Reflection on the big teaching on 12/18


        On 12/18 we had our first big teaching in Introduction of Language Learning, and this was my first to teach others learning a whole new language. My group taught Japanese, which was a common foreign language that Taiwanese liked to learn. In the classroom of big teaching, there were still other two groups which taught Korean and Malay. The learning and teaching on the two big teaching days were quite interesting and worth recording.

        The first group that taught Korean was funny and interesting. They made their class looked like video games. The main character, which was called “ajuma”, caught our eyes of this class. “ajuma” meant old woman in Korean, and it could be often heard in Korean dramas and TV programs. They had the teaching based on the scenario of buying food from ajuma, and the they taught us how to get food from food stands in Korean. One thing I perceived from this teaching was that they did not focus on teaching 100% right grammar. Instead, they focus on conveying oneself understood by others, and I think it was one of the most important point when speaking one language. For I had learned Korean before, I found that they did not teach us auxiliary verbs in the sentences. There were only nouns and verbs in the sentences they taught and focused on. In Taiwan, many people tend to learn a language base on grammar, and the learning atmosphere emphasized the importance of speaking 100% right as native speakers. However, in many circumstances even native speakers do not speak “right” according to the grammar. Their teaching made me think more about the language teaching and learning in Taiwan, especially the English courses at school.

        The other group in the same classroom taught Malay. At first, they introduced a song teaching children to learn alphabets. For me this section was useful because human learn languages since their childhood, and thus when we start learn a new language, imaging becoming a child babbling is a way to indulging ourselves to a new language. As for their contents of the class, the vocabulary they chose could be more different. Since there were several words that started with the alphabet m, it was a little hard for beginners to remember and distinguish those vocabulary. But “playing guitar” and “listening to music” were much easier to remember and speak out because we could tell the words guitar and music even though we had never learned Malay. When teaching a new language to adults, making them combine the knowledge and words they had learned before would be more effective and easier for learners to learn. It made me think of learning Spanish this semester. I remembered many Spanish words much faster than I had imagined because they looked and pronounced similar to English, which I had memorized before.

        The two groups made me think more about teaching languages in the future. Both of the two groups made good use of some teaching theories and the results seemed positive. But if the two groups could prepare the recording of native speakers, the learners would have more understanding about how to pronounce the words like native speakers. As a whole, learning languages in this classroom made me had lots of fun and think deeper about language teaching in the future.

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