The Great Motivators

I recently updated my book, Teach and Leorn: Reflections on Communicative Language Teaching, from which this is a chapter, and made it available on Kindle and as an inexpensive book. To enjoy a read, please click here.

By Peter McKenzie-Brown

For teachers, four key factors affect the rate at which a student learns a second language. (I am referring to external factors. Although they clearly have roles to play, such considerations as attitude, aptitude and previous experience in language learning don't count in the context of this discussion.)

The most important factor relates to the student's primary motivation. Language theorists often describe a language student's primary form of motivation as either instrumental or integrative motivation.

Instrumental motivation is the weaker form. Common among those learning English, for example, with no intention of ever living in a country like Britain or Canada, instrumental motivation is the prime mover of those who want to learn a language as a tool for some secondary purpose – talking to tourists, for example. Integrative motivation is a greater force. It is the motivation of those who are learning a second language in a new country, and they are learning the language so they can integrate into a new society.

The second fundamental factor affecting language learning is the amount of time the student spends in class and practicing the language. Generally speaking, more motivated students spend more time; less motivated students, less.

The third factor is the teacher’s approach (for example, communicative language teaching or audiolingualism) to language teaching. The fourth is the instructor's teaching effectiveness and style.

You can probably see a big problem here. The myth of the great teacher whose motivational abilities inspire her students to world-shattering achievements is essentially flawed. I think of this as the paradox of motivation. The student's main motivator - integrative or instrumental motivation - is the one factor the teacher essentially has no control over. And that motivation drives the second most important factor behind student success, time spent on task.

What's a teacher to do? Accept this reality, and develop your ability to motivate students in secondary ways. Primary motivation notwithstanding, the teacher's motivational skills are still critical for both learning and teaching.

Good teachers use many teaching qualities to motivate students. These include a combination of variation and structure in teaching activities. They find ways to show the practical value of learning English. They encourage and nurture their students, and many excellent teachers also bring sympathy and empathy into the classroom. They make the physical teaching space as compatible with learning as they can. They offer tools for learning (for example, mnemonics) and they conduct the class in a fair and balanced way. They also provide the students with consistency and fairness, and they do everything they can to help the students feel safe.

What TEFL teachers think: In a recent class, I discussed this problem with my TEFL (teaching English as a foreign language) students, and asked them to brainstorm ways to motivate their students. They concluded that there are five areas where the teacher can really make a difference: in their lesson plans, in classroom management, in teaching style, in testing and assessment and in professional development. By no means were their ideas exhaustive, but they were good. Here is a summary.

1. Create great lesson plans: Choose great topics. Provide interesting and varied activities. Develop medium-term class themes. Have attainable goals and objectives, which provide real challenges but seek progress, not perfection. KISS (Keep it short and simple). And use authentic materials and situations for classroom teaching.

2. Classroom management: Attend to your students’ comfort and convenience. Find ways to visually represent class progress. Set up the classroom effectively and use equipment as effectively as you can.

3. Teaching style: Your teaching style consists of attitude, presence and rapport. Here are some comments on each.
• Attitude: Know your students’ names. Activate their prior knowledge and nurture their abilities. Be knowledgeable and authoritative, but modest. Be passionate about teaching. Be punctual. Dress and groom professionally.
• Presence: Empathize with your students. Enable your students to have fun. Show your personality, and vary the ways you teach
• Rapport: Appeal to different learning styles, especially kinaesthetic. Be conscious and respectful of your students’ culture or cultures. Give genuine praise and recognition. Involve the students in their learning; for example, use KWL (“what you know, what you want to know, what you have learned”) charts to develop and measure class content. Offer appropriate counsel and advice.

4. Assessment: Give your students good and regular assessment and testing. Get them to help each other. Monitor the class through feedback, and use prizes as rewards from time to time.

5. Professional development: Keep a log of your classroom performance, on occasion get someone to video your performance, and periodically ask a colleague or friend to assess your teaching. And take advantage of whatever professional development training you can get your hands on. We can always improve, and we must.

