Indirectly Speaking / Genki communication an elusive ideal
Mike Guest Special to The Daily Yomiuri
The word "genki" is one of those words that is so well-known among foreign residents of Japan that it has entered the local English lexicon. It is quite common to hear native-English speakers use it in English phrases like, "A genki student." Encompassing a range of meanings from "cheerful" to "active" to "positive," via "happy," it is not surprising that some English enterprises in Japan--schools, textbooks and programs--incorporate the word into their titles. After all, who wouldn't like classes, teachers or lessons that are genki?
In my Aug. 17 column, I briefly mentioned the phrase "genki lessons" and would like to elaborate on that idea today. But, before doing so, I should first state that no discussion about the term genki and its relation to language teaching made here, in any way refers to, or reflects upon, any educational material or institution that uses "genki" as part of its name or title.
Oddly, while teachers often use the term "genki" to refer to lessons that are active, positive and depart from the drudgery of rote learning, it is also possible to hear some criticisms of so-called genki lessons. But, how could that be? As I said, who wouldn't want a positive, active atmosphere in the classroom? After all, when people are feeling positive they absorb new skills well. They feel motivated to continue. The affective filters are lowered and the learning process utilizes more of the brain than any listen-and-repeat lesson ever could. This is particularly true for children. one certainly hopes that a genki classroom can help dissipate the notion they can avoid the notion that studying or learning means burying one's face in a book. And in fact most research indicates that children learn more deeply when a variety of senses are stimulated.
With that in mind I have some points that teachers or curricula developers might want to consider when trying to create or maintain a truly genki atmosphere and thereby avoid any negative connotations with the term.
-- Learner complacency: one should aim for the self-stimulation and autonomy of the learner. If the teacher is providing all the energy, learners may become passive, waiting for their fix, waiting for the teacher to take charge and provide the genki vibes.
-- The law of diminishing returns: Energetic lessons can initially inject a positive atmosphere into a classroom. But the high can wear off as learners become inured to the style and may no longer respond the way they once did.
-- Teacher burnout: Some teachers just aren't suited to high energy or highly active classes. Many feel forced into a role of entertainer rather than that of teacher. Trying to keep up the genki factor day after day can become a tremendous burden. There are other ways of stimulating and maintaining interest in learning the language--learning in a truly "genki" manner--without using a lot of bling.
-- Learning is not all fun and games: Let's face it. Some language learning involves hard work and drudgery. We should not allow learners (or parents) to assume that whistles and bells alone will lead to second-language acquisition.
-- The question of content: I presume most readers have come across lessons which are high energy and have heavy involvement factors but offer very little in terms of actual language targets, practice or internalization. In fact, such lessons are not entirely a waste of time. I have a few active lessons that my students enjoy very much that act as a bit of a sorbet--a cleansing of the palate--lessons that I draw on between the heavier sections. But I am very aware these lessons are less valuable in terms of overall learner language development and exist mainly to provide a breather. A steady diet of such lessons could easily fall into the trap of gimmickry.
-- Communicative or not?: There is a tendency for some teachers to think of any active lesson--especially those involving speaking--as being "communicative." But, in language teaching terms, "communicative" actually implies something rather different. A communicative lesson focuses upon meaning (as opposed to form) first and foremost. A communicative activity is one where the target language is not given to the learners to repeat or to fill into preassigned slots, but rather those in which the teacher creates a situation or context in which the learner needs, or wants, to use language, possibly a specific target form, to create meaning. In communicative lessons, learners are given tasks in which they can apply whatever forms at their disposal to a situation in order to successfully realize meaning. This can be achieved with or without any overtly genki element.
-- Games: Games seem to be indelibly associated with genki lessons carrying the aura of being a panacea for drudgery. In fact, the word has a resonance not unlike that of "test" in terms of its ability to foist a certain attitude upon the classroom. Some teachers' extra-classroom energies are wholly focused upon searching for recipes, very often in the form of new games that will recharge their students' batteries and in some circles, playing games seems to be considered the hallmark of a communicative approach. The potential danger is that games can become ends in themselves and can thereby actually work against developing communicative skills. If the linguistic focus of a game is merely naming a series of items or to produce a series of phrases on command, while the game may hold some intrinsic, albeit temporary, motivational value, it won't be "communicative." And without substantive communicative content to back up the window dressing that games often provide, the very genkiness that one seeks to impart may eventually be sucked out of the learners. If a sense of development or progress, does not accompany the genkiness, motivation can fizzle.
A key question arising out of this discussion might be whether genkiness should be something imposed on the classroom or something that should instead arise out the classroom. My belief is that if teachers or materials offer up meaningful, interesting and relevant tasks in which learners feel challenged and can gain some sense of skill development, genkiness should arise naturally. If genkiness is imposed on the classroom it can easily seen by learners more as a product of the personality of the teacher, or even as an amusing cultural trait, rather than the fertile attitude for acquisition that it should be.
As learners become older, the nature of the genki classroom naturally changes a little. Genkiness is maintained more by teachers showing an enthusiasm for their students' skill development, addressing student interests and concerns, displaying accessibility and support than by using whistles and bells. Stimulation will tend to arise more from well-chosen and maintained topics and themes. Low-key approaches can often be more invigorating and productive for post-high school learners.
So, who wouldn't want a genki classroom? It's a bit like high school students in the Peace Park in Hiroshima asking if you are in favor of war or peace. And you may remember the "advice" of the hit song "Don't Worry, Be Happy." Well, who wouldn't want peace, or to be happy? But in fact attaining these can be quite complex, just like the genki classroom.
Guest is an associate professor of English at Miyazaki University. He can be reached at mikeguest59@yahoo.ca.
