Shaun English Learning

A way to make demonstrative determiners teachable | Oxford University Press

this, these, that, those

If you’re not sure about this, these, that and those, the article highlights some interesting ways of looking at it in more detail. It’s useful for teachers and learners.

And then a colleague introduced me to the concept of summary nouns.

This/these + a summary noun

‘Abstract nouns with demonstrative determiners’, she informed me, ‘improve the flow of the text by summarizing old information and introducing it to a new clause or sentence.’ And then she gave me an example or two, such as the following:

An alternative to the guided interview is the focus group, in which respondents are asked to discuss their views collectively. This method, where participants engage with each other, has the advantage of lowering the risk of interviewer bias.

I must have been aware at some level of this feature of academic English, but I hadn’t actually had it explained to me as an entity in itself that was potentially teachable.

‘Oh, there are lots of things you can do with it in the classroom’, she added, such as:

– asking students to identify some of the many typical summary nouns (area, conclusion, development, example, idea, phenomenon, situation, trend etc.) and organizing them into sub-groups (claim, comment, remark etc.);

– gapping texts after the demonstrative determiner and eliciting the most appropriate summary noun;

– applying the feature to disconnected or ‘untidy’ texts;

– inviting students to bring in for discussion their own examples;

– looking at the occasions where a writer has paired that or those, or such instead of this or these with a summary noun.

And what I found in class was not only the sense among students that this was a feature they could take away for immediate use, but also, it seemed to me, a greater awareness of the function of demonstrative determiners in other contexts (on their own or with non-summary nouns), almost as if the ‘graspable’ nature of ‘this/these + a summary noun’ had acted as a kind of bridging device.

Source: A way to make demonstrative determiners teachable | Oxford University Press

Shaun English Learning

Routine

“Routine is liberating, it makes you feel in control.”

― Carol Shields, The Republic of Love

Language learning is not something that can be picked up and put down if you want to make progress. You have to be using whatever English knowledge you have regularly. Whether it is reading tweets and watching Youtube or reading short stories and listening to audiobooks, if you are exposing yourself to the language frequently, you will improve quicker.

Routine doesn’t have to be negative and it doesn’t have to be boring. If the act of doing “something” becomes routine, then you will find yourself learning more.

Shaun English Learning

Mistakes

The only real mistake is the one from which we learn nothing. – John Powell

Learning a language needs more than staring at grammar tables and memorising lists of words in books. The most effective language learners are those who aren’t afraid to make mistakes.

In fact the fear of making mistakes often causes more communication problems than actual errors. Trust your gut feeling and leave your brain out of it!

Making mistakes is an inevitable part of the learning process. It is through our mistakes that we are able to identify areas in which we need to improve and gain a deeper understanding of the subject at hand.

One of the key values of mistakes in learning is that they provide feedback on our progress. When we make a mistake, we are given an opportunity to identify what went wrong and make the necessary adjustments to improve our performance. This process of trial and error allows us to gradually build upon our knowledge and skills, eventually leading to mastery of the subject.

Additionally, mistakes can also serve as a valuable source of motivation. When we encounter a challenge and make a mistake, it can be discouraging. However, this can also serve as a driving force to work harder and overcome the obstacle. This sense of determination and resilience is crucial in the learning process and can help us achieve our goals in the long run.

Moreover, making mistakes can also foster creativity and innovation. When we are not afraid to make mistakes, we are more willing to take risks and explore new ideas. This open-minded attitude can lead to breakthroughs and discoveries that would not have been possible otherwise.

It’s also important to note that making mistakes is a natural part of the learning process and should be embraced, not feared. When we view mistakes as opportunities for growth rather than failures, we are more likely to approach learning with a positive attitude and a willingness to take on challenges.

In the classroom, it’s important for teachers to create a safe and supportive environment where students feel comfortable making mistakes. This can be done through constructive feedback and positive reinforcement, rather than punishment or criticism. By fostering a culture of growth and learning, students will be more likely to take risks and engage in active learning.

In conclusion, mistakes are a vital part of the learning process. They provide valuable feedback, serve as motivation, foster creativity, and should be embraced as opportunities for growth. By valuing mistakes and creating a supportive learning environment, we can empower ourselves and others to reach our full potential.