منتديات المُنى والأرب - Why does my teacher .........?

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Why does my teacher .........?

Why does my teacher skip exercises in the textbook?

Students often come into English class expecting to work through their textbook in order without missing anything out- maybe because they have paid a lot for the book and expect to get their money's worth and/ or because they trust books more than individual teachers. Most teachers, however, see working through the book one exercise after another as the sign of a bad and lazy teacher. This disagreement is understandable as there are good and bad reasons for skipping exercises in a textbook, and as you will see below sometimes the good and bad reasons are very similar.

Good reasons for skipping a textbook exercise

Too easy - Textbooks are usually made for a range of students with slightly different levels, strengths and weaknesses, first languages, language learning backgrounds etc. That being the case, it is inevitable that some exercises will be too easy for a particular class and so will just use up time that could be used more productively to learn some new language or do some more challenging practice or skills work in order to get up to the next level.
Too difficult - For the same reasons as above, some exercises might take too long, teach language that is not useful to get to the next level or tire you out before you try to tackle the main language point of the day.
Complicated instructions - Some exercises are difficult in a different way, and take so much time and mental effort to understand exactly what you are meant to do that you can't concentrate on the language you are supposed to be learning.
Repetition - The language and skills practiced in the exercise might be too similar to the presentation stage of the lesson, the homework, or the last lesson. This would make doing that exercise less useful than looking at the same language in a different way or tackling something new.
Wrong - The information in the exercise could be just wrong- either in the explanations of the grammar, in information about an EFL exam, or in stereotypes about a nationality or other group of people.
Unpopular - The teacher might have already tried that exercise with one or more classes and found that it was not popular with the students.
Better for homework - As speaking, pronunciation and the explanation of difficult grammar are best done in the classroom, to make time for these it is sometimes necessary to use a textbook exercise for homework instead of/ as well as the workbook.
Timing - There might be time restrictions that make it better to skip an exercise, for example in order to fit the language into one class without stopping an exercise halfway through, or due to not having time to keep up with the syllabus and/ or finish the textbook before the end of the course.
Sticking to the syllabus - It might be that the syllabus for the course is different from the contents of the textbook.
Changes - The language, the information a text is talking about and/ or the format of an English language exam might have changed since the book was written.
Bad staging - It might be that there is nothing wrong with the exercise but that using it stops the other stages of the lesson running smoothly together.

Bad reasons for skipping a textbook exercise

One bad question - There might be just one question in the textbook exercise that is incorrect or does not tie in with the grammar explanation on the same page. In that case, if students are especially keen on using the textbook the teacher should be able to find other ways of adapting the exercise rather than just skipping the whole thing every time.
Can't simplify - Another adaptation that can sometimes be a better approach than making students worried by skipping textbook exercises is to make the exercise easier by, for example, giving the answers mixed up. Most teachers should be able to do this, so if they always tell you that the reason for skipping an exercise is its difficulty, you might want to ask the school managers whether another approach is possible.
Oversimplified grammar explanation - Sometimes when the exercise doesn't tie in with the grammar explanation, it is because the teacher has oversimplified the language and the explanation does not cover all the situations in the book. Just as often, though, it is because the book has not simplified the language enough. If nothing in the grammar explanation is new to you but you have difficulties when you try the missed out exercise at home you might want to ask your teacher whether there are any exceptions to the rule they gave.

Why does my teacher make me use an English-English Dictionary?

What's wrong with bilingual dictionaries?

Using a monolingual dictionary can be hard work, especially if you have to carry it all the way to class yourself! There are lots of good reasons why your teacher might want to train you in using an English-English dictionary, however, so if any of the reasons below are true for you or for your class it is probably worth listening to your teacher and putting in the extra effort. There are a few times, however, when a bilingual dictionary (e.g. a French-English dictionary or a Chinese-English dictionary) is better and you might want to insist that your teacher let you use it. These reasons are listed at the bottom.

