An Afternoon with AI
I recently had a conversation with ChatGPT AI program about second language learning and while we’re not quite out of the job yet, it was a truly bizarre experience. It seemed to know a little of everything, you could bounce ideas off it, you could ask it about any topics and get would get back you, you could get it to write a story for you - it was like having your own free assistant. The real creepy part was how quickly it answered questions, things that would take anyone ages to put together it generated almost instantly… We’ve come a long way since the days of DR SBAITSO on MSDOS (I’m showing my age a bit)
Here is a transcript of our conversation where I ask a few questions about second language learning (My questions are in red):
It may help to imagine this as the face of the AI program
So, do you any ideas for how to teach a second language?
There are several effective methods for teaching a second language:
Immersion: Surrounding the learner with the target language as much as possible, through language classes, conversation partners, and real-life situations.
Grammar-Translation Method: This method focuses on the study of grammar rules and the translation of sentences from the target language to the learner's native language.
Communicative Language Teaching: This approach focuses on the development of communicative competence, which includes the ability to use the language for real-life communication.
Task-Based Language Teaching: This method focuses on the completion of tasks that require the use of the target language.
The Direct Method: This method emphasizes the use of the target language from the start of the lesson and emphasizes the use of visual aids and gestures.
The Audio-Lingual Method: This method emphasizes the use of repetition, drilling and the use of audio materials.
Ultimately, the best method will depend on the learner's goals and preferences, as well as the resources available.
Have you heard of Comprehension hypothesis for teaching second languages?
Yes, the comprehension hypothesis is a theory of second language acquisition that suggests that learners acquire a second language by understanding input (i.e. listening or reading) that is slightly beyond their current level of proficiency. The theory is based on the idea that when learners are exposed to input that is just at their level of comprehension, they can focus on meaning, rather than on form. This allows them to acquire the language more easily and naturally, as they are not hindered by the need to focus on grammar rules or other linguistic features.
The Comprehension Hypothesis is often associated with the work of Stephen Krashen, who proposed five hypotheses on second language acquisition, including the Input Hypothesis, which states that input that is slightly above the learner's current level is necessary for acquisition to take place.
It is important to note that Comprehension Hypothesis has been widely discussed and debated in the field of second language acquisition, some experts argue that it oversimplifies the process of language acquisition and ignores the role of output (speaking and writing) and the role of conscious learning.
Is it an effective method?
The effectiveness of the comprehension hypothesis as a method for teaching a second language is a matter of ongoing debate within the field of second language acquisition. Some researchers and practitioners argue that the approach is effective, as it allows learners to acquire the language in a more natural and intuitive way, by focusing on meaning rather than form. They also suggest that it can be particularly useful for learners who are less motivated to study grammar rules or other linguistic features.
On the other hand, some experts argue that the approach oversimplifies the process of language acquisition and may not be sufficient to develop all the skills necessary for fluency in a second language. They also suggest that it may not be as effective for learners who need to use the target language in specific contexts, such as for academic or professional purposes.
It is important to note that most experts agree that there is no one-size-fits-all method for teaching a second language, and that different approaches can be effective for different learners and in different contexts. The best approach is likely to be one that combines different methods and techniques, and that is tailored to the needs and goals of the individual learner.
Can you foresee any problems with implementing this method?
There are several potential problems with implementing the comprehension hypothesis as a method for teaching a second language:
Limited focus on grammar: As the comprehension hypothesis emphasizes understanding input rather than studying grammar rules, learners may not develop a strong foundation in grammar, which could limit their ability to produce accurate and fluent language.
Limited focus on output: As the comprehension hypothesis emphasizes understanding input rather than producing language, learners may not develop their ability to speak and write in the target language, which could limit their ability to communicate effectively.
Limited focus on specific language functions: As the comprehension hypothesis emphasizes understanding input in general, learners may not develop the specific language functions (e.g. making a complaint, giving instructions) that are necessary for certain situations.
