William Brokaw Noseworthy - Transcendental Learner

Language Learning: Basic Theory➲ Beyond the IPA International Phonetic Alphabet teachers can use other techniques to expand on a learners reproductive skills ➲ Students of all levels hav

“Tell me and I'll forget; show me and I may remember; involve me and I'll

understand.”

-Chinese Proverb

The Transcendental Learner

➲ This project acts as an exploration of several topics, seeking to argue

the importance of introducing an increasingly effective teaching

methodology with the incorporation of a musical experience for the purposes of language learning

Language Learning: Basic Theory

➲ Beyond the IPA (International Phonetic Alphabet) teachers can use

other techniques to expand on a learners reproductive skills

➲ Students of all levels have an inherent need to actively engage with the

material presented; for both young and old learners this can be an

extremely involved experience, capitalizing on each of the 7 types of learning, especially auditory learning

The Importance of Listening

➲ According to Snow (1996) in More than a Native Speaker; many

language programs devote more attention to speaking rather than to listening

➲ Additionally classroom exercises with listening components often

consists of “slow, clear classroom practice”

➲ “A student who is a good listener can generally keep a conversation

going by being a good listener and occasionally responding with

simple questions, short answers, or even grunts and nods”

➲ Listening exercises encourage students to develop a range of cultural

background knowledge that helps them predict what they might hear in order to comprehend a message

Three Examples of Folk Songs: and

their cultural context

➲ Ru Con, Lý Đât Giồng, Qua Cầu Gió Bay

➲ Lyrics and Meaning

➲ Popularity: Phô Biến: The popularity of each

song connotes a different context

Ru Con

1 Gió mùa thu mẹ ru mà con ngủ

Năm (ơ) canh chày, năm (ơ) canh

chày, thức đủ vừa năm

Hỡi chàng chàng ơi, hỡi người người

ơi Em nhớ tới chàng, em nhớ tới

chàng Hãy nín nín đi con, hãy

ngủ ngủ đi con Con hời là con

hỡi, con hỡi con hời Con hỡi con

hời, hỡi con!

2 Đến mùa xuân trong cơn mà gió

ấm Cha (ơ) con về, cha (ơ) con

về, con nắm tay cha

Hỡi nàng nàng ơi, hỡi người người ơi

Tôi nhớ tới người, tôi nhớ tới

người Hãy nín nín đi con, hãy ngủ

ngủ đi con Con hời là con hỡi, con

hỡi con hời

Con hỡi con hời, hỡi con!

 Southern Folk Song: a nice

but sad melody, most famous

as a motherly expression of loneliness, or nostalgia at the husband being away as she sings an infant to sleep at night, causes her to think about many things

 Not many young people

know Ru Con, although it was apparently popular in many Việt school districts

Lý Đât Giồng

Trên đất giồng mình chờ đợi ai

nghe tiếng hò mà lòng trộm

thương

Hỡi cô gánh nước bên đàng

Còn bao là bao gánh nữa

Để qua là qua gánh dùm tang

tình tang tính tình tang tang

tính tình là tình tính tang

Trên cách đồng chỉ một mình anh

Thương với chờ là chờ đợi ai

Khổ thân con khỉ nó ở lùm

Đất không mà lo cuốc

Lo dòm lo dòm người ta tang tình

tang tính tình tang tang tình

tang tính tình tang

➲ On the other actually a

situation where, despite the maternal sentiments of the song, most mothers don't know how to sing it

