Peace Corps Volunteer

On-going Langu

Learning Manua

Beyond 

Sannu ku

ush

bonjour
VOLUNTEER

ON–GOING

LANGUAGE

LEARNING

MANUAL

Peace Corps

December 2000

Information Collection and Exchange

Publication No. M0064
Volunteer On–going Language Learning Manual

ii The Peace Corps

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Contents

 iii

CONTENTS

I. Introduction

II. What Successful Language Learners Do

III. Cultural Aspects of Language and

Communication

IV. Motivation

V. Learning Styles

VI. Setting Goals and Learning Objective

VII. A Learning Plan for Any Topic

VIII. Using a Language Learning Notebook

IX. Assessing Progress

X. Learning with a Language Helper

XI. Using a Tape Recorder

XII. Suggestions and Strategies

for Communication

Listening

Speaking

Reading

Writing

Vocabulary Building and Memorization

Grammar

Pronunciation

Appendix

A. The Language Learner’s Proficiency Scale

B. Betsy’s Story: A Tea Time Lesson

C. Common Questions about Language Learning

D. Formal Language Notebook Pages

E. Daily Grid (blank)

F. Bibliography

1

3

6

9

13

17

23

33

38

42

45

49

49

52

56

59

62

66

70

72

82

88

93

95

97
Volunteer On–going Language Learning Manual

iv The Peace Corps

ACKNOWLEDGMENTS

This current publication is based on a prior Peace Corps

publication Self–Directed Language Learning: Strategies, Tips, and Techniques.

Many Peace Corps staff and Volunteers have contributed

to the development and global field testing of the Volunteer On–going Language Learning Manual.

The Peace Corps appreciates the suggestions and feedback shared by Language Coordinators and training staff

in each of the Peace Corps regions, and the efforts of all

those who participated in this process.
I. Introduction

 1

I. INTRODUCTION

To many of us, it may seem that some people are born

with a gift for learning languages, while others seem burdened with a poor memory. But fortunately or not, those

descriptions apply to only a tiny percentage of adults tackling a new language. Although language learning sometimes seems like a long and complex task, nearly everyone can do it and most find it enjoyable and rewarding.

Thousands of Peace Corps Volunteers will tell you the

same thing.

I tried learning from vocabulary lists,

but that did not work. I had to try to

learn the words I was actually hearing and needed.

– PCV

HOW THIS BOOK CAN HELP

This book will help you figure out how you learn best and

how you can capitalize on this. For instance, to be a successful language learner, you should:

w be involved in learning inside and outside of class;

w take responsibility for your learning;

 and

w remember that everyone learns differently.
Volunteer On–going Language Learning Manual

2 The Peace Corps

This book will help you:

w identify and reflect on your learning style, attitudes

and motivation;

w organize your learning;

 and

w experiment with a variety of strategies and tools for

learning a language on your own.

It is not necessary to read through the entire book from

start to finish. Rather, you should select the chapters that

meet your needs at the moment. No single book can possibly provide everything you will need to learn a language,

so you should also be using other materials, especially

ones about the language you are learning. Books available from Peace Corps in your In–country Resource Center can help, too, so look over the titles in the bibliography that concludes this book.
II. What Successful Language Learners Do

 3

II. WHAT SUCCESSFUL

LANGUAGE LEARNERS DO

Finding out how successful language learners go about

learning can enhance your own learning of another language. Reflecting on how you learn and comparing notes

with other learners are just as important as studying the

language itself.

Successful language learners do not all use the same strategies, but they do have a few things in common.

1. Ambiguity: Successful language learners are able

to live with a lot of ambiguity in everyday situations.

2. Trust: Effective language learners believe and trust

the people around them; they trust that those people

will help them understand and become a part of what

is going on.

3. No definite answers : Successful language learners are comfortable with many shades of gray. They

realize that what is right or wrong, linguistically or

culturally, is often determined by the situation, not

by an ironclad rule.

4. Community involvement: Effective language

learners participate in the community and interact in

the language as much as possible.
Volunteer On–going Language Learning Manual

4 The Peace Corps

In America, I am basically a shy person, but I found that I had to break

out of my shell and be more outgoing

if I wanted to learn the language.

Much to my surprise, I found it was

fun and really helped me to learn. I

discovered a whole new me!

– PCV

Successful language learners socialize whenever possible.

In fact, they sometimes see socializing as key to their language learning. They give themselves a reason to be with

people so that they can be exposed to the language and

culture.
II. What Successful Language Learners Do

 5

Following are some strategies for interacting in your community. Check off (4) the ones you would like to explore.

 q Invent an excuse to drop in on friends—to get air for

your bicycle tires, maybe, or to tell them some news—

then use that opportunity to hang out and be exposed

to the language and culture.

 q Attend social events. Learn how to sit for long periods of time “just listening.” You may find that this is

actually a good way to spend time—that “being” is

as valuable a way of spending time as “doing.”

 q Find a family to “adopt” and get involved in your

adopted family members’ lives.

 q Talk to the senior members of the community to find

out what life was like before. One Volunteer said,

“This was a huge motivation for me. I wanted to learn

more language so I could understand the elders’ stories.”

 q Get involved in whatever is going on around you. Go

fishing, attend religious services, take dance lessons.

The possibilities are endless.
Volunteer On–going Language Learning Manual

6 The Peace Corps

III. CULTURAL ASPECTS OF

LANGUAGE AND

COMMUNICATION

Knowing a language well is just part of learning how to

communicate with the people of your new country. Not

only do you have to learn the parts of the language—the

new sounds, words, and grammar—you have to learn how

to use them in a culturally appropriate way. Culture and

language are closely intertwined. Our culture influences

the way we view the world and the words we select to

describe it. It tells us how to behave when we interact

with other people and helps form our notions of “right”

and “wrong.” It establishes roles for males and females,

foreigners and natives, adults and children. These rules

and roles influence how we communicate.

In any conversation, one

of these two purposes

usually dominates, but

generally they are

mixed. We try to establish a friendly social relationship through small

talk and courtesy expressions even when all

we need is to get a shoe

repaired or to give directions.

The balance between social and business–related talk in

an interaction varies greatly across cultures, and between

rural and urban areas within a culture. When planning

your activities, keep in mind the social purpose in business settings. Time spent chatting with the shopkeepers

BUSINESS: carrying out a

task such as buying a can

of vegetables, getting information about planting

crops, or asking to borrow

a neighbor’s hammer.

SOCIAL: establishing or

maintaining a relationship

through small talk, gossiping, or telling a joke.
III. Cultural Aspects of Language and Communication

 7

or people in the government office before asking your

business questions will contribute greatly to your getting

what you need in a pleasant way. As a newcomer and an

outsider, it is up to you to establish rapport and build respect.

People vary what they say and what they do to get their

message across according to who they are with, where

they are, and what their purpose for being together is. For

example, there are many more words and phrases than

“hello” to greet someone in English. You might say “Hi”

to a child you know, or nothing to one you do not know;

“How is it going?” to a close friend; and, a more formal

“Good morning, Dr. Jones, how are you today?” to your

boss. But if you see your boss on the weekend at the beach

or at the mall you might say something less formal, such

as, “Hi, how are you?” or “Nice to see you.” Or, if you

are a shy person, you might just smile and nod your head

politely.

There is more than one word for “you” in some languages—tu, vous, in French; tú, usted, in Spanish. To use
Volunteer On–going Language Learning Manual

8 The Peace Corps

them properly, you must know when it is appropriate to

use each form, under what circumstances, and with whom.

To do this, you must know about the cultural system and

social norms.

In order to be polite you try to choose

 words

 phrases

 non–verbal gestures

that are culturally appropriate. As your learning advances,

you will feel the need to become more conscious and careful in making these choices.

Another important related aspect of communication is the

use of gestures, facial expressions, and body language.

Much of what someone is “saying” is in the gestures and

movements which accompany (and sometimes replace)

the actual spoken words. These also may have both a “business” purpose (pointing to indicate, “I want this one.”) or

a social one (using eye contact or touch to say, “I am

pleased to be talking with you”). Careful observation to

learn subtle non–verbal information can be as important

as listening for verbal nuances.
IV. Motivation

 9

IV. MOTIVATION

What do you think motivates successful language

learners?

w Word lists?

w Grammar books?

w Self–study workbooks?

w Good intentions?

In reality, you have to want to learn the language and to

want to learn it, you need to have:

w motivation to learn

w self–confidence

w a positive attitude

Begin by reflecting on your reasons and need for learning

the new language. As a Peace Corps Volunteer, how important is it for you to learn the language? Is learning the

language one of the things that makes you special, that

sets you apart from other well–intentioned foreigners in

the country? Have you found things about the people that

you like? How much more of their perspective do you

want to understand or make a part of your own?

Another key factor for maintaining your motivation is

maintaining your self–confidence in yourself as an intelligent adult. It takes a kind of courage to approach strangers and ask them questions in the new language, knowing

that you are likely to make mistakes. Fear of speaking to

strangers, especially in a foreign language, is natural—

we all experience it. The trick, however, is to learn ways
Volunteer On–going Language Learning Manual

10 The Peace Corps

to deal with the fear and the other feelings so that they do

not interfere with your language learning. Although at

times it might feel like it, you have not become a child

just because you are learning a new language.

I feel great when I can speak a little

or make a connection–just to be more

a part of the culture and know what

is going on.

– PCV
IV. Motivation

 11

ATTITUDE

Here are 10 tips for finding and maintaining a positive

attitude—and your motivation.

1. Maintain a sense of humor. In the course of

learning a new language, one does and says countless

things that appear silly, puzzling, and strange to the

native speaker. As one Volunteer noted, “The people

in my village are usually surprised when I speak the

language. Sometimes they laugh at me, but I am okay

with that.”

2. Do things you enjoy! Look for things to do in

your community that you like to do in the United

States, like playing sports, playing cards, or taking

dancing lessons. Learning them in the new language

will improve your language skills, too.

3. Picture yourself functioning in your new community as an adult, in the same way you function

at home in your own community—talking easily with

friends and neighbors about topics of mutual interest,

doing things in your spare time with them that bring

you pleasure and make you feel like the adult you

are, instead of the child you sometimes feel like.

4. Try not to worry about making mistakes—

they are a natural part of the learning process. In fact,

welcome the opportunities they present for learning.

A mistake tells us exactly what we do not know and

need to work on.

