ESL Teachers Forum

Jell-O, 3D, and Conversation

Rethinking Conversation Pedagogy

Dr. Paul R. Friesen

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 Jell-0, 3D, and Conversation: Rethinking Conversation Pedagogy

Introduction

Jell-O, 3D, and conversation may not seem to be equal: Jell-O, being both a brand and a jiggly physical
substance, if done right. If done wrong, or left out jell-o just becomes a thick kool-aid. 3D, on the other
hand, is a perceived depth of field. It is not really physical at all, just a perception based on two colors,
red and green. Conversation is neither a perceived dimension nor a physical substance.

There are things that are similar to all three, which we will consider in this paper. The focus of this paper
is on the elements that make conversation work. In understanding the elements of conversation, or
those things which are needed to have an effective conversation, we can focus on the areas in our
students which need changing. It is assumed that most, if not all, students beyond elementary, in South
Korea, have a basic knowledge of English. This does not assume any level of function, in English as a
second language.

Jell-O is similar to conversation in the very nature of making it. Imagine you buy a box of jell-o. By itself it
cannot change form. It does though have a set of ingredients premade for you. All you have to do is add
hot/cold water. Conversation is also made of ingredients. Things like vocabulary, grammar, and
punctuation. If we add some expression and body language, we can get a good conversation.

3D is similar to both jell-o and conversation, through perceived values. Jell-o has a 3 dimensional value,
in its solid form. It has height, width, and depth. What is hard to see is a perceived 3D value. This is a
value, in which the objects inside can be seen to have depth, whether real or not. This transparent
dimensional value is contrived of two basic colors. The red and green glasses we wear, allows us to see
the dimensions clearly. Without the glasses the picture is fuzzy and almost 2D in nature. If we add some
fruit to jell-o we can see the fruit. Because fruit also has 3 dimensions, and a solid, we can view all
dimensions easily. 3D is different than just 3 dimensions, because it is a perception that something has
depth, when in reality it doesnt. This means that we have made a value of a visual object, using the red
and green lenses, to create a context with which to interpret the values we see. Red and green glasses
will synthesize the move colors to create a visual 3D effect, for the movie goers. Conversation is similar,
in that we perceive a context to respond to, using the visual and aural input of body language and
expression.

In Whiteheads model, (Heinze, Proctor, Scott:) there is a sense of romance, or as I would define it as an
emotional stimulation to connect. This would be the starting point of any
conversation; a need for emotional stimulus. Boyd asks, in my paraphrase,
How can we generate comparatively complex individuals to participate and
interact in other cultural intimations? As a teacher this is important, and a
Figure 1. Whiteheads model 1949) good goal, but how do we do it? In Whiteheads model, we act by asking
questions, observe and define the reaction, and respond. This is done in an
ongoing circle. The questions, Why? and How? being the most asked
questions.

Most models are about a teacher/learner relationship. The teacher sets the
ideas and concepts, while the student interacts with re-descriptions. These

Figure 2. Skeleton of Conversation: Scott:112

are great for a class but does not usually reflect real life conversations. Draper would argue the
weakness, in this model, is the lack of attention paid to learning management. In practice this model
worked when you had perfect students. (Heinze, Proctor, Scott: 112)

This paper will consider that the goal of each teacher is to not only have a conversation with the
students, but to enable the students to instigate conversations, in cross-culture situations. To do this it is
important to consider the role of conversation, in the learning sequence. If we are to consider that we,
as babies, learn to communicate first. Therefore, conversation is defined as; a series of questions and
answers to help communicate ideas, and may involve emotion and/or body language.

Conversation is about communication. Writing, grammar, reading, vocabulary, etc. are also about
communication. Teaching conversation effectively must employ all aspects of language acquisition. The
question to be addressed in this paper is How can we change the default of students, in a monoculture
monolingual situation, to another language default?

The default is defined as, the natural choice of grammar, punctuation, etc. based on their first language
structure. Conversation, different than the above elements, does not have visual points to use. To teach
conversation, as strictly a set of phrases, etc. will not necessarily be effective. In class activities are great,
but are often too strict in structure. English, as a language is complex, only because word usage is so
varied from one country to another. Even within countries the nuances of English changes.

I am often asked, which is correct, and then a few choices are given. The problem is that grammatically
most are correct, so why the confusion? The confusion comes for one basic reason. The reason is the
default, the student has learned from the culture. Many Korean students think they speak konglish,
when in actuality; they just do not speak enough to communicate their idea full enough.

I will use examples, written by students as a final test drama. As a conversation teacher, I have not
edited or changed the script choices. This is because they had to act the drama out. Therefore the
grammar and punctuation problems were secondary to their ability to communicate their ideas. The
dramas do show the default. The theory proposed is that using conversation writing, as the primary
evaluation of the students weaknesses, will help the teacher focus their teaching on the right areas,
resulting in stronger language acquisition.

Understanding the defaults of the students will also help the teacher understand the language and
culture they are immersed in. Defaults, as discussed in this paper, are those things which become
spontaneous from previous learning. If we, as teachers, understand the default way of writing, speaking,
reading, we can spend more time, in activities and in-class work, to create a new default.

Defaults

The default position can be seen best in writing. Writing is a demonstration of how the student thinks.
Reading can determine other issues related to comprehension, and speaking is often just a memorized
set of words and phrases. Writing conversations will demonstrate the default thinking patterns,
simplicity or complexity of word usage and depth, and the understanding of English as whole.