Good reasons to use an English-English dictionary in class

Stop translating - The most important reason to start using a dictionary that only has English in it is the same reason teachers insist you use only English in the classroom. If you can switch off the L1 part of your brain in class it will eventually become possible to think in English and so speed up your comprehension and production of the language. Using a monolingual dictionary not only means you are reading in English and avoiding your own language, but that you can also copy the definition down into your notebook and so increase your use of English outside class as well.
Double practice - Many students are worried that when they look for one difficult English word in the dictionary they will just find it explained with another difficult word they also don't know. This will rarely happen with the right dictionary and if this happens all the time you should probably be using an easier one such as an Elementary Learners' Dictionary. If this still happens occasionally even when you have the right dictionary, that means that the word you don't know in the definition is also very useful and you are therefore getting double practice of English by learning that one too.
Grading - As mentioned above, English-English dictionaries are available in many different levels. By using an Intermediate Learners' Dictionary, for example, you will know that any words which you read in a text that do not appear in the dictionary are not important enough to learn at this stage of your English studies and so can be ignored. If there are many words in the article you are reading that are not in the dictionary for your level, that is also a good sign that the text is too difficult and you should reading a graded text instead. Bilingual dictionaries are not often graded this way.
Words that don't translate - Another problem students have if that they understand the English definition but still can't think what that word is in their own language, and so they go to a bilingual dictionary to check. Usually, though, this means that the translations given are not really the same thing as the English word. This is particularly true with personality words, where seemingly the same word in different languages might have very different positive and negative meanings. This is another case in which stopping translation helps- in this case to really learn what the English word means.
Learn English grammar words - Students also sometimes complain that words like "noun" and "adverb" in the English-English dictionary make the definitions difficult to understand, but these are words you will also need in order to be able to study English without using your own language. A dictionary is a very good place to learn grammar words from because the same words are repeated many times. Copying these words down (or short versions like "n" or "adv") when you learn new vocabulary can help you learn the vocabulary better and learn the grammar words at the same time. Knowing these words in English will also help you discuss the language with people who do not speak your language, for example if you study abroad.
More information - A good English-English dictionary for foreign language learners includes lots of extra information for study that most bilingual dictionaries leave out, such as the most used words in the English language, more definitions for each word, common confusions and mistakes, and the phonemic script for pronunciation
Checking with the teacher - If the teacher does not speak your language very well, the only way they can check if you have the right meaning of the word you are looking up is if the definition is in English.
Tying in with the textbook - Some textbooks have exercises that need monolingual dictionaries.
Learn to explain language in English - The way that a dictionary explains a word in simple language is very similar to what you will need to do if you can't think of a word in English and have to explain what you mean in other ways. Reading those kinds of explanations will make it easier for you to make explanations yourself such as "I can't think of the word, but it is a kind of...".
Cut down on dictionary use - Because using an English-English dictionary takes more time than using a bilingual one, especially an electronic one, this can stop students using dictionaries too often when they should be listening to the teacher or guessing words from context.
Quality control - By using a good English-English dictionary for learners recommended by your teacher, you can avoid the problems that some bilingual dictionaries (especially electronic ones) have such as lots of useless or out of date words no one uses and a lack definitions for each word.

Good reasons to use a bilingual dictionary in class

There are a few times when monolingual dictionaries are better, such as when you are looking for something that you know the name of in your language but can't explain or draw. Words that are almost impossible to explain just in English include vegetables and other plants, and fish and other animals. If your teacher has seen that you have make a good effort to use English only as often as possible, they will trust you when you sometimes say that the only way for you to find this word is to use a bilingual dictionary.

Why does my teacher make me learn English grammar words?

Do learners need to know grammar terms?

Many students find learning words like "noun", "Present Perfect", "prediction" and "indirect question" difficult and wonder if these kinds of words that are not part of day to day conversation are worth learning. The answer is -sometimes. There are good and bad reasons for introducing words like these into class, and it is possible for a teacher to use them too much, too little or just the right amount. If you think one of the "good reasons" below are true for your class and your school, then you should probably trust your teacher and learn the words whenever they come up. If more of the "bad reasons" below are true, however, you might want to ask your teacher some questions or think about changing classes.