5. The strongest motivation will wane at times.

Expect it to happen, but be ready to deal with it when

it does. Try changing some things in your routine. Try

different learning techniques. Keep reminding yourself that you can learn the language.
Volunteer On–going Language Learning Manual

12 The Peace Corps

6. Try to view life in the new country as a big

puzzle to be solved, and then go about solving it.

Become a detective and crack the secret code of the

language and culture. Make it fun!

7. Think in terms of doing what you want to

do to learn the language, not what you or someone

else thinks you should do. Make reasonable plans and

do them as well as you can, considering the other

demands on your time.

8. Similarly, do not let competition divert you

from the task of learning the language. It does not

help to compare yourself with other Volunteers in your

group. Instead, challenge yourself to master new aspects of the language and to find ways to do better

than last time.

9. Try to relax in situations where the language is

being spoken all around you and you do not understand much. Use it as an opportunity to work on the

sounds of the language or listen for specific words or

phrases.

10. Nothing improves motivation like success

and reward for accomplishment. Try following suggestions in this book for managing your learning and try some of the learning strategies. Then give

yourself a treat when you reach a goal or manage a

difficult language situation.
V. Learning Styles

 13

V. LEARNING STYLES

Do you know your preferred learning style? To get a sense

of what your learning style is, do the exercise below.

Suppose that you are at a party surrounded by people who

look, act, and speak differently from you.

 Yes No

Do you decide to sit back, observe,

listen carefully, take your time and

learn from watching what others say

and how they act?

Do you ask yourself questions and

make guesses about what is going

on based on what you see and hear?

Do you wait to say something until

you are pretty sure you will not make

any errors?

Do you experiment with things you

have learned in other situations in

an attempt to communicate in this

new situation?

Do you wish you could see the new

words you are hearing in writing?

Do you jump right in and begin talking to the people at the party and

sharing in the activity even if your

language is pretty minimal?
Volunteer On–going Language Learning Manual

14 The Peace Corps

Each of the above questions represents a different learning style. Language learning styles are the general approaches that we use to learn a new language. Each of us

is unique and learns in the way that suits us best. However, by being aware of how we prefer to learn and of

other possible ways, we may be able to improve our learning by capitalizing on our strengths and accepting or improving our weaknesses. None of these are “right” or

“wrong”; they are simply ways to learn.

To identify your preferred learning style, and to see other

possibilities for yourself, answer the questions below. As

you consider each question, you might find it useful to

refer to the descriptions on pages 15–16.

1. Do I focus on details or on the “Big Picture”?

_________________________________

2. Do I have a visual, auditory or kinesthetic

preference?

__________________________________

3. Is my preferred style more abstract, random and

intuitive or is it more concrete, organized and

sequential?

__________________________________

4. Is language learning a game or a task for me?

__________________________________
V. Learning Styles

 15

Focus on the details, or the Big Picture?

People who like to focus on details probably like to analyze the language. How does the new language compare

to English? What are the rules for forming the past tense?

What is the appropriate word order for adjectives? They

tend to want to use a dictionary to find the meaning of

new words rather than guess the meaning from context.

They do not like to make mistakes.

Those people who see the big picture like to put themselves in social situations where they can use the language.

They do not worry about grammatical mistakes and they

are happy to guess the meaning and paraphrase when they

do not know the exact word they want to use. Mistakes

do not bother them.

Are you a Visual, Auditory, or

Kinesthetic Learner?

Visual learners like to see things in writing, and associate

meaning with what the words look like. They may be good

at figuring out meaning from gestures and visual context,

but may have difficulty conversing when there is little

visual back–up to convey meaning (as in phone conversations).

Auditory learners, on the other hand, do not need much

visual input. They like to learn by listening to conversations. They are good learners of tone languages and sensitive to differences in pronunciation and tone of voice.

Kinesthetic learners like hands–on learning: acting in skits

and role plays, doing activities that accomplish something,

or working with real objects. They learn best while doing
Volunteer On–going Language Learning Manual

16 The Peace Corps

something else (in the language), such as playing sports,

singing songs, or while helping to prepare dinner with a

friend.

Abstract, Random, and Intuitive, or

Concrete, Organized, and Sequential?

Look at the following chart to see the differences between

intuitive learners and sequential learners.

Language Learning: a Game or a Task?

Some learners approach language learning as a game. They

enjoy participating in open–ended communication and

therefore do not worry about making mistakes or paying

conscious attention to what they are learning. Other learners approach language learning as completing a task; they

frequently like to plan and organize their learning and

then evaluate what they have learned.

The most successful learners are ones who can combine characteristics of more than one learning style.

Intuitive learners

prefer to:

Jump right into a new

situation and accomplish

a task.

Figure out the main

principles of how the

language works without

benefit of the rules.

Sequential learners

prefer to:

Learn in a set order,

slowly and steadily.

Be told facts about the

language.

Intuitive Learners vs. Sequential Learners
VI. Setting Goals and Learning Objectives

 17

VI. SETTING GOALS AND

LEARNING OBJECTIVES

Now that you have explored your learning style, the next

step is to decide on what it is that you would like to learn.

Following are some questions to get you thinking about

your language learning goals:

1. What do you want to be able to do in the new

language that you can not do now?

2. Who do you want to be able to talk to, where, and

why?

3. To what extent do you want or need to be able to

read and write?

4. What is your long–term goal?

5. What are your short–term objectives?
Volunteer On–going Language Learning Manual

18 The Peace Corps

Setting goals is important so that you can measure your

progress, and devise a system for evaluating yourself.

What is your main reason for learning the language? Most

Peace Corps Volunteers want to learn a language to be

able to do their jobs better and to become a part of the

communities they live in. In order to create your own language learning program, you need to:

w determine your goal;

w choose the topic(s) you would like to focus on;

 and

w narrow down your topic or objective so that it is

manageable.
VI. Setting Goals and Learning Objectives

 19

The following Daily Activities Grid will help you identify the main goals, topics and objectives for your language learning.

Daily Activities Grid

The Daily Activities Grid (Wenden, 1996) can help you

reflect on the settings in which you interact with the local

people in your community/site.

An example of a week in the life of one Volunteer in the

Republic of Kiribati is given below, with the situations in

which she needs to use the language italicized.

Directions

1. Fill in the grid (copy or enlarge it, as needed). For

each day and hour of the week:

a. Write where you usually are at each of the times

stated (change the hours to fit your own daily routine).

b. Circle or highlight (in italics, on the sample, below) the situations and times of day when you

need to use your new language.

2. Review the grid to identify the social settings in which

you need to improve your language. Then select the

settings in which you find yourself most often or those

areas where you want to work on your language.

3. Answer the questions below for each of the settings

that you want to work on.

2 Who is typically in this setting?
Volunteer On–going Language Learning Manual

20 The Peace Corps

2 What happens in this setting?

2 What do you do in this setting?

2 What language skills are you required to use?

(i.e., listening, speaking, writing, reading)
VI. Setting Goals and Learning Objectives

 21

2 What are the topics of conversation in this setting?

2 How do you usually feel when you are interacting in this setting?

2 For what purposes are you expected to use (speak)

the language in this setting? (Where are your

strengths and weaknesses?)

2 What do you need to understand in this setting?

(Where are your strengths and weaknesses?)

2 List any behaviors or customs in this setting that

you do not understand or find strange.
Volunteer On–going Language Learning Manual

22 The Peace Corps

MONDA

Y

HomeWalk toschoolTeacher’sroom, schoolTea BreakSchoolPlan withteachersPost officeHomeNeighbor’shouseHome

TUESDA

Y

HomeWalk toschoolTeacher’sroom, schoolTea BreakSchoolPlan withteachersStorePlay withchildrenHomeHome

WEDNESDA

Y

HomeWalk toschoolTeacher’sroom, schoolTea BreakSchoolPlan withteachersPost officeHomeFriend’shouseFriend’shouse

THURSDAYHomeWalk toschoolTeacher’sroom, schoolTea BreakSchoolPlan withteachersHomePlay withchildrenHomeHome

FRIDA

Y

HomeWalk toschoolTeacher’sroom, schoolTea BreakSchoolPlan withteachersStoreHomeHead teacher’shouseHead teacher’shouse

S

ATURDA

Y

HomeWalk tomarketShop atmarketShop in storesShop in storesHomeA walk withfriendsA walk withfriendsHomeHave friendsvisit

SUNDA

Y

HomeHomeWrite lettershome; ReadReadCookCookFriend’shouseFriend’shouseHomeHome

06:0007:3008:0010:3011:0013:3015:0016:0017:00Evening
VII. A Learning Plan for Any Topic

 23

VII. A LEARNING PLAN FOR

ANY TOPIC

Once you have identified your goals and the topics you

will focus on, you are ready to create a learning plan.

LEARNING PLAN STEPS IN A NUTSHELL

1. Decide what to learn

a. Assess your needs

b. Set goals

2. Develop a lesson

a. With an informant: create a dialog, learn a song,

listen to a story, describe pictures, question and

answer, etc.

b. On the spot:

i. Focus attention: What should I pay attention

to?

ii. Comprehend: How can I make sense of this?

iii. Remember: How will I remember it?

c. Check for accuracy

3. Practice

a. With an informant: “classroom” activities

b. On your own: listen to conversation, use kids as

teachers or to practice with, make sentences, etc.

4. Apply it in the community

5. Evaluate

a. Did I get it?

b. Did my approach work?
Volunteer On–going Language Learning Manual

24 The Peace Corps

This chapter will help you plan language lessons for yourself about almost any topic that interests you. In the process you will play the roles of curriculum developer,

teacher, and learner. As the curriculum developer, you

will decide on the topic and set a goal. As the teacher,

you will need to select the language material that is the

content of the lesson and set up practice activities for yourself, the learner.

BASIC STEPS FOR LANGUAGE LESSONS

1. Identify what you want to learn.

2. Prepare for the task by using resource books, reflecting on what you already know, asking for help from

your language helper and/or listening to a native

speaker.

3. Develop your lesson.

4. After some rehearsal, go out and do the task in the

actual situation.

5. Evaluate your learning experience.

These steps are at the heart of learning a language on

your own. Following them will allow you to learn the language you need at the time you want, when you feel ready

to learn it. In addition, and perhaps more importantly, you

stay in control of your learning and your own success—

the key to maintaining motivation.
VII. A Learning Plan for Any Topic

 25

Step One: Decide What to Learn

As you begin to identify possible topics, think about the

following questions:

2 What immediate communication needs do you

have? What do you need to be able to say or understand in order to get something you need or

accomplish a task?

2 Are there situations in which you do not feel comfortable or tend to avoid? What situations are

they?

2 Are there any people you would like to understand better or be able to communicate with more

effectively? Who are those people?