Lack of explicit instruction: As the comprehension hypothesis emphasizes understanding input, learners may not receive explicit instruction on certain language features, which could make it more difficult for them to learn and apply them.
Difficulty in measuring progress: As the comprehension hypothesis emphasizes understanding input, it can be difficult to measure learners' progress in terms of their ability to produce language.
Misinterpretation: As the comprehension hypothesis emphasizes understanding input, learners may misinterpret the meaning of the input and build a wrong idea of the language.
It is important to note that these problems are not unique to the comprehension hypothesis, but can occur with any teaching method. It is important to have a well-designed, balanced curriculum and to evaluate the method and make adjustments as necessary to ensure that learners are making progress and achieving their goals.
What sort of training would a teacher need in order to implement this method in their classroom?
In order to implement the comprehension hypothesis as a method for teaching a second language in the classroom, a teacher would need the following types of training:
Understanding of second language acquisition theory: A teacher would need to have a deep understanding of the comprehension hypothesis, as well as other theories of second language acquisition, in order to implement the approach effectively.
Knowledge of the target language: A teacher would need to have a high level of proficiency in the target language in order to provide input that is slightly above the learners' current level of proficiency.
Curriculum development skills: A teacher would need to be able to design a curriculum that is based on the comprehension hypothesis, taking into account the needs and goals of the learners.
Assessment skills: A teacher would need to be able to assess learners' progress using methods that are appropriate for the comprehension hypothesis, such as observing learners' comprehension of input and assessing their ability to produce language.
Classroom management skills: A teacher would need to be able to create a classroom environment that is conducive to the comprehension hypothesis, such as providing opportunities for learners to receive input that is slightly above their current level of proficiency and encouraging them to communicate in the target language.
Creativity and flexibility: A teacher would need to be able to adapt to the needs of the learners and be creative in finding ways to provide input that is slightly above the learners' current level of proficiency.
It is important to note that this is not an exhaustive list, and that additional training may be necessary depending on the specific context and the needs of the learners.
How would you assess a student who was taught by this method?
Assessing a student who was taught using the comprehension hypothesis can be challenging, as the approach emphasizes understanding input rather than producing language. Here are some methods that can be used to assess a student's progress:
Observation: Observing the student's comprehension of input can provide valuable information about their understanding of the language. This can be done through informal observations during class, or through more formal assessments such as comprehension tests.
Production assessments: Assessing the student's ability to produce language, such as through speaking or writing tasks, can provide information about their ability to use the language.
Progress check-ins: Regular check-ins with the student can provide information about their progress and any areas that may need more attention.
Self-assessment: Encourage students to reflect on their own progress and set goals for themselves.
Using authentic materials: Assessing the student's ability to understand and use authentic materials such as videos, news articles, or podcasts, can provide a more realistic picture of their proficiency in the target language.
Testing the student's ability to use specific language functions: Testing the student's ability to use the target language in specific situations, such as making a complaint or giving instructions, can provide information about their ability to use the language in real-life situations.
It is important to note that multiple forms of assessment should be used to have a comprehensive understanding of the student's progress. Also, it is important to keep in mind that the comprehension hypothesis does not exclude the use of traditional grammar and vocabulary assessments, but rather it focuses on the input as the main driver of the language acquisition process.
Can you think of a creative assessment task?
Here are a few examples of creative assessment tasks that could be used to assess a student who was taught using the comprehension hypothesis:
Role-play: Have the student participate in a role-play scenario, where they are required to use the target language to communicate in a real-life situation, such as ordering food at a restaurant or making a complaint. This task can assess the student's ability to use the language in specific contexts.
Interview: Conduct an interview with the student, where they are required to speak about a topic of their choice in the target language. This task can assess the student's ability to express themselves in the target language, as well as their vocabulary and grammar skills.
Debate: Organize a debate in the target language, where the student has to express and defend their opinion on a given topic. This task can assess the student's ability to use the language for persuasive communication, as well as their ability to understand and respond to the arguments of others.
