PC Translations

Which teaching style is better for language studies?  I've decided that it depends on 2 things — the size of the class and the level of study.  If the class is large, the fiery approach is better, as it keeps the students' attention.  It moves quickly, and keeps things interesting, not allowing the students to feel distracted when they are not the center of attention at any given time.  It is also very good for new learners of a language.  When you first begin learning, you like to move quickly and find that you can communicate things on a day in day out basis.

For small classes — and particularly for individual study — the glacial pace is more suitable.  In a small setting, the student is always put on the spot, having to answer every question and speak up almost constantly.  The slower pace allows the student to really think, and to shift gears when a change of topic comes about.  Also, for higher levels of language study, the slower pace is much more suitable.  When one has reached a certain level of expressing oneself in a language, long lists of vocabulary just become too confusing. The new words are more nuanced than what you learn in lower levels, and need more time for "experimentation," so that the student can learn to use the words in the proper context.  Grammar, also, is more complicated and needs more time to digest.

Each method of teaching has its strengths, and when used appropriately, can really help the student.  If used at the wrong time in a student's development, it is easy for the method of instruction to put a bit of a damper on the student's interest.  

This is the first "wen zhang" I wrote for my course.  It is in response to a story in the textbook in which Bai Xiao Hong says she wants Jiang Shan to teach her a "typical American accent" for her English.  I was assigned a question to answer; both the question and my response to it follow.

<a href"http://web.mac.com/shellybryant/Site/Blog/Entries/2008/3/17_Are_You_Fluent_in_the_Language_if_You_Don’t_Know_What_a_Plunger_is_Called.html">Are You Fluent in the Language if You Don't Know What  a Plunger is Called?</a>

The movie is simple, really, and not trying to do too much.  The punch behind it is straightforward enough, but it is handled with a poignancy that makes it work very well.

I won't say too much regarding the plot.  You can find that elsewhere on the internet.  But the film is about secrets and disclosure, and about silences and words.  I think it is better to leave the movie to unfold its own surprises.

This is a don't-miss movie.  

The other teacher is much more excitable.  She comes in on fire, and doesn't cool off throughout the whole lesson.  She seems to have mountains of work for me to accomplish each time we meet.  When I do something well, she claps (literally!).  When I make a mistake, she might laugh.  Either way, I might feel just a little put on the spot.

After classes with the second teacher, I always feel that I am suffering from "language overload."  It seems that I've had to take in so much during the time in class with her, but it is all raw and unprocessed.  It takes me the next few days to "recover" and feel that I have absorbed anything of what she has said.  I will have phrases that she taught me going over and over in my head, but I might not know what they mean at all.

After I spend some time away, I can start processing through it all.  I will talk to friends, asking them questions.  I revise my lessons at home on my own.  I scour the dictionary.  I ask the other (slower-paced) teacher to clarify sometimes.  At the end of the day, it works out.  But it can seem like a walking through whirlwind getting there.

Well... off to class!

I do find that the studies are helpful. Already, I can see some improvement in my understanding, reading, and writing.  I don't know if it has yet made much difference in my speaking, but that will come along, I am sure.  I am pleasantly surprised with how tough the studies are.  It is really good to have a challenge.