(Oct. 2, 2007)
Mike Guest Special to The Daily Yomiuri
The word "genki" is one of those words that is so well-known among foreign residents of Japan that it has entered the local English lexicon. It is quite common to hear native-English speakers use it in English phrases like, "A genki student." Encompassing a range of meanings from "cheerful" to "active" to "positive," via "happy," it is not surprising that some English enterprises in Japan--schools, textbooks and programs--incorporate the word into their titles. After all, who wouldn't like classes, teachers or lessons that are genki?
In my Aug. 17 column, I briefly mentioned the phrase "genki lessons" and would like to elaborate on that idea today. But, before doing so, I should first state that no discussion about the term genki and its relation to language teaching made here, in any way refers to, or reflects upon, any educational material or institution that uses "genki" as part of its name or title.
Oddly, while teachers often use the term "genki" to refer to lessons that are active, positive and depart from the drudgery of rote learning, it is also possible to hear some criticisms of so-called genki lessons. But, how could that be? As I said, who wouldn't want a positive, active atmosphere in the classroom? After all, when people are feeling positive they absorb new skills well. They feel motivated to continue. The affective filters are lowered and the learning process utilizes more of the brain than any listen-and-repeat lesson ever could. This is particularly true for children. one certainly hopes that a genki classroom can help dissipate the notion they can avoid the notion that studying or learning means burying one's face in a book. And in fact most research indicates that children learn more deeply when a variety of senses are stimulated.
With that in mind I have some points that teachers or curricula developers might want to consider when trying to create or maintain a truly genki atmosphere and thereby avoid any negative connotations with the term.
-- Learner complacency: one should aim for the self-stimulation and autonomy of the learner. If the teacher is providing all the energy, learners may become passive, waiting for their fix, waiting for the teacher to take charge and provide the genki vibes.
-- The law of diminishing returns: Energetic lessons can initially inject a positive atmosphere into a classroom. But the high can wear off as learners become inured to the style and may no longer respond the way they once did.
-- Teacher burnout: Some teachers just aren't suited to high energy or highly active classes. Many feel forced into a role of entertainer rather than that of teacher. Trying to keep up the genki factor day after day can become a tremendous burden. There are other ways of stimulating and maintaining interest in learning the language--learning in a truly "genki" manner--without using a lot of bling.
-- Learning is not all fun and games: Let's face it. Some language learning involves hard work and drudgery. We should not allow learners (or parents) to assume that whistles and bells alone will lead to second-language acquisition.
-- The question of content: I presume most readers have come across lessons which are high energy and have heavy involvement factors but offer very little in terms of actual language targets, practice or internalization. In fact, such lessons are not entirely a waste of time. I have a few active lessons that my students enjoy very much that act as a bit of a sorbet--a cleansing of the palate--lessons that I draw on between the heavier sections. But I am very aware these lessons are less valuable in terms of overall learner language development and exist mainly to provide a breather. A steady diet of such lessons could easily fall into the trap of gimmickry.
-- Communicative or not?: There is a tendency for some teachers to think of any active lesson--especially those involving speaking--as being "communicative." But, in language teaching terms, "communicative" actually implies something rather different. A communicative lesson focuses upon meaning (as opposed to form) first and foremost. A communicative activity is one where the target language is not given to the learners to repeat or to fill into preassigned slots, but rather those in which the teacher creates a situation or context in which the learner needs, or wants, to use language, possibly a specific target form, to create meaning. In communicative lessons, learners are given tasks in which they can apply whatever forms at their disposal to a situation in order to successfully realize meaning. This can be achieved with or without any overtly genki element.
-- Games: Games seem to be indelibly associated with genki lessons carrying the aura of being a panacea for drudgery. In fact, the word has a resonance not unlike that of "test" in terms of its ability to foist a certain attitude upon the classroom. Some teachers' extra-classroom energies are wholly focused upon searching for recipes, very often in the form of new games that will recharge their students' batteries and in some circles, playing games seems to be considered the hallmark of a communicative approach. The potential danger is that games can become ends in themselves and can thereby actually work against developing communicative skills. If the linguistic focus of a game is merely naming a series of items or to produce a series of phrases on command, while the game may hold some intrinsic, albeit temporary, motivational value, it won't be "communicative." And without substantive communicative content to back up the window dressing that games often provide, the very genkiness that one seeks to impart may eventually be sucked out of the learners. If a sense of development or progress, does not accompany the genkiness, motivation can fizzle.
A key question arising out of this discussion might be whether genkiness should be something imposed on the classroom or something that should instead arise out the classroom. My belief is that if teachers or materials offer up meaningful, interesting and relevant tasks in which learners feel challenged and can gain some sense of skill development, genkiness should arise naturally. If genkiness is imposed on the classroom it can easily seen by learners more as a product of the personality of the teacher, or even as an amusing cultural trait, rather than the fertile attitude for acquisition that it should be.
As learners become older, the nature of the genki classroom naturally changes a little. Genkiness is maintained more by teachers showing an enthusiasm for their students' skill development, addressing student interests and concerns, displaying accessibility and support than by using whistles and bells. Stimulation will tend to arise more from well-chosen and maintained topics and themes. Low-key approaches can often be more invigorating and productive for post-high school learners.
So, who wouldn't want a genki classroom? It's a bit like high school students in the Peace Park in Hiroshima asking if you are in favor of war or peace. And you may remember the "advice" of the hit song "Don't Worry, Be Happy." Well, who wouldn't want peace, or to be happy? But in fact attaining these can be quite complex, just like the genki classroom.
Guest is an associate professor of English at Miyazaki University. He can be reached at mikeguest59@yahoo.ca.
(Oct. 2, 2007)