi áo ối trao Về nhà dối rằng cha dối mẹ a a a Rằng a ới a qua cầu, tình tình tình gió bay Rằng a ới a qua cầu, tình tình tình gió bay u cởi nón ới cho Về nhà dối rằng cha dối mẹ a a a Rằng a ối a qua cầu, tình tình tình sứt quai Rằng a ới a qua cầu, tình tình tình sứt quai Yêu cởi nhẫn ối trao Về nhà dối rằng cha dối mẹ a a a Rằng a ới a qua cầu, tình tình tình đánh rơi Rằng a ới a qua cầu, tình tình tình đánh rơi  Refers to the independence of two lovers, from the notorious Ho Bác Nính- in North Vietnam- expresses relations between the two young lovers and their ability to express themselves openly  Qua Câu Gió Bay was composed as a work song, and is still sung in an ask and answer format by field workers today SEASSI Vietnamese Methodology for Musical Study 1) Elicits a word by word translation from the students 2) Elicits a more fluid translation from the students ➲ 3) One teacher then sings through the song one time ➲ 4) Next the teacher sings through the song with students repeating line by line ➲ 5) Finally the students and the teacher sing through the song in its entirety ➲ 6) Emphasis is on introducing the culture more holistically, rather than a specific curriculum ➲ ➲ Music as a means of Development: A Study Routine ➲ This material about to be presented is based: ➲ on The Lexical Approach described by Michael Lewis in Implementing the Lexical Approach (1993) ➲ Other pillars of learning acquired through The Communicative Approach ➲ and methods adapted from Don Snow in More than a Native Speaker ➲ Though this project no longer focuses on English Language Instruction, the methodology presented here will be compared to the SEASSI methodology Lyrically Based Lexical Acquisition ➲ Materials: An authentic audio passage relevant to the students target context: a classic song and lyrics ➲ Assumption: There will be no more than 5-7 new vocabulary words in the passage ➲ Primary Staging: Listening Stages and Vocabulary Stages Lyrically Based Lexical Acquisition ➲ Secondary staging:  Pronunciation  Vocabulary and Pronunciation Reinforcement  Controlled Practice  Language Exploration  Record  Review Benefits Assessment: Lyrically Based Lexical Approach ➲ The Lyrically Based Lexical Approach ensures that learners are learning new vocabulary from the song and will no doubt memorize it and be able to use it appropriately by the time that they have left the classroom ➲ Expands on all four language skills LÝ CHIỀU CHIỀU Nghe hát điền vào chỗ trống LÝ CHIỀU CHIỀU (Dân ca Nam Bộ) Chiều chiều tang tình gánh Tưới , tưới Ngô Đồng Xui xui lòng lòng tưới Ngô Đồng Trả lời câu hỏi sau (Answer the following questions) a Người trai (young man) đâu ? b Khi đứng người trai thấy ? c Người gánh nước để làm gì? Tìm từ có nghĩa tương đương với từ tiếng Anh sau To love : To Stand : In my heart : West : To water : Who/ whom : A Tree : A girl : To see : Afternoon LÝ CHIỀU CHIỀU 4) Hãy giải thích nghĩa 5) Nội dung gì? cụm từ cho ví is the main idea of this folk dụ (Explain the meaning of (What song) the phrases in the song and give examples) Chiều chiềuTrong lòngTây lầu tây- Benefits Assessment: SEASSI Methodology ➲ First the SEASSI learning method is simply faster, while the Lexical Approach is excellent for a six-month curriculum, it does not suit the needs of teachers and students in four week intensives sessions Placing multiple levels of learners in a single classroom has its benefits ➲ ➲ By ensuring that the students are learning simple tunes, this creates an association between auditory and visual memory in the mind of the students ➲ This can be particularly helpful when studying a tonal language ➲ Furthermore, in the SEASSI methodology we see that the cultural context of the language experience really comes alive Thank you! Any questions? William Brokaw Noseworthy ... cultural context of the language experience really comes alive Thank you! Any questions? William Brokaw Noseworthy ... tình đánh rơi  Refers to the independence of two lovers, from the notorious Ho Bác Nính- in North Vietnam- expresses relations between the two young lovers and their ability to express themselves... chiềuTrong lòngTây lầu tây- Benefits Assessment: SEASSI Methodology ➲ First the SEASSI learning method is simply faster, while the Lexical Approach is excellent for a six-month curriculum, it does