The examples given in this paper will be derived from my students work. As a teacher of conversation,
the struggle is how to structure the lesson. In reality is not a grammatically correct experience, but
conversation does need elements of grammar to communicate well. Conversation is also not
punctuated, as you would punctuate an essay, or read in a book, but it does have punctuation which is
demonstrated by rhythm and body language. Therefore, to teach conversation we must focus on
communication, relationship, and word links versus strict grammar rules.

Example 1 ~ Unedited script

After you have read this, what defaults do you see?

I can easily go through the day, like a chicken with its head cut off.
Just running around here and there trying to get from place to place just getting things done,
but not necessarily following any rhyme or reason.
I think people likr moms, who wear seveal hats...well,they often have a difficult time prioritizxing
what they have to do.
Somethimes,when i think of something to do ,i just hurry up to get it done before i forget
Sometimes ,i write down the things i have to do.And i have a ' to do' list.but the order of the
things on the list is important.
If i am unable to priortize or rank those things on the list...well,the more important things might
not get done until really late.

The first default is that each idea is on one line. This default comes from many years of studying English,
from books. If you look at most ESL textbooks the English is written one line at a time, often having a
hangul line directly underneath it. How would you teach to change this default?

If the teacher spends time creating writing exercises to strengthen the paragraph style of writing, it will
enhance the reading and comprehension experience. This one idea- one line style slows down the
reading speed of the student.

This student has tried to use some common phrases, which they do well, and the ideas are sequentially
ok. Not using the word correct function, of the computer program shows that they dont see it as
important. With the understanding that in the students native language they would correct it, the
punctuation, word correction, and capitalization would be the focus of other activities. In developing a
lesson plan the teacher would focus on the importance of how these can improve the students
communication.

Example 2 ~ Dialogue

The following is an excerpt from a final test. The challenge was to write a five page conversation using,
question and answer for rhythm, adjectives from the text for expansion, and stay on topic. The topics
were limited to those studied over the semester. The conversation was made without a paper copy, but
with a beam projector for support. After you have read this, what defaults do you see?

1. : London's dessert are very cute. Try we have not eaten dessert in Korea.

2. : Yes. oh! Let's go to the cake shop.

3. : Many tourists are coming Because this cake shop is very delicious and look cute.

4. : I seen this shop on internet blog. I eat sprinkled chocolate chips cupcake.
 5. : I eat a rich tiramisu smothered in cream.

6. : How much this choco cupcake and tiramisu?

7. : choco cupcake is 15dollar and tiramisu is 25dollar. total 40dollar.

8. : Here's 50dollars.

9. Thats 10dollar change. Enjoy your meal.( handing the cakes )

10. :Umm~chocolate is mouth full.

11. : This tiramisu is the first time. very smooth!

12. :This cake shop is popular because of their cheap prices.

13. :We make by ourselves everything. So We uses only fresh ingredients and generous

servings.

The first default you can see is the use of hangul names. Hangul being the native language of the student.
A second is the misuse of descriptive words. Because this cake shop is very delicious and look cute.
(line 3) Assigning delicious to cake shop is a hangul structure. It is corrected later on, but there are
others. A third are the incomplete ideas. This tiramisu is the first time.(line 11) The incomplete ideas
may reflect relationship closeness. Koreans are group oriented persons, for the most part, and this
group often communicates in incomplete ideas, because a semi-closed group communication does not
need whole ideas to be communicated. Outside the group good communication can be a challenge if
ideas are well communicated.

If the teacher focuses on just one dimension, lets say grammar, the teacher would have to choose
which part of grammar to work on. If the teacher was to focus on a more practical dimension, and do an
activity, such as find the mistakes and rewrite, helping the students read out loud to hear what they are
really saying, the teacher will maybe be more effective. If the teacher, focuses on communication in the
conversation, the teacher would focus on those areas where the communication of ideas was lacking,
perhaps the incomplete idea problem. I teach longer is better, because if the student uses more words
to communicate they will get the whole idea out, even if it is bad grammar. Whole ideas create better
communication. Better communication creates better conversation. Better conversation is much more
enjoyable for both speaker and listener.

Dimensions of Conversation

Considering the title includes 3D, and jell-o, dimensions are important. Jell-o has 3 dimensions, but is
not 3D. There are three dimensions in conversation. Each one is necessary for 3D to happen. The
difference between them is that in 3D you dont see the lines. The links between points has disappeared,
giving a transparency, which then becomes the enjoyment of a 3D picture. 3D, as a goal is great, but it
does need two other elements to function, the green and red lenses working together.

(1D) 1D is what happens in many classrooms. It will be designated as

technical. Technical focuses on the technical areas, like parts
of speech, tenses, parsing of verbs etc. This is important, but
will not achieve the goal of 3D.
(2D) 2D is nice. You can notice the color is not solid. This helps us
understand the nature of 2D. 2D has linked the lines of 1D, and
filled them with color. The added dimension allows the viewer to visualize better. With 1D, the viewers
mind is limited to the shape, (straight), but not limited to how to put the lines together. 2D has created a
shape, to corral the viewers mind, giving it more definition. Using activities like a word search in a
thesaurus, reading, vocabulary building, etc. puts the technical parts into an order. Now we have some
communication. This is designated as practical. It is the dimension that helps organize the
communication into a more visual dimension.

