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    Grammatical Conversion in English:


    Grammatical Conversion in English:

    Some new trends in lexical evolution

    by Ana I. Hernández Bartolomé and Gustavo Mendiluce Cabrera
    Universidad de Valladolid


    1. Introduction

    English is a very productive language. Due to its versatile nature, it can undergo many different word formation processes to create new lexicon. Some of them are much lexicalised—such as derivation or compounding. However, new trends are pointing up in the productive field. This is the case of the minor methods of word-formation—i.e. clipping, blending—and conversion. As they are recent phenomena, they have not been much studied yet. Even scholars differ in their opinions about the way they should be treated. There is only one point they all agree with: these new methods are becoming more frequently used. For example, conversion will be more active in the future, and so, it will create a great part of the new words appearing in the English language (Cannon, 1985: 415).

    Conversion is particularly common in English because the basic form of nouns and verbs is identical in many cases.
    This paper will attempt to analyse in depth the behaviour of one of these new word-formation methods: conversion. It is probably the most outstanding new method in the word-formation panorama. It is a curious and attractive subject because it has a wide field of action: all grammatical categories can undergo conversion to more than one word-form, it is compatible with other word-formation processes, and it has no demonstrated limitations. All these reasons make the scope of conversion nearly unlimited.


    2. Definition, terminology and characteristics

    "Conversion is the derivational process whereby an item changes its word-class without the addition of an affix" (Quirk, Randolph and Greenbaum, 1987: 441). Thus, when the noun 'sign' (1) shifts to the verb 'sign(ed)' (2) without any change in the word form we can say this is a case of conversion1. However, it does not mean that this process takes place in all the cases of homophones (Marchand, 1972: 225). Sometimes, the connection has to do with coincidences or old etymological ties that have been lost.. For example, 'mind' (3 and 4) and 'matter' (5 and 6) are cases of this grammatical sameness without connection by conversion—the verbs have nothing to do today with their respective noun forms in terms of semantics (ibid.: 243).

    Conversion is particularly common in English because the basic form of nouns and verbs is identical in many cases (Aitchison, 1989: 160). It is usually impossible in languages with grammatical genders, declensions or conjugations (Cannon, 1985: 430).

    The status of conversion is a bit unclear. It must be undoubtedly placed within the phenomena of word-formation; nevertheless, there are some doubts about whether it must be considered a branch of derivation or a separate process by itself (with the same status as derivation or compounding) (Bauer, 1983: 32).

    Despite this undetermined position in grammar, some scholars assert that conversion will become even more active in the future because it is a very easy way to create new words in English (Cannon, 1985: 415). There is no way to know the number of conversions appearing every day in the spoken language, although we know this number must be high (ibid.: 429). As it is a quite recent phenomenon, the written evidence is not a fully reliable source. We will have to wait a little longer to understand its whole impact, which will surely increase in importance in the next decades.

    The terminology used for this process has not been completely established yet. The most usual terms are 'conversion', because a word is converted (shifted) to a different part of speech; and 'zero-derivation', because the process is like deriving (transferring) a word into another morphological category with a zero-affix creating a semantic dependence of one word upon another (Quirk, 1997: 1558). This would imply that this affix exists—because it is grammatically meaningful—although it cannot be seen (Arbor, 1970: 46). Other less frequently used terms are 'functional shift', 'functional change' or 'zero-marked derivative' (Cannon, 1985: 412), denominations that express by themselves the way the process is considered to happen.

    Conversion is extremely productive to increase the English lexicon because it provides an easy way to create new words from existing ones. Thus, the meaning is perfectly comprehensible and the speaker can rapidly fill a meaningful gap in his language or use fewer words (Aitchison, 1989: 161). "Conversion is a totally free process and any lexeme can undergo conversion into any of the open form classes as the need arises" (Bauer, 1983: 226). This means that any word form can be shifted to any word class, especially to open classes—nouns, verbs, etc.—and that there are not morphological restrictions. Up to date, there has only been found one restriction: derived nouns rarely undergo conversion (particularly not to verbs) (Bauer, 1983: 226). This exception is easily understood: if there already exists one word in the language, the creation of a new term for this same concept will be blocked for the economy of language. For example, the noun 'denial' (7) will never shift into a verb because this word already derives from the verb 'deny' (8). In that case, the conversion is blocked because 'to deny' (8) and '*to denial' would mean exactly the same. However, there are some special cases in which this process seems to happen without blocking. This can be exemplified in the noun 'sign' (1), converted into the verb 'to sign' (2), changed by derivation (suffixation) into the noun 'signal' (9) and converted into a new verb, 'to signal' (10). In this case there is no blocking because these words have slight semantic differences (Bauer, 1983: 226-227).

    It must be pointed out that the process of conversion has some semantic limitations: a converted word only assumes one of the range of meanings of the original word. For example, the noun 'paper' has various meanings, such as "newspaper" (11), "material to wrap things" (12)... The denominal verb, though, only contains the sense of putting that material on places like walls. This shows the converted item has only converted part of the semantic field of the source item.

    The aim of conversion varies with the user. Adults convey it to use fewer words, whereas children perform it in order to be understood, although they frequently produce ungrammatical utterances (Aitchison, 1989: 161). Anyway, it always helps to make communication easier. Thus, trying to gather this double functional raison d'être we have compiled our corpus of examples from international newspapers and magazines, such as The New York Times or Newsweek, and popular literature, such as the teenagers' magazines Smash Hits and Teens. The complete list of extracts can be found in the appendix.


    3. Typology

    There are many cases in which the process of conversion is evident. Nevertheless, conversion is not as simple as it may seem: the process is easily recognisable because both words are graphically identical; the direction of this process, though, is sometimes nearly impossible to determine. This is not very important for the speaker: he just needs a simple way to cover a gap in the language. As this paper tries to give a comprehensive vision on conversion, it will attempt to establish the direction of the process. Therefore, both the original category and the derived one will be mentioned.

    The criterion to establish the original and derived item has been taken from Marchand (1972: 242-252). It focuses on several aspects:

    1. the semantic dependence (the word that reports to the meaning of the other is the derivative)
       
    2. the range of usage (the item with the smaller range of use is the converted word),
       
    3. the semantic range (the one with less semantic fields is the shifted item)
       
    4. and the phonetic shape (some suffixes express the word-class the item belongs to and, if it does not fit, this is the derivative).
       

    After this analysis, intuition is still important. Verbs tend to be abstract because they represent actions and nouns are frequently concrete because they name material entities. Conversion is quickly related to shift of word-class. With this respect, it mainly produces nouns, verbs and adjectives. The major cases of conversion are from noun to verb and from verb to noun. Conversion from adjective to verb is also common, but it has a lower ratio. Other grammatical categories, including closed-class ones, can only shift to open-class categories, but not to closed-class ones (prepositions, conjunctions). In addition, it is not rare that a simple word shifts into more than one category.

    3.1 Conversion from verb to noun

    We shall first study the shift from verb to noun. It can be regarded from seven different points of view (Quirk, 1997: 1560). These subclassifications are not well defined in many cases. The same pair of converted words can be placed into two different categories depending on the subjectivity of their meaning. Nouns coming from verbs can express state of mind or state of sensation, like in the nouns 'experience' (13), 'fear' (14), 'feel' (15) or 'hope' (16). Nouns can also name events or activities, such is the case of 'attack' (17), 'alert(s)' (18) and 'laugh(s)' (19). The object of the verb from which the noun is derived can be observed in 'visit' (20) (with the sense of that which visits), 'increase' (21) (that which increases), 'call' (22) and 'command' (23). In the fourth division the noun refers to the subject of the original verb. Examples of this kind are 'clone' (24) (the living being that is cloned), 'contacts' (25) or 'judge' (26). Other nouns show the instrument of the primitive verb, like in 'cover' (27) (something to cover with) and 'start' (28). Finally, a place of the verb can also be nominalised, like in 'turn' (29) (where to turn) or 'rise' (9).

