Atid-323 Would You Please Take My Wife Asleep ... !!top!! -
The code refers to an adult film title, typically featuring Japanese actress Riri Nanashima
Potential for Concern: If this text is unsolicited or part of an uncomfortable conversation, it could be concerning. Requests for someone else to take care of or be with one's partner in such a direct manner could imply trust issues, relationship dynamics, or other personal matters that are complex. ATID-323 Would You Please Take My Wife Asleep ...
The protagonist (the husband) does not ask for violence. He does not ask for his wife to be seduced. Instead, he utters the phrase that defines the film: "Would you please take my wife... while she is asleep?" The code refers to an adult film title,
Atmosphere: It emphasizes the "taboo" nature of the situation. Return to the title phrase as an echo:
- Return to the title phrase as an echo: the narrator wonders who he was asking — a friend? God? himself? — and recognizes the impossibility of truly "taking" someone asleep without taking parts of them as well.
- Close on a line that is precise and ambiguous, such as: "I had meant to keep her safe. I had meant only to keep her where she was. Instead, I learned how much of a person is made of breath."
ATID-323 refers to a hypothetical scenario where one partner wishes the other could understand their needs while asleep. While this might seem like an unusual request, it highlights the importance of empathy and understanding in relationships. Research has shown that couples who prioritize sleep and make an effort to understand each other's needs during this time experience improved communication, increased intimacy, and stronger emotional connections.
Are you interested in the technical specifications (duration, director, etc.)?
Yes, exactly. Using listening activities to test learners is unfortunately the go-to method, and we really must change that.
I recently gave a workshop at the LEND Summer school in Salerno on listening, and my first question for the highly proficient and experienced teachers participating was "When was the last time you had a proper in-depth discussion about the issues involved with L2 listening?". The most common answer was "Never". It's no wonder we teachers get listening activities so wrong...
I really appreciate your thoughtful posts here online about teaching. However, in this case, I feel that you skirted around the most problematic issues involved in listening, such as weak pronunciations and/or English rhythm, the multitude of vowel sounds in English compared to many languages - both of which need to be addressed by working much more on pronunciation before any significant results can be achieved.
When learners do not receive that training, when faced with anything which is just above their threshold, they are left wildly stabbing in the dark, making multiple hypotheses about what they are hearing. After a while they go into cognitive overload and need to bail out, almost as if to save their brains from overheating!
So my take is that we need to give them the tools to get almost immediate feedback on their hypotheses, where they can negotiate meaning just as they would in a normal conversation: "Sorry, what did you say? Was it "sleep" or "slip"?" for example. That is how we can help them learn to listen incredibly quickly.
The tools are there. What is missing is the debate