Tips on mastering a second language (2)

Culture is designed to meet human beings’ basic needs and language is the expression of it. Living in a global world, it is essential to understand culture and be able to communicate with each other.

In my piece “Tips on mastering a second language” (March 26, 2011) we explored some of John H. Schumann’s eight social variables that affect the progress of a student studying a second language. Let me just point out that Schumann refers to the location of the native speakers as the target language community. The eight points include social dominance, assimilation and adaptation, enclosure, cohesiveness, size, congruence, attitude and even intended length of residence. We will continue here by picking up with the fourth point: Schumann says the fourth social variable is cohesiveness. Have you ever wondered when studying a second language just how you would progress if you really gave it your all and spent all your time in and with the target language group? Unfortunately, many English language learners, when they go to America or England or Australia or wherever, remain separate from the target language group. The same happens here in Turkey as foreigners try to study Turkish at the local language school but then do not have the opportunity to mix with the Turks after class. The result is minimal language practice and exposure to culture and more time with other students studying Turkish. Linguists have been debating how far social distance can explain variation in the degree of language acquisition. To get around the dilemma of not having access to mix and mingle with the target language group, I have noticed more and more private schools in İstanbul, particularly preschools, are doing everything they can to create an effective English language learning environment for their young students. If you cannot live in the target language group community you must create an environment that is the next best thing. Cohesiveness influences the level of success the student will have in learning the second language. You can find communities in every country that are cohesive. If you are in an English language learner group that has chosen to be cohesive, since it tends to remain separate from the target language group, the students will find it more difficult to reach proficiency. An example of this are the many Turks living in Germany who often do not learn German well because they are cohesive -- remaining in the Turkish communities for their social life, shopping and work. The remaining social variables deal with size, congruence, attitude and intended length of residence. By size, Schumann explains that if the English language learner group is large, the intra-group contact will be more frequent than the contact with the target language group. This can hinder progress in your language acquisition. A Turkish friend of mine who lives in California now had her mom come to visit for three months. Mom, who was in her 40s, loved being with her daughter; however, she did not like being in America because she could not speak the language and did not make any friends while visiting there. Schumann’s research indicates that congruence is key. The more similar the two cultures are, social contact and learning the second language is potentially more likely to happen. Our social and cultural access and process in everyday life is a necessity. Schuman states that language will come more naturally if you share common interests and places. Attitude is crucial. It helps if the English language learner and target language groups have positive attitudes towards each other. If you can speak another language you can often earn a better salary. In China many Chinese have not studied English because they wanted to but their motivation was to receive a scholarship from the government or a better salary. The language learning experience will be good if the language learners have a positive attitude towards the target language group. On the other hand, if the student has a negative attitude towards the target language group, this can be a hindrance. A final factor that determines progress in learning a second language is the intended length of residence. The longer the second language learner plans to remain in the target language environment, the more motivated he usually will be. You can learn the second language if you develop a “can do” approach and maintain a positive attitude about learning the language and the target language group. Note: Charlotte McPherson is the author of “Culture Smart: Turkey, 2005.” Please keep your questions and observations coming: I want to ensure this column is a help to you, Today’s Zaman’s readers. Email: c.mcpherson@todayszaman.com SOURCE: http://www.sundayszaman.com/sunday/columnistDetail_getNewsById.action?newsId=239414&columnistId=68

Tips on mastering a second language

Are you wondering if you will ever master a second language? Disillusioned that you have not made more progress in your language study than you have by now? Believe it or not, language learning is not all about going to class and doing your homework.

