Compliments Field Reporter
Teacher’s Notes: This is a multi-day activity. It is best to introduce the activity at the end of a class session where there will be a gap of at least a few days before the next class occurs. For most people, that means the last class before the weekend.
Example: For my own class, which meets on Saturdays and Sundays, I introduce the activity on Sunday, and students have until the following Saturday to collect their field notes. Please also know that while this activity is geared toward learners immersed in a second language environment, students in a foreign language environment could do an adapted version of this activity, where they immerse themselves in target language media (e.g., view web sites, browse social media, watch TV or YouTube in the language) in order to gather compliment field notes. In such cases, the teacher may choose to curate a list of potential media sources for learners, depending on learner needs and abilities. While the activity was designed for adult English language learners, it can be adapted for other languages.
Graphic organizer and oral presentation rubric for this activity can be downloaded here: https://tinyurl.com/533hansd
Example Slide Presentation for this activity may be viewed here: https://tinyurl.com/2z2dwzjm
If you have questions about the activity, contact [email protected]
Teacher’s Notes: This is a multi-day activity. It is best to introduce the activity at the end of a class session where there will be a gap of at least a few days before the next class occurs. For most people, that means the last class before the weekend.
Example: For my own class, which meets on Saturdays and Sundays, I introduce the activity on Sunday, and students have until the following Saturday to collect their field notes. Please also know that while this activity is geared toward learners immersed in a second language environment, students in a foreign language environment could do an adapted version of this activity, where they immerse themselves in target language media (e.g., view web sites, browse social media, watch TV or YouTube in the language) in order to gather compliment field notes. In such cases, the teacher may choose to curate a list of potential media sources for learners, depending on learner needs and abilities. While the activity was designed for adult English language learners, it can be adapted for other languages.
Graphic organizer and oral presentation rubric for this activity can be downloaded here: https://tinyurl.com/533hansd
Example Slide Presentation for this activity may be viewed here: https://tinyurl.com/2z2dwzjm
If you have questions about the activity, contact [email protected]
Learning objectives are based on the Intercultural, Pragmatic, and Interactional Competence Model (IPIC) Framework developed at the University of Oregon's Center for Applied Second Language Studies.The objectives express what students will be able to do after they complete the activity. These are expressed as "can-do" statements for each of the 4 quadrants of the IPIC framework: Knowledge, Analysis, Subjectivity, and Awareness.
Can-do statement for Knowledge: I can formulate compliments in English using my familiarity with English vocabulary, grammar, and structures. Examples: I like your ____! (I/we + like/love + Noun or Noun Phrase)
Your ____ are ____! (Noun or Noun Phrase + Verb “to be” + Adjective)
That’s a _____ ____ (“That’s a” or “What a” + Adjective + Noun or Noun Phrase)
Can-do statement for Analysis: In a given context, I can assess how close my relationship is with someone (distance/solidarity) and use that information to choose an expected or typical compliment from all the compliments I know. In a given context, I can also assess the relative power speakers have. I can use that information to choose an expected or typical compliment from all the compliments I know. In a given context, I can assess whether I’m imposing on someone and to what degrees, and I can use that information to choose an expected or typical compliment from all the compliments I know. I can vary my choice of typical/expected compliment as needed, based on my estimations of power/closeness/imposition.
Can-do statement for Subjectivity: I can make conscious choices about which compliment types and structures I personally want to use in a given context, based on my identity or other factors. I can explain why I made those choices.
Can-do statement for Awareness: I can evaluate how those listening to my compliment received it. I understand the impact language has on others. I can identify miscommunications, and I can repair if I need to/want to.
Day 1 Procedure— Instructions for Going Out into the Field (10 mins.)
Day 2 Procedure – Collaborative Compliment Reporting (90 mins. for class of 12)
Paired Warm-Up: (Think/Pair/Share 10 mins)
Tell Students...
As students file out the door they must tell the teacher:
Can-do statement for Knowledge: I can formulate compliments in English using my familiarity with English vocabulary, grammar, and structures. Examples: I like your ____! (I/we + like/love + Noun or Noun Phrase)
Your ____ are ____! (Noun or Noun Phrase + Verb “to be” + Adjective)
That’s a _____ ____ (“That’s a” or “What a” + Adjective + Noun or Noun Phrase)
Can-do statement for Analysis: In a given context, I can assess how close my relationship is with someone (distance/solidarity) and use that information to choose an expected or typical compliment from all the compliments I know. In a given context, I can also assess the relative power speakers have. I can use that information to choose an expected or typical compliment from all the compliments I know. In a given context, I can assess whether I’m imposing on someone and to what degrees, and I can use that information to choose an expected or typical compliment from all the compliments I know. I can vary my choice of typical/expected compliment as needed, based on my estimations of power/closeness/imposition.
