Adapting and Writing Language Lessons/Appendix D

by Earl W. Stevick

APPENDIX D

TO

CHAPTER 3

ADAPTING A SELF-INSTRUCTIONAL PROGRAM (SPANISH)

The Foreign Service Institute's Spanish Programmatic Course (SPC) was chosen for this illustration of the principles of adaptation for three reasons: (1) It is a successful example of programmed self-instruction (PSI) (2) Among PSI courses, it employs a minimum of technology: only a book and an ordinary tape recorder. It is thus relatively inexpensive and easily accessible. (3) contact with its author and with some of its most experienced users was available on an in-house basis, within the Foreign Service Institute and the Peace Corps.

The format of a typical early lesson may be seen in the excerpt from Unit 2, which is reproduced on pp. 97 - 99. The lesson opens with a programmed introduction, of which the last six frames appear on the top half of p. 97. The introduction shapes behavior, either phonetic or grammatical or both. In Unit 2, there follows a short dialog, which the student first comprehends, then pronounces under guidance from the tape, and then becomes fluent on. Finally, he goes to his instructor for a 'checkout' session. In later lessons (e.g. Unit 15), the dialog is longer, and is followed by guided observation, practice, and variation, leading to the applications reproduced on pp. 100 - 103.

Spanish programmatic Course differs from some PSI in that it provides for regular 'check-out' sessions of conversation with a live instructor at the end of each unit. This arrangement has at least three points in its favor: (1) The student knows that a live human being is following his progress and appreciating it. (2) He enjoys the feeling that he can converse with a Spanishy- of you change to something resembling the sound '-ch-', and we normally say something like 'donchou'. In the dialog of this Unit, you will find a change of thekind called a reduction, or 'shortening'. Here are the two words.

(a) (a)(b) (b)

69. In normal speech, there is this reduction.

(a)(a)(a+b)(a+b)

70. Here is another example from the dialog of a change. First, listen to the two words said separately.

(a) (b)(a) (b)

71. Listen to the combination.

(a)(b)(a+b)(a+b)

72. In order to 'pin-point' it more clearly, let's illustrate this by using word (a) but followed only by the first sound of word (b).

(a)(-)(a+-)(a+-)

73. Finally, here it is again, in its natural form.

(a)(b)(a+b(a+b)

74. (You are now ready to begin learning the dialog.)

DIALOG

(Recorded)

Every Unit will have a conversation in Spanish which must be memorized. To help you achieve this memorization, the conversation has been recorded in four different manners, each of which is a progression toward complete memorization:

Step l. Comprehension.

Step 2. Pronunciation.

Step 3. Fluency.

Step 4. Participation.

Before working each Step, read the instructions for that particular step·

Person A:	Hi How are you?	(1)
Person B:	Fine. And you?	(2)
Person A:		(3)
	Where is S_____	(4)
Person B:	In his office.	(5)

Recordings. Step 1: Comprehension.

Listen to the tape, and don't repeat. The purpose of Step I is to learn the meanings of each line. So, just listen, and then take these small Identification 'tests' as they are announced on the tape.

Identification test 1. (Lines 1 & 2)

You will hear lines land 2 read to you in Spanish several times, in a mixed order. You are to 'keep score' and identify how many times you hear line 1 or line 2, by making a little mark in the appropriate 'box' in the chart that follows.

Identification test 2.

Same procedure as in No.1, but using lines 1, 2, and 3.

Identification test 3.

Same procedure, using lines 1, 2, 3, and 4.

Identification test 4.

Same procedure, using lines 3, 4, and 5.

Identification test 5.

Same procedure, using lines 1 through 5.

CHART (Answers on last page of Unit 2.)

	Test 1	Test 2	Test 3	Test 4	Test 5
No. l: Hi! How are you!
No. 2 : Fine! And you?
No. 3: So-so.
No. 4: Where is S ____
No. 5: In his office.

Step 2: Pronunciation.

Imitate everything you hear to the best of your ability. Replay Step 2 two or three times, or more to assure yourself of a good pronunciation.

Step 3: Fluency.

This time, each full line will be, said twice. Repeat each time, paying close attention to the rhythm and the intonation.

Replay this part several times, four or five times or more, until you feel completely relaxed with the entire group of sentences.

Step 4: Participation.

Your instructor will engage you in the conversation which you have been memorizing. As a preparation for this exercise with your instructor, Step 4 has been prepared.

Part A:

Your instructor's voice on the tape will take the role of 'Person A', and he will leave a blank space for you to insert the role of 'Person B'.

Practice Part A three or four times before going to Part B.