The Stress-timed Rhythm of English

I recently updated my book, Teach and Learn: Reflections on Communicative Language Teaching, and made it available on Kindle and as an inexpensive paperback. To enjoy a read, please click here.

English is timed by the syllables we stress. It is thus irregular in rhythm.

By Peter McKenzie-Brown

Imagine yourself at public auditions in which four conductors are competing for the top job in an orchestra. Each competitor has to conduct the same piece of music, and each to the same metronome. As he waves his baton, the first conductor begins with the words, “One, two, three, four.” The second says “One and two and three and four.” The next says “One and a two and a three and a four.” And the last aspirant says “One and then a two and then a three and then a four.”

Which of these conductors will miscue the orchestra? The answer is “None.” Each of these four sentences takes exactly the same amount of time to say. This illustrates a key and yet peculiar feature of our language. It is called the stress-time rhythm of English.

Stress-timing: We can illustrate with almost any word of two or more syllables – for example, “syllable.” We stress this word using the pattern Ooo, placing primary emphasis on the first segment of the word. In English every long word has its own stress pattern. Think of the words “import” and “record,” for example. Both words can be pronounced using either the pattern Oo or the pattern oO. Which pattern you use fundamentally changes the meaning of the word.

Something else happens after you choose which syllable to stress. The pronunciation of the main vowel in the unstressed syllable changes, often to the sound ‘uh’ which is the single most common sound in the English language. This sound has its own special name, schwa, and about 30 per cent of the sounds we make when we speak English are the sound schwa. In English, schwa can be represented by any vowel.

For example, consider the following two-syllable words. The first word uses the stress patternOo; the second, the stress pattern oO. You will notice that in each case we pronounce the unstressed vowel as schwa, regardless of its spelling.
A: Atlas; Canoe
E: College; Reveal
I: Cousin; Disease
O: Anchor; Contain
U: Lettuce; Support

Statements with Noun Lists

Yes/No Questions

This practice of replacing unstressed vowels with schwa also occurs in connected speech – English as we use it in our daily lives. If I ask “Where are you from?” I will stress the word “from,” pronouncing the short ‘o’ sound quite clearly. If you answer “I’m from Sydney,” you will most likely reduce the ‘o’ to schwa. The reason is that you are likely to stress the word “Sydney” instead. This reduction of vowel is the key to the stress-timing of most forms of English.

It's worth noting that some English dialects from India, for example, are characterized by a syllable-timed rhythm. These comments refer to the English of Britain, North America  and Australia.

Native English speakers from those countries frequently use schwa in unstressed syllables. This is why it takes the same amount of time to say “One, two, three, four” as it does to say “One and then a two and then a three and then a four.” Reducing vowels enables us to speed through unstressed syllables. This is how we achieve the particular rhythm of English, in which stressed syllables are roughly equidistant in time, no matter how many syllables come in between.

Syllable-timed: Most of the world's other major languages have quite a different pattern. They are known as ‘syllable-timed’ languages. Each syllable receives approximately the same amount of stress as the others in a word or a sentence. These languages thus have quite a different rhythm from that of English. 

Vowels: When we learn to read, our teachers tell us that vowels are the characters a, e, i, o and u. Phonologically, though, a vowel is a speech sound in which the air stream from the lungs is not blocked in the mouth or throat. Usually, when we pronounce vowels we also vibrate our vocal cords.

We form the vowels in our mouths by moving five speech organs around. The most important of those organs is the tongue – language is the “gift of tongues” – and linguists often describe the vowels by the position of the tongue in the mouth. The vowels range from front to back and high to low. For example, the following ‘Sammy diagrams’ show the position of the tongue in the pronunciation of the high back vowel in the word “boot”, the low back vowel in the word “pot”, the high front vowel n the word “beat” and the low front vowel in the word “bat”.

