Materials That Focus Learners Attention on and Practice of Passive Voice - Research Paper Example

? Learning Passive Voice: materials that focus learners' attention on and practice of passive voice CHAPTER INTRODUCTION The importance of passive voice in communication cannot be overemphasized. Needless to say, it forms every part of our daily conversation. Passive voice is not only a voice limited to English, but also a grammatical voice of many languages across the world. In understanding passive voice effectively, a distinction is often made between the active voice and the passive voice. In the passive voice clauses, the patient or the theme of the main is expressed by the grammatical subject (Butler 2000, p 23). In this case, the patient is described as item or person that is subjected to action. This differs from the active voice where the subject is presented to bear the role of the agent. The utilization of passive and active voices is aimed at creating flexibility in the construction of sentences (Azar 2005, p 34). The utilization of passive voice creates an allowance for speakers to organize discourse stretches through placement of the figures, instead of agents, in the position of the subjects. Passive voice is also utilized to deliberately avoid specification of the action or the agent. Clearly, passive voice occupies a pivotal position in grammar. This material is set to guide and focus the learners’ attention towards mastering passive voice. Proposed Learning context This material is suitable for learners in the ages between 15 and 16. It is most appropriate for learners in the intermediate stages, where learners have mastered basic vocabulary and can construct simple sentences effectively. For these learners, learning English grammar will involve constructing sentences from active to passive voice. Prerequisite The only prerequisite skill that students should possess is to know the verb, object, subject structure entailed in a simple sentence. Areas of Focus There are various aspects that are central to processes of understanding passive voice, as a grammar point and which learners will need to know. The aspects of particular interest include definition of passive voice, the basic structure of passive voice sentences and the context of application of passive voice. Thus, this material acknowledges that grammar, fluency/meaning and pragmatics/context are crucial and would be given uttermost consideration. CHAPTER 2: LEARNING PASSIVE VOICE Understanding passive voice In these sessions, learners are supposed to understand the meaning of passive voice. At the end of the session, learners should be in the position to distinguish between passive and active voice through basic definition. Underlying vocabularies, such as passivization, would be introduced. Passivization is the process of converting an active sentence into a passive one. There are other pivotal elements that need to be covered under the definition of passive voice and this include the basic structure of passive voice sentences and the context of application of passive voice. Common problems in Learning Passive It is imperative to single out common challenges encountered in the learning passive voice so that learners can note and overcome. Students will have problems in the use of passive form in production practical. There are three dimension of passive voice learning challenges; form (grammar), meaning (fluency), use (pragmatics/ context). In particular, one of the main challenges that should be singled out is the use of form, considering that formation of passive voice sentences is mechanical. There is always the difference in focusing between passive and active voices, but the meaning often remains the same. Another problem that should be single out is that students might be inclined to placing the subjects of the passive sentences following the participle as they have been conditioned to considering objects to come after the verb. Learners may also have a hard task in to distinguish passive voice from present perfect active. Learners may alternate /d/ for /t/ in certain participle finishing with verbs like ‘send’. Depending on the region one comes from, making alterations in the subject, object and verb relationship can be a big problem. The results could be grammatical errors and sentences that do not make sense. Essential strategies in mastering passive voice A secret to mastery of passive voice lies in the observation of learning activities, which are informed by various learning models. It is imperative for the learners to go through these activities. These are documented as follows. For every activity, students should seek follow up exercises as guided. a. Guided noticing by the learner using examples This method involves dictogloss, or a form of dictation whereby students listen to the whole passage or spoken text, which is given as examples to guide responses towards similar scenario exercises. Unlike traditional dictation where the teacher reads and transcribes clause-by clause or sentence by sentence, learners in this case are expected to process the whole of the text themselves but based on examples given (Shurville, O'Grady & Mayall 2008, p 123). Their understanding is then demonstrated by responding appropriately to a similar exercise. What the teacher intends the students to do is capturing the meaning rather advance the rote habit (Batsone 1994, p 47). The following activity has been adapted from (Butler 2000, p 23). The activity is chosen because it