I came across some interesting research that may be helpful for you if you are studying a second language. According to second language acquisition researcher John Schumann, who has conducted research on those studying English as a second language in the US, there are eight variables that affect the language acquisition of the student. Let me just explain that Schumann refers to this group as the English language learners and refers to those whose mother tongue is English in the US as the target language group. Let’s just look briefly at the eight social variables which he claims affect the quality of contact that English language learners have with the target language group: Social dominance is the first social variable. Schumann states that when English language learners, such as an Arab or Japanese person learning English in the US, are politically, culturally, technically or economically superior to the target language group, which is in this case Britain or the US, then it tends to hinder learning the target language. In his research he also points out that on the other hand if the English language learning group, such as Cubans or Mexicans in the US, has a lower socio-economic status than the target language group, they may resist learning the target language. You can see that in either case, there is resistance to learning English well. This is not to say that English is never learned well when this is the case, but to illustrate the fact that attitudes affect progress in language learning. Using your communication skills, whether it is orally or silently, you can command social dominance. Every culture has its own form of body language. Perhaps you have noticed some of these in your dealings in social settings where you are. For example, one very common signal is learning to listen and not interrupt when another person is speaking. However, in some cultures interrupting another person is not considered rude, and the one who speaks the loudest earns the right to be heard. Other signals associated with language and communication is to understand how people in another culture tend to listen. Do they lend a sense of attention and perhaps lean forward? Giving the correct greeting in another culture is one of the best sources to help you gain some sense of confidence and social dominance. A cheerful and smiling greeting (as culturally appropriate) can win the heart of your community. Also different cultures use their eyes to communicate in different ways. For anyone learning English and speaking with an English speaker, you will usually notice that eye contact is important with a normal amount of blinking. Also native English speakers do not tend to make a lot extra arm, body and leg movements. Assimilation, preservation and adaptation are another social variable. Schumann says if a person chooses assimilation as a way to integrate, it means he gives up his own lifestyle and values and adopts those of the target language group. Similarly, reservation means that the English language learning group maintains its own lifestyle and values and rejects those of the target language group. Adaptation means that the English language learners adapt to the lifestyle and values of the target language group, but maintain their own lifestyle and values for intra-group use. Each of these variables can involve personal choice. If you really want to “fit in” with the target language group and develop your knowledge and ability to speak on different topics with confidence, you need to adapt, be motivated and work hard. The question here is how much do you really want to “fit in”? Why is it important for the English language learner to learn English, or we could ask how important is it for the foreigner living in Turkey to learn Turkish? Enclosure is the third social variable. Enclosure refers to the degree to which the English language learning group and target language group share the same social constructs such as schools, religious places, clubs, recreational facilities, crafts, professions and trades. If the two groups share these social constructs, enclosure is said to be low and second language acquisition is more easily facilitated. We have considered the first three points and can look at the other factors -- cohesiveness, size, congruence, attitude and intended length of residence -- in my next piece. Note: Charlotte McPherson is the author of “Culture Smart: Turkey, 2005.” Please keep your questions and observations coming: I want to ensure this column is a help to you, Today’s Zaman’s readers. Email: c.mcpherson@todayszaman.com SOURCE: http://www.sundayszaman.com/sunday/columnistDetail_getNewsById.action?newsId=239212&columnistId=68

Pros and cons of language acquisition

Nearly every day either a foreigner tells me that they wish they could learn Turkish more quickly or a Turk says they wish they spoke English better.

It seems that during the spring months a number of English Language Teaching (ELT) conferences will be held in different places to help English teachers learn new techniques and discuss challenges they face as ELT teachers. On April 1 there is an ELT conference that is planned to be held in Konya. I have been asked to give a presentation on the subject “Can English be learned?” When asked to give a presentation on this topic it got me to thinking about a question I had not really given a lot of thought to; however, like most foreigners a similar thought crossed my mind with regards to learning Turkish. Will I ever learn Turkish? Any student studying a second language asks this question about the target language. A number of foreign friends over the years have certainly expressed the same thought, that is, whether or not they will ever really be able to communicate in Turkish as a second or third language. If you have ever studied Turkish you will be familiar with the technique used to teach the language. Only in more recent years have some teachers begun to use games, songs, role play, etc. Generally the more “direct method” approach to learning a language is used. In other words the teacher uses examples of language in order to inductively teach grammar. Thinking about this reminds me of when I took Turkish classes at a language center in Ankara back in 1980. The teacher seemed to only want to give oral practice to the students who knew the answers. So the students who did not catch on as quickly soon fell behind because they were not given enough practice. Naturally those who kept being given opportunities to speak because they knew the answers excelled. The teacher probably should not have been teaching because he had no patience with those who did not catch on quickly. He also lacked the gift of encouragement. The teacher can make or break a student. Teachers should inspire hope and motivate students. In another class that I attended the next year in İstanbul the teacher was completely different. Although she was heavy handed with grammar and weak in teaching pronunciation she was loved by her students. In her class it seemed as though she pounded us with grammar drills in hopes that we would catch on. We were always trying to guess the rules of the language through the examples provided. We liked our teacher as she understood foreigners and she knew English well. She was well aware of which grammar points we would struggle with in trying to learn Turkish. She would bombard us with lots of questions trying to get us to give a reply using the grammatical structure of the day in the conversation. Accuracy is sought and errors are corrected. This method provides more comprehensible input than the methods discussed so far, but it still focuses too much on grammar. Unlike the teacher in Ankara, no matter how hard Miss Belgen tried to make us feel comfortable when it came to your turn to answer you felt some anxiety. Sitting in rows waiting for your turn to come and speak can be nerve-wrecking and really is unnatural. I think Stephen Krashen in his book “Principles and Practice in Second Language Acquisition” hits the nail on the head when he writes: “What theory implies, quite simply, is that language acquisition, first or second, occurs when comprehension of real messages occurs, and when the acquirer is not ‘on the defensive’.” In order to really learn a second language and understand the culture you need to spend time with people who speak that language. If you are studying Turkish spend time with Turks. If you are studying English spend time with English speakers and so on. By doing this you will hear, speak and observe much. You will acquire language. Along with lessons, language acquisition is the key. It does not require extensive use of grammatical rules. It does not require tedious drill. Learning a second language does not happen overnight. Real language acquisition develops slowly, and speaking skills emerge significantly later than listening skills, even when conditions are perfect. These days for most of us the best way to learn is in low-anxiety situations that contain messages that we really want to hear. SOURCE: http://www.todayszaman.com/columnist-239114-pros-and-cons-of-language-acquisition.html