After reflecting on your communication needs, you are

ready to write a learning objective. Be specific and break

it down into manageable parts. For example, “participate

in a meeting” is too general. You might divide it into

“greet people appropriately, ask at least one question about

the main topic, and compliment the food served at break.”

In fact, these could be objectives for three separate lessons.

Step Two: Develop Your Lesson

This section describes two possible approaches to developing a language lesson:

1. Getting help from a language helper: You work

with a native speaker to create and practice a lesson.

2. Learning on the spot: Lessons can be based on

real–life situations (i.e. listen to others and try to

remember what they said).
Volunteer On–going Language Learning Manual

26 The Peace Corps

Developing a Lesson with a Language Helper

The following checklist outlines steps for developing a

lesson with a language helper.

4 Create a language sample:

Write down possibilities as

a dialogue, a conversation,

or a series of questions you

plan to ask, and the answers you anticipate hearing.

4 Discuss the situation with

your help (i.e., the setting,

who is there, and what

people are doing.

4 Ask your helper, “How

would you say it in this

situation?” with the emphasis on “you.” This

means that your helper will

use authentic language

used by a native speaker.

Throughout this

discussion about

language helpers,

we refer to the

helper as “she” to

avoid the awkward

use of he/she.

Note that it is probably wise to have

your language

helper be the

same sex as you

are, for cultural

and social reasons.

4 Consider how polite or formal your language needs

to be in the situation.

4 Select the appropriate words and actions for opening

and closing your conversation, for making a request,

responding to an offer and so on. When doing so, consider your perceived status; that is, how the people

around you see you. Are you seen as a peer or as someone of high status? Are foreigners usually expected to

speak more formally than others?

4 Think about including social chit–chat in a lesson that

is focused on a business task. For example, if you need
VII. A Learning Plan for Any Topic

 27

to buy a can of beef stew, do not stop with the language for asking if the storekeeper has your favorite

brand. In addition to this business language, add some

conversation with the shopkeeper about his family,

about the weather, or about the expected arrival of a

new supply of beef stew.

4 After you have developed a lesson, check it carefully

with your helper to be sure that what you have written

sounds accurate and natural.

Developing a Lesson “On the Spot”

A Volunteer in Tonga said that she was

able to learn a lot of the language she

needed for community meetings by visiting another Volunteer and sitting in on

her meetings: “Then I am just the guest,

and no one is asking me for opinions or

expecting me to join in the discussion.”

To learn how to teach something to others, it would be a good idea to ask people

in your community to teach you something first. As you learn how to prepare

a local dish, do a dance or carve a

paddle, you can be listening to the way

your mentor gives instructions, corrects

you or praises your skill.
Volunteer On–going Language Learning Manual

28 The Peace Corps

The following steps will allow you to develop a language

lesson on the spot, in the actual situation where you want

to improve your language skills.

1. Choose settings in which you can listen without pressure to participate.

2. Listen in a very focused way and listen for only a few

specific elements.

• Listen for key words: Try to capture the gist of

what you are focusing on or you will have an extremely difficult time remembering any of it.

• Listen for transitional words: Depending on your

objective, you may need to ignore a lot of what

you hear, and just listen for cues that indicate a

new topic is coming up. Similarly, listen to learn

how someone concludes a topic so that you can

spot the transition.

• Look for visual cues: Pay attention to changes in

people’s expressions or other body language, and

refer to any other helpful cues, such as a written

agenda for a meeting. The same strategies will

help you figure out the meaning of what you are

hearing.

3. Use tools to help you remember what you are listening to. Can you use a tape recorder? Can you write

things down? (You could pretend to be writing a letter home while listening to conversations at a lunch

counter, for example). Can you repeat words and

phrases over and over in your mind until you have a

chance to write them down later?
VII. A Learning Plan for Any Topic

 29

4. As soon as you can, write down the language you want

to learn in the form of a dialogue or conversation, so

that it is in a social and culturally appropriate context.

5. Check your lesson material with a native speaker to

be sure it is natural sounding and accurate.

Step Three: Practice

Your main goal during the practice step is to memorize

new expressions and to learn how to say them smoothly,

without stumbling over the difficult sounds. You will also

want to get a better feel for what the sounds mean at the

moment you are hearing them—to have the meaning come

automatically.

Here are some tips to help you practice:

1. Repeat your dialogue or conversation out loud, or

play games that require repeating the new phrases

and vocabulary over and over again until you become comfortable with the new sounds. Do not expect perfection during one practice session.

2. Listen carefully to the rhythm, melody and tone of

the language.

3. Listen to the way people use their voice to convey

the meaning. Ask your language helper to record

your lesson and try to imitate her.

4. Observe the way she uses her gestures and facial

expressions to get the meaning across.
Volunteer On–going Language Learning Manual

30 The Peace Corps

5. Play language learning games for building your vocabulary with neighborhood children, your language

helper or another friend.

6. Role play your lesson with your language helper.

Put your lesson into a complete, culturally acceptable exchange (an appropriate greeting at the beginning, appropriate behavior throughout, a leave–

taking at the end—and appropriate gestures).

For additional practice ideas, look at the techniques and

learning activities described in Chapter XII, “Suggestions

and Strategies for Communication,” on writing, vocabulary, listening and speaking skills.

Remember—you do not have

to use everything in your

original plan or everything

your helper may suggest. Decide for yourself what is a

manageable amount of new

language to use each time

you go out on your learning

adventures. This is important

for maintaining your self–

confidence and motivation.
VII. A Learning Plan for Any Topic

 31

Step Four: Apply It in the Community

Now step outside and put yourself into a situation where

you can use your lesson. Plan a time of day when people

will be willing to stop and talk, or a situation that is appropriate to the topic of your lesson.

Remind yourself of the phrases that will allow you to

control the conversation when you have trouble understanding what is going on or when you want to end the

conversation politely.

Try it out more than once with different people so

that you become increasingly comfortable and confident.

Take notes as you go along , if the setting and situation permit, about what the people said and what you think

they said; also, make note of things they did that puzzled

or surprised you.

Step Five: Evaluate

The following are ideas for assessing the way you are learning as well as what you are learning:

1. Reflect on the experience. Ask yourself what you

learned and about how you learned it. Think about

what worked and what did not.

2. Reread the chapters on learning styles to gain more

insights into what helps you to learn.

3. Make a list of new words and phrases you now

feel you have mastered. Make another list of the

ones you wish you had known or been able to use

more smoothly. Write down any new phrases you

heard that were variations on what you had planned.
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32 The Peace Corps

4. Note any pronunciation difficulties you had.

5. Make a list of things that surprised, puzzled, or

upset you, or in general, made you feel “different.”

Most likely, these involved cross–cultural

misunderstandings. Describe what the other people

did, what you did, how you felt, and how you would

expect someone from your culture to behave in a

similar situation. Then reflect on what you think

the underlying value in your culture is that makes

you expect this kind of behavior (and not expect it

in your new culture).

6. Get together with your language helper. Show her

your notes and ask your questions. Discuss the reactions of the people to you—talk about what happened that made you feel “different.” Get her perspective on what happened and compare it with

yours. Work at understanding better why the people

behaved the way they did and what it means in the

culture. Talk about what you would like to do or

say differently the next time you are in a similar

situation, and get your language helper’s advice.

You might do a revised role play or some language

learning games, or ask her to record a new or revised dialogue using what you learned.

7. “Spiral” your topics. Revisit a topic you covered

earlier—even one from Pre–Service Training—with

a fresh perspective (and wider vocabulary) to do a

more thorough job. Go deeper into the language

and culture and use more natural phrases as your

language ability increases.
VIII. Using a Language Learning Notebook

 33

VIII. USING A LANGUAGE

LEARNING NOTEBOOK

Most people find that spending time reflecting on their

language learning experiences and writing about them,

however briefly, can make their learning easier and more

effective. In addition, your language notebook can become a personal record of your time in country and your

experiences with the people you work and live with.

It is helpful to “write your own book” and not become

dependent on a textbook or grammar book to decide what

you learn. Here are a few ideas about what to write in

your language learning notebook or journal and how to

organize your thoughts.

GENERAL GUIDELINES

The graphic on the following page shows three basic topics to include in your notebook—language, culture and

learning—as well questions to address when thinking

about each topic.
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34 The Peace Corps

Each time you write in your notebook, start by reading

recent entries. Or write first, and then read. Look for patterns of both progress (to help your motivation) and difficulties (for planning future self–study lessons).

CULTURE

Non–verbal ways of communicating,

norms of behavior, attitudes and values:

• What have you become aware of?

• What do you now understand better?

• What would you like to learn more

about?

LANGUAGE

Words and expressions, pronunciation

and grammar:

• What have you learned?

• What have you nearly learned?

• What else would you like to learn?
VIII. Using a Language Learning Notebook

 35

THREE FORMATS FOR KEEPING

A LANGUAGE LEARNING NOTEBOOK

Format One: Informal1. Write on a regular basis.2. Record your language learning experiences and what you are learning from

them.

3. Use the suggested topics and questions

described on the previous page to organize your journal entries.

 Format Two: Semi–Formal1. In each entry, try to write about the following:

• your goals and objectives for learning your new language• your self–study lessons• new words or expressions you have

learned or want to learn

• words you have heard or read that

you want to ask someone about orlook up in a dictionary

• grammar rules you have learned• notes about conversations you have

in your new language

• summaries of what you read in

your new language

• a record of the errors you want to

work on

• comments on learning strategies

you have used successfully or unsuccessfully

2. Record the amount of time you spend

learning your new language

Format Three: Formal1. Use this format if you like to have everything organized on one page.2. Draw a horizontal grid by hand. (Use

the grid on the next page as a model.)

3. Make changes to the grid to suit your

needs. Enlarge it as needed.

4. Copy by hand or find a photocopy machine and make copies.5. Fasten the pages together to make

your own notebook.
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36 The Peace Corps

The following grid is based on the work of Peace Corps/

Hungary Volunteers. Remember that you can change the

categories if you want to.