➲ Contrasts with Qua Câu

Gió Bay in that the mother figure does not (mẹ của em) approve of the

situation

Qua Cầu Gió Bay

Yêu nhau cởi áo ối à trao nhau

Về nhà dối rằng cha dối mẹ a à

a á a Rằng a ối a à qua cầu,

tình tình tình gió bay

Rằng a ối a à qua cầu, tình tình

tình gió bay

Yêu nhau cởi nón ối à cho nhau

Về nhà dối rằng cha dối mẹ a à

a á a Rằng a ối a à qua cầu,

tình tình tình sứt quai

Rằng a ối a à qua cầu, tình tình

tình sứt quai

Yêu nhau cởi nhẫn ối à trao

nhau Về nhà dối rằng cha dối

mẹ a à a á a Rằng a ối a à

qua cầu, tình tình tình đánh

rơi Rằng a ối a à qua cầu,

tình tình tình đánh rơi

 Refers to the independence of

two lovers, from the notorious

Ho Bác Nính- in North Vietnam- expresses relations between the two young lovers and their ability to express themselves openly

 Qua Câu Gió Bay was

composed as a work song, and

is still sung in an ask and answer format by field workers today

SEASSI Vietnamese Methodology for

Musical Study

➲ 1) Elicits a word by word translation from the students

➲ 2) Elicits a more fluid translation from the

students

➲ 3) One teacher then sings through the song one time

➲ 4) Next the teacher sings through the song with students

repeating line by line

➲ 5) Finally the students and the teacher sing through the song in

its entirety

➲ 6) Emphasis is on introducing the culture more holistically,

rather than a specific curriculum

Music as a means of Development:

A Study Routine

➲ This material about to be presented is based:

➲ on The Lexical Approach described by Michael Lewis in

Implementing the Lexical Approach (1993)

➲ Other pillars of learning acquired through The Communicative

Approach

➲ and methods adapted from Don Snow in More than a Native

Speaker

➲ Though this project no longer focuses on English Language

Instruction, the methodology presented here will be compared to the SEASSI methodology

Lyrically Based Lexical Acquisition

➲ Materials: An authentic audio passage relevant to the

students target context: a classic song and lyrics

➲ Assumption: There will be no more than 5-7 new

vocabulary words in the passage.

➲ Primary Staging: 3 Listening Stages and 2 Vocabulary Stages

Lyrically Based Lexical Acquisition

➲ Secondary staging:

 Pronunciation

 Vocabulary and Pronunciation Reinforcement

 Controlled Practice

 Language Exploration

 Record

 Review

Benefits Assessment: Lyrically Based

Lexical Approach

ensures that learners are learning new

vocabulary from the song and will no

doubt memorize it and be able to use it

appropriately by the time that they have left the classroom

LÝ CHIỀU CHIỀU

1 Nghe bài hát và điền vào chỗ trống.

LÝ CHIỀU CHIỀU

(Dân ca Nam Bộ)

Chiều chiều

tang tình gánh

Tưới , tưới Ngô Đồng

Xui xui lòng

lòng

tưới Ngô Đồng.

3 Trả lời các câu hỏi sau đây (Answer the following

questions)

a Người con trai (young man) đang ở đâu ?

b Khi đứng ở đó người con trai thấy ai ?

c Người đó gánh nước để làm gì?

2 Tìm từ trong bài có nghĩa tương đương với các từ tiếng Anh sau đây

To love :

To Stand :

In my heart :

West :

To water :

Who/ whom :

A Tree :

A girl :

To see : Afternoon

LÝ CHIỀU CHIỀU

4) Hãy giải thích nghĩa của các

cụm từ trong bài và cho ví

dụ (Explain the meaning of

the phrases in the song and

give examples)

Chiều

chiều-Trong

lòng-Tây lầu

tây-5) Nội dung của bài này là gì?

(What is the main idea of this folk song)

Benefits Assessment:

SEASSI Methodology

➲ First the SEASSI learning method is simply faster, while the Lexical

Approach is excellent for a six-month curriculum, it does not suit the needs of teachers and students in four week intensives sessions

➲ Placing multiple levels of learners in a single classroom has its

benefits

➲ By ensuring that the students are learning simple tunes, this creates an

association between auditory and visual memory in the mind of the students

➲ This can be particularly helpful when studying a tonal language

➲ Furthermore, in the SEASSI methodology we see that the cultural

context of the language experience really comes alive

Thank you!

Any questions?

William Brokaw Noseworthy