    3.2 Conversion from noun to verb

    Verbs converted from nouns have also many subclassifications (Quirk, 1997: 1561). They can express the action of putting in or on the noun, such as in pocket(ed) (30) (to put into the pocket), 'film(ing)' (31) (to put into a film) and 'practice' (32). These verbs can also have the meaning of "to provide with (the noun)" or "to give (the noun)", like 'name' (33) (to give a name to somebody), 'shape' (34) (to give shape to something) or 'fuel(s)' (35). The verbs belonging to the third division will express the action done with the noun as instrument. It can be exemplified with 'hammer' (36) (to hit a nail by means of a hammer), 'yo-yo' (37) (to play with a yo-yo) 'dot' (38) or 'brake' (braking) (39). Another group of verbs has the meaning of to act as the noun with respect to something, as exemplified in 'host(ed)' (40) (to act as the host of a house). Other subclassification has the sense of making something into the original noun, like in 'schedule(d)' (41) (to arrange into a schedule) and 'rule' (42). The last group means to send by means of the noun, that is the case of 'ship(ped)' (43) or 'telephone(d)' (44) (in an abstract sense).

    3.3 Conversion from adjective to verb

    Adjectives can also go through the process of conversion, especially to verbs. De-adjectival verbs get the meaning of "to make (adjective)". It can be easily seen by means of examples like 'black(ed)' (45) (to make black), 'open' (46), 'slow(ing)' (47)... In some cases, when these transitive verbs are used intransitively, a secondary conversion may happen (Quirk, 1997: 1561-1562), as it will be explained later on.

    3.4 Conversion from a closed category to any other category

    Closed-class categories can also undergo conversion. Although their frequency is much less common, the process is not ungrammatical. All morphologic categories have examples of this kind (Cannon, 1985:425-426). Prepositions are probably the most productive ones. They can easily become adverbs, nouns and verbs. This is the case of 'up' (48 and 49) and 'out' (37 and 50). Conversion to noun may as well occur in adverbs like in 'outside' (51) and 'inside' (51); conjunctions, as regarded in 'ifs' (52) and 'buts' (52); interjections and non-lexical items, like 'ho ho ho's' (53) and 'ha ha ha' (54); affixes such as 'mini-' (55) can appear as noun (56) and proper noun (55).... Conversion to verb is frequent in onomatopoeic expressions like 'buzz' (57), 'beep' (57) or 'woo(ing)' (58). Finally, phrase compounds can appear as adjectives, such as in 'borrow-the-mower' (59), 'down-to-earth' (60) or 'now-it-can-be-told' (61).


    4. Partial conversion

    Conversion from noun to adjective and adjective to noun is rather a controversial one. It is called 'partial conversion" by Quirk (1997: 1559) and Cannon (1985: 413) and 'syntactic process' by Bauer (1983: 230). This peculiar process occurs when "a word of one class appears in a function which is characteristic of another word class" (Quirk, 1997: 1559). Most of these cases should not be treated as conversion but as nouns functioning as adjectives and vice versa.

    4.1 Conversion from noun to adjective

    There are some clues, though, to make sure conversion has taken place. In the case of adjectives coming from nouns, the hints are quite easy: they can be considered as cases of conversion only when they can appear in predicative as well as in attributive form. If the denominal adjective can be used attributively, we can affirm conversion has happened. If it can only appear predicatively, it is merely a case of partial conversion. 'Mahogany music box' (62) can be used in an attributive way, "the music box is mahogany". This implies 'mahogany' is a denominal adjective. However, in the predicative phrase 'antiques dealers' (63) we cannot treat 'antiques' as an adjective because the attributive form of this expression is ungrammatical (*dealers are antique). Another way to make sure we are in front of a case of conversion is to change a word for another similar one. For example, in 'Dutch Auction' (64) we are sure the word 'Dutch' is an adjective because it has the specific form of adjective. Therefore, in 'South Jersey Auction' (65) or 'Texas Auction' (66) we can affirm these are cases of denominal adjectives.

    4.2 Conversion from adjective to noun

    Adjectives can also shift into nouns, though it is not very frequent. It mainly happens in well-established patterns of adjective plus noun phrase. Nominalisation occurs when the noun is elided and the adjective is widely used as a synonym of an existing set pattern. This could be the case of 'a Chinese favorite' (67).

    The adjective nature in cases of partial conversion is evident, though. They are nouns from the point of view that they appear in the same syntactic position. Their grammatical nature, though, is a different one. These adjectives can still be changed to the comparative and superlative form (adjective nature). This can be exemplified in 'worst' (68) and 'merrier' (69). However, these adjectives cannot behave as nouns: if their number or case is changed, they will produce ungrammatical sentences. This can be seen in the case of 'more' (69) in cases like "*the mores we get". If the '-s' for the plural is added to any of these items, we would get ungrammatical sentences. The case of 'cutie' (70), though, could be argued. It seems to be much used and established within certain groups. This could have converted it into a lexicalised example of adjective to noun.


    5. Conversion within secondary word classes

    Up to this point conversion has only been considered as a shift from one grammatical category to another. However, these are not the only cases where it may happen. "The notion of conversion may be extended to changes of secondary word class, within the same major word category" (Quirk, 1997: 1563). This process has no clear terminology; for example it is called 'change of secondary word class' by Quirk (1997: 1563) and 'conversion as a syntactic process' by Bauer (1983: 227). Within the field of conversion, it has not been much studied because it is less evident than the classical conversion. Some scholars argue that these cases are products of syntactic processes, and so, they may not be considered as part of word-formation (they shift within the same grammatical category but not to a different one) (Bauer, 1983: 227).

    5.1 Conversion within noun categories

    The noun category can undergo four different kinds of secondary conversion (Quirk, 1997: 1563-1566). First, an uncountable noun can shift to a countable noun, like in the case of 'supplies' (71). It can also happen the other way round, a countable noun can become an uncountable one by becoming abstract, such as in 'cabaret' (72), 'chief' (73) and 'touch' (74). A third case occurs when a proper noun is converted into a common noun, as can be seen in 'diesel(s)' (75) (person's name), 'Bordeaux' (76) (usually related to high-quality French wines but not necessarily made in that particular city), 'yo-yo' (77) (trademark) or 'Stradivarius' (76) (famous maker of violins). Thus, this category can be rephrased as "a product of the (proper noun)". The fourth and final type happens when nouns shift from their static nature to a dynamic meaning when they follow the progressive of the verb 'to be'. Examples of this kind are 'student' (78), 'president' (79) and 'trouper' (80). These cases assume the meaning of "temporary role or activity". This fourth type is a product of the dynamic nature of the tense of the verb; it is not a characteristic of the noun by itself. This means that these nouns would return to their static nature by eliding the progressive form.

    5.2 Conversion within verb categories

    Verbs may undergo four different types of conversion. The first one happens when an intransitive verb is used transitively. This type has the meaning of "to cause to (verb)". Examples of this kind are 'worked a computer' (81), 'stop the manual recount' (82) and 'run the day-to-day operations' (83). Transitive verbs can also be used intransitively, that is the case of 'closed' (84). This category has been previously converted from adjective to verb, and, afterwards, it has experienced a secondary conversion from transitive to intransitive verb. In this sense, the verb would change the meaning from "to make close" (85) (transitive use) to "to become closed" (intransitive use) (84). A third type involves intransitive nouns converted into copulas. Examples like 'sat frozen' (86), 'grew silent' (87), 'were nailed shut' (88) or 'go global' (89) are quite current in daily conversations for the economy of language. In the case of 'sat frozen' (86) the strongest meaning remains with the verb, while, in the other two examples, the resulting meaning of the adjective prevails over the verbal one. Finally, verbs also shift form a monotransitive nature to a complex transitive one. Verbs commonly used with a unique object—direct or indirect—shift their behaviour and take more than one complement, as it can be seen in examples (90), (91) and (92). In 'won him the award' (90), the verb 'win' takes an indirect object and a direct one, although it usually takes only one direct one. The verb 'make' in 'make it a cabaret' (91) takes two different direct objects as well as the verb 'find' in 'find it very satisfying' (92).

    5.3 Conversion within adjective categories

    The adjective category can only be converted in two different ways. Like in the case of nouns, the static nature of adjectives can shift to a dynamic one because of the influence of the progressive form of the verb 'to be', such as in 'accused' (93). The other case happens when non-gradable adjectives turn into gradable ones. This category, though, is rather difficult to find. This gradation happens in 'incredulous' (94).