 Accomplishments Not sure yet

Vocabulary Words,

Sentences, Context

Expressions

Sentences/sentence I needed to say...

pattern

Cultural awareness Comments about learning

and related techniques that seem

language to have been effective

How I felt/my Questions I am left with

emotional state
VIII. Using a Language Learning Notebook

 37

USING YOUR NOTEBOOK WITH A LANGUAGE

LEARNING HELPER

The following are steps you can use when using your notebook with a learning helper. Use check marks (4) to help

you record your language learning process.

r After each self–study learning plan, record your

“action plan” for language. What are the:

r language objectives you tried to achieve?

r problems you had learning?

r successes you had learning?

r Record your “action plan” for learning.

r language and behavior you noticed or paid

attention to

r learning strategies or techniques you used for

comprehending and getting the meaning

r strategies you used to practice the language

r strategies you used for analyzing and learning

from the experience

r an assessment of what worked and what did not

r Share each of the above entries in your notebook

with your language learning helper and discuss

them with her; talk about what you did and what

you might do differently the next time.
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IX. ASSESSING PROGRESS

I sometimes get really discouraged

because I do not see any progress.

Then I step back and think about how

much I could not understand a month

ago and how much more I can understand—and say—now.

– PCV

Two types of assessment you should know about:

On–going monitoring: how people understand

what you are saying. This occurs constantly throughout the conversation.

“Final” assessment: At the end of a self–study

lesson, ask yourself, “Did I achieve my goal or objective?”

Assessing your progress on a regular basis can help you

to:

w Sustain your motivation—often you might feel you

are not making any progress at all, but, as the PCV

above notes, you really are.

w Find things you need to work on which can be topics

for your self–study lessons.

w Know how your techniques for learning are working

and how you might be able to improve.

w Reinforce things you are saying correctly.
IX. Assessing Progress

 39

The most sensible criteria for evaluating your progress

are the goals and objectives you have set for yourself (see

Chapter VI, “Setting Goals and Learning Objectives”).

As you plan each self–study task, devise ways to assess

whether you have learned what you set out to learn. Ask

yourself:

2 Where am I going?

2 How am I doing at getting there?

Try to avoid comparing your progress to that of others.

Instead, measure yourself against yourself. Compare what

you could do last month with what you can do now: then

use that information to know where to direct your language learning efforts in the weeks ahead.

In addition to your own criteria for assessing your progress,

you can use the ACTFL (American Council for the Teaching of Foreign Languages) Guidelines. It is also another

source for ideas of what to learn next. Use the ACTFL

rating you get at the end of the Pre–Service Training (PST)

as your benchmark for keeping track of your progress. A

modified version of the ACTFL Guideline, called “The

Language Learner’s Proficiency Scale,” can be found in

Appendix A.
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40 The Peace Corps

Here are techniques that successful language learners use to assess their learning. Choose ones that

you think will work for you.

ASSESSMENT TECHNIQUES THAT SUCCESSFUL

LANGUAGE LEARNERS USE

Organize

1. Set weekly goals which relate to your main long–

term goal. If you use a planning grid (see Chapter VI,

“Setting Goals and Objectives”) to identify your learning needs, turn these needs into goals.

2. Set long–term goals. Compare where you are now

on the Language Learners’ Proficiency Scale with

where you were the last time you assessed yourself.

Then set new goals for the next month or two.

Write It Down

1. Keep a journal to record the language you hear and

use as well as questions you have. Summarize your

learning in the journal on a periodic basis.

2. Write letters home to friends and family. Add a paragraph or two about your language learning. Keep copies of these letters (a piece of carbon paper works just

as well as a photocopy machine) both as a record of

what you are doing in general and your language learning in particular.

3. Write letters or post cards in your new language

to your PST host family, copying patterns they use in

their letters to you. You might ask your language

helper to assist you.
IX. Assessing Progress

 41

Applying Assessment Strategies

1. Share strategies with others who are also learning

the language. When you get together with other Volunteers, take a few minutes to talk about how you are

learning as well as what you are learning.

2. Ask your friends how you are doing. What are they

are aware of that you can do better now?

3. Assess your knowledge of grammar by doing exercises in any grammar book you have and by having

your language helper check them for you. Remember, however, that this will help you assess what you

know about the language, not how well you can actually use it in conversation.

4. Try “on the spot” assessment. Pay attention to

people’s body language when you are talking. How

are they holding their bodies, and what facial expressions are they making? Do they look confused, bored,

struggling to understand?

5. If you are not getting the results you want, take a

look at Chapter V, “Learning Styles.” Which are your

preferred learning styles? Would trying other kinds

of learning strategies be helpful?
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X. LEARNING WITH A

LANGUAGE HELPER

To learn a new language on your own (that is, without

formal instruction), you need someone you can turn for

help. Pick a language helper who:

w can explain what to say and how to say it so you minimize your chances of offending and maximize your

chances of communicating appropriately;

w cares about you and wants to see you succeed;

w is someone you like and trust;

w preferably speaks some English;

w will help you prepare for your learning adventures;

 and

w will help you understand what you learned from your

experiences.

Here are some formal and informal ways to work with

your helper.

Formal Learning

The following suggestions are for times when you and

your helper are working together on your self–study lessons or other times when you are formally engaged in language learning activities.

1. In general, the best way your helper can assist you is

to guide you through the self–study lessons you create. She can help you:

• choose and practice the right words to accomplish your task in a culturally acceptable way
X. Learning with a Language Helper

 43

• gain the confidence you will need to go out and

do it

• interpret the experience and learn from it

2. Concentrate on learning things that are of real importance to you. If you do not, you will probably quickly

lose motivation and interest. Therefore, for the most

part, do not ask or expect your helper to plan the lessons for you unless you have agreed in advance on

the topic and what you are going to do with it. Remember, you are both learner and teacher.

3. When asking for words and phrases, ask your helper

how she would say it in a given situation. You want

the answer to be what people usually say in real life,

not a simplified or overly formal form. Asking your

helper what she would say usually works better than

asking if what you have written or said is right, because she might say “yes” to be polite.

4. Pick a topic and talk about it for five or ten minutes

with your helper. Tape record the conversation, transcribe it later, and then ask your language helper to

look at what you have written. See Chapter XI, “Using a Tape Recorder,” for more ideas for using tape

recordings in your lessons.

Informal Learning

1. Ask your language helper questions about the language

and culture on a regular, ongoing basis—anytime you

are together.

2. Try having a conversation in which you speak English and your language helper speaks her language.

This is a good exercise for practicing listening com-
Volunteer On–going Language Learning Manual

44 The Peace Corps

prehension without the added stress of having to produce the new language. The conversation will flow

more smoothly, and you will understand what you are

talking about more easily than if you were speaking

only the new language.

3. Ask your language helper to correct your mistakes,

but help her learn truly helpful ways to do so. For

example, some people prefer to be corrected in private when they are alone with their language helper

but not in public. You could also ask your language

helper to point out your mistakes, but give you a

chance to correct them yourself before telling you how

to say it. Remember that mistakes are a natural part

of the learning process. They tell you what you know

and where you need to do more work.

4. Ask your language helper to accompany you on your

learning adventures to observe or “coach” you, but

only when you need and want help.

5. In addition to practicing specific parts of the language,

talk with your language helper about whatever comes

up, with no particular language purpose in mind.
XI. Using a Tape Recorder

 45

XI. USING A TAPE RECORDER

Most people’s experience using language tapes has been

in a formal classroom or language lab, using ready–made

tapes. An advantage to using pre–recorded lessons is that

you do not have to make the tapes yourself. On the other

hand, tapes made for the “generic learner” can never match

your own specific needs. Here in your new country you

can make your own tapes to meet your specific learning

needs. The process of making the tapes itself will contribute to your learning.

All you need to make your own tapes is a small tape recorder, some blank tapes and a supply of batteries.

Recording a Dialogue

Use the tape recorder during the Develop a Lesson and

Practice steps of the “Learning Plan for Any Topic.” Ask

your language helper to record words and phrases that are

the natural and appropriate for the specific situation.

Here are ideas for having your language helper assist you

in developing an authentic dialogue (based on Anita

Wenden’s work for Peace Corps/Suriname):

1. Discuss the purpose of making this tape with your

helper. Explain how it is important that you learn the

words, phrases, and expressions that your helper would

actually use herself, in the same situation.

2. Explain the setting and what you hope to accomplish

there. Discuss:

• where you will be when you actually use the

dialogue
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46 The Peace Corps

• who you will be talking to

• what your relationship is to them

• why you will be there

• how polite you need to be, how formal your

speech should be, and whether there are any

gender–related factors you need to take into

consideration

3. As you record each line of the conversation, give it a

number, saying the number into the microphone. Also

ask for an English translation of the line and write

that down (do not record it).

4. Guide your helper in developing the dialogue. Before you record each line of the dialogue, ask the questions like the following:

• How should I begin? What do I say to get

started?

• How might “X” respond? (Ask for two or three

possible responses.)

• What should I say then?

• What might “X” say then?

5. If you have a business purpose, ask your helper for

advice on when and how to do it in a smooth, polite

way. You might say something like:

• Would now be a good time to introduce my

purpose? If not, then what should I say to “X”

to keep the conversation going? If yes, then

what should I say?

• How might “X” respond?

• And then what should I say?
XI. Using a Tape Recorder

 47

6. Finally, ask how you can end the conversation:

• What should I say to end this conversation?

• What might “X” say in reply?

7. Listen to the tape with your language helper to check

that it sounds natural and authentic. Is there anything

that needs to be changed? Is this how a native speaker

would really say it?

8. If it is culturally appropriate, record conversations in

situations where people are saying things you want to

be able to understand or say. Before you do any recording, find out if you need to get their permission

to record.
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Practicing with a Taped Dialogue

1. Transcribe your tapes. Try to write down every word—

at least for part of what you record. Listen over and

over again to the same passage, each time trying to

get more out of it. Later, ask your language learning

helper to listen to the tape with you to help you fill in

the gaps and correct mistakes. Then ask questions

about the meaning and usage of the new material.

2. Create a transcript of the dialogue. Either your language helper, or you (with your helper’s assistance),

write out the dialogue in the target language.

3. Have your helper read the transcript aloud to you (or

listen to tape) a few times, while you listen and concentrate on the rhythm and melody of the language.

4. Wait until you feel comfortable hearing the sounds

and can make sense of them before you begin learning to say them.

5. Use the transcript as a source for grammar points you

might want to work on.

Recording Language Exercises

1. Ask your language helper to record drills based on

grammar points. Record a pause after each utterance

so that you have time to repeat or to change the grammatical structure as required by the activity.

2. To practice the sounds of the new language, record

yourself reading aloud. Focus on making your rhythm

and intonation as natural as possible. Record your language helper saying the same things, and then compare your attempts with hers.
XII. Suggestions and Strategies for Communication

 49

XII. SUGGESTIONS AND

STRATEGIES FOR

COMMUNICATION

LISTENING

At first I thought I was wasting time

when I sat at a gathering. I could not

really participate in the conversation.