Language struggles

KATHY HAMILTON , İSTANBUL




“Why don’t you speak Turkish properly?” the tiny old woman hissed at me angrily as she leaned over to interrupt, obviously eavesdropping on the conversation I was having with two of my close Turkish friends. As we turned in surprise to see who had so rudely interrupted us, I managed to say in broken Turkish: “I moved to İstanbul two months ago and have only been learning the language for a month. Turkish is a very difficult language for me.”

Brushing my explanation aside, she snorted and replied: “What do you mean you’re just now learning Turkish? At your age, you should be fluent. It is the easiest language in the world to learn. Why, it is so simple that every child can speak it better than you can. What’s wrong with you?” Puzzled, I told her, in somewhat mangled Turkish, that in the country where I grew up we had spoken English and Spanish at home and I had no reason to learn Turkish until I moved here. Undeterred, she shook her head and insisted that the entire world spoke Turkish. “Look at the television shows,” she said, waving her hands for emphasis, “even the ones made in America are all in Turkish. Everybody speaks Turkish. Except you!”

My two Turkish friends stifled their laughter as they tried to convince the old woman that she was wrong about Turkish being a universal language. However, she could not be swayed and continued to insist that she was right. Even when they tried to explain that different languages are spoken in other countries, she refused to entertain the possibility that she may have been mistaken. Shaking our heads, we returned to our own conversation, which consisted of our own mix of Turkish and English words and phrases. My friends were irritated by the old woman’s intrusion and by her criticism of my grasp of the language.

Even though my friends were quick to point out that this elderly woman had most probably never travelled out of her country, or had interactions with foreigners before, she reminded me of the angry, frustrated tourists I had seen just earlier that day in Sultanahmet, the historic area of İstanbul. Obviously confused about where they were going, they approached a street cleaner and asked him for directions. The worker apparently did not speak English, but tried to understand what they needed, wanting to be as helpful as possible. The couple realized there was a breakdown in communication, and instead of showing him a map or photo in their guidebook of where they wanted to go that would help him figure out how to direct them, they restated their question, but in slower and louder English.

Seeing that they were becoming irritated with the situation, I came over and spoke with them, offering to help. I thanked the cleaner for his time and told him I could assist these lost tourists. Seeming to be relieved, he returned to his work. After giving the couple directions to the site they were looking for, they began to complain to me about their visit. “What is wrong with this country?” the woman asked. “The only people who understand other languages are those who are trying to sell us something. When we need help or directions, it seems impossible to find anyone who can speak English or French properly.” “ Yes,” the man added, “It is so hard to communicate here. You would think that more people would be fluent in other languages. How are tourists expected to find their way? We have tried speaking in the most basic English and French, but that does not even help.”

From all outward appearances, the tourist couple and the old woman I encountered across town a few hours later are worlds apart in terms of their financial situations and education levels. However, they are alike in that they expect everyone else to comfortably, and fluently, speak their own native tongue. Both assumed that they could navigate their way in the wider world using only the language, or languages in the case of the lost couple, they grew up using. I am sure the old woman was not being intentionally cruel to me, but was instead voicing her astonishment at the fact that a middle-aged woman could not speak her language as well as a 4-year-old child who had grown up only hearing Turkish. Speaking louder in a foreign language will not force the listener to suddenly understand your native tongue. Likewise, if someone is obviously trying to learn another language, it is much more helpful if native speakers are encouraging instead of disparaging.

In a way, the old woman was correct. My language skills should be better than they are. I hope that if we ever run into each other again, she will be impressed at how far I have come and she will appreciate how hard I have struggled to grasp the intricacies of yet another language.

