Flex:
Part A.
 
 

ki:te kudasai	Listen.
tatte kudasai	Stand up.
suwatte kudasai	Sit down.
aruite kudasai	Walk.
tomatte kudasai	Stop.
ushiro o muite kudasai	Turn around.

Part B.
 

hana ni te o furete kudasai	Touch your nose.
mimi ni te o furete kudasai	Touch your ear.
atama ni te o furete kudasai	Touch your head.
isu o yubisashte kudasai	Point to the chair.
kokuban o yubisashite kudasai	Point to the blackboard.
hon o yubisashite kudasai	Point to the book.

Reflect:

               A.  What cognitive strategies did you use as you participated in the learning activities?

                Visual
                Auditory
                Haptic (doing, moving, touching)
 

How did schema or your knowledge of English and how the world works help you to decide what things meant?
What other strategies did you use to remember words?
 

B.  Lilly Wong Fillmore. 1976. The Second Time Around: Cognitive and Social Strategies in Second Language Acquisition (Ph.D. Stanford) studied immigrant children in a preschool setting. She found that those children who learned English most rapidly during the year seem to use the following strategies as they interacted with their English speaking classmates.

Establish a social relationship.  Join a group and act as if you understand what is going on, even if you don't. Assume that what people are saying is directly relevant to the situation at hand or to what they or you are experiencing. In other words, guess.

Produce speech. Give the impression, with a few well-chosen words, that you can speak the language. Look for recurring parts in that you understand and figure out how they go together--the beginning of syntax.

Build fluency. Count on your friends for help. Make the most of what you know. Work on the big things first. Save the details for later

As you reflect on your Japanese experience, how did Dr. Fillmore's discovery of how some children learn language more rapidly apply to you as an adult learner? Notice that although context-embedded learning is sometimes called meaning-based learning, it does not mean that you have to know what everything means to be learning. Work on the meaning of the big things and save the details for later.