Part B:

Your instructor's voice will now take the role of 'Person B', and you are to fill the blank spaces with 'Person A'. Since 'Person A' begins the conversation, the voice on the tape will announce when you are to begin. As in Part A, repeat this part three or four times.

If you are not able to perform Step 4 smoothly and without any effort, you need to work Steps 2 and 3 a little more.

Answers to Identification Tests:

	No. 1	No. 2	No. 3	No. 4	No. 5
Test 1:	5	6
Test 2:	3	4	5
Test 3:	4	6	3	6
Test 4:			5	5	6
Test 5:	4	4	3	3	5
Test 5:	4	4	3	3	5

END OF UNIT 2

Practice 10. (Recorded)

Substitution-transformation drill. Based on the model shown below, make the substitution and the necessary changes as each number is announced. This time, the substitutions may occur in any part of the sentence.

Model: 'Jose quiere estudiarlo.'

# tiene … ('José tiene que-estudiarlo.')

1. José y yo … ('José y yo tenemos que-estudiarlo.')
2. Acabamos … ('José y yo acabamos de-estudiario.')
3. Venderlo … ('José y yo acabamos de-venderlo.')
4. (Etc.)

Application

Part 1.

How would you say the following thoughts in Spanish?

1. I sold it yesterday.
2. I sold him my car.
3. I know him.
4. I know her.
5. I sold her my car.
6. I brought the car to her.
7. I didn't bring her the car.
8. I didn't bring her to the party.
9. José sold me his car.
10. Gómez sold us his car.
11. Gómez sold them his car.
12. I defended them (boys)
13. I defended them (girls).
14. I prepared the exercise for her.
15. I offered him my book.
16. A modern exercise.
17. A modern saying.
18. We want to use the famous one (book).
19. We want to study in a modern one (class).
20. That book is necessary.
21. That lesson is necessary.
22. That class is exclusive.
23. That teacher (man) is famous.
24. Sometimes you can say that.
25. We have to use it without Jones.
26. Maria and I want to use the car tomorrow.
27. José and I have to decide that tomorrow.
28. Say, Jones! I have to ask ('preguntar') you something.
29. How's that? You have to ask me something?
30. Yes, I have to ask you: where were you born.
31. I have to ask you also: in what year were you born.
32. You have to ask me: when I was born?
33. Ah, now I understand! You asked me: where was I born.
34. In which what?
35. I was born in 1930.
36. I wasn't born yesterday!
37. José was born in 1930 also.
38. That doesn't exist in Spanish.
39. Yes, you're right; I want to go, but I can't go without Jose.
40. No, I don't want to, but I have to go.
41. We don't have to finish it today without Nora.
42. We don't have to prepare it today.
43. I don't want to write her today.
44. Jose doesn't want to write him today.
45. He doesn't have to go until 4:00.
46. They have to go tomorrow; they can't go today.
47. I had to go yesterday, but I don't have to go today.
48. Yes, sir, we can decide that today.
49. I'm very sorry, but I can't study with 'you-all' until 10:00.
50. José is planning to stay in his office until 4:00.
51. I don't know what it means.
52. He asked me: what does año mean.
53. I asked him: what does nació mean.
54. He asked us:when is the party.
55. He asked me: where does that exist.
56. He asked them:why can't they go tomorrow.
57. He asked them:where were they born.
58. He asked us: where were we born.
59. He asked us: where did we use it.
60. I asked them:where did they use it.

Part 2.

Prepare an oral answer to the following questions:

1. ¿Qué le-preguntó el profesor a Clark?
2. ¿Clark le-entendió al profesor?
3. ¿De veras no le-entendió?
4. ¿Y dónde nació el señor Clark?
5. ¿En qué año nació?
6. ¿Clark entendió la frase 'en qué año'?
7. ¿Qué quiere decir 'en qué año'?
8. ¿Usted entiende todas las frases?
9. ¿Dónde nació usted?
10. ¿Ustedes tienen hi jos?
11. ¿En qué año nació su hi ja mayor?
12. Usted tiene 30 años, ¿verdad?
13. ¿Cuándo nació su-esposa(-o), en 1930?
14. ¿Su-esposa(-o) no es americana(-o)?
15. ¿Que es su-esposa(-o), colombiana(-o)?
16. ¿Usted tiene que-preparar la lección siempre o a veces?
17. ¿Usted no preparó la lección?
18. ¿Clark tampoco preparó la 1ección? Part 3.

Be prepared to be engaged by your instructor in the following conversation.

Note: In some conversations you will find English and Spanish phrases.

This can be confusing to you as to what you are supposed to do with them.

Do not translate those English portions which appear in parentheses.