Can-do statement for Subjectivity: I can make conscious choices about which compliment types and structures I personally want to use in a given context, based on my identity or other factors. I can explain why I made those choices.
Can-do statement for Awareness: I can evaluate how those listening to my compliment received it. I understand the impact language has on others. I can identify miscommunications, and I can repair if I need to/want to.
Day 1 Procedure— Instructions for Going Out into the Field (10 mins.)
- Students go out into the field (meaning, the general environment/landscape of the place where they live) and assume the role of Compliment Reporter.
- Over the next few days they write down at least 3 compliments they hear or read in English. This could be something they encounter in their own homes, while they’re among friends, something they read on social media or hear on television, or it could be something they overhear while shopping, for example.
- As soon as possible after students hear the compliment, Ss must write down (or make a voice memo/recording) of all details of what they heard, to the best of their ability. The teacher provides a graphic organizer (see link above) that students will use for the assignment. If students hear a compliment and can’t get to their organizer quickly, they should jot down details on their phone or speak them into a voice memo—whatever they need to do so they remember important details of the compliment. [Teachers, you may need to explain “eavesdropping” to your students—make sure they don’t get themselves into trouble!]
- Like traditional news reporters, students should try to describe the who / what / when / where / why and how: They should document a description of WHO said the compliment, plus tell WHAT the compliment was, documenting any language they heard that came directly before or after (including any reactions to the compliment! Teacher must tell students that studying how compliments are received is an important part of the activity). They should document WHEN they heard the compliment (day of week, time of day), and tell WHERE they heard it (e.g., at the bank? On an episode of the T.V. show Friends?). They should tell WHY they think the compliment was given, and record any details of HOW the compliment was given (if spoken, was it with sarcastic tone? If spoken or written, was there use of slang, emphasis connectors, or anything else that seemed important? What about pauses or nonverbal cues such as gestures or eye rolls?)
- Compliment Field Reporters should pay special attention to degrees of power, distance, and imposition involved. On their graphic organizers, they should note answers to the following questions:
- “Could you tell whether the person extending the compliment seemed to be in a more, or less, powerful social position, than the person receiving the compliment? (If applicable; some compliments may not be directed at a specific individual). If applicable, could you tell whether the giver and receiver of the compliment seem like they have a close relationship? If applicable, could you tell whether the giver of the compliment seemed like they were imposing on the receiver of the compliment? (e.g., catcalls on the street may impose upon the receiver— remember, not all compliments are welcome!)
Day 2 Procedure – Collaborative Compliment Reporting (90 mins. for class of 12)
Paired Warm-Up: (Think/Pair/Share 10 mins)
Tell Students...
- Think about what you already know about complimenting in American English.
- Turn to a partner. Compare and contrast American English compliments with complimenting in other languages and cultures you are familiar with.
- Share your thoughts with the class
- Teacher puts students in groups of 3-4.
- Students look at their field notes on their graphic organizers together and compare. What were the compliments they heard? Who spoke them? Did the interlocutors seem to be in equal or disparate power relationships? How can students tell? Did speakers seem to be close? Students provide rationale. Was imposition high or low, if discernible? How did students determine that? What were the reactions to compliments they observed? Did any of the compliments seem to “go wrong” – i.e. the receiver was not happy about the compliment?
- The groups of students will look for common themes or generalizations they can make about typical or expected compliments in the target language, based on their collective field notes.
- Students take 20 minutes to compile this information into an informal oral report shared with the whole class. Teacher passes out oral presentation rubric (see link to rubric and other materials above)
- Groups of students will give a presentation of 5-10 minutes
- Students listening to presentation take notes to document key takeaways
- Students will comment on generalizations/reports of other groups. Do they agree/disagree with other groups’ findings? Why or why not?
- Students will comment on whether they would/would not like to use specific compliments or compliment structures they and/or their peers have heard in the field.
As students file out the door they must tell the teacher:
- One thing they learned from another group’s presentation.
- One compliment you heard today that you will use + tell who you might use it with in your own life + explain why. What do you expect the other person’s reaction might be? Why?