Jaysus... who let the Masters student in here? Did you eat a linguistics dictionary for breakfast or something Matty? Anyhow as my dear old English teacher would say, stop word-wanking you're impressing no-one. And be concise lad, you're not writing your dissertation here...
I do tend to think you've thrown much of the baby out with the bathwater with the whole morpheme thing. There is no escaping the fact that in English we talk about the past and non-past in much more different ways than we do the future. Perhaps it is because we can 'know' the past/now and therefore can grammatize the language in concrete ways that the 'unknowability' of the future does not allow.
I do agree that teachers need to have a sound knowledge of these types of grammatical issues if they are to make informed decisions on what and how to teach their class of 50 in deepest darkest Issan.
Second that in fact many students bring that bubble into class on their iPhones...
Papa was a rodeo - Mama was a rock'n'roll band
I could play guitar and rope a steer before I learned to stand
---Update---
You've really got to appreciate this kind of response...bent towards clarifying and correcting instead of mostly ignoring and lots of dismissing. Markle actually read something, had a think, and responded accordingly. If someone is wrong, try to tell them why you think so. If you don't know why, you're probably just reacting to something...else. There are other places for discussions about those 'elses'. This kind of response is food for thought instead of poison for feelings. The former is why I have 15k posts here. The latter is why I'm no longer a happy member in this online space.
See, now there's a topic! Does the semantics and 'cognitive packet' of 'the future' in contrast to 'the past' etc. determine the character of the system used to denote it? I'd argue not primarily - I think the history of the language has more to do with that, that it the markers themselves are relatively arbitrary. But I love the idea that they might not be...
There are a few people on here who do enjoy attempts at discussing stuff like this. There are many who don't. No foul. There's a way too large percentage of the many who really get off on interfering with any rumblings of discussion. Foul. I mean, the adjective.
They trot out stuff that sounds nice, like 'real life experience trumps this!' but there's no there there and it just functions as a 'fuck this' and adds to the poisoned pot.
I'd really like to respond to Samsara about his 'teaching in Isaan' response. Just not here. It just doesn't feel good and to be honest my ADD isn't up for the challenge.
To hit the late horse, it's a shame there's no modding here with any clear notion of this. It's an atmosphere of thought that certain places muster. We're off the map.
I'm trolling.
This is why I can't keep up and can't continue with this thread or any, because I know it will all be drowned out by this stuff. It almost feels like it's 'in the clear' now...but we know it's never really going to be. That's just an explanation of my absence from here. I hope it carries on!
Later. I got my PMs to folks I wanted to in in the meantime..cheers.
Btw, my inbox is cleared out a bit, deppy
Last edited by Matthew; 14th August 2012 at 23:07.
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So do you look back on your 6+ years of teaching as ineffective because you hadn't taken a linguistics course? Honestly, the logic here seems to be that the only mechanics truly worthy enough to repair car engines need to possess advanced degrees in gas expansion physics. As far as 'not a dig' is concerned, you do remember attributing poor quality EFL instruction in Thailand to teachers unaware of bound morphemes? Maybe you went a little overboard when you said that.
Matt, You're very well fit to give this theme as a two-hour block in someone's weekend teaching seminar. I would attend (I'm a junkie) and no doubt enjoy it, especially if there was a Q&A segment.
Teaching methods for ESL teachers should be eclectic. And your presentation would indeed be a piece of the grand scheme. There was a time I enjoyed academia. My "mentor", who was an old mumbling forgetful guy, used to tell us over and over: Sure you're having a good time at university, all the theories being thrown about, digesting more than you ever thought possible, fun isn't it? Too bad you're going to have to graduate because the world is an ignorant place.
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