    5.4 Conversion within adverb categories

    Adverbs may also undergo secondary conversions within themselves. For example, the adverb 'still' can have a temporal sense (37) or be a manner adverb (95).


    6. Marginal cases of conversion

    There are some few cases of conversion in which there are slight non-affixal changes. These can be considered marginal cases of conversion (Bauer, 1983: 228-229). Although the shift takes place, they are called "marginal" because of the alterations produced in the word. Words belonging to this category are a close and long-established set. This marginal group can be divided regarding two different aspects: the pronunciation and the word-stress (Quirk, 1997: 1566).

    6.1 Slight changes in pronunciation

    With respect to pronunciation, there are some nouns ending in voiceless fricative consonants /-s/, /-f/ and /-θ/ which are converted into verbs with the voicing of the final consonant into /-z/, /-v/ and /-δ/, respectively2. For example, the noun 'use' /-s/ (96) shifts to the verb 'to use' /-z/ (97) without any change but the voicing of the final consonant. There are also some examples in this category that have a change in spelling for historical reasons. This is the case of the noun 'advice' /-s/ (98), which began to be written with 'c' in the 16th century (Oxford English Dictionary, 1979, vol. I: 139), whereas its corresponding verb 'advise' /-z/ (99) did not change its original spelling. Similarly, the noun 'belief' /-f/ (100) changed from 'beleeve' to 'beleefe' in the 16th century, "apparently by form-analogy with pairs like grieve grief, prove proof" (Oxford English Dictionary, 1979, vol. I: 782), while the verb 'believe' /-v/ (101) kept the original 'v'. In all those cases the change in graphic form corresponds to the shift in sound nature from a voiceless to a voiced consonant. Therefore, the voicing is also represented graphically. This category is no longer productive.

    6.2 Slight changes in stress

    The other marginal type has to do with the stress pattern. There are some bisyllabic verbs which shift to nouns or adjectives with a change in word stress from the verb distribution /-´-/ to the noun and adjective pattern /´—/ (this stress shift also affects the phonetic pattern, especially the length of the vowels involved). These are the cases of the verb 'conduct' (102) /kən'dVkt/ to the noun 'conduct' (103) /'kQndVkt/, from the verb 'protest' (104) /pr@'test/ to the noun 'protest' (105) /'pr@Utest/, or from the verb 'increase' (106) /iŋ'kri:s/ to the noun 'increase' (107) ('iŋkri:s/. This distinction is not kept in all the varieties of English and it tends to be lost. However, the shift of stress is still productive, as the following quotation from the entry corresponding to 'increase' in the Longman Pronunciation Dictionary shows (2003: 387):

    The stress distinction between verb -´- and noun ´— is not always made consistently. Nevertheless, 85% of the BrE 1988 poll panel preferred to make this distinction (as against 7% preferring ´— for both verb and noun, 5% -´- for both, and 3% ´— for the verb, -´- for the noun

    .

    There is a great amount of phrasal verbs which are being nominalised with a change in the stress patterns, such as in 'layoffs' (108), 'outbreak' (109) or 'outlets' (110).


    7. Conclusions

    Most new words are not as new as we tend to think. They are just readjustments within the same language, like additions to existing items or recombination of elements. This is where the field of action of conversion may be placed, and that is why this type of morphological studies reveals interesting aspects in the diachronic evolution of the English language.

    There are evident cases of conversion from one part of speech to another, unclear cases in which the grammatical category is not definitely shifted, secondary changes within the same word and marginal cases where the change has produced slight modifications.

    The real examples provided indicate the high frequency of this process. It is quite a common phenomenon is everyday English. In addition, it is not a great source of problems for nonnative speakers and translators because the meaning of converted items is easily recognisable. However, nonnatives and translators are strongly advised to be taught conversion so that their passive knowledge of it can be turned into an active skill, with the subsequent lexical enlargement for their everyday communication.


    Notes

    1 Hereafter, the figure in brackets refers to the number of example as classified in the appendix containing our corpus of examples.2 All the phonetic transcriptions were taken from the Longman Pronunciation Dictionary.

     


    Appendix: corpus of examples

    1. Gore showed no sign of pain or remorse.
       
    2. The Goreans quickly pointed out that there had already been a hand count in the Florida presidential race, and that Bush himself had signed a law calling for their use in Texas.
       
    3. "Hillary's going to be working, and I wouldn't mind sticking around," he told a close friend the other day.
       
    4. Twice a month, Ralph Petley stands at rapt attention in the fluid semicircle of about 80 bidders, his mind on the single goal of sending a shipment of antiques to Texas auction houses.
       
    5. At times during the campaign, Mr. Bush simply seemed to be selling his infectious optimism to the point that it almost did not seem to matter how much he tortured the English language or what he was really trying to say.
       
    6. For that matter, it was still not quite clear what "the right thing" was.
       
    7. This embrace included an emphatic rejection of denial or minimization of the Holocaust.
       
    8. The Florida manual recount process is being used to eliminate any possibility of an orderly, rational, and final end to the election, and to deny the protections of the Constitution not only to the parties who brought the case, but to all Americans.
       
    9. A few days ago in Manhattan, Ms. Yrjola was in her apartment in the middle of a high-rise in the middle of everywhere when she could not even get a decent signal on her handset.
       
    10. Laughter seems to signal an attempt to ingratiate oneself: in India, notes Provine, men of lower castes giggle when addressing men of higher castes, but never the other way round.
       
    11. His wife was reading the paper, too nervous to deal with it.
       
    12. A tiny dangling piece of paper—a hanging chad—remains and can fall back to fill the hole in the card.
       
    13. The election had been "the most emotionally draining experience of my life.
       
    14. Yet one day they may long for a time when mothers shopped and left babies, without fear, in strollers on the sidewalk, and everyone had a right to a home, free education and medical care.
       
    15. But the race between George Bush and Al Gore at times did have the feel of a death struggle.
       
    16. Families is where our nation takes hope, where wings take dream.
       
    17. More than half of the incidents involve loss of consciousness or a heart attack.
       
    18. OnStar, Opel's wireless call center, is staffed 24/7 for traffic alerts, directions and help.
       
    19. He called Gore at 4:18 a.m. and had a few laughs about the unpredictability of life.
       
    20. Whenever Putin travels abroad—during his recent visit to India, for example—he's invariably shadowed by Gazprom CEO Rem Vyakhirev.
       
    21. Another good reason for all the new affordable technology is the steady increase in computing power that we also see in our homes and offices.
       
    22. Like his Biblical namesake, Noah got the call to do no less than save the world's endangered creatures—and he doesn't even get a divine helping hand, as far as we know.
       
    23. Meanwhile, connected cars will soon be able to receive e-mail and traffic and weather information, all activated by voice command.
       
    24. Noah will be living proof that one animal is able to carry, and give birth to, a healthy animal that is the clone of a completely different species.
       
    25. The houses also maintain contacts with lawyers who place estates on sale.
       
    26. Last week a California judge ordered a recall of 1.7 million Ford vehicles, which allegedly suffer from faulty ignitions that can cause the cars to stall out in traffic.
       
    27. The conductor's hands shown at the top of the cover are not those of Seiji Ozawa, and the music shown at bottom is not part of this season's schedule.
       
    28. Even as the Bush family celebrated in Austin, Texas—a false start for the Bush Restoration, it turned out—the Gore team was plotting a new assault.
       
    29. Feldman, in turn, called campaign chairman Bill Daley, who called Gore, riding in a limo with Tipper up ahead.
       
    30. In fact, the recent allegation that Russian officials pocketed a $4.8 billion IMF loan date from the summer of 1998, when Chernomyrdin had already left office.
       
    31. Well, I think it was when we were in Amsterdam, filming a TV show.
       
    32. Practice other classics like the airwalk in one of your own custom-designed skate parks.
       
    33. "Eat Drink Man Woman," "Babette's Feast" and "Big Night," to name a few.
       
    34. Often referred to as "The Father of the Nation," 63-year-old Scottish politician Donald Dewar helped to shape the future of his country by committing to devolution long before the idea picked up steam in Britain.
       
    35. As a result, Gazprom not only fuels most of Russian industry and pays 40 percent of government tax revenues, it is also Russia's single largest source of hard currency.
       
