Exchanging Opinions on Transport Problems in Hong Kong
Appropriate Linguistic Preparation
Developing the skills of intermediate students in exchanging opinions in class requires the consideration of different areas of linguistic preparation such as comprehension of the subject for discussion, mastery of the language as tool of expression, the organization of ideas to express a cohesive thought, comprehension of the ideas expressed by other students, listening to opinions, and responding to the opinions of others. The continuous and interrelated processes of language comprehension, vocabulary organization and thought expression sums up the linguistic preparation process. Being prepared in these different areas increases the propensity of the target participants to be involved in the exchange of ideas and learn from the process. (, 1996)
Language comprehension refers to a uniform level of understanding that the participants have of words, sentences, ideas, and different modes of expression. Comprehension involves both the understanding words and appreciation of the thought and emotions expressed by these words. This process enables a person to receive accurately the message that another person has sent in order to respond appropriately. Vocabulary organization involves the mastery of the process of mixing different words in various orders to express different ideas. Organization of vocabulary is important in sending out the intended message since different word orders may correspond to a different message relative to intentions. Thought expression focuses more on the delivery or articulation of vocabulary in a manner that corresponds with the intended message. This involves the proper use and expression of punctuation marks to indicate whether the statement is factual, questioning, or opposing. This is important in order to send the correct message and receive the appropriate response. (, 1997)
Organization of the Exchange of Ideas
Different means of organizing the exchange of ideas are available depending upon the purpose of the activity. In facilitating the exchange of ideas among a group of intermediate students on the problems in transport in Hong Kong, the appropriate purpose is to illicit information sharing in relation to their experiences with the traffic congestion in the city. The goal of the exchange of ideas is to find similarities and differences in the experiences of the students on traffic congestion so that they can learn language through practice and appreciate the process of exchanging opinions.
Stimulating Interest in the Exchange of Ideas
Drawing the interest of participants in an activity for the exchange of ideas depends upon how much the participants can relate to the topic. Simulating interest of intermediate students requires directing the exchange in a manner that students can relate to the topic. Asking the participants to express their personal experiences ensures a comfortable atmosphere for the exchange of ideas. Using a topic that students can relate to also minimizes the dual challenge that students have in expressing ideas about a topic that they are not familiar with and using a particular mode of expression such as English that includes the consideration of usage rules.
Encouragement of Shy Participants
Individuals differ in the scope of their comfort zones in exchanging ideas. In a given group, the expressiveness of the members differs. There are very open students with opinions on every aspect of the discussion but there are also reserved students who express their opinions only upon being called to express an idea. Encouraging the participation of shy students necessitates the determination of the limit of the comfort zone of the students and the reasons for the reservations. After knowing these, the student should be assured that it is fine to express ideas by ensuring that all the participants are respectful of the opinions of others and the exchange is facilitated to assure complete understanding. Responding to ideas through feedback and remarks assures students that their opinions are heard and understood and the information they shared is appreciated.
Handling Monopoly of Activity by Dominant Students
While participation is encouraged in the activity for the exchange of opinions, it is imperative that all members of the group participate in order to ensure that all the opinions of the participants are obtained and represented in discovering the similarities and differences in their experiences of traffic congestion. The activity should be facilitated so that it will not be monopolized by dominant students. This is made by asking all participants to share their opinions, listing the general thought of the opinions expressed and asking comments on these ideas after all have spoken. This ensures that all participants express their ideas and they can respond to comments on their experiences.
Teacher’s Role in the Exchange of Ideas
The teacher facilitates the exchange of ideas with the purpose of ensuring understanding of the topic by all participants, securing the participation of all members of the group, and directing the flow of ideas and responses towards a meaningful exchange of opinions. The teacher also provides an introduction of the activity and the topic; and informs the students of the purpose and goals of the activity
Organizing the Classroom
Exchanging opinions among intermediate students requires the organization of the classroom to make it conducive to the activity. Instead of the normal classroom setting where students sit behind each other all facing the teacher, the chairs can be moved to make a circle so that the students face each other. Face-to-face conversation ensures that ideas are effectively exchanged because they can see the facial expression and the actual voicing of the words that enhances understanding of opinions. Speakers are also encouraged to express their ideas when they see that their listeners are receptive to their opinions. The less formal setting with the teacher sitting with the students in the circle also eliminates the possible anxieties and fear associated with the formal classroom structure.
References
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