Then I realized how much I could

learn just by listening.

— PCV

What is the key to learning a language?

Speaking?

Listening?

If you can not hear the sounds in the new language, you

can not make them (at least not the way the native speakers of the language do). And as children, we need to hear

words and expressions over and over before we comprehend them and can begin using them ourselves. So listening is not only a means to understanding what others are

saying—it is, along with observing, a crucial means to

learning to speak a language.

Listening is not a passive skill. When we listen to understand what someone is saying, we are trying to transform

a stream of sounds into meaning. Listening requires active thinking, trying to figure out the entire meaning from

the parts that we are able to understand. This lays the
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50 The Peace Corps

foundation for developing speaking skills. When you want

to learn to say something, the way to begin is to listen to

how others say it. Although it is useful to ask for clarification or repetition, frequently, when we are talking we

are not learning.

In general, you will always be able to understand more

than you can say. This is natural because speaking, which

requires production of the new sounds and structures, is

in a sense more complex than the skill of listening. Developing your ability to listen carefully will help you to

understand more and will accelerate the rate at which

you learn to speak.

Practice on Your Own

1. Listen to the radio.

• Keep it on while doing other things.

• Choose a particular program and listen to it

regularly.

• Imitate and repeat what is being said—parrot it

back.

• Record programs and songs to see how much

more you can understand after listening several

times.

• Transcribe the recordings you make.

2. Record people doing or saying things you want to be

able to do or do better. Listen over and over until you

can understand most of the conversation. Transcribe

it. Ask your language helper to listen to the tape with

you to help you understand words and phrases you do

not know.
XII. Suggestions and Strategies for Communication

 51

3. Learn the phrases that are used in the language to

control a conversation so you can check your comprehension of what is being said. Use the appropriate

expressions for, “Did you say _____ ?” or “What

was that word?”

4. Learn as much as you can about the news from talking to people or reading a local newspaper. The more

you know about the topic before you listen to it on

the radio, the more of it you will be able to understand.

Learning “On the spot”

1. Try to listen “selectively”. Try listening to one item

at a time, in this order:

a. tone of voice

b. the sounds not found in English

c. similar sounds in English and the new language

d. words and phrases

e. grammatical forms

2. Guess the meaning. Look and listen for clues—key

words, gestures, intonation, facial expressions—to

help you understand.

3. Paraphrase. When the situation allows, check your

understanding by repeating back to the speaker what

you think he or she said and ask for confirmation.

4. Listen to conversations in public whenever you have

the opportunity. Listen for words and phrases you already know; try to get the gist of the conversation;
Volunteer On–going Language Learning Manual

52 The Peace Corps

observe the gestures, facial expressions, and other

non–verbal ways people communicate. Going to religious services, participating in sports, and listening

to stories are all opportunities for improving your listening skills.

5. Give yourself a listening–related purpose for going

to events, such as making sure you get some important piece of information or discovering some new

non–verbal way the people communicate.

SPEAKING

I can go around the village and talk

to everyone. I feel a part of this place.

—PCV

We speak to express ourselves, but this is only one part of

communication. The other part is someone understanding

our thoughts from the sounds we make and the nonverbal

body language we use.

To speak the language effectively, you have to make the

sounds of the language flow the way native speakers do—

at least well enough that they can understand what you

are trying to say. You do not have to speak perfectly to

communicate, but the better you speak, the easier it is for

your friends to understand and the more comfortable they

will feel being with you. Less than perfect pronunciation

of individual sounds can be compensated for by good stress

and intonation. The goal is to put the words, phrases, and

sentences together in a way that captures the melody and

spirit of the language.
XII. Suggestions and Strategies for Communication

 53

In addition, to speak the language effectively we must

speak it in a culturally acceptable way. This means learning rules of behavior for each situation. These include

knowing when and how to begin the conversation, interrupt, ask for clarification, change the topic, and end the

conversation.

Openings and Closings

Learn the culturally acceptable ways to open and close

conversations, including the non–verbal gestures and behaviors that accompany them. Try this procedure:

1. For each situation in which you encounter people on

a regular basis, write down and practice typical greetings and leave–takings.

2. Continue listening and observing carefully so you can

correct mistakes in grammar, pronunciation, or usage.

Routines

Learn a standard routine for regular, predictable activities such as buying food or tickets, riding on the bus, going to a government office, and mailing a letter.

Concentrate on one specific situation or activity per day.

Here are some ideas.

1. Build a repertoire of routines by watching and listening to the way people handle routine tasks.

2. Practice public kinds of questions, such as time of

day, arrival and departure schedules, and the cost of

purchasing items. Try these questions a number of

times on the same excursion with different people.
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3. Prepare set answers to the standard questions you get

asked at social gatherings (for example, why you are

in the country, your parents’ names, ages, occupations,

and how long you will be in the country).

4. Learn variations for expressing what you usually say

or ask, or another way of handling the same situation.

For example, instead of, “What time is it?” and, “It is

twenty past five.” Ask, “Is it twenty past five?”

5. Memorize a short poem or two, some proverbs, and

anecdotes for an appropriate moment at a social gathering.

Learn Ways to Control Conversations

A useful strategy for practicing speaking is to learn to

control conversations. The ideas below will help you

manage conversations.

1. Ask questions that have “yes” or “no” answers so

you get more practice speaking, can gauge if the other

person has understood, and can remain unflustered

by his or her reply, even if you understand nothing

but the “yes” or “no” that starts off his or her answer.

2. Keep your listener guessing so the other person does

not know what it is you plan to say. For example,

when shopping:

• get what you want first, then ask one or two questions about things you have no intention of buying.

• when asking for a particular item, be holding or

looking at something else.

• if you need more than one of the same item, prac-
XII. Suggestions and Strategies for Communication

 55

tice the routine and language in several different

shops. This will allow you to practice speaking as

well understanding different responses.

3. Prepare a conversation starter in advance so that

you are in control of at least the first topic you talk

about.

4. Strike up conversations on public transportation

about topics you are comfortable speaking about:

• If you are afraid of getting into a long conversation, wait until you are close to your destination

before you start talking.

• If you are traveling with a friend who also is learning the language, sit in different places, agree beforehand on a common topic to talk about with

the person next to you, and then compare notes

afterwards.

5. Summarize what you have heard and understood,

either with the person you are talking to on your own.

For example, when walking alone, talk to yourself in

the new language. Make sure this will not lead to

cultural difficulties.

6. Enlist others as casual language helpers and teachers:

• Have a fellow PCV monitor you during a conversation, a transaction, or a meeting. The “monitor” listens and writes down what she hears, especially problem areas in vocabulary, pronunciation,

etc.

• Learn and use phrases to explain that you are a

PCV and that you are learning the language.
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56 The Peace Corps

• Learn and use phrases to check to see if you

have expressed yourself well, such as, “Did I

say that right?,” “What would it mean if I said,

‘___’?” or “Would you say, ‘___’ to a man? a

woman? a child? someone older?”

• Gradually and deliberately increase the amount

of socializing you do with local members of your

peer group and limit your time with English speakers who are not close friends or colleagues. Keep

a record in your journal of how you progress with

this endeavor.

READING

Most Volunteers’ main goal in learning their new language is to be able to converse in it. However, learning to

read the language can still be helpful for:

w those who learn best by seeing things in writing;

w so you can use dictionaries and write down things for

others;

 and

w writing and reviewing notes.

Reading helps confirm what we have

learned and allows us to learn more.

Although there may not be a lot of reading material available in your new language, there is probably some. For

example, there are letters from friends, notes from co–

workers and supervisors, health brochures, a local newspaper, children’s books, street signs, posters, and store

signs. Even a small amount of reading will help you improve your speaking and listening skills.
XII. Suggestions and Strategies for Communication

 57

Strategies for Improving Reading Skills

Here are some ideas for improving your reading skills.

Check (4) the ones you have already used or would

like to try.

r Learn the sounds of the letters in the alphabet.

r Practice reading sentences you have written in your

journal.

r Read signs written in the new language and see if you

can figure out their meanings using clues such as their

location, accompanying pictures and key words.

r Read excerpts from newspapers, magazines and

children’s stories. Use headlines, pictures and diagrams to help you understand.

r Correspond with people who speak your new language

and ask them to write back. Pay attention to the conventions for writing social letters and use these as models for your own letters.
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58 The Peace Corps

Tips for Reading

Often readers become frustrated because they cannot understand every single word. However, you do not need to

understand every word or every grammatical construction to get the main idea of what you are reading.

In order to improve your reading skills, you need to develop the ability to read for overall meaning and for specific information.

Try following these steps to become a better reader:

1. Before reading, make guesses about the topic or main

idea by looking at accompanying titles and pictures.

Think about what you might already know about the

topic.

2. Read through the piece once without stopping to get

the general meaning. Skip over unfamiliar words or

grammatical constructions.

3. Read it again without stopping to see how much more

you understand.

4. Read it again, this time underlining only the words

that are keeping you from getting the main part of the

meaning.

5. Go back and look up what you need to know or ask a

friend to help you.
XII. Suggestions and Strategies for Communication

 59

WRITING

For most PCVs, the need to write in the new language is

far less important than the need to listen and speak. Nevertheless, there are some things that you will want to be

able to write. In addition, being able to write will help

you develop your other communication skills.

Tips for Writing Practice

1. Learn the sound/letter correspondence of the alphabet. How are the letters and letter combinations used

to represent the sounds of the language? At first, concentrate on the sounds of the words you already

know—write a few of them every day.

2. Copy parts of an article in a local newspaper or

from a children’s book. Focus on things such as:

• correct spelling

• word order

• ways to mark tenses in verbs

• other grammatical points

• how the author writes descriptions or answers the

who, what, when, where, why and how of newspaper questions.

3. Write the answers to grammar exercises in a grammar

book and ask your language helper to check them for

you.

4. Ask your language helper to dictate parts of a newspaper article or sentences from a grammar text to you.

Have her check your writing for mistakes. Rewrite

the sentences that had errors.
Volunteer On–going Language Learning Manual

60 The Peace Corps

5. Tape record the news on the radio and practice transcribing it.

6. Try different types of writing:

• a description

• a comparison

• a narrative of something that happened in the

past

• a summary of a news program or a meeting

7. Write captions for your photos and place them in an

album to show your friends.

8. If you are a teacher, write down phrases you may want

to use to give classroom commands or to discipline

students and then use these in class.