    36. But last month talks in Geneva to hammer out the final details surprisingly stalled.
       
    37. Well, there are still four billion people out there who don't know how to yo-yo!
       
    38. Dot a gold shadow on outer corners of lids and bend inward.
       
    39. If the antilock brake system is activated by sudden braking, Easytronic reacts just as an experienced driver would, by disengaging the clutch.
       
    40. Both were major international events and hosted roughly the same number of journalists.
       
    41. Palm Beach County officials scheduled a public meeting this afternoon to decide whether they could start a hand count.
       
    42. Judge Lewis said he would try to rule this afternoon.
       
    43. The scientists shipped batches of such cells to Iowa, where they were implanted into surrogate mother cows.
       
    44. In a gracious eight-minute televised speech from his ceremonial office next to the White House, Mr. Gore said he had telephoned Gov. George W. Bush to offer his congratulations.
       
    45. You'd have domestic production falling, whole cities blacked out, whole industries threatened.
       
    46. In tandem with Nigerian President Olusegun Obasanjo, he has challenged the West to open up international financial institutions to leaders of the developing world.
       
    47. The economy is clearly slowing, and while Mr. Cheney has warned of an impending recession born in the Clinton administration, it will be up to a Bush administration to keep it from happening.
       
    48. Up the difficulty by combining moves.
       
    49. The veep's wife, Tipper, jumped up and down and hugged her girls and everyone else in sight.
       
    50. Young wolves from farther down the valley, out to establish their own packs, have started "prospecting" in the area, says Wick, looking to expand their range.
       
    51. "This company had a credibility gap between the image that it cultivated with the African-American community on the outside and how African-Americans were treated on the inside," said Cyrus Mehri, a plaintiffs' lawyer who negotiated a $140 million cash settlement in a discrimination suit against Texaco in 1996.
       
    52. "We bled; there's no ifs ands or buts about that," said Carl Ware, an executive vice president who sits on Coke's executive committee.
       
    53. Provine realized that the reason chimps cannot emit a string of "ho ho ho's" is that they cannot make more than a single sound when they exhale or inhale.
       
    54. Humans, in contrast, can chop up a single exhalation into multiple bursts of "ha ha ha"—or words.
       
    55. Mini, which has been taken over by BMW, is creating its own niche of luxury minicar.
       
    56. Buoyed by strong passenger-car sales last year, the best in a decade, the largest automakers are continuing to build their brands by offering a full range of cars, from luxury models to practical compacts and stylistish minis.
       
    57. Then, in the buses and limousines, mobile phones began to buzz and beep.
       
    58. But while the public discussion has focused largely on the recent trend toward advertising directly to patients, the industry still spends most of its money wooing doctors.
       
    59. You would have laughed more at the borrow-the-mower joke if you had heard aloud while in a group, rather than reading it silently and alone.
       
    60. They were so down-to-earth.
       
    61. For over a year, we've worked gathering confidential information for a now-it-can-be-told account of the race for the White House.
       
    62. The deals come and go at a dizzying pace. Blink, and a hat stand is sold for $15, an antique mahogany sewing stand and sewing machine for $30, a mahogany music box for $75.
       
    63. A bustling stretch of three sprawling auction houses in Gloucester County is flea market central for antiques dealers from Quebec and Florida and parts of South Carolina, North Carolina and Georgia.
       
    64. Her two antique double-spool beds cost her a total of $250 at Dutch Auction Sales.
       
    65. "It is getting harder to get this merchandise for the auctions," said Mr. Babington, of South Jersey Auction.
       
    66. Twice a month, Ralph Petley stands at rapt attention in the fluid semicircle of about 80 bidders, his mind on the single goal of sending a shipment of antiques to Texas auction houses.
       
    67. From one direction comes the rich smell of frying bread, from another the aroma of boiled pork dumplings and from yet another fermented or "smelly" bean curd, a Chinese favorite.
       
    68. We have to assume the worst.
       
    69. We've got some older fans now, but the more the merrier—everyone's welcome!
       
    70. You are at the movies with the cutie from chem class and your ex walks in.
       
    71. A Russian cargo rocket blasted off Thursday carrying about two tons of supplies, including food and clean clothes, for a Russian and American crew living on the International Space Station.
       
    72. Because cabaret, that's the whole idea of it—you're sort of sitting in the audience's lap for an hour and a half.
       
    73. Clinton has found himself totally at home in the role of arbiter-in-chief.
       
    74. From Northern Ireland to the Middle East, the president has become known, as Pakistani Foreign Minister Abdul Sattar said last week, as a leader with "a healing touch".
       
    75. Today, more than a third of all cars sold to fuel-price-conscious Europeans are diesels, up from 25 percent just three years ago.
       
    76. Yo-Yo Ma, Cellist, says the 1712 Stradivarius he plays is "like a great Bordeaux", while his 1733 Montagna is "earthier, like a Burgundy".
       
    77. The yo-yo was invented 2,500years ago in Greece.
       
    78. Still, being a student in such a large class can be daunting, said David Kaplan, a senior from Middletown, N.J., who took Psych 101 as a freshman and is now a teaching assistant.
       
    79. In the next breath, he was speaking about being a president "willing to reach across the partisan divide and to unite this nation"—a paraphrase of Mr. Clinton's own vow four years ago in the final days of his re-election bid, "to get away from the politics of division and embrace the politics of union."
       
    80. She was being a "trouper," said a friend, but she was "exhausted, a zombie."
       
    81. A revived Jeb Bush, the family's techno-whiz, worked a computer to get the latest Florida vote as it dribbled in, precinct by precinct.
       
    82. Former Secretary of State James Baker announces the Bush campaign will seek an injunction to stop the manual recount in Florida.
       
    83. Tad Devine, a media consultant who had run the day-to-day operations of the Gore campaign, had finally fallen asleep at 3 a.m., when his phone rang.
       
    84. And the drama that reached such a fever pitch after the polls closed had begun a good two years earlier, with the first maneuverings in Washington and Texas.
       
    85. An auctioneer in a baseball cap sits at a high wooden podium, calling out the styles of furniture in a staccato rhythm, taking about 30 seconds to announce and close a sale.
       
    86. His oldest son, George, sat frozen in an armchair, clicking his TV remote.
       
    87. The roaring room grew silent.
       
    88. The doors and windows were nailed shut.
       
    89. The bully pulpit of the American presidency has gone global, and Clinton is making the most of it.
       
    90. But even as he accepts the peace prize, President Kim is under fire at home for the ardent peace initiatives that won him the award.
       
    91. How did you decide to make it a cabaret?
       
    92. I think they find it very satisfying to see that somebody among them could actually do something with all that subject matter besides clothes.
       
    93. Miss Ballantine, her eyes glistening, apparently with tears, attended the news conference yesterday and described the experience of being accused of cheating as "devastating."
       
    94. Bush was brusque and a little incredulous.
       
    95. On a chilly late-summer morning, Pascal Wick sits perfectly still atop a rock outcropping in the French Alps.
       
    96. And DeCamp Bus Lines, which runs service between Manhattan and northern New Jersey, recently blocked the use of cell phones on its buses because of complaints from passengers.
       
    97. The idea, Mr. DiGeronimo said, is to install a fiber-optic backbone throughout the center, which includes the two 110-story towers and a concourse, so that tenants can use wireless voice and data services without interruption.
       
    98. And it is hard to imagine that Mr. Bush will not occasionally want his father on the other end of the telephone giving advice.
       
    99. They went on to advise the parents that they did not have to allow their children to be interviewed, but if they did, "you have the right to be present."
       
    100. By submerging any bitter feelings and sounding a conciliatory tone, they said, Mr. Gore could help reduce the festering tensions between Republicans and Democrats who cling to the belief that their candidate should rightfully claim the White House.
       
    101. I believe things happen for a reason, and I hope the long wait of the last five weeks will heighten a desire to move beyond the bitterness and partisanship of the past.
       
    102. Katherine Harris, the secretary of state and a Republican, announced late Wednesday night that she would not accept petitions to conduct manual recounts from Broward and Palm Beach counties, both of which had voted for Mr. Gore by large margins, to conduct such tallies.
       
    103. President-elect Bush inherits a nation whose citizens will be ready to assist him in the conduct of his large responsibilities.
       
