EAP101 Class Notes & Homework

Fall 2018

Day 17

M-Tu Nov. 5-6 (Week IX)


due W-Th Nov. 7-8

➤ Read:

  • They Say, I Say Chapter 4

  • Dörnyei and Kubanyiova excerpt 2

➤ Presentations

In next class’s presentations, one student will summarize TSIS Chapter 4, and two students will share the Dörnyei and Kubanyiova reading.

  • Presenter for TSIS Ch. 4: Fender Pan

  • Presenters for D+K excerpt 2: Vanessa Hu & Kelsey Zhou

Presenters for D+K excerpt 2 can divide the work however they wish.

➤ Short exercise

Graff and Birkenstein present templates that can be used to make three types of responses: agreeing, disagreeing, and “agreeing and disagreeing simultaneously.” Choose one template from each type, and use it to respond to a point that Dörnyei and Kubanyiova make in this week’s reading.

(This means you will respond to three different points using three different templates.) These responses should be brief—I’m not looking for you to write an essay here.)

You can either handwrite your responses or type them and print them out. I will collect this assignment, but it will not be graded. Don’t worry about my formatting guidelines for this one—just make sure to include your name and section number.

Reading questions

They say, i say chapter 4

  • What are the “three basic ways of responding,” according to Graff and Birkenstein?

  • What are some “templates” Graff and Birkenstein provide that could be used to make these three “moves”?

  • What makes a good “No” response, according to Graff and Birkenstein?

  • What makes a good “Yes” response,  according to Graff and Birkenstein?

  • What makes a good “Yes and no” response, according to Graff and Birkenstein?

  • Why do Graff and Birkenstein believe that this last type of response—“Yes and no”—can be a particularly useful one?

Motivating learners, motivating teachers Excerpt 2

  • What do Dörnyei and Kubanyiova mean by “contructing” a vision of a “future L2 self?”

    (note: “L2” is academic jargon. It stands for “second language.”)

  • What do they believe a language teacher’s role should (or could) be in constructing such a vision? What kind of things should (or could) a language teacher do?

  • What’s “guided imagery”? How is it used in other fields, such as sports?

  • Have you, or anyone you know, ever used “guided imagery” before?

  • What do Dörnyei and Kubanyiova mean by “guided narratives” (section 2.4)?

  • Why do they believe telling stories (narratives) about oneself are important?

  • In what ways do they believe a language teacher could use narratives to create a “future self-image”?

  • What do Dörnyei and Kubanyiova say about role models, and how they could be used to help students generate a “future self-image”?

Austin Woerner