The position of the tongue when we make vowel sounds is illustrated in the Sammies shown to the side and below.

Based on North American pronunciation, the words in the columns give examples of the 12 vowels in common use. Note that the vowel in “pot” is neither fully central nor fully back. The central vowels are essentially schwa, the sound that makes vowel possible.

In English, the high vowels, shifting from high to low, include the vowel sounds in beat, bit, bait, bet and bat. The central vowels are the mid vowels in machine and but. The back vowels, ranging from high to low, are in boot, book, boat and bought. The vowel in pot is an odd one. It is a low vowel, but it is neither fully central nor fully back.

The Sammy diagrams below, come from the book Teaching American English Pronunciation, by Peter Avery and Susan Ehrlich. So do the illustrations of how stress-timed language works.

Finally, a few graphics showing pronunciation patterns in North American English, also from Avery and Ehrlich.

The Structure of Language

I recently updated my book, Teach and Learn: Reflections on Communicative Language Teaching, and made it available on Kindle and as an inexpensive paperback. To enjoy a read, please click here.


By Peter McKenzie-Brown

You are studying a foreign language, you want to learn ten new words every day, and the mental task of managing your growing word list seems formidable. To put the job into context, consider the following from linguist Stephen Pinker.

“Children begin to learn words before their first birthday,” he says, “and by their second they hoover them up at a rate of one every two hours. By the time they enter school children command 13,000 words, and then the pace picks up, because new words rain down on them from both speech and print. A typical high-school graduate knows about 60,000 words; a literate adult, perhaps twice that number.”

Smaller than a toddler’s daily intake, your ten-word vocabulary list suddenly seems like a pauper in a palace. And the problem of properly learning vocabulary involves much more than remembering words. In the classroom, only a few words and a small part of what the learner needs to know about a word can be dealt with at any one time. For the common words, which often have multiple meanings and complex nuances, you can only teach a bit at a time. The more information you present, the more likely your learners are to misunderstand.

For both teacher and learner, vocabulary is a huge challenge. But help is at hand from vocabulary researcher Paul Nation, whose magisterial 480-page tome, Learning Vocabulary in Another Language, offers endless insights into the science and practice of teaching and learning vocabulary. He calls his preferred method of vocabulary teaching the direct approach.

Nation describes vocabulary learning as a “meeting” between the learner and the word, and he stresses that it only makes sense to have close encounters with common, useful words. Most teachers emphasize the most common 2000 English words. The most widely accepted list is available on the Internet by googling Michael West’s General Service List.

“Useful vocabulary needs to be met again and again to ensure it is learned,” Nation says. “In the early stages of learning the meetings need to be reasonably close together, preferably within a few days, so that too much forgetting does not occur. Later meetings can be very widely spaced with several weeks between each meeting.”

There are essentially four ways to learn and teach high-frequency words.
• One is direct teaching, mentioned earlier. For the language teacher, explaining vocabulary is a critical part of classroom duties.
• Also, encourage your students to participate in direct learning, which involves study from word cards and dictionary use.
• A third method, incidental learning, can involve guessing from context in extensive reading or through word use in communicative activities.
• The fourth method Nation calls “planned encounters.” These encounters include vocabulary exercises and graded reading – that is, using reading materials like shortened novels with reduced vocabulary for language learners.(Graded readers are available in many language teaching bookstores.)

Nation’s direct approach to vocabulary teaching is built upon three main ideas. First, vocabulary teaching should focus on high-frequency words that will be of continuing importance for the learners. As a teacher, you have a duty to pass over low-frequency words completely or with little comment. Also, you have to make sure the learners come back to the word frequently, to diminish the power of forgetfulness.

Also, when you teach a word you should focus on its “learning burden” – that is, the features of the word that actually need to be taught. These can differ quite dramatically from word to word. Take the word “think.” You need to explain that it is an irregular verb; that it includes the irregular spelling “thought”; and that “thought” can also be a noun.

