Problem Solving in the EFL Classroom: Job Hunting Relevance
Tasks Using "Reason + x"
Christina Maxwell
Asia University |
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Many EFL instructors are faced with the challenge of getting
their students to participate in the language classroom. As language instructors,
part of this challenge is creating interesting activities to increase students'
motivation. "We must find out what our students are interested in"
(Rivers, 1976, p.96). Part of providing conditions for language learning
is building on existing motivations in order to increase students' knowledge
of the new language (Rivers, 1976). When there is engaging content that
will involve learners and in which those learners have a stake, students
become intrinsically motivated (Stevick, 1996; Taylor, 1987). I have found
that activities in which students use L2 as a means to solve a problem are
not only meaningful to EFL learners but also increase their motivation,
participation and use of the target language. The reason for this high interest
and involvement lies in the fact that students have to use their cognitive
skills and logic to arrive at solutions to problems relevant to their own
lives. Students learn and acquire the target language by using it for critical
thinking and problem solving.
Critical thinking and problem solving
The critical thinking and problem solving unit described here includes
the goals, target language, an anticipation task, a reading, partner interviews,
problem solving discussions, and summary writing. The activities are based
on the theme working. The unit focuses on important aspects of finding
employment in Japan after graduation from university, specifically academic
history versus work experience and ability. Many of my students, who will
soon be looking for jobs, find this issue meaningful; the activities give
them a chance to think, talk, and form their own opinions about employment
situations in Japan. They also consider the value of one's university ranking,
and the advantages and disadvantages of having work experience when looking
for a job.
Goal and targeted language
The goal of this activity is to encourage students not only to express their
opinions about a work-related issue but also to support their opinions with
a strong argument. Supporting personal opinions requires students to validate
their stances. The targeted language is opinion language (I think, I
feel, in my opinion), conditional statements using modal constructions
(I would, he should, they could, if I were in his position, etc.),
and comparisons (X is better than Y; X is not as good as Y, etc.).
Anticipation activity
Students are assigned a brief anticipation task before reading a three-paragraph
passage which highlights the issue of ability versus academic history in
Japanese society. To encourage students to think about academic history
and school affiliation, I write the names of three high ranking Japanese
universities on the blackboard. The students then brainstorm any words or
ideas which the names of these universities bring to mind. This anticipation
activity allows the students to verbalize their ideas about university affiliation
and employment future and sets the stage for the reading.
Reading
The passage describes three major points of a government report highlighting
the merits of working ability and experience as desirable aspects for job
seekers in Japan as opposed to university affiliation only (Appendix A).
The students read the passage out loud with partners or small groups and
try to find the three main points of the passage.
Partner interview
The interview activity includes eight statements about the passage or ideas
related to the passage (Appendix B). In pairs, students interview each other
and record their partner's responses to the statements. Some of the statements
concern American work practices and encourage students to think about what
roles academic history and ability might play in another country. These
statements are included to set the stage for a brief discussion on the similarities
and differences between American and Japanese work-related issues. By comparing
and contrasting, the students form more ideas and opinions about working
and hiring practices in their own country.
Critical thinking task
The problem involves two university graduates seeking employment in Japan.
One student graduated from a high ranking university and another from a
mid-ranking university (Appendix C). The students first make a grid and
list the strengths and weaknesses of each candidate. After the target language
is introduced, students try to use the new phrases to tell their partners
who they think should get the job and who should not get the job, providing
one reason to support each opinion. They write three sentences using the
target language to explain who they think should get the job and why. Then
they write three sentences concerning who they feel should not get the job
and why. Below are some of the responses from two students. (Note: There
was no mention of the gender of the university graduates characterized in
the example, so students base their opinions primarily on the candidates'
academic history and ability).
Student 1 responses:
a. I think that the University A graduate should get the job because
he went to a good school.
b. I think that the University A graduate would get the job because
he has a strong academic history.
c. I think the University B graduate shouldn't get the job because he
has too much working experience.
Student 2 responses
a. I think that the University B graduate should get the job because
he has a lot of working experience.
b In my opinion, the University B graduate would get the job because
he can speak English and has international experience.
c. I don't feel that the University A graduate should get the job because
he does not have any working experience.
Reason + x (R + x)
The students express some interesting opinions and reasons as to who they
think is better suited for the job. The R + x component requires learners
to add more supporting information to their reasons (reason + more information).
R + x can also be adapted so that students expound on the reasons for x,
depending on the amount of supporting information. As a communicative activity,
students, in pairs, read their opinions and reasons to their partners and
then question each other. More supporting statements are provided for their
original reasons. For example, one student's opinion, "I think the
graduate from the mid-ranking university shouldn't get the job because he
has too much working experience" is further developed with, "Too
much working experience in Japan is a disadvantage because companies think
that such people will be difficult to train." The communicative inquiry
can continue until students feel that they have made their point or cannot
think of any more supporting information. Students then write down their
complete opinions with R + x. Below are some examples.