Strive for accuracy as you write. Go

back and read what you have written

and correct mistakes or ask for help

from your language helper. Use writing to practice constructing grammatically correct sentences and for

choosing vocabulary more carefully

than when speaking.
XII. Suggestions and Strategies for Communication

 61

Writing to Communicate

1. Write notes to yourself such as shopping lists. Have

your language helper check your spelling.

2. Write letters to friends, using the standard form for

writing letters and addressing envelopes in the new

language.

3. Take notes at a meeting. See how much you can understand and spell. You can use your notes later to

develop a language lesson.

4. Try writing poetry in the new language to express how

you are feeling or what you are experiencing.

5. Keep a journal or diary in the new language.
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VOCABULARY BUILDING AND MEMORIZATION

Constantly asking questions about

words and expressions gets me the

farthest.

— PCV

Learning new words will be a constant activity during

your two years in your new country. While memorizing

vocabulary lists is helpful, it is more important to use new

words in a real situation.

Your goal is to learn to both say the new words in a way

that a native speaker can understand them, and to understand them when they are spoken.

The following strategies will help you to expand and improve you vocabulary.

Practice

1. Guess meaning from context. Listen to the sounds and

rhythms of the language to try to make sense of what

you are hearing.

2. Make it a goal to learn several new words every day.

3. Say the words aloud as you study them.

4. Learn words for everyday objects. For example, use

index cards or pieces of paper to label items in your

home.
XII. Suggestions and Strategies for Communication

 63

5. Use new words in your writing.

6. Tape record the words and their definitions; then listen to the tapes several times.

7. Create your own dictionary by listing new vocabulary in your language journal. Try the following ways

of organizing your word lists:

• synonyms: words that mean the same as each

other

• antonyms: words that mean the opposite of each

other

• cognates: words that are the same or similar in

both the new language and English

• words that rhyme

• pairs of words that go together, like brother and

sister, black and white, bacon and eggs.

7. Practice silently. When you are sitting in a room, practice saying the names of items in the room to yourself

or think of words to describe the people you are sitting with.

8. Play vocabulary games with your language helper

or neighborhood children. Some game ideas are:

Tic Tac Toe Simon Says

Go Fish Story Circle

Twenty Questions Going on a Picnic
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64 The Peace Corps

Memorize

1. Learn words in sets that naturally go together. Here

are some examples of words that go together:

• Parts of the body, days of the week, family relationships, items in a classroom, colors, items in

the kitchen;

• Situations in which you might use the word: for

example, if you always have corned beef for lunch,

learn the related words such as rice, tomato sauce,

onions;

• The words commonly used to apologize, compliment someone, greet someone, express one’s condolences, make an excuse;

• Words used to describe the way language works,

like nouns, verbs, adjectives, prepositions, adverbs.

2. Vary the way you memorize words. When you are

memorizing a list of words, do it from beginning to

end and then backward or in a random order.
XII. Suggestions and Strategies for Communication

 65

3. Study the words and their definitions in isolation.

Then, study them in the context of sentences.

4. Associate the meanings of words with pictures in your

mind or with similar sounding words in English. You

could even draw the images.

5. Use flash cards to write words and a sentence with a

new word in it. You can write the English word on

one side and the new word on the other. Use different

color flash cards to organize by subject matter, function, situation or grammar point.

6. Make a list of words that change based on the social

setting, for example, polite words depending on who

you are talking with.

7. Try acting out the word or saying it aloud, instead

of only relying on visuals. Make associations to help

you remember. Does the word’s sound match the meaning or does it rhyme with a word you know?

8. Associate words with the context. Where were you

when you heard them first?
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GRAMMAR

I cannot begin to talk to people until

I have learned the grammar of the

language.

— PCV

Who cares about the grammar? I just

want to communicate.

— PCV

These two comments from Peace Corps Volunteers show

the range of feelings about learning grammar. Perhaps you

learned a lot of grammar rules but you never really learned

to speak the language. Or, you may have gotten great

grades on grammar tests and now feel frustrated that you

can not get detailed, clear explanations for the grammatical features of the language you are learning.

In either case, your goal now is not to memorize all the

rules, but to use them to help you communicate better.

Why is grammar important?

Grammar explains how to put the parts of words together

and how to put the words in the right sequence in order to

express ourselves in an understandable way.

Every language has its own set of grammar rules. Verb

tenses and the way plurals are formed are examples of

grammatical structures. In other words, what you need to

learn are the structures of the new language: the ways the

words themselves and their order in the sentences are
XII. Suggestions and Strategies for Communication

 67

modified and changed to help people say what they want

to say.

Deciding What to Learn

When deciding what grammar to learn, think about the

following questions.

Which grammar points are essential to convey

your meaning?

In what situations do you need to be most accurate? Remember, although your accuracy may influence other people’s impression of you and is more

important in some situations than others, your grammar does not have to be perfect.

What are the simple rules? Learn the clear and important rules before struggling with the exceptions, if

this does not interfere with getting your meaning

across. Work on fine tuning your control of irregular

forms later.

Try to learn grammar every day from listening to people

talk. You will come to recognize patterns of sounds and

the meanings they carry. You can begin to figure out the

rules from the many examples you hear in everyday speech.

In fact, eventually you will become aware that you are

internalizing many of the rules without giving conscious

thought to them. Write them in your language learning

notebook—create your own personal grammar book.

And above all else, be patient. It takes a long time to

learn to communicate effectively and even longer to do

so without any grammatical errors. The important thing is

to keep working at it. Even if you think you are not learning, you really are.
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Formal Practice: Using a Grammar Handbook

Besides creating your own grammar book, try these ideas

when working with a formal grammar handbook. But make

sure that you do not rely solely on studying grammar. You

also need to practice it by getting out and talking to people.

1. Read through the grammar rules to confirm what you

already know or to practice a structure you are not

sure of.

2. Do the exercises in a grammar book and ask your language helper to help you correct them.

3. Carry a small notebook with you and write down utterances as you hear them. Try to figure out the grammatical rules and check with your language helper to

see if you are right. Then try to work the new structure into a conversation at a later time.

4. Write sentences from a grammar handbook on a piece

of paper. Then cut up the sentences word by word.

Try to put them back together in the correct word

order.
XII. Suggestions and Strategies for Communication

 69

Practicing Grammar in Context

The following are more informal ideas for practicing grammar.

1. Practice prepositions by drawing a map of your town.

With your language helper, describe where places are

located.

2. Tell a story in present time and then re–tell it in different tenses (i.e., past, future).

3. Write descriptions of common events (i.e., what you

do with your family at night or how meetings proceed). Then re–write them in the past tense.

4. Practice silently. When sitting in a place with lots of

people, try:

w describing people using adjectives;

w comparing two or more people (for example, John

is taller than Mary. He is the tallest person in the

Peace Corps Office.);

w using the present tense to describe what is happening.

5. Look for recurring errors and try to understand why

you are making them.
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PRONUNCIATION

Your pronunciation goal is to be able to speak intelligibly without making the people you are talking to uncomfortable. Pronunciation includes not only the sounds of

individual letters and words, but other aspects of the sound

system as well, such as stress and intonation. All affect

the meaning of what is being said.

Thinking about each of the following questions will help

you focus on a different aspect of pronunciation.

1. What are the new sounds?Concentrate and practice isolating and identifying individual sounds when

you hear them. Develop a section in your notebook

for pronunciation rules and examples.

2. What sounds do you have difficulty pronouncing?

When you are having trouble pronouncing a word (i.e.,

people can not understand you when you say it), ask

your language helper to show you in an exaggerated

way how he or she makes the sound. Where is the

tongue and what does it do? Is air blown out when

making the sound? Does the sound come from down

in the throat, the roof of the mouth or someplace else?

Observe and imitate.

3. How to sound when speaking the new language?

Ask a native speaker to record words with the new

sounds so you can listen and imitate. Record yourself

and compare your pronunciation with the native

speaker’s. Ask the native speaker to listen and give

you suggestions.

4. What is the rhythm of the language? Imitate the

general flow of the language without looking at it in

writing—train your ear to hear. Do not worry about
XII. Suggestions and Strategies for Communication

 71

accuracy—just try to make a string of sounds that approximate the key sounds and rhythm patterns of the

new language. Where does the emphasis come? The

pauses? What sounds do you hear the most? When

you are able to pick them out, you can begin to imitate them.

5. How do people show excitement, uncertainty and

other emotions?Focus beyond the individual sound

level and listen for the intonation patterns.

6. Do words sound the way they are spelled? Do not

be misled by spelling; it is not always a reliable indicator of pronunciation.
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APPENDIX A

THE LANGUAGE LEARNER’S

PROFICIENCY SCALE

The following proficiency rating scale was adapted from

the original ACTFL Proficiency Scale by Terry Marshall,

a former Peace Corps Director in the Solomon Islands.

You can use it in conjunction with the ideas presented in

Chapter IX, “Assessing Progress.” But remember, it takes

a long time to move from one level to the next on the

chart, so the scale may be more useful as a source of ideas

for self–study lesson topics.

Novice—Low

Able to respond to or

speak a few isolated

words—those borrowed

from English or commonly

used.

Has identified him or

herself as a language

learner.

Copyright 1989 by Terry L. Marshall. Reprinted by permission

of the author from The Whole World Guide to Language Learning (Intercultural Press, Inc.: Yarmouth, Maine 04090, 1989.)

Novice—Low

3 I can say “hello” and

“good–bye.”

3 I can count to ten.

3 I can use courtesy

words such as “thank

you” and “excuse me.”

3 I know a handful of

words.

3 I am eager to begin

learning my target

language.

3 I have set some goals

for my language learning.
Appendix A

 73

Novice—Mid

Can express very simple

needs in polite language.

Uses mostly memorized

words and phrases. Can

say short phrases if given

time to think about what

he or she wants to say.

Speaks in a heavy accent

with many errors and

confuses sounds that are

similar.

Speech is difficult to

understand, even to

teachers used to working

with language students.

Novice—Mid

3 I can respond to simple

commands such as

“stand up” and “come

here.”

3 I can greet people and

take my leave correctly.

3 I can ask basic questions, using who, what,

when and where.

3 I can make simple

statements and commands such as “it is

hot” and “turn on the

light.”

3 I can thank people and

make simple requests.

3 I can sing one verse of a

folk song or popular

sing–along tune.

3 I can perform at least

one task at the Novice–

High level.
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Novice—High

Can ask questions and

make simple statements

based on memorized

sentences. Understands

conversation fragments

and simple commands.

Can deal with simple

topics of daily need.

Speaks mostly in short,

direct sentences, but can

say some longer phrases

and sentences if given

time to think about them

first.

