本能的力量
淶特英語的教學系統，過去25年來，為什麼只教授實體課程？
一、 遠距學習省去通勤時間，但實體互動創造的記憶點較深較久
試著回想你在和別人互動時學到的單字，以及你從影片、書本和課堂中學到的單字，你能回想起哪一類單字出現的原因和情境？如果是前者，你可能還能想起你們的對話、他的表情、談話的空間，以及該單字出現的契機和原因；如果是後者，除了字的意思之外，其它的資訊可能比較模糊。
當許多的資訊可以有邏輯、有架構地連結在一起時，印象理當會最深刻，就連細節都可以靠聯想情境中其它的事物而想起。這就是情境式英語教學被廣為採用的原因[1]。此外，人類的本能就是模仿，而語言也是一種模仿[2]。透過線上教學創造情境，難度非常高，往往教授完後，學生需要揣摩如何運用所學。然而，在實體的教室，若老師設計的情境式教學合宜，課堂中學生只需要模仿，而課後若有相似的場合、氣氛、溝通動機出現，學生就會不由自主地想起某個單字並說出來，是靠本能的力量來學習一個語言。
情境支撐的記憶較深刻是有心理學研究根據的[3]，往往也只有透過實體教學，以及老師創造出來的學習情境，才能讓學生輕鬆地記得每個單字或用語。雖然花了通勤時間，但事後不需要太多複習。線上學習省去了通勤時間，但事後需要自己創造情境來複習，例如語言交換，才可能應用所學的單字及用語。
第二、遠距學習的焦慮感相對低，但時間一久會產生溝通的假象
有相關研究指出遠距讓學生焦慮感下降[4]。然而，溝通互動包含表情、手勢、肢體動作、眼神、姿勢等等，雖然學生樂於線上授課的環境，但長久來看對英語的運用產生不切實際的想像。
近年因為英語成為世界語言，未來和我們用英語溝通的人，保守預估有百分之五十以上都不是英美人士，就連英國和美國公司內純英美籍的同事只佔一部分，此時，比起英語本身，了解各國不同語言和文化、尊重各國人士的習性，才是展現國際觀的主要因素。同時，表情、手勢、肢體動作、眼神、姿勢和實際行為，更是超越語言、建立良好人際的關鍵[5]，且團隊合作也需要靠這些非語言的成分。
如何透過枝微末節，例如表情和肢體動作，觀察到對方是否對話題感興趣，如何讓對方對自己產生信任和好感？雖然要有被討厭的勇氣，但沒有人喜歡一直被討厭。而這沒有捷徑，不斷的經歷和碰撞才能培養這方面的能力，往往也只有實體課程，才能讓學生在英語口說的環境下，經過數次的碰壁和修正後，體會用英語溝通的奧義。
第三、相較於實體互動，遠距學習很難有情感加乘
英語學習有兩大研究面向，認知（Cognitive）和情感（Affective）。一位著名的學者Stephen Krashen曾經提到，當他和非母語人士說法文時，可以說地很流利，達到母語人士的水準，但是當母語人士出現時，他的法文就會變得卡頓，無法自由地表達，這和情感面的自信有關[6]，稱之為情感過濾（Affective filter）。若在高壓力或充滿焦慮的環境下學習，所學的內容就會被大量過濾。相反地，在歡樂的環境學習，所學的內容較能吸收和內化。
團隊互動產生的正面情緒，能增進學習成效[7]，尤其在英語課堂與同學互助的過程，能確認自己的理解是否正確，同時協助同學的過程複習所學。比起老師單向給予，學生帶走的往往是自己付出過的，例如課堂發表、正面回饋、幫同學釐清問題。在這個面向，實體課程往往比線上課程更有效果。然而，前提是老師要擅長經營課堂氣氛、凝聚向心力、創造團隊合作機會，否則參與實體課程的效果和線上大同小異，並不會因為正面情緒而加乘學習效果。
天底下沒有白吃的午餐，線上學習省了交通時間，但額外還需要自己創造溝通環境，才算是真正「學」一個語言。實體課程效果顯著，但會受制於地理環境或時間。淶特英語堅持還原「用英語溝通的原始環境」。讓學生建立自信、走入世界是淶特的重要使命。
[1] Johnson, E. B. (2002). Contextual teaching and learning: What it is and why it’s here to stay. Corwin Press.
[2] Fitch, W. T. (2010). The Evolution of Language. Cambridge: University Press. doi: 10.1017/CBO9780511817779
[3] Wikipedia contributors. (2023, July 30). Context-dependent memory. In Wikipedia, The Free Encyclopedia. Retrieved 02:14, August 2, 2023, from https://en.wikipedia.org/w/index.php?title=Context-dependent_memory&oldid=1167933298
[4] Dewaele, J. M., Albakistani, A., & Ahmed, I. K. (2022). Levels of foreign language enjoyment, anxiety and boredom in emergency remote teaching and in in-person classes. The Language Learning Journal, 1-14.
[5] Wikipedia contributors. (2023, June 26). Translanguaging. In Wikipedia, The Free Encyclopedia. Retrieved 03:23, August 2, 2023, from https://en.wikipedia.org/w/index.php?title=Translanguaging&oldid=1162022653
[6] Krashen, S. (1997). A conjecture on accent in a second language. Applied Linguistic Studies in Central Europe, 1.
[7] Brunsell, E., & Fleming, M. A. (2014). Engaging minds in science and math classrooms: The surprising power of joy. ASCD.