3 dimension is combining the technical and the practical, while linking them to a second
idea. Conversations most often do not stay focused on one topic for a long time. As you
see in this picture, lines are added to achieve the third dimension. These lines help us see a
depth, as the third dimension. The lines are hard and give the perception of strength to the second idea.
It is really an enhanced 2D model. It shows us what we dont see in the 2D by using an offset model. This
linking of ideas, is basically an enlargement of the technical and practical. Using verb phrases versus
verbs, or learning connection words which link ideas together.

3D, as the picture shows, is a longer format. It is not comprised of lines, but has structure. It
is longer, because that is what we want in our conversation. Short conversations are nice,
but often do not communicate anything. They become memorized phrases, not
communicative ideas. 3D should be the goal of our teaching. Having longer enjoyable
conversations which share information and interaction, leading to both emotional and
mental stimulation, is a high goal. Most students may not reach this, but it is still
laudable, and achievable. It is possible by understanding the defaults the students have, and
focusing on them, adding practical applications, linking the short ideas to other ideas,
and then to a spontaneous response. It wont happen overnight, or even in one semester. To
help the student understand that language is communication through conversation, we need to
understand what are the essentials for communication, in the 3 dimensional levels.

Communication Essentials

I was asked, by a student which sentence was right. The following two sentences were given. Which one
is correct?

o I cant tell you, who the next president will be.

o I cant tell you, who will be the next president.

If you were to ask ten people you would get confused. From a technical point of view, perhaps they are
both correct. The default, for hangul students, would be the first one. It is not exact, but closer to the
grammar structure of the students native language. The question I asked was, What do you want to
communicate? If the goal of our teaching is better communication, would be correct. The student is
then less confused, and the link to the next idea, or response in the conversation, would be where the
teacher could focus, moving from the practical to the 3 dimension mode.
The problem that happens most often is a focus on the technical, stagnating the students learning to
communicate. There are some simple ideas that will assist in communication, making the achievement
of longer conversations, not only possible, but when learned can help change the default, in any
language.

These four essentials are Time, Action, Motion, and Emotion (T.A.M.E.) all four are not needed in one
sentence, but three of the four should be used, to ensure communication in conversation is understood.
Most snippets of conversation, without a close relationship or previous communication, should contain
the essentials. If we add more elements, our conversation will be even better, and more enjoyable.
Enjoyable because the listener does not have to think about what we intend to say. An example of this is
the question found in almost every basic ESL text, Where are you from? This question assumes many
things, but is not clear. The answer I often give is My mother! And you! While it is true, it is not the
answer the person wants, and retorts with the default, Me too! The person obviously has not though
about the question, but memorized it from the text. It is an honest question, but wouldnt it be better to
teach a 2D question, What country do you come from?, or Where do you live?

If we were to add the first dimension to the question, Where do you live now? the communication is
very clear, and the response exact. There is no stress. Categorizing new vocabulary into basic elements
will help move our teaching methods to include more dimensions. The essential elements are basic
building blocks which will help the student communicate their ideas. Adding more dimensions, as in the
3 dimension picture above, will develop stronger links to new ideas in conversation.

Rethinking Pedagogy

Ricardo Schtz, in an abstract on the Psycholinguistic Teaching Approach, writes We also offer
language learning through the study of grammar as a complement, but the emphasis is on language
acquisition through communication. In teaching we need to set end goals for our students. Using the
3D as a goal is perhaps too high, for most students, but is not too high for an end goal. Look again at the
3D picture above. It starts as a small area and expands over a longer structure. 3D, as a goal, does not
have to extend beyond capabilities, but the idea of spontaneous speaking, linking the grammar, etc. to
form good communication.

In rethinking our pedagogy, we need to revisit the models we started with. In the model the why
question is what the teacher asks the student. If we teach that, in conversation, the why should be
reflective Why do I want to converse with the person?, we can teach a rephrase to, Hello! How are
you? ~ I am fine, and you. Instead of focusing on developing the nations practical English skills, a
special place has been given to the results of English proficiency tests, which do not realistically reflect a
candidates practical English skills. These test scores have become a major criterion for success in all
areas, including not only education but also in job-performance evaluations.(Ahn)

Using conversation as the end goal means we start with conversation. If we start with conversation we
use grammar as a complement to making conversation work. We teach students to ask better questions,
which include three elements of communication.

Using conversation as the center of how we teach will change how we teach vocabulary. The focus shifts
from grammar and sentence formation to a deep sense of personal communication. When language is
used to satisfy a strong desire to communicate, results can be impressive. (Schtz) If we teach only for
test score evaluation, we do not satisfy the students desire to communicate. I ask the students to find
words they dont know, on an internet news site, like yahoo.com. The object is to change the word with
another that matches the chosen word. Though this may sound easy to do, just choose a word in a
paragraph and change it, most students do poorly. The words are usually not hard, and they have use of
a dictionary or thesaurus. The problem is that the students struggle with the multiple meanings a word
can have in the context. The exercise is important for the student, in order to achieve functionality.

Example ~ This is one example of the vocabulary challenge. The following list (1-5) are the
required sequence.