Still makes frequent errors

in pronunciation and word

use. Frequently asks

speaker to slow down or

repeat. Communicates

with co–workers but has

difficulty with others.

Behaves considerately in

dealing with host–country

nationals. Understands

some nonverbal cues.

Novice—High

3 I understand and can

make simple statements

about family, age,

address, weather, time

and daily activities.

3 I understand some

words when the context

helps explain them,

e.g., in the marketplace.

3 My vocabulary includes

names of basic concepts: days, months,

numbers 1 to 100,

articles of clothing,

body parts, family

relationships.

3 I can use at least one

hundred nouns and

verbs in appropriate

contexts.

3 I am beginning to know

what is expected of me

in simple social situations.

3 I can perform at least

two tasks at the Intermediate–Low level.
Appendix A

 75

Intermediate—Low

Can speak on familiar

topics, ask and answer

simple questions, initiate

and respond to simple

statements, and carry on

face–to–face discussions.

Can pick out the main

idea in a friendly informal

conversation.

Often speaks incorrectly

but by repeating, generally can be understood by

native speakers who

regularly deal with

foreigners.

Frequently can understand

native speaker if he or she

repeats or speaks more

slowly.

Intermediate—Low

3 I can initiate and close

conversations appropriately.

3 I can introduce myself

or someone else.

3 I can buy a ticket, catch

a bus or boat, and get

off at the right place.

3 I can respond to simple

directions from customs

officials, policemen or

other officials.

3 I can discuss simple

topics with friends.
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Intermediate—Mid

Can participate in simple

conversations about some

survival needs and social

traditions. Can discuss

topics beyond basic

survival, such as personal

history and leisure time

activities.

Beginning to use correct

basic grammar constructions such as subject–verb

and noun–adjective

agreement.

Intermediate—Mid

3 I can handle questions

about my marital status,

nationality, occupation,

age and place of birth.

3 I can order a simple

meal from a restaurant

menu.

3 I can ask for or tell the

time, date, and day of

the week.

3 I can handle simple

business at the post

office, a bank, and the

pharmacy.

3 I am beginning to speak

more correctly; my

subjects and verbs

generally agree.

3 I can perform at least

one task at the Intermediate–High level.
Appendix A

 77

Intermediate—High

Can participate in short

conversations about most

survival needs, limited

social conventions, and

other topics. Gets the gist

of conversations on

familiar topics, though

finds it hard to tune in on

long conversations or in

unfamiliar situations.

Speaks mostly in short,

discrete sentences, but

shows occasional bursts of

spontaneity. Can use most

question forms, basic

tenses, pronouns, and verb

inflections, though still

speaks with many errors.

Can be understood by

native speakers used to

speaking with foreigners.

By repeating things, can

frequently be understood

by the general public.

In dealing with host

country citizens, can get

along in familiar survival

situations and with native

speakers accustomed to

foreigners.

Intermediate—High

3 I can buy my basic

foodstuffs, rent a hotel

room, and bargain

where appropriate.

3 I can talk about my

favorite pastimes or

hobbies.

3 I can describe how to

get from here to places

like the post office, a

restaurant, or a local

tourist attraction.

3 I can talk about things

that happened in the

past or might happen in

the future.

3 I can carry on simple

conversations with

native speakers who are

used to dealing with

foreigners.

3 I can perform at least

two of the tasks at the

Advanced level.
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78 The Peace Corps

Advanced

Can participate in most

casual and some work

conversations. Can give

simple directions or

explanations at work. Can

talk about past and future

events. With a minimum

of repetition and rewording, can get the gist of

normal conversation by

native speakers.

Vocabulary is good

enough to speak simply

with only a few circumlocutions and can speak

extemporaneously on

many topics. Accent

clearly that of a learner,

but can generally be

understood.

Advanced

3 I can describe my work

in some detail and

discuss with my co–

workers most work–

related tasks.

3 I can talk comfortably

about topics of general

interest, such as the

weather and current

events.

3 I can deal with and

explain unexpected

problems, such as losing

my travelers’ checks.

3 I can take and give

messages by telephone.

3 I can be understood by

most native speakers,

and I can follow normal

conversations involving

native speakers.

3 I can perform at least

one task at the

Advanced High level.
Appendix A

 79

Advanced High

Can handle most work

requirements and conversations on topics of

particular interest. Can

express facts, give instructions, describe, report and

talk about current, past,

and future activities.

Often speaks fluently and

easily, though occasionally pauses to think of a

word. Continues to make

some grammatical errors.

In dealing with native

speakers, understands

common rules of etiquette,

taboos, and sensitivities,

and handles routine social

situations when dealing

with people accustomed to

foreigners.

Advanced High

3 I can hire an employee,

discuss qualifications,

duties, hours, and pay

in my new language.

3 I can instruct a coworker on how to

perform a common task.

3 I can give opinions,

facts, and explain

points of view.

3 I can talk with ease

about my past, my

current activities, and

what I hope to do in the

future.

3 I can generally speak

easily and fluently with

only minor pauses.

3 I can make culturally

acceptable requests,

accept or refuse invitations, apologize, and

offer and receive gifts.

3 I can perform at least

two of the tasks at the

Superior level.
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80 The Peace Corps

Superior

Can converse on most

practical, social and

professional topics. Can

deal with unfamiliar

topics, provide explanations, resolve problems,

describe in detail, offer

supported opinions, and

hypothesize. Beginning to

talk about abstract ideas.

Rarely has to grope for a

word. Control of grammar

is good and errors almost

never bother the native

speaker.

Can participate appropriately in most social and

work situations. Understands most nonverbal

responses; beginning to

understand culture–

related humor.

Superior

3 I can carry out most

work assignments in the

target language.

3 I can handle routine

social situations with

ease.

3 I can participate effectively in most general

discussions involving

native speakers.

3 I can handle normal

telephone conversations.

3 I can listen to a radio

program, oral report, or

speech and take accurate notes.

3 I can deal with an

unexpected problem or

a social blunder.

3 I can support my

opinions in a discussion

or argument.

3 I am beginning to

understand jokes and

word play.

3 I seldom have to ask

speakers to repeat or

explain.

3 I can speak at a normal

rate of speed, without

groping for words or

trying to avoid complex

grammatical structures.
Appendix A

 81

Distinguished

Can use the language

fluently and accurately on

all levels of professional

need. Can tailor language

to fit the audience:

counsel, persuade, negotiate, represent a point of

view, and interpret for

dignitaries.

Speaks with only rare

pronunciation or grammar

errors.

Picks up on most nonverbal cues; understands

humor and most allusions.

Behaves in a culturally

appropriate manner in a

range of social and

professional settings.

Distinguished

3 I can carry out any job

responsibility in my

second language.

3 I can speak appropriately to a professional

group, my staff, a

government official, a

friend, the elderly and

children.

3 I rarely make pronunciation or grammar

errors.

3 I always understand

native speakers, even

when they are talking to

each other.

3 I can participate in

joking, including puns

and word play.

3 I can read cultural

gestures, body language

and facial expressions

accurately.
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82 The Peace Corps

APPENDIX B

BETSY’S STORY: A T EA TIME LESSON

Betsy, a Volunteer in the Pacific country of Kiribati,

looked at her Daily Activities Grid and decided to work

on language to use at tea break at her school. She chose

tea break as the setting because:

w she could learn quite a bit on the spot;

w she was already fairly comfortable being around the

other teachers during the daily tea break;

w she would be able to observe or participate as much

or as little as she wished.

DECIDING WHAT TO LEARN

Betsy began by reflecting further on tea break at her

school. What topics do the teachers talk about? Do they

ask me questions in their language or do they tend to address me in English? Do I find myself sitting next to teachers who speak English well rather than sitting with those

with lower English ability? What language do I need in

order to get my tea? What language do I need to chat with

the other teachers?

She decided to observe at tea time for a few days, noticing who talks to whom, the relationships between men

and women teachers, where people sit, and what the general routine is. She knew that tea time is a good time to

observe without being obvious because she would also be

drinking tea and eating. She observed her own role—becoming aware of who talks to her, what they say, what she

wished she could say to them. She thought about what she

already knew and what she would have to do to become

more a part of this group.
Appendix A

 83

Next, Betsy chose objectives based on what she needed

most. She already knows how to request tea—with lots of

sugar. What she wants to learn now is how to converse

with the teachers socially. She has to decide what specifically to focus on first, and chooses to work on the conversation about the food served at tea time and how to compliment food items brought by other teachers.

At school today, during tea time, Betsy will try not to get

very involved in conversations in English or in the new

language. She is there to listen and learn.

Developing a Lesson

Focusing Attention

Betsy pays attention to the area she has chosen: complementing colleagues on the food they bring. She has decided to listen for food vocabulary, phrases for compliments and other language that is used as tea is served.

She listens for the intonation used with compliments, the

responses to compliments, and differences between men

and women giving and receiving compliments. She is careful to listen for the word order in the statements and compares it to word order in questions.

Comprehending and Remembering

Betsy listens to specific aspects of the conversation and

uses her knowledge of the language and her previous tea

time experiences to make some guesses about unfamiliar

expressions and phrases. She looks at people’s facial expressions when tea is served and tries to guess when they

are praising the food and the cook.
Volunteer On–going Language Learning Manual

84 The Peace Corps

When she hears phrases that she does not know, she repeats them silently to herself so she can ask someone to

explain them. She tries to remember new food vocabulary by thinking of the items within categories: things that

are put in tea together and the new sweets by color or

texture. She divides compliments by food and drink and

homemade versus store bought items. As Betsy gets a feeling for the rhythm and melody of the sounds, she mentally links the sounds and the meaning. Immediately after

tea time, Betsy writes down the new language and decides that next time she will bring her notebook and ask

another teacher to help her write the new words and phrases

right there as she hears them.

Creating the Conversation and Checking for

Accuracy

Betsy now writes down what she wants to be able to say

and understand, in the form of words, phrases and expressions that she wants to use, questions and expected answers, and a short dialogue that she thinks will work in

the tea room. She uses a dictionary, consults a phrase list

in the back of her PST language manual, but concentrates

on using simple sentence structure that she knows she can

manage. Finally, she checks her material for accuracy and

authenticity with another teacher, asking for correct forms

to use or more natural expressions.

Practicing

Listening

Betsy listens to conversations whenever possible. She listens for compliments at other events, such as parties or

dinners, and adds those to her list.
Appendix B

 85

Speaking

Betsy practices saying the new words and phrases until

she can do it easily, without looking at notes. She plays

some games with local kids to practice the names of food,

putting descriptive adjectives or phrases on cards and

matching them to certain foods that they like (or dislike).