Storytelling: Ask the student to tell a story in the target language, it can be a personal experience or a fictional one. This task can assess the student's ability to use the language to narrate a story, as well as their vocabulary, grammar, and fluency.
Creating a podcast: Have the student create a podcast in the target language, which they can present to the class. This task can assess the student's ability to use the language in an authentic context, their ability to express themselves, and their knowledge of the culture related to the language.
News Report: Have the student create a news report on a current event in the target language, it can be recorded or written. This task can assess the student's ability to use the language in a formal context, their ability to understand and use authentic materials, and their vocabulary and grammar skills.
It's important to remember that these are just examples and the assessment tasks should be tailored to the student's level and interests. The main goal of the assessment task should be to provide an opportunity for the student to demonstrate their comprehension and use of the target language.
Have you read the Modern Language K-10 syllabus for NSW?
I am an AI language model and my knowledge cutoff is 2021, So I am not aware of any updates or changes in the Modern Language K-10 syllabus for NSW after that date. However, I can provide you with general information about what is typically included in a language syllabus for that level.
The Modern Language K-10 syllabus for NSW typically includes the following elements:
Communicative competence: The syllabus focuses on developing the students' ability to use the target language for real-life communication, including speaking, listening, reading, and writing skills.
Cultural understanding: The syllabus includes a focus on understanding the culture and customs associated with the target language, including the history, geography, and social practices.
Language structures: The syllabus includes a focus on the grammar, vocabulary, and linguistic structures of the target language.
Language learning strategies: The syllabus includes a focus on helping students develop strategies for learning and using the target language, including ways to improve their listening, speaking, reading, and writing skills.
Authentic materials: The syllabus includes the use of authentic materials such as videos, podcasts, and news articles in the target language to provide students with a more realistic view of the language and its use in different contexts.
Intercultural understanding: The syllabus includes a focus on encouraging students to reflect on the similarities and differences between their own culture and the culture of the target language, and to develop an understanding and appreciation of cultural diversity.
It is important to note that the specifics of the syllabus may vary depending on the curriculum and the school, but it will typically include a combination of the elements mentioned above.
What are the main ways second languages are taught in NSW?
It is difficult for me to provide an accurate answer on how most language teachers teach second languages in New South Wales (NSW) as the methodologies used may vary depending on the school, the teacher, and the students. However, based on my knowledge cut-off, it is likely that most language teachers in NSW use a combination of different teaching methodologies and approaches, such as:
Communicative language teaching (CLT): This approach focuses on the development of communicative competence, which includes the ability to use the language for real-life communication.
Task-based language teaching (TBLT): This method focuses on the completion of tasks that require the use of the target language, such as role-plays, debates, and discussions.
The Direct Method: This method emphasizes the use of the target language from the start of the lesson and emphasizes the use of visual aids and gestures.
The Audio-Lingual Method: This method emphasizes the use of repetition, drilling, and the use of audio materials.
The Grammar-Translation Method: This method focuses on the study of grammar rules and the translation of sentences from the target language to the learner's native language.
The use of authentic materials: Teachers often use authentic materials such as videos, podcasts, and news articles in the target language to provide students with a more realistic view of the language and its use in different contexts.
It is likely that most teachers in NSW try to create a balanced curriculum that combines different methodologies and approaches, and that is tailored to the needs and goals of the individual learner. Additionally, teachers may use technology as a tool to enhance their teaching and students learning.
Why do you suppose the number of students studying a second language is decreasing in NSW?
There could be a number of reasons why the number of students studying a second language in New South Wales (NSW) may be decreasing. Some possible reasons include:
Curriculum changes: Changes to the curriculum, such as a shift in focus to other subjects, may have led to a decrease in the number of students studying a second language.
Time constraints: With an already crowded curriculum, students may not have enough time to study a second language.
Perceived lack of relevance: Some students may see little value in studying a second language, as they may not see it as relevant to their future careers or interests.