SOURCE : http://www.todayszaman.com/news-235898-language-struggles.html

2nd Turkish Olympiad Took Place in the Nation’s Capital

WATCH THE VIDEO - it's great !



2nd Turkish Olympiad Opening from www.maftaa.org on Vimeo.

The event, sponsored by the American Turkish Friendship Association (ATFA) and the Mid-Atlantic Federation of Turkic American Associations (MAFTAA) was held at the Langley High School in Virginia. Contestants from North Carolina, Maryland, Kentucky, Virginia and Delaware competed in different categories including singing, poetry recital and folk dance.

Speaking at the ceremony, Hon. Gerald E. Connoly of Virginia’s 11th Congressional District reminded that Turkey is a very important friend and a long-term ally of the US. Cong. Connolly, greeted the audience by saying “İyi Akşamlar”, which is ‘good evening’ in Turkish. Noting that he has been living with Turkish residents of Virginia for a long time, Cong. Connoly stated that the events like Turkish Olympiad are the best indicators of the friendly relations between the two countries.

Faruk Taban, the president of the MAFTAA, mentioned the significant importance of Turkish schools and Turkish cultural centers around the world to introduce Turkey along with publicizing the Turkish language.

At the end of the jury’s evaluation, Gabrielle Harris was announced as the winner of the singing competition. Greensboro Folk Dance team was awarded first in folk dance category with their performance.

Along with around a thousand spectators, journalists, authors, musicians, community leaders and political figures was also among the audience.

The finalists became the candidates to represent the nation’s capital in 8th International Turkish Olympiads, to be held in Turkey between May 26th and June 10th,  2010.

Helpful hints for learning Turkish - HDN

Helpful hints for learning Turkish
KATE FENNELL



The decision to move to another country is often done with a healthy dose of blind passion, just like falling in love, so that it’s only later that one realizes the pitfalls of one’s decision, if any. Moving to Turkey must have seemed like a great idea for many, that is, until they realized they just had to learn Turkish to integrate and enjoy the country more.

That’s when it gets interesting, to say the least. With the Turkish lexicon having so little crossover with most expats’ languages – which are often Indo-European in their roots and not Turkic like Turkish – even remembering the word for “thank you” can be difficult for most, not to mention pronouncing it.

It’s easy to fall into a mood of despair and feel like “I’ll never learn this language! It’s too hard!” But do not despair, make yourself a “nescafé,” grab a “sigara” if you need one, de-stress and read the helpful hints below which, if practiced regularly, will have you able to converse in light conversation sooner than you can say Mustafa Kemal Atatürk.

Listen 1: There are two parts to this because it is so important. Learning a language is primarily about listening and repeating what is said, like a parrot. We’ve all seen how babies and toddlers do it. At the age of 3 they are learning a handful of words a day. There is no reason why you can’t do the same. Often as a language learner, you can be caught up with what you want to say and saying it correctly with the result that you haven’t actively listened to the person you’re speaking to; so haven’t heard exactly how they said what they did. By listening intently, eventually, you catch not only the gist but also the separate words that were said and hence will be able to repeat later when you need them.

Listen 2. If you have a CD of Learning Turkish, which is recommended, put it on every morning for half an hour while getting ready for the day. If you don’t have that, switch on some talk radio. Getting used to the sound of the language is very important. It’s like exercising that part of your brain, as we would a part of our body. For the first month or so it will seem like one big sound with no words distinguishable but as you learn some vocabulary alongside, suddenly you will have moments of “Eureka!” as you spot some familiar words amid the blanket of sound. The payback from this exercise is enormous, for not only are you absorbing the sounds but also the rhythm and intonation of the language, which become important in time.

Speak. This may seem obvious but it is often the thing that the learner most resists for fear of sounding silly. The next time you feel like this, just listen closely to the English your Turkish compatriot spoke to you and hear how mixed up their verb tenses, grammar, syntax and so on is. Do you or they care? Of course not, you’re having a conversation, not a language class; so it’s primarily about communicating with each other – and enjoying it. At a later stage of learning, ask your friend to correct you as you speak, this will speed up your learning process.

Be patient. This can’t be stressed enough. It takes quite a while for the brain to absorb and reproduce the new sounds, especially with Turkish since they are completely unrelated to your mother tongue. You will understand the basics after a time, yet still not be able to speak; that is very frustrating, but bide your time. Rome wasn’t built in a day. Give yourself at least three months to be able to speak sentences that make grammatical sense!

Master the basics. To help yourself enjoy the chitchats that you may have during the day, try to familiarize yourself as much as possible with all the main greetings, requests for things, responses to common courtesies and so on. Your confidence will receive a boost when, for example, someone suddenly responds to your “Nasılsın?’” with “İyiyim, sen nasılsın?” You’ll be skipping all the way home and inspired to continue the slog.

