What is coaching part2- comprehensible input in Chinese-intermediate - [CHI]

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[@brigitteb8710]

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[@xiaoguachinese]

Glad you enjoy it! Your energy makes a big difference too!

[@gabrielruge7506]

谢谢老师们！爱你们的播客！

[@kuncahyomoenasir7816]

Thank you for this amazing content, spontaneous unscripted natural dialog that we can find in daily life conversation. love it ❤❤❤❤❤

[@xiaoguachinese]

Our pleasure!

[@gjvj9757]

两个多老师很棒

[@sabrinusglaucomys]

If a student can speak at a pretty high level, they've done/are doing plenty of listening practice outside of the class, which they're paying for specifically to get in speaking practice since they can't practice speaking (with a native speaker letting them know whether it made sense) on their own time like they can with listening. I think the student should be speaking for more of the class time than the teacher unless the student just has enough money they can spend it on listening practice in class that they could've gotten on TH-cam. That said, it's better for it to still be a conversation, that one student sounds like they're too far on the extreme end of things!
I think we tend to have the same issues with learning a foreign language that we do in our everyday lives. E.g. Suyang's example student has an extremely high memory, but struggles with comprehension--not just comprehending and internalizing what they're listening to, but also comprehending what should be relatively obvious that word-by-word translations don't make sense. Similarly Zhifei's example student speaks in an overly complex, stream-of-consciousness manner in English as well as Chinese (this could be an ADHD or AuDHD trait, to give an alternate explanation to the one about always having been listened to and praised in the video). The fact that they forget what point they were trying to make when talking suggests that the confusing complexity of their thoughts and the inability to simplify and focus on the most important points goes deeper than language and communication habits--it's part of how their brain functions.
This creates a complex situation for coaching and teaching because if someone just tries to correct the most-obvious, surface-level expression of what's going on, it often is deeply discouraging and not useful for students because the student knows they can't change who they are, at least not that simply. To the coach, it seems obvious: "Simplify your language!" "Understand things intuitively!" but there are much deeper structures in the student's brain, personality, behavior patterns, etc that make them *unable* to make the simple fix the coach is asking for in many cases. But the upside of this is that if the coach is careful to ask the right questions and give the student options that can work (or solicit the student's own ideas), then re-shaping the outward behavior (obvious problem with language) can increase the student's capacity in many aspects of life. I think both these students could potentially live in a less-confusing mental world, with more capacity to do various things in life, if they practice new ways of thinking and behaving in their language studies. But they also might not want to, and that's also okay--sometimes people need acceptance before they can take criticism.

[@gjvj9757]

❤❤❤

[@xuexizhongwen]

很有意思的話題！我最近才發現你們的視頻，很享受這樣的內容。
一個問題：好像妳們都沒有給coaching這個字下個定義。我一直不知道是指什麼。聽完你們的談話，我覺得大概意思就是幫學生找到他們在學習中文上心理障礙。是嗎？我想問：這個概念從哪裡來的？你們用英文的詞coaching，所以我猜本來是從說英文的人來的，是嗎？我沒聽過這個字這樣用。