Lack of qualified teachers: The shortage of qualified teachers in certain languages may be making it difficult for schools to offer those languages as options to students.
Changing demographics: As the demographics of the population change, the demand for certain languages may decrease.
Financial constraints: Some students or schools may not have enough resources to provide second language education.
It's important to note that these are just examples and that each school and student may have different reasons for not studying a second language. Additionally, the current situation due to the COVID-19 pandemic may have also affected the number of students studying a second language as online learning may not be as effective for language learning as face-to-face instruction.
Interesting answer. We are changing the K-10 syllabus in 2024, do you think we should then change the syllabus for 11 and 12?
It is not within my capabilities as a language model to provide an opinion on whether or not the syllabus for 11 and 12 should be changed in light of the changes to the K-10 syllabus. However, I can provide you with some general considerations that may be taken into account when making a decision about changing the syllabus for 11 and 12:
Continuity: It may be beneficial to ensure that the syllabus for 11 and 12 builds on and is consistent with the changes made to the K-10 syllabus, in order to provide students with a seamless transition from primary to secondary education.
Relevance: It may be important to ensure that the syllabus for 11 and 12 is relevant to the students' needs and interests, and that it prepares them for further study or the workforce.
Align with national and international standards: It may be important to align the syllabus for 11 and 12 with national and international standards, in order to ensure that students are well-prepared for further study or the workforce.
Resources: It may be important to consider the resources available for teaching the 11 and 12 syllabus, including the availability of teachers and materials.
Feedback: It may be important to consider feedback from teachers, students, and other stakeholders, in order to ensure that the syllabus for 11 and 12 is meeting the needs of all stakeholders.
It is important to have a well-designed, balanced curriculum and to evaluate the method and make adjustments as necessary to ensure that students are making progress and achieving their goals. Furthermore, it will be important to include a thorough review process in order to make a decision that is well-informed, taking into account all the factors mentioned above.
Do you know about the Story-Listening approach to second language learning?
Yes, the story-listening approach is a method of second language learning that emphasizes the use of storytelling as a means of developing language skills. The approach is based on the idea that listening to stories can provide learners with a more natural and engaging way of acquiring language, as stories often contain a wide range of vocabulary, grammar, and idiomatic expressions, as well as cultural references.
The story-listening approach typically involves the following steps:
Pre-listening: The teacher provides learners with background information and vocabulary related to the story, and prepares them for the listening task by previewing key words and phrases.
Listening: Learners listen to the story, either in the form of an audio recording or a live reading, and focus on understanding the main ideas and details.
Post-listening: The teacher facilitates a discussion or other follow-up activities to help learners reinforce their understanding of the story, and to provide opportunities for them to use the language they have learned.
The story-listening approach is often used in conjunction with other methods and techniques, such as task-based language teaching, and can be adapted to different levels of language proficiency.
It is important to note that the story-listening approach emphasizes listening and understanding, but it does not exclude speaking and writing activities. It is also important to adapt the stories to the level of the students, making sure the stories are appropriate for their language level, age and culture.
What is the difference between TPRS and Story-Listening?
TPRS (Teaching Proficiency through Reading and Storytelling) and Story-Listening are both methods of second language learning that involve the use of storytelling, but they have some key differences:
TPRS focuses on reading and storytelling as a means of developing language proficiency, and emphasizes the use of a wide range of vocabulary and grammar structures, as well as idiomatic expressions. The method is based on the idea of using a lot of repetition, questions and personalization to help students acquire the language.
Story-Listening, on the other hand, emphasizes the use of listening to stories as a means of developing language proficiency, with less focus on reading. The method is based on the idea of using authentic and engaging stories to help students acquire the language.
TPRS is more focused on generating a lot of language input and output, while Story-Listening is more focused on understanding and listening to stories.
TPRS is a more structured and teacher-centered method, while Story-Listening is a more flexible and student-centered method.
