English Australia Journal : English Australia Journal 31.2
Volume 31 No 2 75 English Australia Journal A: Same. // What’cha got there? B: A travel brochure. // I think I’ll go / on a hiking trip. A: Cool! // Where? B: It’s a trek / in the Snowy Mountains. // Wanna come? A: Sure! It should be noted that the teacher should model the dialogue first. Once done, students can then practise the dialogue a few times in pairs. Afterwards, learners should be given opportunities to use the Butterfly Technique in a less controlled setting. To achieve this, we usually use a question and answer format. For example, the students could be given the following question and answer (more advanced students might be asked to create their own questions based on the lesson theme): A: What did you do / on the weekend? B: I went to a movie / and ate some popcorn. Again, the instructor models the question and answers before having the students practice in pairs. Proficiency level and time permitting, students can then create their own questions (still indicating strong syllables and rhythm groups) and mix and mingle, asking and answering questions. This final stage tends to be a great deal of fun and often results in high student engagement. Additional applications Once students are trained in the Butterfly Technique, it can easily be integrated in any L2 lesson. We have used the technique even with beginner-level students, having adjusted the dialogue(s) and questions/answers according to the proficiency level of the learners. Based on our experience, we would argue that the Butterfly Technique can be used in almost any L2 teaching context, irrespective of learners’ ages and proficiency levels (although using it with small children might be a bit of a stretch). The Butterfly Technique may also be used as a feedback tool. In large classes, it can be very difficult for a teacher to identify which students experience difficulties correctly stressing the strong syllable. But, with the Butterfly Technique, it is very easy for a teacher to visually spot whether a student attends to the strong syllable correctly. If it is done incorrectly or a student finds it challenging to attend to the appropriate syllable (occasionally learners tend to tap the shoulder on every syllable, especially in the early stages of learning the technique), the instructor can provide immediate feedback and assistance.
English Australia Journal 31.1
English Australia Journal 32.1