Finally, direct teaching should be clear and simple. To learn a word in all its complexity, learners need to meet it many times. Don’t try to teach a complex word – for example, the many meanings of the word “right” – in one sitting. That kind of intensive vocabulary teaching takes place in boring classrooms, and it frequently leads to perplexed students.

Living and Teaching in Thailand

By Peter McKenzie-Brown

This week it was a coup d'état. What next?!!!

My wife Bernie and I moved to Thailand from Canada several years ago just for the adventure. Well, adventure it has been, and we have enjoyed almost all of it! It’s a beautiful country, and we love living here.

We have observed the extraordinary economic development of the cities, and the growth of the middle class. However, we have also watched predations by government on the lives of Thai people. (We hope the peaceful coup will bring that to an end, but we have our doubts.) We have witnessed the desperate poverty of many people in hills and slums. And delightfully, we have also experienced the great kindness and gentleness of the Thai people.

Underlying all of this was my job as a teacher. I began teaching English, but today I teach visitors to Thailand how to teach English as a foreign language (TEFL). My work has brought stability into our lives, and it has brought us in touch with the Thai people. In Thai society, teachers are held in high esteem, and Thai students are a pleasure to have in class.

In this commentary I want to talk about living and teaching here, but also to offer a perspective on the country’s culture and politics. If the latter isn’t your thing, you can always stop reading!

Working in Thailand. I enjoyed a long corporate career before coming here. However, to get a job and a work permit in Thailand, before leaving Canada I took a one-year fulltime university program to get certification as a teacher of English as a second or other language (CERTESOL). That was a lot more than I needed, but it made it quite easy for me to get a job at Chiang Mai University (CMU) when I arrived. A year ago, I moved from the English Department to CMU’s Language Institute.

If you want to work in Thailand, TEFL accreditation is now required. You can get this from a number of places, although I personally think the TEFL course my colleague Karla M. Portch and I have developed is first rate. You will find many references to it on this blog.

Effective October 1 of this year, Thailand is putting severe restrictions on the right of foreigners to stay here indefinitely on tourist visas. As a result, becoming a long-term resident is now much more problematic. So, the other thing you need when you come here is a non-tourist visa – preferably a B (business) visa. If you can arrange that, it will be much easier to get a work permit.

If you have a TEFL certificate, you will be able to find work. Jobs are usually available at language schools, but they do not pay particularly well as long as you are a part-time teacher. Even small pay checks go a long way in this country, however, unless you want to enjoy a Western lifestyle.

As you gain experience, full-time opportunities can open up at language schools. They are also available in the public and private school systems, especially beginning at the end of May when the academic year begins. Chiang Mai alone is home to five universities, and many technical schools besides.

Also, many of our TEFL graduates find themselves teaching individuals or small groups of private clients. Most Thai people know the advantages of having English language skills, particularly because this country relies so heavily on the tourist trade. The demand for better English is great.

Living Here. Now settled, our lives seem normal. We think of Chiang Mai as just the place we live. Oddly, the ways we spend our days sometimes do not seem terribly different from when we lived in Canada -- different landscape, different language, different climate, different food and, yes, definitely a different pace of life! We have the occasional twinge of yearning for things more familiar, but that generally passes quickly.

Since we arrived here, we have witnessed all of life's rites of passage among our friends: marriage and divorce, birth and death. When a friend died a painful and lingering death from cancer a few months ago, it oddly created for us a special closeness to this city.

We are nearing the end of the rainy season, and we have had quite a bit of the wet stuff this year. In this part of Thailand the rains generally come for brief periods (often at night, when we are asleep), and are not at all disturbing. The rains are warm, and they keep the air clean and the vegetation lush and green. However, we don't travel a great deal during these months. But the dry, cool season begins in October. That's a great time for road trips.

A Recent Diary. A few weeks ago, Bernie and I went to a refugee camp at the Myanmar (Burma) border as part of my Rotary work. It was extraordinary to see again how different the two countries are. At one point we went to a temple whose landholdings were now, by international agreement, half on the Myanmar side of the border.

