Tomomi Yuma Artifact 3 Non-words list (400 level Oral Skills Development class)

2013/10/18

Description This is a list of English non-words used frequently by native speakers, such as yeah, uh -huh, and Oops. In the lesson, the teacher explained each non-word and demonstrated how to use them. Students wrote down when they use them and example sentences in the list. Students practiced these non-words in many different ways in the class. The list includes many items which mean yes or no. They answered to questions with these non-words instead of saying yes or no. Students were interested in the sounds and intonations of these non-words, which are different from those of normal words.

What I learned from this artifact Teaching non-words in the classroom was a completely new idea to me. This artifact made me think about what I should teach in English class. Non-words are frequently and naturally used by native speakers, but they have not been taught at school in Japan. Before I observed this class, even I had not understood the every item in the list. I did not realize the importance of teaching non-words, even though they are frequently seen in movies or TV dramas. Non-words are very useful to understand what a speaker is saying and expressing, so they should be taught in English class. I think teaching non-words explicitly like in the observed class is important especially in EFL

classes. First language and ESL learners are always exposed to English, so they naturally absorb the meaning and usage of non-words without instruction. However, the input to EFL learners is too limited to help learners notice them. They need instruction and practice in the classroom. Teaching non-words is necessary in communicative language teaching, whose aim is successful communication. Students need to understand and use non-words to communicate well in target language. In contrast to CLT, non-words are not taught in Grammar Translation Method, which covers only written language and its translation. Non-words are not useful when they are just translated into students first language because translation does not show how to use them. The method a teacher uses decides how to deal with non-words in class.

Reflection on my teaching As I discussed above, if teachers want students to communicate successfully in target language, they should teach non-words. In EFL contexts, the non-words need to be taught explicitly with many examples. I will teach my students non-words in English to help them understand conversations. If students know non-words, they can understand what native speakers are saying better. For example, if they know hum-um means no, they notice that the speaker is denying something and anticipate what will follow. I want to show scenes using English non-words from movies or TV dramas to teach the usage. Then I also want to have students practice using non-words with the help of native speaker teachers. I think students will like the unique sounds and intonations of non-words and enjoy using them.