A:

Sir, how does one say (He told me)?

--- One says 'me-dijo'.

Me dijoAnd how does one say (was going)?

--- But, who (was going)?

José.

--- Fine. One says 'iba'.

Can I say 'Me-diijo iba'?

--- No. You have to use 'que'.

Where?

--- Me-dijo que iba.

Thank you. And how does one say (I was going)?

--- 'Iba'.

Really? Don't tell me!

Yes, really.

And how does one say (I told him)?

--- One says le-dije.

Well, now I can say 'le dije que iba.

---I'm glad.

Dije-traje. Dije-traje. Dijo-……?

Can I say trajo?

--- Of course! Dije-traje. Dijo-trajo

Very well! I can now say (Jose brought me the car yesterday.)

--- How does one say that?

One says José me-trajo el carro ayer.

--- Very well.

B.

Sir, what does iba mean?

--- It means (I was going) or (He was going.)

Well, if iba means (I was going), I can now say. (He asked me if

I was (were) going.)

--- Fine. How does one say that?

One says Me-preguntó si iba.

Is it necessary to use que?

--- No, it isn't necessary; sometimes one uses que, but with si it isn't necessary.

Very well: Me-pregunto si iba.

I can now say (I asked him when he was going.) One says: (Note: Include here what you could say.)

--- Very well.

C.

Mr. Clark, ¿en que mes nació usted?

--- How's that?

I asked you en qué mes you were born.

--- You asked me in which what I was born?

¡Mes! ¡Mes!

--- Oh, now I understand.

--- I was born in May (mayo).

In what month was Mr. Jones born?

--- I don't know. I think that he was born in April (abril).

--- Were you born in April or May? …How's that? … He said that he was born in May.

You're right. Mr. Jones was born in April and you were born in May.

END OF UNIT 15

speaker, if only simply, almost from the very first day. (3) His strengths and weaknesses can be catered to as they become evident, on a day-to-day basis.

This course shares with most other PSI a concern to lead the student one step at a time, with relatively few errors, to a command of phonological and grammatical structures which will be superior to what he would get in a conventional class. It assumes (probably correctly) that premature attempts at fluency and lexical range are sure to reward and hence reinforce defective approximations to both pronunciation and grammar. It therefore adopts the strategy of building into the student the best set of structural habits it can, before tempting him with much vocabulary or with completely free conversation.

One conspicuous feature of SPC is in fact the smallness of its vocabulary. The first 100 hours contain only about 4.2 new words per hour, even if different forms of the same verb are counted as separate words. It is therefore necessarily almost devoid of cultural or topical content. This may from one point of view seem to be a shortcoming, but it probably makes the work of augmentation easier. In terms of the three checklists (Chapter 3),SPC concentrates almost entirely on the linguistic dimension. Its individual lines are generally light and transparent. The principal problem is lack of strength. (These terms are explained in Chapter 3, pp. 45-49.)

In the other case studies, we have spoken of 'adapting' an original textbook. The care with which a good PSI course has to be worked out, however, and the delicate balance of one part with another, make tampering by outsiders unadvisable or at least prohibitively expensive. In this appendix, therefore, we shall speak not of 'adaptation,' but of 'augmentation:' assuming that the student will complete a unit of the program exactly as it stands, what can be added to provide additional strength without too much increase in the weight and opacity of the total unit?

Augmentation in this sense may be more cautious in adding to the original, or less so.

The suggestions in this appendix lie in three different 'orbits'^[1] around each of the first five units of SPC:

Inner orbit: student pronounces few or no words that the program has not taught him to pronounce.

Middle orbit: student uses some new words, but within structures that he has learned from the program.

Outer orbit: May contain new structures as well as new words.

Unit 1.

This unit is devoted entirely to matters of pronunciation, but the student himself says nothing at all in English during the whole unit. There is not even any treatment of the vowels and consonants of the language. The student is required only to show by means of his English or non-linguistic responses that he can (1) differentiate stressed from unstressed syllables, and (2) identify three different intonation contours. The lesson may therefore be analyzed as follows:

Linguistic content: Word stress and sentence intonation contours.

Social content: Difference between familiar and polite intonation for questions.

Topical content: None.

The lesson as it stands contains no non-linguistic 'occasions for use,' no 'connected sample of language use,' no 'lexical exploration,' and only the slightest 'exploration of structure.' It is socio-topically about as neutral as it could possibly be. On the other hand, it at least contains nothing that would be sociotopically in conflict with the needs of any group of students.

For purposes of this appendix, let us assume a class that consists of Peace Corps trainees who are studying at some central location but living with Spanish-speaking families. Their job assignments will be in the fishing industry, in three different Latin American countries. A number of possible 'augments,' grouped into 'orbits,' are the following.