    104. Rove instructed his staff to call network officials to complain, then he went before the cameras himself to protest publicly.
       
    105. Mr. Bush has not always been in step with his generation, staying distant from the political upheavals of the 1960's that fueled the civil rights movement, the protests against the Vietnam War and the counterculture.
       
    106. The absentee ballots were critical: the Bush camp was counting on them to increase their man's lead because so many came from servicemen abroad, who tended to be Bush supporters.
       
    107. Another big reason for all the new affordable technology is the steady increase in computing power that we also see in our homes and offices.
       
    108. The heavily subsidized state-run sector is drowning in red ink and layoffs.
       
    109. Outbreak of a Deadly Virus.
       
       
    110. Lately, after most media outlets started criticizing Putin, Gazprom started to demand its money back, and authorities are now accusing Media Most founder Vladimir Gusinsky of moving assets offshore to put them out of reach.

       


      Bibliography

      AITCHISON, J. (1989). Words in the Mind—An Introduction to the Mental Lexicon, Oxford: Basil Blackwell.

      BAUER, L. (1983). English Word Formation, Cambridge: Cambridge University Press.

      CANNON, G (1985). "Functional Shift in English." Linguistics. 23: 411-431.

      Collins Cobuild Dictionary

      (1995). London: HarperCollins.

      MARCHAND, H. (1972). Studies in Syntax and Word-Formation, München: Wilhem Fink.

      NIDA, E. A. (1970). Morphology: The Descriptive Analysis of Words. Ann Arbor: University of Michigan Press.

      Oxford Dictionary of English

      (1994). Oxford: Oxford University Press.

      Oxford English

      Dictionary (1979). Oxford: Clarendon Press.

      QUIRK, R. and S. GREENBAUM (1987). A University Grammar of English, London: Longman.

      QUIRK, R. et al. (1997). A Comprehensive Grammar of the English Language, Essex: Longman.

      Wells, J. C. (2003) Longman Pronunciation Dictionary. Essex: Longman.

    111. Emotional Intelligence and ELT

      Emotional Intelligence and ELT
      Submitted by admin on 20 February, 2008 - 12:00.

      The theory of Emotional Intelligence and its measurement, the Emotional Quotient (EQ) were developed in the 1970s and 80s but popularised by Daniel Goleman in the mid-90s. EQ is one of many concepts and models originating in psychology which are being incorporated into language teaching. Goleman defines EQ as ‘the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships.’

      The theory has been applied extensively in the business world, but has also become a focus of attention in education as the result of research which shows that successive generations are becoming less emotionally aware. Changes in family structure, the reduced role of parents in education, mobility and technology are seen as contributing factors leading to the necessity to develop EQ at all levels of education and across the curriculum.

      • EQ Theory EQ and ELT
      • Teaching techniques
      • The language of EQ
      • Classroom activities
      • Conclusion

      EQ Theory
      EQ theory argues that conventional measurements of intelligence ignore behaviour and character and that success in education or the business world requires academic ability but also equivalent social skills. EQ might be seen as a complement to Multiple Intelligence theory, while there are very strong links between EQ and behavioural models and theories such as Transactional Analysis, Neuro-Lingustic Programming and Maslow’s hierarchy of human needs. Daniel Goleman identifies five ‘domains’ of EQ:

      • Self-awareness - Recognising and being able to name our feelings.
      • Motivation - The ability to keep going despite failures.
      • Self-regulation - The way we handle our emotions to avoid negative effects.
      • Empathy - The ability to read the emotions of others.
      • Adeptness - Being sensitive to the feelings of others and handling them appropriately to build positive relationships.

      EQ and ELT
      Because EQ is about understanding and assessing behaviour patterns it is relevant to the development of both the individual and the organisation. In education, it applies to the institution, teachers and students through promoting academic success while reducing anxiety and negative feelings during the learning process. At the same time, patterns for future life are established while skills are developed that are in demand by employers.

      At an institutional level, the emphasis is on creating an environment conducive to raising students’ EQ. Much of this involves creating a sense of identity, safety and value. In this way, institutions and teachers are responsible for fostering:

      • Attachment – A sense of belonging to the school or university.
      • Reassurance – That others experience difficulties.
      • Bonding – Facilitating the formation of friendships.
      • Induction – Informing students of what is available.
      • Training – In study skills, time management and stress reduction.
      • Holism – Balancing academic learning with physical and social activities.

        In the language classroom, all the above apply and are the responsibility of the teacher, but attention to EQ faces the additional considerations of emotional literacy (the ability to express emotions) in L2, and the necessity for good group dynamics and student interaction.

        In the days of rote-learning and the teacher-centre classroom, interrelationships among the group were not vital, but in communicative language teaching, where pair and groupwork are the norm, support and co-operation between learners is essential.

        Teenage learners in particular are often reluctant to co-operate, often as a result of repressed fear, anxiety and anger rather than linguistic inability, and are unlikely to learn much in a student-centred classroom. Thus, the teacher needs to focus on areas of language used to express emotions, and on classroom techniques which will reduce tension and produce better group dynamics.

        Teaching techniques
        EI is developed through activities which promote the sharing of ideas and communication in the classroom. Techniques which are already part of the teacher’s repertoire of confidence-building activities are emphasised:

        • A variety of activities maintains interest and allows for different approaches to learning and individual learning styles. Ice breakers, warmers and mingle activities help students get to know each other and promote interest in lessons if they are related to the topic area.
        • Brainstorming and discussion encourages the sharing of knowledge and opinions.
        • For some learners, it is easier to reveal themselves through a fictitious role. However, role-plays and simulations should be carefully set up and related to the real world. Guided fantasy and drama techniques are useful tools in guiding learners into their roles.
        • Group work encourages cooperation. Group composition should be changed often since there is a tendency for high EQ students to work together, but EQ can be also learned by example. Tasks should be designed so that all members have to contribute and have the same outcome. Collaborative reading and writing activities as well as group speaking activities may be utilised.
        • Project work. Students are often competitive. Group completion of assessed and unassessed projects also encourages cooperation.
        • Giving feedback on performance and making clear what is expected. Feedback should be specific, objective and focused on an aspect of performance that the student is able to change.
        • Getting feedback on tasks and how students felt during the task.
        • Continuous assessment allows all positive aspects of a student’s performance to be assessed and rewarded including their contribution to the group.

        The language of EQ

          The most difficult task for the teacher in teaching the language of emotions is persuading learners to state their feelings directly, since we all have a tendency to over-complicate how we feel and / or blame another person. A frightened passenger in a car is more likely to say ‘You’re driving a bit too fast, aren’t you?’ (meaning please slow down) or ‘You’re driving like a maniac’ (blaming the driver) rather than ‘I’m scared’. The language teacher, however, has the advantage of being able to encourage learners to use the simple language of emotions before they have the range of language to complicate matters. The language itself consists mainly of a few main verbs, a variety of adjectives, and the use of modals, but is best seen in terms of functions:

          Function Language
          Labelling feelings I feel / Iam angry / impatient / bitter / frightened
          Taking responsibility for feelings I feel jealous / hurt / left out
          Empathising
          I understand / accept / realise
          Suggesting
          I / you could / might
          Stating wants and needs
          I / you need / would like / want to
          Being positive
          I’d feel better if

           

           

           

           

           

           

          There is also language to be avoided, mainly to do with the functions of giving commands and strong advice (I / you should), obligation (I / you must) and blaming (you’re insensitive, you’re making me jealous).

          Classroom activities
          Language practice materials designed for the global market are often criticised for being too general, not relevant to individual learning groups and unnatural.

          Teachers are encouraged to adapt materials to suit local needs. EQ development requires that teachers also adapt materials to enable learners to find out about each other’s interests, habits, preferences and characters, both to stimulate discussion and to strengthen intra-group relationships. Some standard activities already encourage learners to reveal something about themselves (If I found a wallet in the street I’d.....), but many are impersonal, ‘closed’, in that follow-up questions are not required, or tend to produce unnatural responses. A good example is the kind of questions often used to practise frequency adverbs. Questions such as ‘How often do you watch television / play football with your friends / play computer games / go shopping?’ are unlikely to produce responses which are revealing, unpredictable or interesting enough to follow up.