1. vocabulary word
2. internet url
3. paragraph for context
4. definition
5. rephrase with change word

1. fabric

2.http://news.yahoo.com/assad-syria-massacre-carried-monsters-110702471.html;_ylt=AvVMf.lUbpIz6BmuaCYJFjes0NUE;_ylu=X3oDMTNsMTBnY2NzBG1pdAN
Ub3BTdG9yeSBGUARwa2cDM2M1ZjVmYzUtNWYxZS0zZGYwLWIyZTQtNjg5M2ZlMmEyN2ZiBHBvcwMxBHNlYwN0b3Bfc3RvcnkEdmVyAzZkYzQ4MTkwLWFkNzEtMTFl
MS1iZWViLTNkNTUwYzBlOWNkNg--;_ylg=X3oDMTFlamZvM2ZlBGludGwDdXMEbGFuZwNlbi11cwRwc3RhaWQDBHBzdGNhdAMEcHQDc2VjdGlvbnM-;_ylv=3

3. Assad, who inherited power from his father in 2000, still has a firm grip on power in Syria some 15
months into a revolt that has torn at the country's fabric and threatened to undermine stability in the
Middle East.

4. noun

a cloth made by weaving, knitting, or felting fibers: woolen fabrics.

the texture of the woven, knitted, or felted material: cloth of a soft, pliant fabric.

framework; structure: the fabric of society.

a building; edifice.

the method of construction.

5. Textile

Assad, who inherited power from his father in 2000, still has a firm grip on power in Syria some 15
months into a revolt that has torn at the country's Textile and threatened to undermine stability in the
Middle East.

Notice that the choice of replacement word does not fit the context of the paragraph. This is a common
problem, and the default for fabric is textile, while the context clues are ignored. Countrys and #3
definition fabric of society is a seemingly very easy choice, as society and country are synonymous.
The way the vocabulary functions in the sentence and/or paragraph is where the change gets confused.
The functionality of conversation gets lost. Fostering the students desire to learn is difficult, when they
have spent so many years learning for test scores. Functionality, a word not found in any dictionary, is
a combination of fun and function. Functioning in society, with people outside of our immediate group,
is important. Important for employment because strangers cross our paths all the time, and we are
asked to write or communicate with people we have never seen.

Setting 3D, as an end goal also has enjoyment as a spinoff. In rethinking our goals and methods, in
teaching, we should consider the paths our students need to walk. If we consider that many students
are taught in only one dimension, they end up writing like this.

Example ~ This is a students writing, as a translation of a newspaper article.

My mother controls excessively adult children.

It seems that she thinks we all agree opinions she issues.
In additional, she is negative about all things
She starts a fight with us, and she wants we agree her and we say she is right in every time.
She has given her opinions without thoughts for several years and she hurts our feelings.

This one dimension learning, as stated before is a default. The ideas are not connected. I will call this,
teaching the technical level. This is important to help with default correction, but this student has not
moved forward.

The second dimension, as seen in the graphic above, links the lines creating a two dimensional idea, a
paragraph.

Example ~

My mother controls adult children excessively. It seems that she thinks we should all agree with her opinion. In
addition, she is negative about all things. She starts a fight with us, and she wants us to agree with her, and we say
she is right every time. She gives her opinion, without thinking, for several years, and she hurts our feelings.

Writing, in a paragraph form, will enhance the students understanding of ideas, and their connectivity.
Understanding that teaching grammar, reading, writing, etc. are complements to conversation, will
develop better questions which will be longer, requiring longer and better answers. This, longer is better
style, will also make the conversation more enjoyable. After reading the excerpt you find a sense of
satisfaction. The elements are there, which make it so much better than the one dimensional version
above. The links of the lines are now made. To not emphasize error correction, but communicative
ability with beginners is not the norm. It is much more normal to focus on correction of grammar, than
the communicative aspect. Psychological obstacles must be overcome before linguistic accuracy can be
attained.
Self-confidence and independence are the first steps. (Schtz)

Example ~ This is an excerpt from a student (2012)

Olivia: I get up at 7:00, in the morning. Then I brush my teeth and wash my face,
after that I run in the park, near my home for 30 minutes, everyday.
Tei: Your life is healthy. I should study you to have a health life. I get up at 8 o'clock
everyday.

Olivia: What do you do in the morning?

Tei: I eat breakfast at half past 8. Then I go to school at 9. I sleep or listen to music
on the subway sometimes.

Lay: My brother is better than I. I go to school at 9:30. I don't usually eat breakfast,
but I eat too much at lunch.

I am asked regularly about which choice is better. The two below are listed above, and reflect the idea of
grammar versus communication. Though both are grammatically acceptable, the first one reflects better
communication. If I was the teacher I would not spend a lot of time on correction, but just make a point
about communication.

o I cant tell you, who the next president will be.

o I cant tell you, who will be the next president.

If you focus on structure, you can find that grammar and communication are not always synonymous. A
good example of this is The hill jumped over the dog. (http://makingconversationworkforyou-
teacher.com/grammar%20123.mp4)Of course this is not a real possibility, but it is good grammar. To
move to the practical, which is the second dimension, you need to bring the grammar closer to
communication, or conversation. Often you hear students say, I moved my house. The grammar is not
bad, but the communication implies a really strong student. The problem is not the grammar, but the
lack of a full idea. Teaching the practical involves real life communication strategies. This is the
expansion of ideas, with grammar as a second focus.

There is no perfect English, but there can be perfect communication. To move to the 3D conversation,
all of the segmented learning the student has been accustomed to must be merged together. The
teaching of a single element; like grammar, vocabulary, etc. needs to include more cross-over activities.
Lesson plans need to be made with a 3D end goal. This means that the end of the semester/term goal
must be made first. Everything must work towards this goal. This does not negate daily or chapter goals.
It means that these become sub-goals to the end goal.