由 Vince 撰寫
(英文譯文)
Over the past 25 years, why has LITE English School (LITE) only given in-person courses?
1. Distance Learning Saves Commuting Time, but In-Person Interaction Creates Deeper and Enduring Memory Connections
Consider the words you’ve picked up while engaging with others versus the words you’ve acquired from videos, books, and classrooms. Can you remember why and in what situations you learned these different types of words? In the first case, you might recall the discussions, expressions, the setting where the interaction took place, and the specific moments the words were employed. Conversely, in the second case, besides the word’s definition, additional details might be somewhat hazy.
When information is logically and cohesively connected, it tends to leave a deeper impact. Details even become more memorable when they’re linked with other elements within a specific context[1]. This explains the popularity of context-based English teaching. Moreover, it’s in our nature to imitate, and language itself functions as a type of imitation[2]. Crafting effective contexts for online teaching presents challenges, often leaving students to determine how to put their learning into practice.
However, in a physical classroom setting with well-designed context-based teaching, students mainly need to mimic what’s presented during the class. If similar scenarios, atmospheres, and communication situations arise afterward, students will naturally recall specific words and phrases. This taps into the instinctual aspect of language acquisition.
The idea of memory being reinforced by context finds support in psychological research[3]. Often, it’s only through in-person teaching and learning environments carefully crafted by educators that students can effortlessly remember individual words and phrases. While commuting time is invested, the need for extensive review afterward is reduced. Online learning saves on commuting, but afterward, it’s up to you to create your own review contexts, such as language exchanges, to effectively use the vocabulary and phrases you’ve learned.
2. Reduced Anxiety in Distance Learning, but Misconceptions of Communication in the Long Run
Research suggests that distance learning can alleviate student anxiety[4]. However, effective communication encompasses facial expressions, gestures, body language, eye contact, posture, and more. While students might find online teaching enjoyable, over time, unrealistic assumptions about English language use can develop.
As English becomes a global lingua franca, over 50% of our future English-speaking counterparts are estimated to be non-native English speakers. Even within British and American companies, only a fraction of colleagues are native English speakers. Understanding various languages, cultures, and respecting diverse customs is essential for fostering international perspectives. Nonverbal cues such as expressions, gestures, body language, eye contact, posture, and actual behavior play a pivotal role in transcending language barriers and building strong interpersonal connections[5].
How can you gauge someone’s interest in a topic through subtle hints like facial expressions and body language? How do you cultivate trust? There are no shortcuts; these skills develop through continuous interactions. Often, only physical courses allow students to truly immerse themselves in English communication, navigating multiple challenges and adjustments.
3. Compared to In-Person Interaction, Distance Learning Reveals a Lack of Cognition-Affection Synergy
English learning encompasses two main dimensions: cognitive and affective. Esteemed scholar Stephen Krashen observed that he communicates impressively fluently in French with non-native speakers, comparable to native speakers. However, his fluency diminishes when interacting with native speakers, affecting his expression. This phenomenon, known as the “affective filter,” is tied to emotional confidence[6]. Learning in high-stress or anxiety-inducing settings heavily filters learned content. In contrast, learning in joyful environments enhances content absorption and internalization.
Positive emotions nurtured through collaborative interactions within teams enhance learning outcomes, especially in English classes where students support one another[7]. Confirming comprehension and assisting classmates in reviewing material are common practices. Unlike one-sided teacher-led instruction, students often gain the most from their active involvement – class presentations, constructive feedback, and aiding peers in clarifying uncertainties. In this aspect, physical courses generally yield more impactful results compared to online courses. However, a crucial prerequisite is the teacher’s ability to foster a conducive class atmosphere, encourage unity, and facilitate teamwork. Otherwise, participating in physical courses wouldn’t substantially differ from online courses in terms of augmented positive emotions and improved learning outcomes.
Remember, there’s no free lunch. Online learning reduces travel time but necessitates the creation of communication-rich environments for genuine language acquisition. Physical courses offer distinct advantages but are confined by geographical limitations and schedules. LITE remains committed to replicating the “authentic environment of English communication.” Fostering students’ confidence to explore the world is our mission.
[1] Johnson, E. B. (2002). Contextual teaching and learning: What it is and why it’s here to stay. Corwin Press.
[2] Fitch, W. T. (2010). The Evolution of Language. Cambridge: University Press. doi: 10.1017/CBO9780511817779
[3] Wikipedia contributors. (2023, July 30). Context-dependent memory. In Wikipedia, The Free Encyclopedia. Retrieved 02:14, August 2, 2023, from https://en.wikipedia.org/w/index.php?title=Context-dependent_memory&oldid=1167933298
[4] Dewaele, J. M., Albakistani, A., & Ahmed, I. K. (2022). Levels of foreign language enjoyment, anxiety and boredom in emergency remote teaching and in in-person classes. The Language Learning Journal, 1-14.
[5] Wikipedia contributors. (2023, June 26). Translanguaging. In Wikipedia, The Free Encyclopedia. Retrieved 03:23, August 2, 2023, from https://en.wikipedia.org/w/index.php?title=Translanguaging&oldid=1162022653
[6] Krashen, S. (1997). A conjecture on accent in a second language. Applied Linguistic Studies in Central Europe, 1.
[7] Brunsell, E., & Fleming, M. A. (2014). Engaging minds in science and math classrooms: The surprising power of joy. ASCD.
Written by Vince