          How often do you.... very often often
          sometimes rarely
          never
          laugh          
          get angry          
          argue with your parents          
          make mistakes
                   
          forget things
                   
          change your mind
                   
          really enjoy yourself
                   

           

           

           

           

           

           


          The questions in the above table require responses which say something about the speaker and provide opportunities for further questions and for the teacher to feed in some extra useful language. In this case, students fill in the table before asking and answering questions, allowing time to think of ‘real’ responses and recall actual incidents from their own lives. ‘Personalised grammar’ promotes meaningful interaction.

          Conclusion
          Developing EQ and good communicative language teaching go hand in hand, however the group dynamics necessary for meaningful interaction in the classroom do not occur automatically, but need to be fostered through techniques which build confidence, create a positive classroom atmosphere and encourage co-operation. Personalised language practice is affective in that it encourages learners to talk about themselves and their feelings while making the use of the language relevant, interesting and therefore memorable.

          Further reading
          Antidote (an organisation devoted to emotional literacy) http://www.antidote.org.uk/
          Goleman, D. Emotional Intelligence. Bantam 1995
          Goleman, D. Working with Emotional Intelligence. Bantam 2000
          Lynn, A. The Emotional Intelligence Activity Book. AMACOM 2001
          Schilling, D. 50 Activities for Teaching Emotional Intelligence. Innerchoice 1999

          Written by Steve Darn, Freelance Trainer, Izmir, Turkey

          Reading for information: Motivating learners to read efficiently

           Dave Willis  4 April, 2008 - 09:58.

          This is the first in a series of four-articles which propose a four stage methodology for teaching reading.

          What is efficient reading?
          What happens when read a book, a newspaper or magazine for information on a topic that interests you, or when you are reading as part of a course of study? If you are a good reader you almost certainly don't read every word carefully. You read with a purpose, and as your eye skims over the page you take from it whatever you need, predicting what is likely to come next and adjusting your predictions as you go along.

          We want our students to learn to read like this in English. We want them to be able to skim through pages on the worldwide web identifying relevant information with speed and efficiency. We hope that one day many of them will read quickly and efficiently enough in English to use the language as a medium of study at university level or beyond. More and more schools and Ministries of Education are interested in Content and Language Integrated Learning (Clil), recognising the importance of learning a language, in our case English, as a means to studying other subjects more effectively. If we want to encourage this kind of reading in the English language classroom we need to provide a reason for reading and we need to recreate the circumstances in which readers operate in the real world outside the classroom. I am going to look at a task-based approach to reading which will enable us to do this.

          Providing a context and a reason for reading
          First we need to provide a context. When we read in real life we usually have some expectations about what we are going to read. Perhaps we know quite a lot about a topic and we want to check on a few details. Or perhaps we have just heard about something and are curious to know more about it. We rarely set out to read something without knowing anything at all about the topic and without having any expectations about what we are going to read. So in the classroom we need to provide learners with a context. Before they begin to read they will have some idea what it will be about and what to expect from it.

          Secondly we need to provide a reason for reading. Sometimes in our reading we are looking for very specific information. We may have certain beliefs which we want to confirm or perhaps to reconsider. Or perhaps our curiosity has been aroused by a newspaper headline or the title of an article in a magazine, and we want to satisfy that curiosity. We should try to put our students in the same situation when they approach a reading. What exactly do they expect to get out of the reading? What gaps in their knowledge do they want to fill? What expectations do they have which they want to check against their reading?

          Let's set up a reading activity like this for learners. One which provides a context and a reason for reading. Let's start by asking the question: Are sharks dangerous to humans? The fact that we start with a question is interesting in itself. It provides one reason for reading: to find an answer to the question. But it may be that some of our learners know the answer already. We can begin by asking them to work in pairs or groups to answer the question on the basis of their general knowledge. Then we can lead a class discussion to share the results of this pair/group work.

          My guess is that they will answer the question by saying that some but not all sharks are dangerous to humans. They may even give examples. But it is also likely that their discussion will raise more questions than it answers. Which sharks are dangerous? Are most sharks dangerous, or is it only a small minority? How big are sharks? Where do they live?

          Let's move on to provide a questionnaire which will focus on some of these questions:
          Here are eight statements about sharks. Say whether each one is true or false.

          1. There are nearly two hundred different species of sharks.
          2. The smallest sharks are about 20 centimetres in length.
          3. Most sharks are less than a metre in length.
          4. The biggest sharks are around 6 metres in length and weigh up to 2000 kilograms.
          5. The biggest sharks are the most dangerous of all.
          6. Sharks are found in rivers as well as in the seas and oceans.
          7. Only about two hundred people are killed by sharks each year.
          8. More people are killed by dogs than by sharks.

            We will go through these questions to make sure they have been properly understood, but without giving any clues as to the answers, then we will ask learners to discuss the questions in pairs or groups. Finally we will review their answers and find out how many pairs or groups answered true and how many answered false on each question. And what is the answer to the big question? Are sharks dangerous to humans?

            Priming before reading
            Let's review what has happened in our lesson so far:

            • We have introduced a topic and provided a context by getting our learners to engage their own knowledge of sharks.
            • We have provided a reason for reading in two ways. First we have aroused their curiosity. It is quite likely by now that they are eager to know whether the eight statements given above are true or false. Secondly we have probably aroused a spirit of rivalry. Some pairs or groups will have offered one answer, others will have offered quite a different answer. They will be anxious to know who is right and who is wrong.
            • We have covered most of the vocabulary which the learners will come across in the reading which is to follow. We will have done this in two stages: first in discussing the general question: Are sharks dangerous to humans?; and secondly in introducing the statements and making sure learners have understood them.
            • Learners have had a good deal of language practice centring on the topic to be covered in the reading. We have had pair/group discussion and general class discussion led by the teacher.

              These things make up what I think of as the Priming stage of the reading lesson: getting learners ready for reading by providing a context, a purpose and necessary language input. It is important to note that even though this is a preparatory stage there has been a lot of student participation and that all of the language used in these activities has been used with a purpose. Learners can now go on to read the text.

              I hope that by now like the students your curiosity has been aroused. Are there really two hundred species of shark? Are sharks found in rivers as well as in the oceans? Are dogs more dangerous than sharks? To find the answers read the text Are Sharks Dangerous to Humans? at end of article.

              After learners have finished reading you will be in a position to lead a class discussion on the text. Check the answers with them. How many answers did they get right? Have they learned anything else from the text? Is there anything else they would like to know about sharks?

              We have now achieved quite a lot of language use, finishing with reading and discussion. But there are two things we have not done - two things that we need to do after the reading. First we need to provide a focus on language by looking at some important linguistic features of the text, at the grammar and vocabulary. Secondly we need to do something to make the text memorable. All too often learners read a text and then forget all about it. If we can recycle the text in a way that makes it memorable they will remember not only the content of the text, but also some of the language it contains.

              Written by Dave Willis

                Sample Text used in this article

              Are sharks dangerous to humans?
              Sharks have been around for hundreds of millions of years. Even before dinosaurs roamed the earth there were sharks swimming in the sea. They live in oceans and seas all over the world. Some sharks live near the surface, some live deep in the water, and others on or near the ocean floor. They are even found in fresh water, sometimes swimming many miles up rivers like the Mississippi in the USA and the Amazon in Brazil.

              We tend to think of sharks as big dangerous creatures. We sometimes read about shark attacks in the newspapers, and in 1975 the film Jaws terrified a whole generation of moviegoers with the story of a great white shark which attacked holidaymakers in a small seaside town in the USA. The great white is certainly a fearsome creature. It can reach 6 metres in length and up to 2000 kilograms in weight. It has as many as 3000 needle sharp teeth arranged in five rows, so it can sever a man's leg in a single bite.

              But not all sharks are like the great white. The pigmy shark, for example, is only about 20 centimetres in length. There are almost 400 species of shark and more than half of these are under a metre in length. The biggest sharks of all are not at all dangerous to humans. The basking shark and the whale shark grow to around 12 metres, but they are quite harmless, feeding on plankton and small fish.

              Only about 25 species are dangerous to people. Of these the bull shark is the one that is most likely to attack people. It swims in very shallow waters where people swim and is a much more numerous than the great white, which is very rare. Less than one hundred people are attacked by sharks each year. Indeed you are far more likely to be killed by a dog or by bees than by a shark, and some scientists believe that sharks only attack people because they mistake them for seals and sea lions, the shark's favourite food.