Student 1 opinions and R + x:
"I think the University B graduate shouldn't get the job because
he has too much working experience. Too much working experience in Japan
is a disadvantage because companies think that such people will be difficult
to train. If a person who looks for a job has too much working experience,
maybe he thinks that he can do everything and does not want to listen to
the boss."
"I think that the University A graduate would get the job because
he has a strong academic history. In Japan, the name of the university
is important. If a student graduates from a high level university, he is
probably intelligent and hard working because he passed the entrance examination.
The name of a university is also important because this is traditional
thinking in Japanese society."
Student 2 opinions and R + x:
"In my opinion, the University B graduate would get the job because
he can speak English and has international experience. Speaking English
and international experience are important for getting a good job because
now companies are international. Companies need employees who can speak
foreign languages and know how to work with foreigners. This is why University
B graduate should get the job and not the University A graduate. University
A graduate can only speak Japanese."
"I think that the University B graduate should get the job because
he has a lot of working experience. Working experience is important because
the new employee can work soon. The new employee does not need training.
So, the company can save money. If the person has working experience, he
knows how to work."
Follow-up questions
In groups or pairs, students ask their classmates' opinions about other
issues related to working and finding employment (Appendix D). The follow-up
provides students with an opportunity to use their opinions and supportive
reasoning skills, as well as newly acquired language, in order to discuss
related issues.
Summary writing
The teacher can end the activity after the follow-up or add a writing component.
Writing summaries allows students to tie all the parts of the activity together.
Students write one to two paragraphs in response to one of the follow-up
questions or the issue presented in the critical thinking task.
Conclusion
Meaningful activities which use language as a means for students to express
their ideas often lead to successful language teaching and learning. Intrinsic
student motivation can serve as both a cause and effect of language learning
(Stevick, 1996). Implementing tasks that require learners to solve problems
is one venue instructors can take to increase student motivation and participation
in the classroom. Such problem solving and critical thinking in the EFL
classroom can also lead to enjoyable communicative language sharing for
both teachers and learners.
References
Rivers, W. M. (1976). Speaking in many tongues: Essays
in foreign-language teaching. Newbury House.
Stevick, E. W. (1996). Memory, meaning & method. A view
of language teaching. (2nd ed.). Boston, MA: Heinle & Heinle.
Taylor, B. T. (1987). Teaching ESL: Incorporating
a communicative, student-centered component. In M. H. Long & J. C. Richards
(Eds.), Methodology in TESOL: A Book of Readings (pp. 45 - 60). Boston,
MA: Heinle and Heinle.
Appendix A
Ability versus Academic History
A recent government report said that Japanese companies and Japanese
society should judge people according to their ability and not only their
academic qualifications. This means that people looking for jobs should
be judged on their ability (what they can do) and their working experience.
People who are looking for jobs should not be judged on the name of their
university. The government report also said that companies should have several
times during the year for hiring new university graduates. This means that
companies should hire new employees in spring, summer, fall, and winter.
Currently in Japan, most companies only hire new employees during the spring.
The last major point of the government report was that Japanese companies
should hire more people who have been working at other companies. For example,
an employee of Toyota Co. should be able to get a better-paying job at another
car company if he or she wants to change jobs.
Appendix B
Partner interview
1. What are the three main points of the government report?
2. I think that the government report is good.
| a. agree |
b. disagree |
WHY? |
3. In Japan, the name of a university is more important than working
experience and ability.
4. In the US, the name of a university is more important than working
experience and ability.
5. In Japan, most companies hire new employees only one time during the
year.
6. In the US, most companies hire new employees only one time during
the year.
7. In Japan, it is easy to change jobs. For example, if a person gets
fired from a job, this person can find another job.
8. In the US, people may change jobs at least 3 or 4 times in their lifetime.
Appendix C
The problem
A graduate from a high ranking university (University A) and a graduate
from a mid-ranking university (University B) are both looking for a job
as a computer programmer at a very well-known and competitive electronics
company. The University A graduate has no working experience, cannot speak
any foreign languages, and has never lived abroad. The University B graduate
knows how to use computers and worked as a computer programmer for two years
in the US. Who should get the job? Why?
Appendix D
Follow up questions
Directions: Ask your partner the following questions. Write down what
your partner says. Make sure your partner gives an R + x response.
1. Do you think that the name value of a university is more important
than working experience and ability? Why or why not?
2. In your opinion, what is the value of hiring new employees only one
time per year (such as in the spring)? What is the value of hiring new employees
at many times throughout the year?
3. Do you think that it is easy for women to find good jobs in Japan?
Why or why not?
4. In your opinion, do you think that women should get the same salary
as men for the same job? Why or why not?
5. Would you rather go to a high ranking, famous university or a mid-ranking,
less known university? What are the advantages and disadvantages of your
choice?
Christina Maxwell can be contacted at
Asia University, 5-24-10 Sakai, Musashino-shi, Tokyo. 180.
This article
copyright © 1997 by the author.
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Last modified: January 30, 1998
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