Inner orbit (no new structural matters brought to student's attention, no production of Spanish by student beyond what is in the original lesson).

1. Tape recording of a Spanish-speaking teacher taking the roll in class. Students identify stress patterns on surnames, and incidentally hear what a Spanish roll-call sounds like.

2. Tape-recorded or live, list of nouns related to fisheries. Students are not told meanings, but are only assured that they are names of things connected with fishing. As above, identify stress patterns.

3. Live or recorded, list of names of persons (teachers, co-workers, neighbors, government officials) who are or will soon be important in the students' lives. It seems likely that such a list would be significantly stronger than a mere list of 'typical Spanish names.' Again, identify stress patterns. Meanings might be supplied in the form of pictures, or in the form of identifying phrases in English: etc. 'President of Chile,' 'teacher from Mayagüez,' If meanings are supplied, the students may work toward the objective of being able to point to the appropriate picture or other identifier when they hear the name.

Middle orbit (some production by the student beyond what the program has taught him to say).

4. Students learn to pronounce some of the items in (2) and (3), above, with special attention to stress and intonation. Teacher should select items so as to avoid sounds such as /r/ that the student is most likely to mispronounce. In any case, there is no need to show the students how the words are written, and to do so would only increase the chance of a spelling-pronunciation using English sounds.

5. Using the items from (4), point to the appropriate pictures or other items. If the items are objects used in fishing, handle them (cf. above.)

Outer orbit (new structures).

6. Cummings devices (Chapter 3, p. 59, and Chapter 6) based on the items in (2) and (3), with multiple answers to the questions 'Who is that?' and 'What is that?'

7. Classroom instructions for students to respond to. In this augment, instructions that are actually needed in the conduct of the class (e.g. Open, close your books.) are preferable to instructions that are not normally. given to adult students (e.g. Stand up.).

Unit 2.

Linguistic content:

(1) Identification of pure, unreduced vowels in contrast to some common English substitutes for them. Repetition of isolated syllables with special attention to these matters.

(2) A dialog of five. sentences , with meanings in English (see pp. 97 - 98 ).

Social content: Polite (usted) forms between adults who already know one another.

Topical content:

(1) A perfunctory greeting formula.

(2) 'Where is (a person)?'

This unit, unlike Unit 1, does have a brief sample of language use, in the form of a dialog. Its exploration of structure is confined to phonology, and there is no provision for exploring new vocabulary. Exchanging the greeting formula outside class constitutes a possible occasion for use, but this is not made explicit in the book. Some possible augments are the following.

Inner orbit.

1. Using the lists of names and technical objects from augments (2) and (3) of Unit 1, relearn pronunciation with special attention to the vowels.

2. Students use English to elicit the names of the people in the families with whom they are living. Bring the names to class and practice them as in (1), above.

3. Questions of the type 'Is (Sr. Martinez) in (Las Cruces)?' 'Is (sra. Gomez) in (the kitchen)?' Students answer with sí or no. Names are of people who mean something to the students, and places are ones where these people may characteristically be found. Otherwise, this augment will add more weight than strength.

Middle orbit.

4. Cummings device consisting of the question '¿Donde está (Sanchez)?' and answers, using the same information as in (3), above. The difference between (3) and (4) is that the student must pronounce the names of the new locations.

5. Cummings device, again with the question '¿Dónde está _____?' involving the locations of pieces of fishing gear named in the augments of Unit 1.

Outer orbit

6. Dialog and/or Cummings devices to enable students to introduce themselves, and ask in Spanish for the information in (2), above.

7. Simple greetings beyond ¡Hola! ¿Cómo está? which are in the original lesson.

Notice that the use of the same names and objects from one unit to the next provides a longitudinal continuity which should add to the strength of the entire course.

Unit 3.

Linguistic content: Identification and production of unaspirated /p, t, k/ in contrast to the aspirated stops of English.

Social content: Adult acquaintances or co-workers who address one another by surnames, without titles.

Topical content: (1) Greeting. (2) Inquiry about the time of a coming event.}}

Inner orbit.

1. Using the technical nouns and personal names from Units land 2, relearn pronunciation with special attention to /p, t, k/.

Middle orbit.

2. Cummings device based on the dialog sentence ¿Cuándo es la fiesta?, substituting other events in place of la fiesta, and answering with hours of the day and/or days of the week, as appropriate. If this augment is to be worth its weight, it must deal only with events that the students are likely to want to talk about. Note that this does not allow for questions which require content verbs, such as 'When does the class end?' Note also that this augment can be shifted into the inner orbit by casting it in the form of yes-no questions.