In the graphic above you can find that there are more lines to a second idea. These point to point
connections are important when conversation happens. The linking of ideas is important for the
conversation to move forward. Developing better questions, which include more elements, will achieve
this. Exercising more emotional words, which is the fourth element, will give conversation a better
emotional connection to the topic. Working on punctuation to enhance reading enjoyment, will also
help.
Moving to the third dimension, or the functional, the teacher needs to spark the emotional flame. This
is the hardest part, but again it is an expansion of vocabulary to communicate more precisely what is
communicated. The fun comes, when the use of emotional words is communicated through both vocal
and body expression.

The third dimension still has hard lines from one idea to the next. To move to 3D the speed of
interaction, must be faster. In the 3D picture the lines are obscure, while the boundaries and shape are
firm. It must be remembered that 3D is a perception of layers. If you use regular lenses to view 3D the
picture will appear fuzzy or 3 dimensional, with each layer seen but unfocused.

To achieve 3D we need to rethink our teaching methods. Using the technical, practical, functional model,
we will have to change our method in the functional. This is because functional is related to the
perception of the ideas. When the assignment to change words was given, the problem was the
randomness of the choice of the change vocabulary. This showed a lack of understanding of the
assignment, though repeated examples and correction were made. Or, the student lacked
understanding of the context in which the original word was contained. Because the word change was
not consistently poor, and some students improved with correction, the latter would be more
understandable.

In rethinking our teaching methods, the focus would be on ideas like position versus direction. Words
like to and for communicate a position or direction. Other teaching ideas would be to focus on quantity
versus quality. In 3d the focus is not on grammar perfection, but on perfect communication. The
difficulty lies in the default of the student. Hangul lacks articles, and many of the words which depict
position or direction are lumped into one word. 3D is about filling a shape like a jell-o, versus just lines
and links to other ideas. It gives freedom to word usage allowing for the twisting and turning of the
context, which is the norm in most conversations in any language.

Moving from simple grammar, line by line, to a more inclusive and practical grammar, to a 3 dimensional
model which links two ideas, finishing with a flexible communicative conversation, is not easy. The
reason for an end goal is to understand this model. It is not that the original models we use are wrong,
but limiting and inflexible. Delivery of material is determined by the teacher. How we teach is not as
important as lessening the dependence on the points and lines in dimensions 1 and 2. If the end goal is
to have our students achieve a new dimension of learning, we must view language as dimensional. 3D is
not as measurable as the initial dimensional model. This abstractness requires a focus on a less
stringent focus on structure, and a stronger focus on communication, in all dimensions;
technical, practical, and functional.

Summary

Jell-O, 3D, and conversation have a lot in common, when considering our teaching methods. To view
conversation as both the beginning and end points of language, teaching is a rethinking of our standard
models.
The elements of communication; time, action, motion, and emotion, are categories of vocabulary, which
can accelerate the communication value. By categorizing new vocabulary into these categories, it is
easier to use the newly acquired words, and improve communication. Improved use of vocabulary will
enable the teacher to change the default questions, into longer and more communicative ones. Longer
more precise questions will enable a higher emotional connection, which in turn will make conversation
more enjoyable.

3D is an end goal. It is not reached without the other connection points linking the dimensions. In the
initial model the teacher/student conversation is based on is pre-chosen. The questions, Why and How,
in the model are examples. In the initial conversation, the context or relationship us not given, except
that one is a teacher and the other a student. If we consider that a conversation is both a collection of
information, and a continuum of ideas.
question answer/question
When does it end?

answer/question answer/question

The color change reflects the conversations different changes in emotion or tenor, while the rhythm is
maintained. Teaching conversation is not about how perfect the circle is, but how well the circle
connects to other circles. There are too many exceptions to the rule, in English, but the sequence is
important for the connection. By adding color, or emotion, the personal connection and enjoyment will
encourage longer and better conversations.

3D is about keeping the shape but not looking at the hard lines, of our communication. Different accents,
colloquialisms and twists make 3D a necessary goal. Students need to put away the dictionary, and use a
thesaurus. As mentioned before, the ability to choose a change word equal to the original was difficult.
Changing words is an important task in moving the student to a 3D mode of conversation. It is a great
goal to set for yourself, and for your students. Having the same goals, however different in level, allows
the teacher to become a mentor, and therefore a larger print on the students learning.

References

Ahn, Hye-jeong, Purpose of English Study in Korea; the Korea Times, July 2012.

Schtz, Ricardo, A Psycholinguistic Teaching Approach; English Made in Brazil,

http://www.english.sk.com.br/sk-inst.html

Heinze Aleksej, Procter Chris, Scott Bernard. Use of conversation theory to underpin blended
learning, Int. J. Teaching and Case Studies, Vol. 1, Nos. 1/2, 2007. Pp. 108-120.
Appendix

Adding Grammar to
Conversation
Rethinking Conversation Pedagogy

1/1/2012
ESL Teachers Forum
Dr. Paul R. Friesen
The key to these conversations is the cumulative grammar focus. This means that
the grammar focus of each chapter is included in the following conversation
cumulatively. To continue using the grammar will help the student practice on a
continuum, the grammar they have learned in previous chapters. This does make
the conversation discourses longer, with each chapter. Longer is better for
communication, though in real life close relationships shorter is often used.
Chapter 1 People

Is/ am/ are / adjectives pronouns

John meets a new student at school.

John: Hello! My name is John. Im a first year student at this University. Are you new here?

Sally: Yes, I am! My name is Sally! Im an English major, but I dont know English well. What city
are you from John?

