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America
Britain Austarlia
It has a variation ‘Bachelorette’ and ‘Bachelor in Paradise’
The show is so popular that there is even Bachelor generation and there are also
podcasts where ex-contestants discuss what happened on the show and each other’s lives
after the show. The contests gain so much popularity that they are invited to other shows
and Hollywood and presidents family are fans of these contestants.
Thus, this is not just exposure to the authentic language but to the culture of English
speaking community.
Teachers can ask students to comment on what happened in the episodes and to
discuss their opinions. Some quotes can be taken to explore their linguistic features:
accents, slang etc.
2.2 Method 2 Comment sections
Any YouTube video has a comment section underneath. The comments are mostly
from native speakers and they do not have boundaries to any age, job, etc. This is an
authentic source of live language. The students can use
comments to learn the idioms,
colloquialism, etc. The advantage of using a comment section is that students can literally
interact with the native speakers. They can ask to clarify the meaning and they will always
get the response either from the author of the comment or from the other commentators.
‘My gut tells me something is fishy there…’ or the next comment ‘I can’t wait how this
turns out, because what they are telling us doesn’t add up’.
The students could be asked to choose a comment that they find interesting, analyse
the lexis or grammar used in the comment, write a response to this comment or write the
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other comment using the learnt piece of language. This way the language will become
related to them and live.
2.3 Method 3 Role-play various situations
Whereas reality shows and comments
are helpful to merge into the sociolinguistic
contexts, they do not cover many of the
everyday sociolinguistic situations. For
instance, a student
cannot practice starting
the conversation with the stranger, asking
for help and explaining the problem. Role-
play is a good method to try your
communicative skills in different situations.
The
teacher
can
take
day-to-day
communicative tasks like shopping, asking
for
directions, etc. The suggestion is to
combine task-based learning with test-
teach-test method. The procedure is the
following. First, as a test phase, students are
given a social
communicative situation
(task) which they try to deal with without
any
prior
preparation.
Consequently,
students advance their compensatory
competence whose essence consists in the
ability to use verbal and nonverbal tools of
communicative strategies for the purpose of
compensating
the lack of language
competency. Second, as a teach phase, after
students perform their communicative
situation,
teacher
provides
necessary
language and do appropriate practice.
Third, as a test phase, students have to
perform the same task applying newly learnt language. The
ideas and language can be
taken from Oxford course books English files or Cutting Edge for any age.
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