She tries out compliments on her neighbors and other acquaintances and looks and listens for their reactions.

Role play

Finally, in a little role play, Betsy takes the role of the

Volunteer and a friend pretends to be another teacher.

Using It

At the next tea time, Betsy waits for the appropriate moment, and surprises her colleagues with her ability to use

the language to compliment them on the food they have

brought. She rewards herself by having three extra biscuits and an extra spoonful of sugar in her tea!

Evaluating

Thinking about the experience

When she has a free moment, Betsy thinks about what

happened and writes down some notes. Who did I talk to?

What was the reaction of the teachers to my attempts at

conversation? Which things that happened surprised me?

New beginnings

Betsy compares her notes with her original phrases. What

are the words and expressions I actually heard and used?

What did I learn about the language? She starts listing

different ways to compliment people on the food.
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Culture

What have I learned about the culture of tea time at school?

What are the conversation topics? Who talks with whom?

What are the male/female relationships?

Telling others

Betsy asks another teacher a few questions that remain

about the language and the culture and considers doing

some drills or playing language games or maybe acting

out one more role play. She discusses the possibility of

recording the next tea time and listening to the tape with

a friend.

Learning how to learn

Betsy considers how effectively her learning methods

worked for her.

2 Did it help to write the dialogue in advance, or would

a collection of phrases have been more helpful?

2 Was it worth the preparation and study or should I

have just dived into the situation and done as much

as I could on the spot?

2 In which language areas do I need more practice? What

can I do to get this practice?

2 How will I remember the new vocabulary?

Planning another lesson

Now Betsy is ready for her next tea time and perhaps for

a new topic of conversation. These are possible ways of

following up that Betsy might consider:

w Record the tea time conversation (making sure it is
Appendix B

 87

all right with the other teachers) to listen to later. Listen to the tape, repeating after the phrases, and trying

to figure out the meaning. Then try some of the new

words and expressions the next day.

w Practice the language involved in polite passing and

requesting of food items with a friend the day before—by role playing, for example. Do the same with

compliments and comments about the food that are

appropriate in this situation.

w Tea time is a great opportunity to listen to small talk.

Look for topics for other self–study lessons, such as

one based on discussing the students in her classes.

Learn the words and expressions the other teachers

use to describe the students’ work habits and intelligence, and their feelings toward them. Or learn to

talk about the weather, next weekend’s social events

at the village meeting center, or the party last weekend.
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APPENDIX C

COMMON QUESTIONS AND ANSWERS ABOUT

LANGUAGE LEARNING

From: Language Learning Strategies for Peace Corps

Volunteers (ICE R0069)

TOPICS COVERED:

w Can Adults Learn Foreign Languages?

w What Is the Best Way to Learn a Language?

w Can I Avoid Making Mistakes?

w What Should I Do When I Do not Understand

Something?

w How Long Will It Take Me to Learn the New

Language?

w Why Are Some Learners More Successful than

Others?

Can Adults Learn Foreign Languages?

It is commonly thought that children are the best language

learners, and that it is very difficult, if not impossible, for

older people to learn a new language. In fact, that is not

true. Research shows that there is no decline in the ability

to learn as people get older. Except in the case of hearing

or vision loss, the age of the adult learner is not a major

factor in their ability to learn a new language. Negative
Appendix B

 89

stereotypes of the older learner as a poor learner, and inappropriate learning and teaching strategies are the greatest obstacles to adult language learning.

In some ways, adults are better language learners than

children. Adults have developed learning strategies and

have more experience in learning. Children give the appearance of learning languages more easily because they

are better at pronouncing them. Adults almost always have

a foreign accent when they learn a new language, while

children do not. We also expect less of children. When

they learn a little, we are pleased. Adults, though, have

greater expectations of themselves and others as language

learners, and easily become discouraged if they do not

learn rapidly. But children do not necessarily learn faster,

and many older adults have successfully learned second

and third languages.

What Is the Best Way to Learn a Language?

There is no “one and only” way that works for everybody.

Learning a language is a highly individual process and

consists of a combination of factors. The most important

factor is not the teacher or the course. The most important

factor is you, the learner, and your contribution to the

process of learning. Your motivation, your reason for learning the language, your need to communicate, and your

attitude are all very important.

Although there is no single ideal way to learn a foreign

language, it helps considerably if you try to find opportunities to practice the language, especially speaking and

listening. Shyness and fear of using the new language can

considerably slow your progress. Try to develop a comfortable and worry–free approach; for example, in your

attitude toward mistakes.
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Can I Avoid Making Mistakes?

One of the biggest problems that language learners must

overcome is their hesitancy to make mistakes. You naturally want to express yourself well, but the truth is that

there is no way to learn a language without making plenty

of mistakes. You must practice to learn, and when you

practice you will make errors. But usually you will be

understandable, even with some mistakes. And the more

you speak, the better your foreign language becomes. So

overcome your shyness and use the language you learn!

Do not be afraid to make mistakes. Even when native

speakers smile at your performance, remember that it is

usually a friendly smile and they admire you for your effort as well as for what you have already achieved in their

language. Native speakers generally focus their attention

on the content of your message and not on your performance or grammar. Look at errors as part of your learning

process and do not let them discourage you from practicing. Without practice you cannot be successful.

What Should I Do When I Do Not

Understand Something?

Guessing is a very important part of foreign language learning. Even very advanced learners have to rely on guessing. Do not get discouraged or frustrated when your guess

is wrong. The more you try, the better you will become.

After some practice you will find that it is not necessary

to get the meaning of every word or phrase in order to

understand the message. Learn to treat uncertainty as part

of the process of language learning.

Relate your guessing to a specific situation, sentence context, and speaker’s intention. If you do not understand,
Appendix C

 91

ask for clarification of words or phrases which are not

clear. As you practice, you will get better and better at

guessing the meaning of words you do not know.

How Long Will It Take Me to Learn the New

Language?

This question cannot be answered in one sentence for all

learners and all languages. Achieving fluency in a foreign language depends on many factors. There are “easier”

and “more difficult” languages for an English speaker.

There are languages in which it is much easier to master

speaking and listening skills than reading and writing skills

and vice versa.

There are also different types of learners. Some want to

be perfect, want to rely on familiar rules and structures,

and do not want to use the language unless they are confident about how they are going to perform. Others are

afraid to appear ridiculous and slow down their learning

by denying themselves opportunities to practice. Still others are impatient, want to learn everything at once, and

get discouraged by lack of immediate results. Some learners are rule–oriented, while others rely on intuition. Some

are shy, while others are sociable. Some have been exposed to foreign languages before, while for others it is

the first foreign language experience. It is not possible to

predict how much time achieving fluency will take, since

it is a very individual process.

You will be safe if you do not expect too much at the

beginning stage. Set realistic objectives that you can fulfill, and do not let yourself get discouraged. You can avoid

developing a negative attitude toward learning the language when you realize that success comes slowly, step

by step, at each stage of learning.
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Why Are Some Learners More Successful than

Others?

Success in learning a foreign language depends on many

factors. One is the learner’s native ability to learn a foreign language. Another is previous experience learning

new languages. Yet another is strong motivation and a

positive attitude. Finally, appropriate learning strategies

are very helpful for foreign language learning. These strategies are the subject of this book. Return to the main text

to find strategies for your specific learning needs.
Appendix D

 93

Accomplishments Not sure yet

Vocabulary Words, Context

Sentences,

Expressions

Sentences/ I needed to say...

sentence patterns

Cultural awareness Comments about learning

and related language techniques that seem to

have been effective

How I felt/ Questions I am left with

my emotional state

Date:

APPENDIX D

FORMAL LANGUAGE NOTEBOOK PAGES
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94 The Peace Corps

Accomplishments Not sure yet

Vocabulary Words, Context

Sentences,

Expressions

Sentences/ I needed to say...

sentence patterns

Cultural awareness Comments about learning

and related language techniques that seem to

have been effective

How I felt/ Questions I am left with

my emotional state

Date:
Appendix E

 95

MONDA

Y

TUESDA

Y

WEDNESDA

Y

THURSDAY

FRIDA

Y

S

ATURDA

Y

SUNDA

Y

07:0008:0009:0010:0011:0012:0013:0014:0015:0016:0017:00

evening

APPENDIX E

DAILY GRID (BLANK)
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96 The Peace Corps

MONDA

Y

TUESDA

Y

WEDNESDA

Y

THURSDAY

FRIDA

Y

S

ATURDA

Y

SUNDA

Y

07:0008:0009:0010:0011:0012:0013:0014:0015:0016:0017:00

evening

DAILY GRID (BLANK)
Appendix F

 97

APPENDIX F

BIBLIOGRAPHY

Brewster, E. Thomas and Elizabeth S. Brewster. 1976.

Language Acquisition Made Practical: Field Methods for Language Learners. Colorado Springs, Colorado: Lingua House.

Brown, H. Douglas. 1991. Breaking the Language Barrier. Yarmouth, Maine: Intercultural Press.

Jerald, Michael and Raymond C. Clark. 1983. Experiential Language Teaching Techniques. Brattleboro, Vermont: Pro Lingua Associates.

Jerald, Michael. 1987. Learning Languages On Your

Own. Brattleboro Vermont: Experiment Press.

Mager, Robert F. 1962. Preparing Instructional Objectives. Belmont, California: Fearon Publishers.

Marshall, Terry. 1989. The Whole World Guide to Language Learning. Yarmouth, Maine. Intercultural

Press.

Roche, Gregory. 1993. “Supporting Language Learning

in the Field: Suggestions, Training Session Designs

and Materials.” Peace Corps Hungary and Peace

Corps OTAPS.

Rubin, Joan and Irene Thompson. 1994. How to Be a More

Successful Language Learner: Toward Learner Autonomy. Boston, Massachusetts: Heinle & Heinle.

Schleppegrell, Mary and Rebecca Oxford. 1988. Language Learning Strategies for Peace Corps Volunteers. Developed for Peace Corps by Center for Applied Linguistics, Washington, D.C.
Volunteer On–going Language Learning Manual

98 The Peace Corps

Stevick, Earl. 1971. Adapting and Writing Language Lessons. Washington, D.C.: Foreign Service Institute.

Wenden, Anita. 1996. “Learning to Learn: Knowledge

and Strategies for Self–Directed Learning,” Prepared

for the Peace Corps Office of Training and Program

Support, Washington, D.C.: Peace Corps.
Notes

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NOTES