comprehensively covers the topic’s crucial points, which are elaborated examples by examples. It is meant to address all aspects of language, including grammar, sentence meaning and use of passive voice. Learners can make constructions based on a particular city or town that is well known to them. After this, they will even be able to follow the steps for activating the passive voice. For example; ii) [Dad] [bought] [the knife] (active) S V O iii) [The knife] [was bought] by [dad] (Passive) O V S By often interacting with passive voice in a variety of semblances, the students become at ease in making use of passive voice and can continue on to really use it in verbal communication. The subject area must be defined and limited so that the task will not be too difficult. It is advisable to let students choose the subject because; students will improve their identification of the distinction between the passive sentence and active sentences with a special concentration to the past simple, the present and present simple, participle structures. They will also actively be able to evaluate passive structures. ACTIVITY 1: In regard to this learning model, students should consult the article below and single out at least five (5) sentences that are passive voice. Example is given for the first two sentences, which are in italics and bold. It is worth acknowledging that various studies have investigated the impact of music on the heart rate. In these studies, music has been applied in inducing stress or relaxation. Preceding studies have all shown that music can have a significant impact on the hart rate, as well as respiration. However, the techniques and elements that have been utilized in the investigations leave out a lot to question, as well as explore. It has been demonstrated the demonstrated that there is a significant relationship between the heart rate and music, and this depended on the type of music. In another study, 36 students were randomly selected and tested how their respiration activities and heart rate were affected by various genres of music. The study established that each music genre promoted the rate of respiration, as well as heart beat, but failed to find evidence of music genre reducing the heartbeat rate. Nevertheless, the study went further to infer that music could be utilized as a therapeutic agent to impart desirable changes on the heart beat and respiration complications. Music has a powerful coordinating impact on the functioning of the body. It could alter the rate of respiration and even heart rate, regardless of whether the body is at exercise or at rest. The afferent receptor feedbacks that are associated with the respiration processes could be changed by the personality, emotional state and behaviors of a person, all of which could be manipulated by music. In the cases of fatigue or stress, music is often accompanied by a distractive stimulus that diverts the attention towards the fatigue; hence, regulating the heart rate. In this case, regulation could include increasing or reducing the heart rate, yet the study fails to specify which music would reduce or increase heart rate (Adapted from Hader (2009,p 45). I have created the activity for adaption purpose. This activity has been modified to shun monotony while further depicting the additional context that passive voice could be applied. It is suitable for all the learners. These activities can be utilized by the teacher for a similar class in teaching passive voice. It is meant to address form (grammar) and meaning (fluency). ACTIVITY 2: learners are required to respond to the following passage by rewriting them in passive voice. John and Mary are planning for their wedding. Mary is against the wedding because it is an expensive affair in which they will have to strain their resources, organize fundraising meetings which are expensive and tedious to host. John decides that they see a marriage counselor, preferably a pastor to convince Mary to change her mind. Fortunately, Mary’s cousin happens to be a trained counselor. He calls the couple, counsels them and Mary gets convinced. The two continue with their wedding arrangements and are happily married. At the end of the lesson, students are expected to have mastered the various essential components of passive voice based on sentences. All these activities are appropriate to the age because it matches their cognitive capabilities. b. Noticing from a text or “noticing the gap” According to Greenbaum and Quirk (1990, p 6), noticing the gap is very important in second language learners since the teacher is able to recognize the weaknesses of the students in regards to the subject. A teacher will distinguish between errors, mistakes, and slips of the tongue that learners make. Often the most common error is overgeneralization of rules. Students would be asked to come after the teacher to notice the challenge (Thornbury 1999, p 67). I have created the following activity for adaptation purposes. I created this activity to ensure that every learner is actively involved in the learning process. It is meant to accommodate all students. It is meant to address the form (grammar) and use of passive voice ACTIVITY: In class session, students would be asked to compose off-head passive voices sentence and present them aloud. The rest of the students would be asked to repeat the sentences, if correct. This activity is meant to evoke active participation from the learners; hence, enabling students to effectively master passive voice components. These