Once the border dispute was settled, the Myanmar authorities destroyed the village on their side and forced the Shan villagers to flee to Thailand. The army took over the concrete temple buildings and filled them with soldiers. The border now bristles with these people, who have also laid land mines just inside the border.

It's hard to believe the cruelty of the Burmese government to its ethnic (for example, Shan) minorities. This kind of thing is routine. On the positive side, a sort of "normal" life has been created in the refugee camp compliments of the Buddhist temple and an NGO.

The refugees now live in single-family bamboo huts. The kids receive a basic education at the temple, many of the women receive vocational training like dressmaking and crafts, and the men and some of the younger women go off to the fields to pick chillies or whatever else happens to be in season, for 10 baht (25 cents) per kilo. These people do not have Thai citizenship, so their movements are at the discretion of the Thai officials.

Who knows what the future holds for them? Well, at least for now they don't have to live in fear.

East Asian and Western World Views. While Thailand now has much of the feeling of home, the cultural differences are many, with Thais seeing the world quite differently from the way we view it in the West. Here are our quick summary and general observations: Westerners see things as rather black and white, while East Asians see them as heavily nuanced by relationships. Beliefs in the equality of man and in human rights are very real in the West. In East Asia, patron-client relationships are more important. And the immediate family is an incredibly powerful social unit.

In Thailand, one of the most extraordinary institutions is that of the monarchy. His Majesty King Bhumipol has been on the throne for 60 years, and the celebrations here have been great. It is quite hard for westerners to appreciate the reverence Thais have for their king. He's seen as simultaneously the embodiment of the Hindu god Vishnu (the preserver) and the incarnation of the Buddhist ideal of a king inspired by Dhamma (cosmic law). Thais believe without question that he can guide his people toward greater goodness, and his support of the recent coup was essential for it to succeed.

It is impossible to imagine how this country will ultimately respond to his death. Long may he reign!

The Coup. Like other westerners steeped in the traditions of democracy, I believe coups d'état are terrible. However, until the recent one occurred, the political situation here was an incredible mess. The country was running smoothly because of its efficient civil service. However, Thailand had not had a functioning government since February. That's when the prime minister and his cronies finally reached a level of corruption even Thailand couldn't handle. Although popular in rural Thailand, Thaksin Shinawatra was mostly despised by the middle class, intellectuals and the country’s elite.

There were weeks of mass protests and a rigged snap election that the opposition parties boycotted. The king called for the courts to settle the political controversy, and the results say a lot about the state of corruption at that time. The courts overturned the election and demanded a new one. The key members of the country's Election Commission were thrown in jail for their part in the travesty. It is unfortunate that the country did not have the political maturity to continue to rely on the courts to solve its problems. But perhaps the coup was the only viable solution. Who knows?

Final comment. There is still a great deal of blood being spilled in this country, but it is mostly limited to the three (Muslim) southernmost provinces. A tragic, shadowy insurgency began there nearly three years ago, and the previous government mishandled it from the start. People were being killed by both the terrorism of the insurgents and nastiness of the government, who waltzed over western concepts of human rights.

The recent coup offers some encouragement. The general in charge of the coup is a Muslim (such a thing has never happened before in this Buddhist country!) and he is known to be conciliatory. Perhaps the mess in Thailand’s Deep South can finally be resolved.

To my mind one of the biggest mysteries of this affair is how completely Thais seem to have accepted it. An extremely popular leader (at least, in rural areas) has been overthrown, yet the people have said nothing. Those I have spoken to seem to believe democracy is alive and well. Another common theme is that the king is safe and healthy, so why worry? Perhaps this just reflects how Thais view the world: after all, Buddhism teaches us to accept whatever happens.

Or perhaps they are afraid to express what they feel. The soldiers are serious about having taken power, and they will brook no interference.