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Listening skills and strategies for the EFL classroom

Helping our EFL learners develop effective listening skills By Joanna Nifli (MA TEFL/CELTA certified EFL instructor) http://joannanifli.com     Listening may be one of the passive skills in language teaching and learning but it should not be considered as passive at all. The listening process should be viewed as an active process that is not onlyContinue reading “Listening skills and strategies for the EFL classroom”

Individual learner differences: the importance of age, learner aptitude and different learning styles in SLA

Different views on the importance of age in SLA     There are many different views among language researchers on the importance of age in SLA. Some believe that age has no influence on SLA and that the environment in which learning takes place is the key factor. Others believe that there is a critical ageContinue reading “Individual learner differences: the importance of age, learner aptitude and different learning styles in SLA”

The role of input in second language development

    Krashen (1981, 1987) took a theory of first language acquisition largely developed by Chomsky and applied it to second language acquisition and development. Krashen assumes learning a second language is not like learning to, for example, ride a bicycle. Based on these beliefs, many researchers label him as a ‘mentalist’ to distinguish him fromContinue reading “The role of input in second language development”

Contrastive Analysis and error analysis in foreign language learning

By Joanna Nifli (MA TEFL/CELTA certified EFL instructor) http://joannanifli.com     The main source of evidence in studying second language learning is learner language itself and in particular learner errors. Our understanding of learner errors, i.e. why they occur and whether there are any similar patterns among speakers of the same L1 will depend to aContinue reading “Contrastive Analysis and error analysis in foreign language learning”

The role of grammar practice in foreign language learning

How can we define the aims of grammar practice activities and what are their main characteristics? What role does grammar practice play in promoting language learning? Here are some views on grammar practice and how we can adapt these tasks to foster language acquisition By Joanna Nifli (MA TEFL/CELTA certified EFL instructor) http://joannanifli.com     TheContinue reading “The role of grammar practice in foreign language learning”

Implementing Vygotsky’s socio-cultural approach in the foreign language classroom

With his work on the role of social constructivism to learning, Vygotsky (1934) and his ‘socio-cultural’ theory have become the foundation of much research not only in the field of cognitive development but also in that of language learning. A brief study of key notions that underlie his major theories, such as the Zone ofContinue reading “Implementing Vygotsky’s socio-cultural approach in the foreign language classroom”

Equivalence and skopos: ‘transferring’ these key concepts of translation theory to SLA and foreign language learning

    Translation theory: focusing on the notions of equivalence and skopos and how they can be ‘associated’ with second language learning and teaching.     For Bassnett (2002:27), translation is not only a ‘form of communication’, but also a ‘continuity’, ensuring the ‘survival of a text’, by ‘effectively becoming its after-life, a new original in anotherContinue reading “Equivalence and skopos: ‘transferring’ these key concepts of translation theory to SLA and foreign language learning”

The role of noticing in foreign language learning and teaching

How can we encourage our learners to notice new language structures in the TL and discover their role and function? Here are some key points on the role of deductive learning and consciousness raising tasks in promoting language acquisition. According to Batstone (1994:54) noticing activities are those which “encourage a more introspective engagement with language,Continue reading “The role of noticing in foreign language learning and teaching”

Consciousness raising and the foreign language learner

    In their book on second language teaching (1988:51) , W. Rutherford and S. Sharwood Smith talk about the notions of “explicit” and “implicit” knowledge and the impact these have had on second language acquisition. They argue that helping our learners achieve the much desired goal of “spontaneous, unreflecting language use” will depend on manyContinue reading “Consciousness raising and the foreign language learner”

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