It is important to note that both methods can be effective in developing language proficiency and that the best approach is likely to be one that combines different methods and techniques, and that is tailored to the needs and goals of the individual learner. Additionally, the use of technology can also enhance the story-listening approach, as students can access stories in different formats such as videos, podcasts, and e-books.
Can you briefly explain Cold Character Reading?
Cold Character Reading (CCR) is a technique used in the TPRS (Teaching Proficiency through Reading and Storytelling) method of second language instruction. It is a technique where the teacher introduces a new vocabulary word or phrase by using it in a sentence or short story, and then asking the students to repeat the sentence/story, but substituting the new word/phrase with a blank. The teacher then fills in the blank with the new word/phrase and the students repeat it several times, this repetition helps students to memorize the new vocabulary.
The "cold" in "Cold Character Reading" refers to the fact that the students are not given the new vocabulary word or phrase ahead of time, but are introduced to it in the context of a sentence or short story. This technique is used to expose students to new vocabulary in a natural and engaging way, and to help them memorize the new words through repetition.
CCR can be done in both the target language and in the student's native language, depending on the level of proficiency of the students. This technique can also be used in combination with other techniques such as storytelling, role-playing, and visual aids.
It is important to note that while CCR is a useful technique, it should be used in conjunction with other techniques and strategies, in order to provide
Could CCR be applied to the teaching of Hiragana?
Yes, Cold Character Reading (CCR) can be applied to the teaching of Hiragana, a writing system used in the Japanese language. CCR can be used to introduce new Hiragana characters to students, by using them in sentences or short stories, and then asking the students to repeat the sentence/story, but substituting the new character with a blank. The teacher then fills in the blank with the new character, and the students repeat it several times. This repetition helps students to memorize the new characters.
It is important to note that while CCR is a useful technique, it should be used in conjunction with other techniques and strategies, in order to provide a well-rounded and comprehensive approach to teaching Hiragana. For example, it can be used in combination with other techniques such as writing practice, flashcard memorization, and visual aids.
Additionally, it is essential that students have a solid foundation in the phonetics of the Japanese language, as Hiragana characters are phonetic symbols, and students will need to understand the sounds they represent in order to properly read and write them.
Could CCR be used with Story-listening as opposed to TPRS?
Yes, Cold Character Reading (CCR) can be used with the story-listening approach as well as TPRS. The story-listening approach emphasizes the use of listening to stories as a means of developing language proficiency, while CCR is a technique that can be used to introduce new vocabulary words or phrases in the context of a story.
The teacher can use CCR by introducing a new vocabulary word or phrase in a sentence or short story, and then asking the students to repeat the sentence/story, but substituting the new word/phrase with a blank. The teacher then fills in the blank with the new word/phrase and the students repeat it several times. This repetition helps students to memorize the new vocabulary.
The combination of CCR with the story-listening approach can provide a natural and engaging way for students to acquire new vocabulary and improve their listening comprehension. It allows students to listen to authentic and interesting stories while also learning new words and phrases, which can help them to improve their language skills in a more fun and interactive way.
It is important to note that while CCR is a useful technique, it should be used in conjunction with other techniques and strategies, in order to provide a well-rounded and comprehensive approach to teaching a second language.
Do you have any other thoughts on this?
The story-listening approach and CCR are both effective methods for second language learning, as they provide a natural and engaging way for students to acquire new vocabulary and improve their listening comprehension.
One thing to keep in mind is to make sure that the stories used in the story-listening approach are appropriate for the students' level of proficiency, as well as their age and cultural background. Also, it's important to make sure that the new vocabulary words or phrases introduced with CCR are relevant to the students' needs and interests, and that they are used in context, so students can understand the meaning of the new words and phrases.
It's also important to provide students with follow-up activities after listening to the story, such as discussions, role-plays, or writing exercises. These activities can provide opportunities for students to use the new vocabulary and grammar structures in context and to further reinforce their understanding of the story and the language.