Outer orbit.

3. Cummings device for learning the occupations of people, beginning with those in the lists from Units 1 and 2: Presidente de Bolívia, pescador, maestro, etc.

Occasions for use based on outer orbits of Units 1-3: (1) Say as much as you can about various individuals; (2) take a true-false test concerning at least ten Spanish-speaking people who will have a role in your life; (3) have two small panels of students compete in answering questions.

Unit 4.

Linguistic content: voiced fricatives.

Social content: two adult male friends at a party.

Topical content: asking who a third person is.

Inner orbit. 1. Relearn pronunciation of items from earlier units, with special attention to the voiced fricatives. 2. Using English as the contact language, make a kinship diagram of the family with whom you are living. There may be cross-cultural problems here of a non-verbal nature: Under what circumstances is this kind of inquiry acceptable? What must one avoid asking about? Whom should one ask?

Middle orbit.

3. Based on the original dialog:

¿Usted conoce (a) (Juan Martinez)? (Lo/La) conozco.

or

No (la/lo) conozco. ¿Quien es?

Es (el padre, la hija, etc.) de (Miguel).

¿Quien es (Raúl Quintana)?

Outer orbit

4. Cummings device: ¿Dónde vive (usted)? (Vivo/Vive) en (la calle Cristina).

5. The Spanish dialogs and/or Cummings devices to enable students to perform augment 2, above, in Spanish instead of English.

Unit 5.

Linguistic content:

(1) Review of segmental pronunciation points covered in units 2-4.

(2) First steps in teaching pronunciation of /r/.

(3) Meanings of verb endings without meanings of verb stems: (a) 1 sg. present vs. 1 pl. present, (b) 1 sg. present vs. 2/3 sg. preterite, (c) 1 sg. preterite vs. 2/3 sg. preterite.

Social content: continued from dialog of Unit 4.

Topical content: describing and identifying people.

Inner Orbit.

1. At the end of the unit, the student is shown four simple conversations made up of material that he has already mastered. He is told to 'be prepared to carry out these conversations…with your instructor.' Instructors should of course be sure that the students take 'Role A' as well as 'Role B' in these conversations. It might be well, in addition, to change the directions so that they read 'be prepared to initiate and maintain conversations like these with your instructor.'

Middle orbit

2. Cummings device{s) for describing and identifying people (height, complexion, age, sex, etc.). Note the possible areas for cross-cultural sensitivity here. Apply this to local people.

3. By adding first person soy,estoy use the above vocabulary in self-description.

4. In Unit 3, augment 2, the students began to talk about their daily routine, but without verbs. Now, add 1 pl. and 1 sg. present content verbs to form an action chain based on the remaining parts of the routine: 'We get up at (6:00), we eat breakfast at (7:00), etc.' To maintain strength, much should be made of each student also answering factually for himself where individual schedules vary.

Outer orbit.

5. 'What is your address?' 'Where is your house?' Cummings devices and/or dialogs, with a map of the area.

SUMMARY

The augments that we have listed here are just a beginning. C. Ray Graham, director of language instruction at the Peace Corps' Escondido Training Center, points out several other directions in which to look for more: use of blackboard cartoons as a simple, enjoyable and flexible source of present reality; reference to the trainee's past, his parents, etc., in addition to his present and his future; directed dialogs ('A., ask B. where Sanchez is. ')

But all these suggestions are suggestions, and only that. They apply to one actual situation, but by that very fact they will be inapplicable in others. Their purpose is to demonstrate how the principles of Chapter 3 might work themselves out in one setting, and to stimulate the creative imagination of any reader who may need to augment SPC or another programmed course in some other setting.

What we are calling 'augmentation' does not just add something; it adds something for a purpose. The purpose is to move from the secure base provided by the Units, and toward doing in Spanish things that the student needs or wants to do anyway. Every 'augment' should give the student something to do; it should also give him at least two reasons for doing it. One reason will be linguistic: he is gaining practice with a particular sound or sentence pattern. At least one reason, however, must be non-linguistic: he is doing something that he wants to do at the moment, or he is preparing for some clearly defined effect that he wants to have on Spanish speakers in the foreseeable future. He may, for example, be learning to pronounce their names in a non-irritating manner, or making himself able to produce the names of people, places and things that may soon be part of his world. It is this constant, close tie-in with the student's non-linguistic purposes that keeps a good 'augment' from being just more 'additional material.' It is this same tie-in that keeps the writer of the original materials from putting augments into the textbook itself.

1. The word 'orbit' is intended for use only in this appendix.