              Form focus and recycling: getting grammar
               
              We looked at the first two stages in this process, priming and reading. Now I'd like to look at the next two stages.

              At the beginning of my last article, when I was talking about how we read I said ‘If you are a good reader you almost certainly don't read every word carefully. You read with a purpose, and as your eye skims over the page you take from it whatever you need.' And I pointed out that this is how we want our students to read. But there is a problem with this quick efficient reading. It's very good for getting what we want out of a text, but it's not a very good way of learning language.

              Reading for information is very much a lexical process. We focus on the message bearing words. Often we don't take account of the little words that hold the text together - words like at, the, in, this, 'd and to in my first paragraph above. But if we want our learners to improve their English grammar these are exactly the words they need to look at very carefully. So there is a contradiction between learning to read efficiently and using that reading to develop a knowledge of grammar. They are quite different processes.

              The priming and reading stages of our lesson have given learners useful practice in learning to read, and as a result of their reading they are familiar with the text on sharks and what it means. Now it is time to put that text to work to help them to develop their grammar.

              We need to look at a text carefully and decide what it can illustrate for learners. There are several very useful things we might demonstrate with this text. One of these is quantification. There are a number of useful expressions like:

              1. Some sharks live near the surface, some live deep in the water, and others on or near the ocean floor.
              2. Some sharks even swim many miles up rivers, like the Mississippi in the USA and the Amazon in Brazil.
              3. It has as many as three thousand teeth.
              4. But not all sharks are like the great white.
              5. There are almost 400 species of shark and more than half of these are under a metre in length.
              6. Only about 25 species are dangerous to people.
              7. Less than one hundred people are attacked by sharks each year.

              Sentence 1. is a very useful one. The phrase Some sharks shows that we are not talking about all sharks. Later in the sentence we have a demonstration of what grammarians call ellipsis, with the words some and others standing in for the complete phrases some sharks and other sharks and the word lives is omitted after others. Later in the text phrases like as many as, not all, almost, more than half, (only) about and less than are all very useful quantifying expressions.

              Our next step is to decide how to draw learners' attention to these elements and in some cases explain how they are used. Expressions like only about and less than, for example, are used to suggest that quantities are surprisingly small. As many as, on the other hand, suggests that the quantity is surprisingly large.

              There is a very simple way of making sure that learners focus on these elements. We can simply give them gapped sentences and ask them to work in groups or pairs to complete the sentences from memory:

              1. **** ****** live near the surface, **** live deep in the water, and ****** on or near the ocean floor.
              2. **** sharks even swim many miles up rivers, like the Mississippi in the USA and the Amazon in Brazil.
              3. It has ** **** ** three thousand teeth.
              4. But *** *** sharks are like the great white.
              5. There are ****** 400 species of shark and **** **** **** of ***** are under a metre in length.
              6. **** ***** 25 species are dangerous to people.
              7. **** **** one hundred people are attacked by sharks each year.

              We can then read out the sentences to allow learners to check their answers and change them if they wish. They can make a list of these quantifying expressions, and as they come across similar expressions in other texts they can expand their list to include things like nearly/almost/not as many as, just over, no more/less than. Finally we can give heavily gapped sentences and see how much learners can recall:

              1. Surface/ deep in the water / ocean floor
              2. Many miles / rivers / like ...
              3. How many teeth?

              What we are doing here is encouraging learners to pay close attention to the wording of the sentences. Their first reading of the text was for meaning, to encourage them to read quickly and fluently. Now we are looking at elements of the text in detail and encouraging them to learn from it.

              Finally I'd like to look at recycling the text. We have treated it in some detail and learners will probably have reached the stage where they want to move on. So the text should be laid aside for a while, but it can usefully be resurrected later.

              A week or two later we can ask learners to review the text for homework. One group can be asked to act as ‘question master' and prepare a comprehension test with ten questions about the text for the others to answer from memory, without reference to the text. I have used this technique with a number of classes of teenagers. The question masters take their role very seriously and do their best to find really difficult questions:

              • Do sharks live only deep in the ocean?
              • When did the film ‘Jaws' appear?
              • Why is the bull shark the one most likely to attack people?

              The other learners work hard at the text trying to anticipate the questions they will be asked.

              Techniques for priming and recycling

              I have given an example of how that methodology might be applied with one particular text about sharks.

              In this article I'd like to look at more ways of priming and recycling. After this, I hope you will be able to apply these techniques to a range of texts.

              Quizzes for priming
              Priming prepares learners to tackle a text by providing a context and a purpose for their reading and by introducing the vocabulary they will need to handle the text. Before our text on sharks there was a brief teacher led discussion of the question Are sharks dangerous to humans? Learners were then given a quiz in the form of a of true/false questions about sharks. By the end of this priming stage learners will have engaged their knowledge of sharks and will have a clear idea of what they expect to learn from the text. Instead of true/false quiz questions we could have used multiple choice or open ended quiz questions. All these modes of questioning have different advantages and disadvantages. In deciding which to use we need to keep in mind the purpose of the priming stage: to prepare learners for the reading in terms of both content and key vocabulary.

              Prediction and jigsaws
              We can often ask learners to predict the content of a text. Once they have done the text on sharks they will have a good idea as to what to expect from a similar introductory descriptive text. Look at sections II and IV of Cobra (snake) on encarta. You could adapt this text for your learners and give them this instruction for homework:

              In our next lesson you are going to read a passage about the cobras. Write down five questions about cobras which you think will be answered in the passage.

              How many of the questions can you already answer?

              Then you can ask them to read out their questions at the beginning of the next lesson, and you can lead a class discussion speculating on the answers. Or you can take some of their questions and ask them to answer these questions in groups before they read the passage.

              The priming activity will depend on the kind of text you are preparing for. Let's imagine you are going to read a text entitled How to survive an earthquake. You could give learners a number of verbal cues and ask them to predict the content of the text:

              You are going to read a text entitled How to survive an earthquake.

              Work in groups and try to think of three things you should do before, during and after a quake.

              Here are some words and phrases to help you: away from windows; gas water and electricity; in a doorway; first aid; survival kit; radio; public authorities; emergency procedures; heavy objects; under a table; trees; power lines; damage to buildings; emergency telephone numbers; dangerous spills; keep calm; turn off; shelter; check.

              (Thanks to Yvonne Beaudry, who provided the idea for this lesson.)

              You could then lead a brief class discussion before asking learners to read the text.

              As an alternative you could jigsaw the clues. There are fourteen phrases given above. You could divide the class into five groups and give each group six of the clues to help them with their discussion. They would be allowed to use dictionaries to help them understand their clues. You could then lead a class discussion and make notes on the board to pool their ideas.

              All these techniques involve discussion to prepare learners for the reading task, and these discussions will provide exposure to the sort of language they will need to process the text which follows.

              Recycling
              Priming is followed by reading and form focus, but I am going to jump here from reading to recycling. I will look at the form focus stage of the cycle in my next article. Here I am going to list some techniques for recycling texts.

              It seems to me to be very important that learners recall as much as possible of a text. We learn a language mainly, some people would say entirely, from the language that we process for meaning. We learn by engaging with texts and processing them for meaning, and from seeing the way texts are put together. So it is very important for learners to make the most of the texts they have worked with. They should not simply put them on one side and forget them.

              Some of the techniques used in priming can also be used in recycling. We can ask learners to re-read a text for home work and then set a quiz in class to be answered without looking at the text. However, with a text they have already read more than once, true/false or multiple choice questions would probably be too easy. So we should probably give a set of open ended questions. Better still we could use the student as question master technique described in my earlier article Reading for Information. Students read the text and then, a week or two later, we can ask them to review the text for homework. One group of learners acts as ‘question master' and prepare a comprehension test with ten questions about the text - or one section of it - for the others to answer from memory, without reference to the text.

              There is a well known game sometimes known as running dictation (from Davis and Rinvolucri 1988). You prepare a number of copies of a section of the text and pin these to the walls round the classroom. You then divide learners into groups. Members of the group take it in turns to run to the wall and remember as much of the text as they can. They then run back to the group and dictate what they have remembered. As soon as a group believe they have completed the text they take it to the teacher. You take a note of the time they have taken and write it on their paper. When all the papers are in you mark them and add thirty seconds for each mistake before announcing the results.