activities can be utilized by the teacher for a similar class in teaching passive voice. At the end of the task, students are expected to have mastered the relevance of passive voice. c. Controlled drill leading to automatization This involves using a sequence of oral drills. It is a sequence representing a classic progression of controlled drills. The teacher controls the language and dictates who speaks and when. The two types of control are considered important in audio-lingual practice if learners were to gain control over a targeted sentence pattern. The students are required to repeat the teacher’s model, first in chorus and then individually. Student will then identify whether the statement is passive o active. This also related to the remaining activities. I have created this activity to tailor the lesson the learners needs. This is aimed to evoke active participation from the learners, enabling students to effectively master passive voice components. ACTIVITY: The teacher will read the following work aloud and will be repeated by the students. Then the students would identify whether the sentence is in passive voice, giving a reason for the choices. The teacher will then approve on the appropriateness. The learners can then write the sentences down Part 1 1. The lion came in leaps and Bound. 2. The piece of work was well executed. 3. Men, we are done! This activity can be utilized by the teacher for a similar class in teaching passive voice. It is appropriate to the age. At the end of the task, , expected to process the whole of the text themselves but based on examples given d. Structuring by the learner with guided choice The model of structuring the learners with a guided choice is that which is simply flexible in a number of domains (Thomson & Martinet 1980, p 64). This model entails deployment of an array of strategies, including the techniques of learning and teaching, as well as adopting policies that are positively identified with the choice of learners. In this regard, it can be argued that this model is a deviation from the traditional approach where the instructors made virtually all decision that pertained to learning. Thus, in the process of learning passive voice, learners are supposed to play a crucial role in deciding their choices, but which should be guided. The following lesson was created for adaptation purposes. This is purposed at ensuring that every learner is actively involved in the learning process. It is meant to accommodate all students. At the end of the task, students are expected to have mastered the relevance of passive voice. These activities can be utilized by the teacher for a similar class in teaching passive voice.. ACTIVITY Learners are expected to team up in groups and decide on the project revolving around passive voice. The activity could include writing an article in passive voice or tackling any exercise on passive voice. The instructor’s approval will be sought before the actual process begins. e. Information Gap Acccording to Thornbury (1997, p 78), information gap model is that which simply aimed at clearing the disparities in understanding among the students. This is achieved through assigning the learners and assignment and then evaluates the held points in relation to the points in the topic. Students would be taken through the lesson and the imperatives of passive voice highlighted. Eventually, they will be assigned a task that enables them to unravel what may be missing from what is learned. The assigned task should be group work so that the learners can feel free to assist each while discovering and exploring all the underlying gaps. The information gap activities are crucial for various reasons, including making an extension of the learning sessions, motivating the learners, offering a real presentation of communication and offering clarification to the imperative points underlying the learning sessions. I have designed the following activity as a way of adapting the lesson to the learners. I chose this because it enables the learners to have an overview of the entire topic group work. These activities can be utilized by the teacher for a similar class in teaching passive voice. At the end of the learning session, learners will be in position to discern the missed points. It is suitable for all the learners. It is meant to address a meaning and use of passive voices. ACTIVITY B: The learners would be asked to discuss in groups about the imperative point that they found in the passive voice learning sessions. They would then make summary notes about all the essential points they learned about passive. References Azar, B. (2005). Basic English grammar. White Plains, NY: Pearson Longman. Batsone, R. (1994). Grammar, Oxford University Press, 1994. Butler, L. (2000). Grammar links 1: A theme-based course for reference and practice. Boston: Houghton Mifflin. Hader R. (2009) Bullying is not found on the playground. Nursing Management 3(1): 40-46. Greenbaum, S. & Quirk, R. (1990). A student's grammar of the English language. Harlow: Longman. Shurville, S., O'Grady, T. & Mayall, P. (2008). Educational and institutional flexibility of Australian educational software. Campus-Wide Information Systems. 25(2)74-84. Thornbury, S (1997). About Language: Tasks for Teachers of English, Cambridge Teacher And Training Development. Cambridge Thomson, A.J., & Martinet, A. (1980). A practical English grammar. Oxford University Press Thornbury, S. (1999). How to teach Grammar. Harlow: Pearson. Read More