Good reasons for making students learn English grammar words

1. To explain grammar just in English - Many teachers and students believe that doing a class just in English is a good way of increasing the amount of speaking and listening in class and of teaching students to think in English without translating. For grammar explanation, sometimes the easiest way of explaining something without using other languages is through grammar terminology like "adverb" or "passive voice"
To show connections between different grammar points - The quickest way of showing the similarities and differences between the "Present Continuous tense" and the "Past continuous tense" is through using their names, which clearly show that both are Continuous forms (= end with -ing) and that one uses the present of "to be" (am/ is/ are) and the other uses the past (was/ were).
To save time - Although it is possible to explain grammar without using words like "verb" and "adjective", it is usually quicker with these words.
To make the explanation more accurate - Although a teacher could explain the meaning of "will" with easy words like "future changes" or "tarot cards", the more general and true explanation needs the more difficult word "prediction".
So you can use English dictionaries and grammar books - If you learn words like "article" and "conjunction" in English, this will make it easier for you to understand grammar books and dictionaries that are written just in English, and to find the right word or grammar point to study. The reason for using books that don't have your own language in them include trying to stop translating in your head, using books that your teacher recommends, having a wider range of good quality books to choose from, and preparing to study in an English speaking country.
To prepare you for study elsewhere - If you are going to study outside your own country it is likely that someone will want to correct your English or ask you questions about your own language. These are much easier to talk about if you know grammar words in English.
To help you in tests - Although it is usually possible to answer a grammar test's questions by looking at examples, it is much quicker and easier if you can understand instructions like "fill each gap with the Present Perfect Simple or Continuous"
So you can explain the grammar to your classmates - One good way of teaching grammar is to ask the students what they think first, as this gives the students more speaking and checks what they already know. If you want to join in such discussions in English you will need to know grammar words.
So you can talk about grammar in English in pairs - This is another good way of students actively working out the grammar for themselves and practicing their speaking in which knowing grammar words will make using English easier.
So you know what you've been studying - If you know words like "adverbs of frequency" and "prepositions of position" in English, you will easily be able to understand from the contents page and unit headings of your textbook which language point you are studying and why.
So you can ask your teacher questions - It is much easier and clearer to ask "Why does that noun end with -tion?" than "Why does that word end with -tion?"
So you can tell your teacher what language you need - If you can tell your teacher "I need more practice of the Past Continuous" or "I always get the phrasal verb questions wrong in the test" in English, this will help the teacher plan a class that is more useful for you.

Bad reasons for making students learn English grammar words

Because the teacher doesn't know any other way to explain grammar - Using grammar words is usually the quickest and most accurate way of explaining grammar, but it is not the only one. A good teacher will explain the same grammar point in many different ways, some of which have simpler language. If you don't understand the grammar words your teacher is using and then the teacher uses more grammar words when they explain another way, you could try asking the school for a translation of all the grammar words you will hear in class or just ask your teacher "Can you explain that another way?"
Because they are secretly trying to teach you the grammar of your own language - In many school systems people learn more about grammar in their foreign language classes than they do when studying their own language, but English grammar should still be explained in the best way for that class rather than to help with another language. If your teacher or school system does this, the only solution is to study English in a different way elsewhere as well.

Why does my teacher make me read silently?

Why doesn’t my teacher make or let us read aloud?