John: Im from Suwon. Its not that far from here. Its a really nice city. What country are you
from? Your English doesnt sound like you are Korean.

Sally: Im not! Im from Mexico. Its a bit hot, and many people from Canada and America come,
in the winter. They are white tourists wanting to get brown. Do you think this class will
be interesting?

John: I think it should be. There are many new students in class. I think English will be difficult.
Most often I find the classes so boring. Maybe you will have an easy job in English class.
What does your father do?

Sally: My father is a poor farmer. It is a difficult life. I came here with the help of my University.
He works hard just to eat every day. I had to work two jobs to pay for my school, even in
High School. What does your father do?

John: He has an easy job. Korea is a very safe country. My father is a building owner. As long as
he has someone to rent it, he is happy. Do you have any siblings?

Sally: Yes! I have an older brother. He is a pilot. He is married with 3 children. I have a sister
who wants to be an engineer. What about you? Do you have any siblings?

John: Yes! I have one older brother, who is a newspaper photographer.

Sally: Is that an interesting job, with most of todays papers going digital?

John: I think it is more fun for him, because it is digital.

Expansion words ~ interesting, engineer, pilot, happy, safe, easy job, poor, difficult life, boring
Chapter 2 Work, Rest, Play

Is/ am/are/adjectives/pronouns + In/on/at/first/next/then/negatives

John: Hello! My class is the first class in the morning. Im a first year student. It is at 6.00, in the
morning. Are you classes in the morning, or in the afternoon?

Sally: My first class is in the morning, but my next class is at 2:00 in the afternoon. On Tuesday I
have an English Club, at 5 p.m. Are you in a club this semester?

John: No! Im not in a Club yet. My schedule does not let me join too many. I want to get good
grades first, then find a club that will help me make my goal. What is next on your
schedule today?

Sally: I have an English Conversation Class next. Then I have to do some shopping. There are so
many things I need, just to start. It will cost a lot of money. What do you do on
weekends?

John: On weekends I usually play soccer with my friends. Did you know that soccer is the fastest
growing sport in Canada?

Sally: Really! I didnt know that. I sleep in on Saturdays. Then I check to see what my friends
are doing. We usually go out for coffee in the afternoon, at 4:00. Would you like to
come?

John: I will have to check my schedule. I am not sure about the other guys. Where do you
usually meet?

Sally: We usually meet at Matams. It is a nice restaurant, and has a more western menu. On
Sunday I go to church with my parents. Do you go to church?

John: I dont usually go to church. I do rest on Sunday, and so should the preacher. Dont you
think that is a good idea?

Sally: I also rest, and its true that preacher should rest. Perhaps they can have a Sunday
preacher who rests on weekdays. I have to go to my next class. Hope to see you on
Saturday.

John: I will ask the other guys and we can go somewhere new.

Expansion words ~
Chapter 3 Going Places

Is/ am/are/adjectives/pronouns + In/on/at/first/next/then/negatives + Pronouns /

should/sometimes/always/never

John: Hey guys! Sally wants to go somewhere on the weekend. Where would you like to go?

Sally: Guys? How about going to an Island somewhere?

John: I think that is a good idea. Is this your first time to an island, in Korea?

Sally: No! I dont go very often though. What should I bring?

John: You should always bring some UV-blocker. What should I bring?

Sally: You never bring your swim suit. You should bring one this time. Are you going to bring it?
Maybe a pair with some bright fish on them. You can buy one at the Duty Free shop.

John: Sometimes it is easier just to look on the beach for treasure. It is really nice especially in
the morning. How much money should we bring?

Sally: Dont take too much cash. You should take your credit card and just a few American
dollars. Then you can feel better when you arent in your room. Is that your pink bag
John?

John: No! Its not mine. I thought it was yours. Isnt it yours?

Sally: No! Maybe its Susans. Should we ask her? She always leaves it somewhere.

John: Yes! We should ask her. Should we rent a car or buy insurance? Should we buy our ticket
at the same time?

Sally: I think insurance is a good idea. Renting a car is too much money. What will we do if we
get sick?

John: You should always take your phone. Insurance will pay for things, but you should take a
First Aid kit, just in case. We wont be gone that long, will we?

Sally: Well, it is not long, but you can never be too careful. We will take a taxi from the airport
to the hotel.

Expansion words ~ buy at the Duty Free shop, buy a ticket, take a taxi,
Chapter 4 Food

is/ am/are/adjectives/pronouns + In/on/at/first/next/then/negatives + Pronouns /

should/sometimes/always/never + like / some / few/ little /any / many

John and sally have just planned their vacation. Now it is time to plan some of the things they
will need for a weekend at the beach.

John: Now that we have the weekend place chosen, we need to make a food plan. What is your
favorite food?

Sally: When I plan a trip I like to buy food when we get there, unless it is close by. My favorite
foods are baked beans a tuna salad. Have you ever made tuna salad?

John: No! I havent. I like salads. My mother makes potato, egg, and Jell-O salads all the time
when our family gets together. We often have broccoli and cauliflower. How do you
make tuna salad?

Sally: It is very easy. First, you need to buy some celery. Then you buy a can of tuna. You chop
the celery into small pieces, and add the tuna. Next you add some mayonnaise, pepper,
paprika, and onion greens. Put it on a toasted bagel and you will have a great diet meal.

John: It does sound easy. What should we have for breakfast then? We could buy some
breakfast cereal with nuts. I prefer nuts in a trail mix. Do you like trail mix?