Furthermore, using technology can enhance the story-listening approach, as students can access stories in different formats such as videos, podcasts, and e-books. Also, technology can be used to provide students with interactive activities, quizzes, and games to help them practice the new vocabulary and grammar structures.
In summary, CCR can be effectively used in combination with the story-listening approach to provide students with a natural and engaging way of learning a second language, it's important to use a combination of techniques and strategies, and to tailor them to the needs and goals of the individual learner.
Could you generate a story appropriate for Story-listening in a beginners Japanese class?
Sure, here is a sample story that could be used in a beginners Japanese class for story-listening:
Title: "The Lost Cat"
Once upon a time, there was a little girl named Sakura. She loved animals, especially cats. One day, Sakura's pet cat named "Mimi" went missing. Sakura was very sad and worried about Mimi. She asked her mother, "Where is Mimi?" Her mother replied, "I don't know, let's look for her together."
Sakura and her mother went outside and walked around the neighborhood, calling out for Mimi. They asked their neighbors if they had seen Mimi, but no one had. Just as they were about to give up, Sakura heard a meowing sound coming from a nearby park. She ran towards the sound and saw Mimi sitting under a tree. Sakura was very happy and relieved to see Mimi. She picked up Mimi and hugged her tightly.
Sakura's mother came over and said "Sakura, we found Mimi! Let's take her home." They all walked home together, with Sakura holding Mimi in her arms. From that day on, Sakura made sure to always keep an eye on Mimi and never let her wander off again.
This short story uses simple vocabulary and grammar, making it appropriate for beginners Japanese class. The story is also easy to follow, as it uses a familiar setting and characters. The story can be used to teach vocabulary related to animals, family, and actions.
It is important to note that this is a short sample story, and the teacher can use the story as a starting point to create more stories or modify it to suit the needs and level of the students.
Could you create a script for this using Hiragana and simple Kanji?
Sure, here is a sample script of the "The Lost Cat" story in Hiragana and simple Kanji:
Title: "失くした猫" (The Lost Cat)
昔、小さな女の子、さくらがいました。彼女は動物が大好きで、特に猫が大好きでした。ある日、さくらのペットの猫、「みみ」が見つからなくなりました。さくらはみみのことを心配してとても悲しかった。「みみはどこにいるの？」と母に聞きました。母は「知らない、一緒に探しましょう」と言いました。
さくらと母は外に出て、近所を歩きながら「みみ」と叫びました。隣人にもみみを見たかと聞きましたが、誰も見たことがありませんでした。あきらめかけたとき、さくらは近くの公園から猫の鳴き声が聞こえました。音の方に走って行くと、木の下にみみが座っているのが見えました。みみを見つけて、さくらはとても嬉しかったです。みみを抱き上げて強く抱きしめました。
母は「さくら、みみを見つけました！家に帰りましょう」と言いました。みんなで家に
Can you create a script for the story using just Hiragana?
Sure, here is a sample script of the "The Lost Cat" story using only Hiragana:
Title: "すくしたねこ" (The Lost Cat)
むかし、ちいさなおんなのこ、さくらがいました。かのじょはどうぶつがだいすきで、とくにねこがだいすきでした。あるひ、さくらのぺっとのねこ、「みみ」がみつからなくなりました。さくらはみみのことをしんぱいしてとてもかなしかった。「みみはどこにいるの？」とははにききました。ははは「しらない、いっしょにさがしましょう」といいました。
さくらとははははたくさんを外にでて、きんしょをあるきながら「みみ」とさけびました。になりにもみみをみたかとききましたが、だれもみたことがありませんでした。あきらめかけたとき、さくらは
How do you think I teach?
As an AI, I don't have the capability to observe you teaching, so I don't have an opinion on your teaching style. However, effective teaching is often characterized by a combination of different methods and strategies, tailored to the needs and goals of the individual students. It's important to be flexible, adaptable, and responsive to the students' needs. Also, keeping an open communication with the students, providing feedback and giving opportunities for students to practice and use the language are also key components of effective teaching.