To make you read faster - Reading out loud slows down your reading speed. If you usually read out loud you will start reading out the words in your head even when you are reading silently and so reduce your reading speed all the time to the speed when you are reading out loud.
To improve understanding - Because half of your brain is concentrating on pronunciation when you read out loud, you comprehension is much less than when you are reading silently.The same is true when listening to other people reading out loud.
To really concentrate on pronunciation - In the same way as point 2 above, if half your brain is thinking about the meaning of a text then you won't be able to put your full effort into your pronunciation. Also, it is impossible to concentrate fully for the length of an entire text, so it is much better to concentrate on one or two sentences and practice them over and over in different ways.
To help you ignore words you don't need - When you are reading out loud you have to think about and pronounce every word in the text, but there are many words you don't need to be able to pronounce and/ or understand, such as people's names and place names. When you are reading silently, you can just skip past anything that you think is too difficult or not important, and then go back to it later if you need to.
To allow you to reread - If you are reading out loud, once you have read a word or sentence with the right pronunciation it is normal to move onto the next part. If it was an important and difficult to understand part, though, it can be worthwhile to read it once or twice more. This is much easier and quicker when you are reading silently.
To help you read whole words at once - When you are reading out loud it is normal to read each word from the first letter to the last in the way it is pronounced, but it is possible to read faster by looking at a whole word or even groups of words at the same time and then moving onto the next section.
To move quickly to the information you need - In the same way as point 6 above, reading out loud means reading each sentence in order. With most comprehension questions in exams and textbooks, it is much quicker and easier to read the question and then quickly skim and scan until you reach the part of the text where that information is. You can then read that part slowly and carefully, and as many times as you like.
To involve all the students - It is very difficult to concentrate when another person is reading out loud, and even if you are listening carefully it is not good listening comprehension practice as, unlike real life, you have the text in front of you to read too.
To give a good model - Other students are not usually a good model of pronunciation and speaking at natural speed, so listening to them read out loud is not likely to improve your pronunciation and listening skills.
To help with exam practice - You cannot read out loud in an English language exam like FCE or TOEFL, so you should stop all reading out loud if you want to take one of these exams.
To stop you moving your lips - Some people who have done most of their reading out loud move their lips as if they are speaking even when reading silently. This slows down your reading speed and can be embarrassing if people see you!
To allow choral drilling - It is impossible for a whole class to read a long text out together, so if the teacher wants the whole class to loudly practice their pronunciation it will have to be with something shorter such as a dialogue.
To help your confidence - Reading out loud well is a very difficult task that even some native speakers can not do in a way that people would want to listen to. Reading silently and doing pronunciation with shorter passages makes both skills easier and more enjoyable.
To help your listening comprehension - Texts and people you will need to listen to will be much faster than you reading a text out loud, so reading silently and quickly is actually better practice for real life listening comprehension than reading out loud is.
To give realistic pronunciation practice - Written language and spoken language are very different, so a sentence from a magazine is not good practise for the linking, weak forms etc that are found in natural speech.
To give effective pronunciation practice - Many students who can pronounce well when reading out loud find that their pronunciation is much worse when speaking freely, which suggests that reading out loud is not a good way of improving pronunciation. Activities like minimal pairs, shadow reading etc are much quicker ways of improving your pronunciation during normal communication.
To concentrate pronunciation on one thing at a time - A reading passage might have examples of every single sound in English and every example of how sounds change in fast speech. It is obviously not possible to learn all these in one lesson, so for pronunciation practice it is much better to use carefully selected words and sentences with lots of examples of the pronunciation point you are practicing that day.
To give a variety of reading tasks - Many fun and useful reading tasks like jigsaw readings (when different people read different texts and then compare their answers) and reading races are not possible if people read out loud.
To give a variety of pronunciation tasks - With the time your teacher saves by not using reading out loud, it is possible to do lots of fun and useful pronunciation tasks such as phonemic symbols, crosswords and identifying sentences when they are hummed without words.

Why doesn’t my teacher correct all my mistakes when I am speaking?

A teacher's view some possible answers to a question commonly asked by ESL learners

Good reasons why teachers don't correct all your mistakes:

Class time - If the class is 60 minutes long and the teacher spends 30 minutes correcting student mistakes, that only leaves 30 minutes for speaking, reading, listening, writing, checking homework, setting homework, explaining the new language of the day etc.
Slip ups - Some of the mistakes you make are just because you are tired, thinking about something else, concentrating on different language etc. If so, you already know that language is wrong and the teacher pointing that out to you is not very useful.
Relevance - The mistake you have just made might not be connected to the language in your course, might not be the language you need to reach the next level, or might not be something the other students need to hear about.
Concentration/ distractions - If the teacher corrects you on many different unrelated points of grammar, you will not be able to concentrate fully on the most important ones or on the language point of the day.
Fluency - If the teacher corrects you every time you make a mistake you will always be thinking about mistakes and that will slow down your speaking. Speaking very slowly and correcting yourself all the time will stop you reaching the next level and will make it hard for people to talk to you without getting bored and impatient. It will also slow down your reading and writing speeds, and make it hard for you to listen to people speaking at normal speed.
Expanding your language - If your teacher corrects every mistake, that will also probably make you only use easy language so that you know that it is right. To be ready to go up to the next level, however, you need to be ambitious in your use of language and try to use each new word or new grammar item any time you think it might be possible.
Natural learning style - Many people do not realise that children learn their first language (mother tongue) without much correction. One of the stages they naturally go through is using new grammar they have just learnt too often (I passed, I buyed x, I seed x) for a few weeks or months until the language has been properly learnt. Most teachers and researchers believe that people learning a second language need to go through the same stage with new grammar, and that being corrected a lot at that time does not help students to speak more accurately and may even confuse them more and slow down their progress.
Saving mistakes for later - Your teacher might be saving your mistakes on paper or in their head so that they can do the error correction when you can properly concentrate on it and/ or so that they can choose the most important mistakes to concentrate on in this lesson or future lessons.
Introducing new language instead - If your teacher has to spend lots of time correcting you on a basic grammar point and so can't move on quickly to the next grammar point, that might hold you back from reaching the next level. Most teachers and researchers believe that reaching the point where you don't make mistakes on one grammar point takes time however you study and however often you are corrected, so it is best to move onto another point for a while and then go back and revise rather than keep repeating the same correction until you never make mistakes.
Confidence boosting - One of the most important things you need to speak fluently and keep your motivation to study is confidence in your ability to communicate. If the teacher is always interrupting you and correcting you, it can be easy to become nervous about speaking.
Negative reactions - Even though you know you need correction, it is possible that when your teacher does make a correction you usually look disappointed or even angry. If so, your teacher might be nervous about correcting and not believe that you really want more correction. If you are open to correction and always remember that your teacher is not saying your English is bad, they might correct you more often.