Sally: I have never tried trail mix. Is it like a granola bar?

John: No! It isnt a bar. It is a mix of fruit and nuts. You just need a few raisins, some other dried
fruit. You can choose any kind of fruit you like. Add a few nuts and give the bag a little
shake to mix it. How much do you think we should make?

Sally: If we make a large bag, it should be enough for a few days. We should make a list. Then
we know how much money we will have to budget for food.

John and Sally now have to talk to their other friends about their vacation. Are you excited?

Expansion words ~ breakfast cereal, nuts, broccoli, cauliflower, tuna salad, baked beans
Chapter 5 Sports

is/ am/are/adjectives/pronouns + In/on/at/first/next/then/negatives + Pronouns /

should/sometimes/always/never + like / some / few/ little /any / many + /
/ / /

John: Hi Sally! How your vacation plan com ? your friends com ?

Sally: Most of them com . Some of them have jobs. Would you like to come?

John: I would like to, but I should make some money. I dont have many chances during the
semester to make money. I am so busy. What you to do?

Sally: I hope I and my friends can water ski , or rappell down the cliffs, on Surak
Mountain. I to do that than sitt at home study . you go to
work everyday, or will you get some time off?

John: I will get my weekends off. Where are you going?

Sally: I hope to travel down the East coast, from Sockcho to Busan. Alex to fix the
roof of his grandmothers house. Sue , in the Pyeongtaek
Weightlifting Championships, in July. Bob baseball, for the LG Lions, all
summer. There are only Frank and Iris left. They are always a lot of fun. First we have to
get together. Next we have to decide how much money we will spend. Do you
outdoor sports to indoor sports?

John: I outdoor sports. I team sports to individual sports indoors. Do you

indoor sports?

Sally: No! Not really. I watching to play . You to spend less money on
equipment, but the fresh air is so much better. I the stale indoor air of a gym. If
you could take a long holiday, where would you to go?

John: I think Africa would be my first choice. It is a dangerous now, but the experience I think
would be worth the risk. The people to move forward and learn so
eagerly. I would also to see the wild animals, before they become extinct.
Chapter 6 Destinations

is/ am/are/adjectives/pronouns + In/on/at/first/next/then/negatives + Pronouns /

should/sometimes/always/never + like / some / few/ little /any / many + /
/ / / +

Sally: Have you ever anyone from Africa?

John: Not yet. Wait a minute! I meet one. I him in Itaewon. He a guy, a
of a man. He a business man from Nigeria. Where you go last vacation?

Sally: I to Mexico. It excruciatingly hot. When I into the hotel, the air conditioner
wasnt working, and the welcome band . There were many brochures of places
to tour and visit. Where did you go?

John: I to a country in Africa, so I meet Africans. It too short. We ostriches,

and with baby lions. They cute, but you to be careful. Do
you like baby animals?

Sally: I baby animals. I am jealousy. What Hotel you stay in, during your
vacation?

John: I in a mid-priced hotel the Zoobin Lodge. You could rent a car and book tours for
a discount. When I to unpack my suitcase there a scorpion running across the
bed. I at first. I they poisonous. What is the scariest thing that
has happened to you?

Sally: The scariest thing when I on a hiking tour. It was always noisy. People
so loud the animals ran away. I to say something to the guide, when he screamed
with a scream. I should have , but I like a board.
Where you to go on your next vacation?

John: I thought of going to the Mud Festival. I at a different festival a couple of years ago. It was
quite fun. I into a motel for two nights, and had of fun. We on rides and
so much I all day. What are you doing next week?

Sally: I dont have any big plans. I will have to text you. Will you be busy?

John: I have a few projects I need to get done but not so busy. I look forward to your text next week.
Chapter 7 Communication

is/ am/are/adjectives/pronouns + In/on/at/first/next/then/negatives + Pronouns /

should/sometimes/always/never + like / some / few/ little /any / many + /
/ / / + Direct / indirect
objects / senses / abbreviations

Sally: (reading text message) I want 2 meet u 2MOR at 4 pm. Is that ok?

John: (Sallys reply ~ reading text message) FBM. Where do u want to meet?

Sally: (Johns reply ~ reading text message) Lets meet at Krispy Kreme, in Seoul Station. Is that easy for
you?

John: (Sallys reply ~ reading text message) Yes, that is ok. What kind of donuts do you like?

Sally: (Johns reply ~ reading text message) I the crme filled ones. Which ones do you like?
See you soon!
___________ They meet at Krsispy Kreme __________________
John: Good to see you again. you order anything?

Sally: No! I was looking at the pretzels. They so soft and fresh. The donuts always taste so
sweet. Would you like something other than a donut?

John: I can buy you a pull apart or something, if you dont like the donuts. There are so many choices to
make. You choose the one you want. I had sent you an email with some ideas. you get it?

Sally: I my mail, but havent looked closely at it. I got a note from a friend, saying they were
coming this weekend. Was the email important?

John: No! Not really. Just ideas for us to chat about. You sound tired. I think you need a colorful donut.
When you taste how sweet it is, perhaps you will get energy. What made you so ?

Sally: I a late movie, with my brother. Please buy me a heart donut. They have raspberry
crme stuffed inside. I cant stay long. Soon we will have to talk about what we want to do for
our future careers. Have you decided already?