Read. Every day, as you go about your business, read everything you see. Read the shop signs, road signs, the signs for 10 percent off on washing products, the menus, the leaflet you were just handed, the advertisements, the packaging on your food and anything else. It helps familiarize you with how the language looks as well as making you familiar with your surroundings. Buy children’s books that you are already familiar with from home, such as classic fairy tales. Watch movies with Turkish subtitles. Make sure your dictionary is well thumbed by constantly looking up words you don’t know and writing them in your little notebook, that, as a language learner, you should always be carrying.

Study. Yes, the boring truth about learning a language, like mastering an instrument, is that you have to hide yourself away quite regularly with your exercise book and dictionary and just practice and master the basics. The Internet can be hugely helpful in this area. These are two sites that are highly recommend: www.livemocha.com andwww.turkishlanguage.co.uk .

Last but not least, thank your lucky stars that Turkish uses the Latin alphabet today and not the Arabic one! Your work is halved, at least!

Kolay gelsin!

*** Kate Fennell speaks native Irish and English; fluent French, German and Russian and passable Spanish, Italian and Turkish.



SOURCE: Hurriyet Daily News

A much loved friend of Turkish learners gets a facelift

A group of foreigners living in Turkey attend a Turkish language class in Ankara.


2010 seems to have been a year of rebuilding and restoration in İstanbul. The several efforts starting a few years early to renovate some of the city’s best-loved monuments gained speed, focus and, most importantly, a budget as the city became a European Capital of Culture.



I guess I first noticed the sea-change in attitudes to old buildings in the fall of 2009 when I took some foreign visitors to the Hagia Sophia and was absolutely delighted to see the work then under way on the outer buttresses. The plaster and bright paint that had been added in misguided enhancements to the building towards the end of the 20th century were being painstakingly removed, revealing the most magnificent original brickwork underneath.


At that time, of course, the inside of the church-turned-mosque-turned-museum was scarred by the scaffolding so necessary for the interior renovations, but this too was dismantled at the beginning of the year to reveal the nave and dome in all its glory, including a newly renovated archangel.

Arguably the most outstanding restoration in 2010 was that of Sinan’s İstanbul masterpiece -- the Süleymaniye Mosque. Although not quite as marvelous as his later work in Edirne, this mosque is an amazing example of the architect’s genius.


It also was given a special place in the cultural heritage of the country by Yahya Kemal Beyatlı, who wrote a famous poem about prayers on a religious feast day at Süleymaniye. The poet describes the mystery of the footsteps of hundreds of people coming together in the early hours of the morning “under our own dome, the sky,” and imagines the curtain of time rising over the ghosts of nine centuries of the faithful who have trod the same path every religious feast day morning. So it was fitting that the reopening of the newly restored mosque should coincide with the first religious feast day of Kurban Bayramı.


Another of Sinan’s works being given a facelift as a result of 2010 financing is the Kılıç Ali Paşa Mosque at Tophane. Once a week I pass by on my way to Karaköy, and I have watched the external progress on the dome, as old sheets of metal have been replaced with gleaming new ones. In eager anticipation I wonder what the scene will look like once the corrugated metal fencing is taken down.


Just a quick scan of the 2010 website shows many more buildings that have been renewed in the year. Not just mosques: bridges, clock towers and even the historic Hasköy Mayor Synagogue have received a little bit of the 2010 stardust. A banner over the motorway invited İstanbulites to visit the renewed Otağ-ı Hümayun. Curious about this, I did a little research and discovered it is an old building on the Yıldız University campus, named after the old sultan’s tents, which now is potentially a wonderful location for exhibitions and events.

Not all of the 2010 changes have been publicly funded. Closed for a long period, the Pera Palas Hotel opened with its newly restored face in September. The style and elegance of the Orient Express era is alive and well in the center of old İstanbul. I have always loved the dramatic elevator, with its velvet lining and cast metal frame, and am enthralled every time I see the sedan chair in which visitors -- maybe merchants, lords or ambassadors -- were carried up the steep hill from the Galata Bridge to the hotel. It was a delight to see these survive the refit, in pride of place, along with the fascinating chairs in the patisserie with their hoods to protect the modesty (or anonymity?) of female guests.


Marble has been re-polished, wood and glass restored, and much of the hotel is vastly improved. Some parts, however, are a slight disappointment, with a restaurant named after Agatha Christie, but otherwise resembling a bland 21st century hotel dining room....[CONTINUED BELOW]

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