Bad reasons why your teacher might not correct all your mistakes

If at least one of the reasons above is true, there is no need to complain about your teacher or be suspicious of how they teach you. Not all teachers are perfect, however, so if you think it is one of the reasons below you might want to think about talking to your teacher, talking to the school manager or changing classes:

The teacher is lazy - This is not likely to be the reason why they don't correct you more often, as stopping students when they make mistakes is easier for most teachers than, for example, designing classes where students speak a lot or teaching students to listen to fast speech.
The teacher doesn't know you are making mistakes - All native speakers know when a non-native speaker says something that a native speaker wouldn't say, so this is only possible if you have a non-native teacher. If so, try asking them a direct question about whether something you say is correct or not. Even if they are still not sure, they can then go away and check in a book in the teachers' room or ask one of their colleagues.
The teacher doesn't know how to explain why what you said is wrong - This could be because the teacher is someone who has learnt English naturally and so doesn't know how to explain it, because the question is far above the level of the class, the question is above the level of the teacher, or that it is a part of language that there is no explanation for. You can help your teachers to become less nervous about answering such questions by allowing them to explain things to you another day after thinking about it and by sometimes accepting "There is no reason why the language is like that".
The teacher doesn't believe in error correction as a way of learning language - Some language learners and teachers believe that people should learn English as a Foreign Language exactly how babies learn their own language, without any error correction. The majority of teachers and researchers believe, however, that the right amount of error correction done at the right time and in the right way is a very important factor in successful language learning. If your teacher lets several classes pass with no error correction at all, try asking them if there is a special reason and if there will be more error correction in future classes.

Why does my teacher make me learn the phonemic script?