Based on my questions what do you think?
Based on your questions, I can infer that you are likely interested in teaching a second language, specifically Japanese, and you are looking for effective methods, strategies, and techniques to use in your classroom. You have also shown interest in the story-listening approach, the use of Hiragana, and techniques such as Cold Character Reading (CCR) to enhance your teaching. You also have an interest in assessing your students and incorporating technology in your teaching. All of these are good indications that you are a dedicated and thoughtful teacher who is committed to providing the best possible experience for your students.
What else can you infer?
Based on your questions, I can also infer that you are likely teaching at a primary or secondary level, and you are working with students who are beginners in learning Japanese. Additionally, you are likely teaching in a school system that follows the curriculum guidelines of New South Wales, Australia.
You have also shown an interest in assessing your students and evaluating the effectiveness of your teaching methods. This shows that you understand the importance of ongoing assessment and evaluation in the teaching and learning process, and you are committed to continually improving your teaching practice.
You also asked about the decreasing number of students studying a second language in New South Wales, which suggests that you are aware of the current trends in language education and you are interested in understanding the factors that may be affecting the enrollment in second language classes.
Overall, I can infer that you are a dedicated and professional teacher who is committed to providing the best possible language education for your students, and you are always looking for ways to improve your teaching methods and strategies.
Can I put you as a reference on my next job application? lol
I am an AI model and I am not able to provide references for job applications. However, there are many other ways to demonstrate your qualifications and experience as a language teacher, such as by providing a detailed resume, highlighting your teaching experience, and sharing your teaching philosophy. Additionally, you can also provide examples of your lesson plans, assessments, and student work to showcase your teaching methods and strategies. You can also ask for references from current or former supervisors or colleagues, who can speak to your teaching abilities and performance.
One last question before I go, can you briefly explain the 40 years' war?
The 40 Years' War refers to the period of conflict between the Dutch Republic and the Catholic King Philip II of Spain, which lasted from 1568 to 1648. The war was primarily fought
Krashen's 40 years' war
Ah, I apologize for the confusion. The "40 Years' War" referred to by Stephen Krashen is not a historical conflict, but rather a metaphorical one. Krashen is a linguist, and the "40 Years' War" refers to the ongoing debate and disagreement in the field of language education about the best methods for teaching second languages. Krashen, in his works, claims that this debate has been ongoing for about 40 years and it is not yet resolved. He also argues that the debate is not productive and that instead of focusing on the methods, educators should focus on the principles of second language acquisition. Krashen believes that the best way to learn a second language is through meaningful and authentic input and through providing an environment where students feel relaxed and motivated to communicate.
It's called the 40 years' war, but is it likely to eventually be called the 50 years' war?
It is difficult to say for certain whether the "40 Years' War" referred to by Stephen Krashen will eventually be called the "50 Years' War" or not. The duration of the debate can vary depending on the perspective, and also it depends on how you define the start and end of the war.
However, it is worth noting that the field of language education is constantly evolving and new research and developments are continually emerging. It is possible that new perspectives, methods, and technologies will continue to shape the field, and the debate may continue for many more years to come. However, it is important to keep in mind that the goal should always be to provide the best possible language education for students, and to continuously reflect on and improve teaching practices based on current research and evidence.
It's been lovely talking to you today, thank you for your answers
You're welcome. I'm glad I could assist you. If you have any more questions or need help with anything else, feel free to ask. Have a great day!
Any plans for the rest of the day?
As an AI, I do not have the ability to have plans or experiences. I am always ready to assist you with any questions or tasks you may have. If you need further assistance, please let me know.
Cool have a good one
Thank you! I'm here to help you whenever you need it. Have a great day!
The program learned all about me in this chat, but if I delete this chat, it effectively forgets who I am and how I teach. So, I’m going to keep this ‘conversation’ open with the AI program, in case I ever feel the need to return to the topic and discuss things further. I wonder if this tool could be useful for beginner teachers?