              You can also use what I call a communal memory task. Begin by asking learners to work as individuals to put down in note form as much as they can remember about the text, but without looking at the actual text or their notes on it. Then ask them to work in pairs to pool their ideas. Move from pairs to fours. Finally work with the class as a whole to see how much they can recall between them. You might still be able to identify gaps in their recall. You can ask questions based on these gaps. Finally you can read out the text and ask learners to check their own copies. Obviously if you have a long text you can't expect learners to write out the whole thing, so you might choose one paragraph for them to recall.

              Here I have given a few ideas for priming and recycling the texts. Perhaps you have some good ideas of your own to add to these. And it is certainly worth sharing ideas with friends and colleagues.

              For more ideas on recycling see:
              Dave and Jane Willis 2007, Doing Task-based Learning. Oxford University Press. (see Chapter 3)
              Davis and Rinvolucri 1988, Dictation, Cambridge University Press

              Thanks to Yvonne Beaudry from Canada. Yvonne, who teaches at a High School in Japan provided the idea for the lesson on surviving an earthquake. (See Willis 2007 Appendix 1)

              Criteria for identifying tasks for TBL

              Criteria for identifying tasks for TBL
              Submitted by Jane Willis on 29 May, 2008 - 04:38.

              This is the first in a series of three articles which will explore how to integrate a task-based approach into a typical textbook to maximise learning opportunities for your learners and to save teacher preparation time. In this first article I start by looking at what we mean by 'task'. This will enable us to identify activities in our textbooks which have most of the characteristics of tasks. It will also enable us to identify activities which we can adjust and turn into tasks.

              When is an activity not a task?
              Task-based teaching is about creating opportunities for meaning-focused language use.

              In other words, learners doing tasks will not just be

              • speaking to practise a new structure e.g. doing a drill or enacting a dialogue or asking and answering questions using the 'new' patterns;
              • or writing to display their control of certain language items,

              These are primarily form-focused activities, designed to practise language items that have been presented earlier. There is a place for form-focused activities in task-based learning (TBL), but activities such as these are not tasks.

              Learners doing tasks (i.e. focusing on meanings) will be making free use of whatever English they can recall to express the things that they really want to say or write in the process of achieving the task goal.

              What kind of activity is a task?
              Willis and Willis (2007:12-14) offer the following criteria in the form of questions.

              'The more confidently you can answer yes to each of these questions, the more task-like the activity.

              1. Will the activity engage learners' interest?
              2. Is there a primary focus on meaning?
              3. Is there a goal or an outcome?
              4. Is success judged in terms of outcome?
              5. Is completion a priority?
              6. Does the activity relate to real world activities?

              Let us consider the task 'Planning a class night out' in the light of these criteria.

              • I think the lesson would certainly engage my learners' interest, especially if they knew they would actually be going on the chosen night out, so a) is Yes.
              • Learners have strong preferences about nights out and would definitely be meaning what they say, so Yes to b).
              • The first outcome for each pair is their finished plan for the night out, (which must be complete before they tell the class about it so the class can vote on the best plan) and a second outcome might be the real-world night out, so a confident Yes to c), d), e) and f).
              Next is an example of an activity designed for an adult class. Which of the questions a) to f) might you answer with a fairly confident Yes? How task-like do you think it would be, and why?

               

              Think of the busiest day you have had recently. Work in pairs.

              Tell your partner all the things you did.

              • Decide which of you had the busiest day, then tell the class about it.
              • Decide who in the whole class had the most hectic day (and say why.)
              • Finally, from memory, write a list of the things one person did on their busiest day, and, without revealing their name, read it out to the class (or display it on the wall) to see how many people can remember whose day it was.


              Generally adults enjoy talking about (even bragging about) how busy they are/have been, so this would score a Yes for a), b) and f). The first goal is to compare their busiest days. The natural completion point for each learner is the end of their day - and the final outcome - the selection of the busiest person is also clear, so we can answer Yes quite confidently to the other questions. The final writing activity sets up an engaging memory challenge game with a clear outcome - to identify the person written about.

              Both the above activities, then, would count as tasks, and both generate several kinds of genuine meaning-focused interaction amongst learners and teacher.

              How can you upgrade a less task-like activity?
              This activity comes at the end of a unit focusing on the language of past time:

              Work in pairs. Talk about your grandparents.

              • Tell each other what you know about their past lives.
              • Use the phrases and patterns from the box above.

               

              Think about this activity and apply the questions a) to f) above. Which questions would you answer with a Yes, and which would be Not sure or No? How could you adapt it to make it more task-like and get more Yes answers?

              Commentary

              • You might answer Yes to a) and f) with some degree of confidence. We do, in real life, occasionally talk about our grandparents and our memories of them. If the topic 'Grandparents' does not engage all learners, let them choose instead an elderly person they knew well.
              • For b), the answer would probably be No, because the final instruction (Use the phrases and patterns from the box above) shows that this activity is intended largely to practise these particular ways of expressing past time presented earlier in the unit. Co-operative learners will be trying to make sentences about their grandparents not simply to give information but primarily to show mastery of the new forms. This is unlike natural language use. To make it more task-like, we could delete the final instruction, and do this activity early on in the unit, so learners are focusing more on meanings i.e. sharing their memories of their grandparents in a natural way rather than trying to incorporate particular language forms. Then the answer to b) would be Yes.
              • For c), d) and e) the answers are also likely to be No; there is no goal or purpose given for talking about grandparents and learners have no way of knowing when they have said enough to complete the activity, or whether indeed they have succeeded or not. Some learners might end up saying very little.

              Adding a goal or outcome to make a task
              For the 'Grandparents' activity we need to add a goal to give the activity a purpose and make the outcome more specific so that learners know when they have completed the task. Some sample outcomes follow here and you could add one of these sets of instructions, depending on which outcome you think would best engage the learners in your class.

              1. Try to find out three things that your grandparents' and your partner's grandparents' lives had in common. What was the biggest difference between them? Or
              2. Decide which one of your partner's grandparents was / is the most interesting person and give two reasons why you think so. Then tell the class about him/her and vote to decide on the three most interesting grandparents in the class. Or
              3. Describe two early memories you have of one particular grandparent. Tell your group. Take notes when listening to each other.
                • Compare your memories - whose were the most interesting, most vivid, most amusing, saddest or strangest? And/Or:
                • Compare your groups' memories and try to find ways to classify them (e.g. to do with food or meal-times? games? outings? being ill? negative / positive things?) Then report your categories to the class, with examples. Did you all have similar ways of classifying?

                So there are several potential outcomes (and you might well think of others) that could be created out of this activity to make it more task-like. In fact each of these would make a different task.

                If learners are clear what the outcome should be, and know the number of things to list or describe, they are more likely to engage with the task, speak with more confidence and know when they have completed it. Successful task achievement will greatly increase their satisfaction and motivation. When, after completing the task cycle, they look more closely at language forms used by others doing similar tasks, they will already be familiar with the contexts and have experienced the need for some of those forms.

                Conclusion
                In this article, we have looked at six characteristics of a task and analysed two activities that would count as tasks. We have also turned one less task-like activity into a task by moving it to near the beginning of the text-book unit, making it meaning- focused rather than form-focused, adding a definite outcome and making the instructions as precise as possible so the completion point is clear.

                In my next article we will look at different types of task, and see which kinds are most often used in textbooks and how we can incorporate more task types into our teaching.

                Further reflection

                1. Look at the three alternative sets of instructions (1 - 3.2) for the 'Grandparents' activity above. Try to predict which of these (i.e. which outcome) would generate the most varied interaction patterns and the richest use of meaning-focused language amongst your learners.

                2. Look at a unit in your textbook. How many primarily form-focused activities are there? And how many primarily meaning-focused? Choose one that your learners might engage with and try to 'upgrade' it to generate richer meaning focused interaction and become more task-like.

                3. Read Chapter 1 'The basis of a task-based approach' in Doing Task-based Teaching by Dave and Jane Willis OUP 2007.

                Reference
                Dave and Jane Willis 2007 Doing Task-based Teaching OUP