Good and bad reasons for your teacher wanting you to learn the phonemic script

Good reasons why your teacher might teach you the phonemic script

To spend more time on pronunciation/ to give variety to pronunciation practice - Most students come to English class with improving their pronunciation as one of the top priorities, but this is something textbooks only spend a little time on and it is difficult to practice outside class. If the teacher is going to work more on your pronunciation that will usually mean spending more classroom time on it, which means you will get bored and so not learn much if you only do drilling. Most of the other activities you can do to improve your pronunciation in class, such as pronunciation games, need you to write down the sounds in some way. The only good way to write down the sounds of English is with the phonemic script.
To help you write the pronunciation down - There is no way of representing all the sounds of English clearly using just the alphabet of English or any other country. If you do try to write down what you hear in the alphabet of your own country, that will just make your own non-native accent stronger and make it more difficult to understand people who do not speak the same way as you. Therefore, if you want to write down the pronunciation in your notebook so you can refer to it later in the same way as you write down the meaning of vocabulary and grammar, you must learn the phonemic script.
To help you remember the pronunciation - Writing something down is a great way to help you remember it, and the same is true of pronunciation.
To teach you how to use a dictionary - If you want to recognize a word you have read and looked up in a dictionary when you hear it later, you will need to learn the pronunciation as well as the spelling and meaning. All good dictionaries give the pronunciation using the phonemic script.
To help you study pronunciation outside class - As well as using a dictionary, you also need the phonemic script to use self-study pronunciation books and language laboratories.
So you can organize the pronunciations you write down - Like vocabulary, the best way of learning pronunciation is to group things together by similarities. In fact, many people believe that this is how the information is stored in your head. If you understand the phonemic symbols for each word you are learning, you can group vocabulary together by the same sound and so help your pronunciation and your vocabulary learning at the same time.
To show the difference between spelling and pronunciation - The students who complain about English spelling often think of the phonemic script as another type of spelling to learn, but actually it is the best way of making sure you don't get confused by the English spelling when trying to pronounce a word and of practicing different spellings of the same sounds.
To show how sounds change when they are put together - When two sounds from different words are next to each other, this often changes the sounds. To give one example, when there are two /t/ sounds next to each other like in "What to do?", one of the /t/ sounds is changed or lost. Studying this point can help with comprehension of natural speech and with fluency of speaking. The only clear way to show such changes is with the phonemic script.
To show how sounds change in natural speech - As well as sounds next to each other, the sounds of English change in lots of other ways such as the different pronunciations of "can" when stressed in "YES, i CAN" and unstressed in "I can DO it". The only way of writing these changes is with the phonemic script.
To give a good model for drilling - As well as copying the teacher's voice or the tape and the instructions on how to move your mouth, knowing exactly which sound you are trying to produce can help involve other parts of your brain in your efforts to make the right sound.
To give information to help you produce the individual sounds - The symbols of the phonemic chart include some easy to understand information about what kind of sounds they are, for example the two symbols that represent the separate parts of each diphthong and the two dots after a long sound. Seeing this written down can help you remember it, and the symbols can also help the teacher explain your pronunciation mistakes quickly and clearly.
To show the system behind English sounds - As well as showing long sounds and diphthongs, the phonemic chart also groups together words that have similar sounds and so makes it easier to see the similarities and differences. For example, pairs of voiced and unvoiced sounds are next to each other in the chart.
To stop you thinking about the spelling when you are listening - As well as making reading and writing difficult, the irregular spelling of English can also cause problems with listening, for example by making it difficult to recognize a word when you first hear it. Learning the phonemics for every word as well as the spelling can help reduce this problem.
To improve your listening comprehension - All pronunciation work that is important for listening comprehension, such as the sound changes in rapid speech mentioned above, are easier to study if you know the phonemic script.
To make everyone the same level - Even students who have very similar language levels in speaking and grammar knowledge can have very different accents when they speak. Teaching the phonemic script allows the teacher to go back to the pronunciation basics that the students with more problems need while teaching all the students something new.
Because it is difficult to learn on your own - Because learning the phonemic script involves not just getting to know the symbols but also making sure you can say the right sound for each one, lots of help by a teacher is usually needed.
To help logical thinkers - People who are naturally good at pronouncing another language include musical people and others who do hobbies that involve carefully controlling their voices and other parts of their body. The mathematical/logical people who find grammar study easier usually need a bit more help with pronunciation, and learning the phonemic script can especially help these kinds of learners and mean they can catch up with the rest of the class.

Bad reasons why your teacher might make you learn the phonemic script

Hopefully the reasons above have convinced you that learning the phonemic script is a good thing, but as with most things in life there is a small chance that your teacher might be doing the right thing for the wrong reasons. If all the reasons above are not relevant to you and you think one of the reasons below is true for your class, you might want to ask your teacher if you could spend less class time on phonemics.

To practice it themselves - Even native speakers find the "code" of the phonemic script hard to learn, and just like for you, for the teacher the best way to learn is by using it in class. This doesn't have to be a bad thing if you are learning something at the same time, but might mean that it is used too much. If so, you might want to ask your teacher or the school manager if some of the phonemics work could be given for homework instead.
To show off - Once your teacher has learnt the phonemic script, they might enjoy showing they can use it so much that some of the times they do so your pronunciation could be corrected in quicker and easier ways. The best way of showing your teacher that they don't have to use it so much is to learn the phonemic script so well that your teacher can see you don't need any more practice.
To fill time - This is probably not the reason why your teacher uses phonemics, as there are much easier ways of filling classroom time! If you think this is the case, the best way of making it finish quicker is to show that you know phonemics very well already.

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