Zen and (the Art of) English Language Teaching

I will be giving a talk at the Hiroshima JET Orientation on 15 August 2012 entitled Zen and (the Art of) English Language Teaching. It will be about what we can learn from Zen and apply it to teaching English on the JET Programme, in which I was had been a participant.

Before I was an English teacher I had been lay monk in Japan. I thought it would be interesting to talk about what I had learned from Zen, one of Japan’s best known cultural exports, and apply these lessons to ESL.

What has Zen got to do with English language teaching?

Everything.

“Revisiting” my master in Zen on YouTube the other day I was compelled to think about what it means to be a language student and how it relates to Zen.

It seems to me many of the students I teach unnecessarily limit themselves with a psychological barrier – they believe they will never achieve native-like fluency. By thinking so they have effectively placed a limit upon what they can achieve.

Language itself already places limits upon you. So for students to place another one upon themselves, the limits become twofold.

But I am not saying that they will achieve native-like fluency either, but rather they make it harder to even remotely make any headway into acquiring a second language. To truly achieve native-like fluency one must have the years of experience in and exposure to the target language and culture. Nothing can replace that.

But nothing can stop you from trying and that is the essence of believing in being able to acquire some resemblance of a second language which is like native-like.

So the next question is how can I possibly teach my students to not place limits upon what they can achieve. Again, for this I will need to think that it is not impossible.

Learning languages: the importance of motivation, repetition, authenticity, proportion of time

Yesterday’s Hiroshima JALT monthly meet was a good one.

Four non-native speakers of English talked about their experience and how they went about learning the language. One point was common to all four speakers: motivation. And three of the speakers had repetition and authentic material use as a commonality.

Motivation is ultimately a most factor to the success of acquisition. Whether this be intrinsic (for personal reasons) or extrinsic (for reasons of more concrete gain) motivation, I believe, is the factor cited most by learners. It certainly was my own when it came to learning Japanese. Mine was of the intrinsic kind.

Repetition is also an important factor. Like the speakers I also used repetition. For me it was movies, books and music. In my estimate I watched Tampopo at least 50 times. What was important, I believe, was not watching lots of different films (a common mistake by many language learners) but watching one film lots of times. Repetition meant I got to know particular phrases and pragmatics very well. I had aimed to say what I can say like a native. After all, there were a small number of things I wanted to convey. Conveying what I wanted to convey well was more of a priority than being able to convey many different things that I did not mean, or am disinterested in.

Authenticity of the material was therefore important. There is nothing more motivating than reading what native speakers are reading, to ultimately approach the reading level of native speakers.

None of the speakers had spent any substantial time in an English speaking country yet were able to communicate effectively. What was also common to all four speakers was the proportion of time they had spent learning a language. I do not mean the total amount of time but how concentrated the time was. Two hours a day was a figure being thrown around.

I think all these factors are all linked together. The more motivated one is the more time one spends on it. The more one spends on time on something the more one realizes that they don’t fully know what some things being said mean. The more one realizes they know less than they thought the more they see the need to be in contact with authentic material. The more one reads authentic material the more one gains motivation.

This is a nice feedback loop, isn’t it.

How many hours do Japanese students have to study in order to master English?

I was told by one of my teachers back in my undergraduate days about twenty years ago that for me to master Japanese it would take me 700 hours of class time.

The number now seems to be 2,200 hours.

Japanese is a language notoriously difficult to learn for native English speakers because of their linguistic differences.

To start with, Japanese has three writing scripts – hiragana, katakana and kanji. Hiragana and katakana are syllabic scripts with, in general, one unit representing one fixed sound where most units are consonant-vowel pairs. Kanji are logograms with each unit representing a word (meaning) but not its pronunciation. Most people know kanji as Chinese characters.

English, in contrast, is based on an alphabetic script where each unit is a representation of a sound be it consonant or vowel. Each letter may represent more than one sound (examples: ‘c’, ‘g’, ‘a’, ‘e’, ‘i’, ‘o’ and ‘u’) and sometimes conbinations represent a single sound (examples: ‘ch’, ‘sh’, and ‘th’). Continue reading