John: No! I will have to think a bit about that and chat with you when you feel a bit more energetic. That
is a tough topic, and takes a lot of energy. Lets eat our donuts.
Chapter 8 The Future

is/ am/are/adjectives/pronouns + In/on/at/first/next/then/negatives + Pronouns /

should/sometimes/always/never + like / some / few/ little /any / many + /
/ / / + Direct / indirect
objects senses + to be + going to/ will/

Sally: These are really good. John! What do you think the future will be like?

John: A good question. I think there will be a lot of people working. Are you planning to work for
your life?

Sally: I hope not. At least not at the same pace! I am going to be a teacher. I think I will teach until I die.
They dont get paid much, but they are the wisdom of the future. What do you think?

John: I think you are right. Many people are smart, but age and experience are the best teachers. I was
thinking of becoming an engineer. Engineers have a lot of fun creating. What do you think life
will be like?

Sally: I think we will be replaced by holographs. Or perhaps we will use them as support persons, and
advice. Since trees will soon be gone, we will have to use recycled material. Do you think we will
be using books in the future?

John: Yes! I think they will be around for awhile. Some schools were trying digital books, but the cost of
using them was higher than buying the paper ones. I think reusable paper could make them
cheaper. When you are studying, do you use digital books in any of your classes?

Sally: No! I do use the internet, but not digital books. I was going to buy a few online, but then I needed
to buy a tablet to carry around. I am not sure which is easier, because I can mark the book easier
when it is paper. Do you think the new tablets will be using mark-up technology soon?

John: Yes! I think that tablets will soon be using technology to put ideas together for you. Are you going
to buy one when they get to that point?

Sally: Will we have any choice? E-books are cheaper than hard heavy ones, so if they get to the point
where they can put my papers together, I will be buying one. What do you think about the
fashions? How will they change?

John: Fashion today is a mix of old ones. They never really change much, but they are recycling things
more, so maybe more recycled materials. I heard a small company, in Europe, has made a new
material from left over material, from a plant they use for other things. Have you heard of it? It
may change the material and fashion of the future.
Chapter 9 Shopping and Clothes

is/ am/are/adjectives/pronouns + In/on/at/first/next/then/negatives + Pronouns /

should/sometimes/always/never + like / some / few/ little /any / many + /
/ / / + Direct / indirect
objects senses + to be + going to/ will + Comparatives and superlatives er /est

Sally: What! A new material! I wonder how much more expensive it will be. I a sale at Emart.
Would you like to join me?

John: That sounds exciting. I some of those new toe shoes. I dont know if I will buy them but
perhaps try them on. My toes freedom. Which style of shoes do you ?

Sally: I the standard style. Pink of course is better than black. You can see pink easier as well.
Arent those toe shoes more expensive than other styles?

John: I think they are the most expensive running style shoes. What you to buy?

Sally: There is a sale on shirts. Soon the new semester will come, and I will need a new wardrobe. The
best sales come in July, when people go away for the holidays. I dont usually buy big brands,
but New Core sometimes a sale on them. Dont you like to look good when you go to
school?

John: I am a guy. Looking good will help you get better grades as well. you know that?

Sally: Maybe that is why I am smarter today than before. I dress smarter. I like colors that work together.
Dressing better also makes you look professional, if you are in the market for a job. Good
makeup makes a older person look younger. How much make-up does your mother wear?

John: Not too much. She looks younger than her age naturally. My grandmother wears a lot of it, which
makes her look like she pastes it on. How about the ladies in your family?

Sally: Most of the older ladies dont wear much. They are more careful about their dress style, which
takes your eyes off their face. Fewer wrinkles arent always a bad thing. Oh, there is the shop I
to look into. these the best shirts?

John: They are great looking, for sure. There are some cheaper ones in the back. Why not go back there?
They look the same.

Sally: Sounds great! Sometimes the material is of lesser quality, when they are on sale. Other times,
there are limited sizes, which makes the price cheaper. We will have to go get some junk food
later. What kind of junk food do you like?
Chapter 10 Lifestyles

is/ am/are/adjectives/pronouns + In/on/at/first/next/then/negatives + Pronouns /

should/sometimes/always/never + like / some / few/ little /any / many + /
/ / / + Direct / indirect
objects senses + to be + going to/ will + Comparatives and superlatives er /est + Could / Should /
Must / Have to / How?

John: I dont eat much junk food. I have to be careful what I eat. How often do you eat junk food?

Sally: I dont eat it that often, but I do enjoy it every once in awhile. Are you on a diet?

John: No! I just gain a lot of weight if I eat it. I used to be a real fat kid. Now I am slimmer, and hope to
stay that way. It is better for your health. Are you a junkie?

Sally: Not really! I dont do anything regularly. I should do more exercise, but I find it kind of boring. You
could come along, or we could start a group. We should also have a healthy party group, to
promote good party food. What are good party foods?

John: I think celery, tomatoes, fresh fruit, etc. with no or natural sugars. How often should we get
together?

Sally: I think once a month, for a party, is great. How much should we spend? We should collect some
money.

John: I think we could each donate ten dollars. It isnt a lot in a month, and we get good food. We could
also meet twice a week, to go for a long walk, or jog. They say you need to work up a good
sweat, to make it effective. Where would you like to jog to?

Sally: I would to do it once a week. We have to find a few friends, who like to work hard to
lose weight. Should we put the ideas together? We should make it our future lifestyle.

John: Putting the ideas together is great, and making it a lifestyle even better. Lets make a plan. Saying
we should or could do it is not enough. We need to move into the lifestyle.