By Joanna Nifli (MA TEFL/CELTA certified EFL instructor) http://joannanifli.com This blog post will: group work Promoting learner creativity A lesson that is relevant and meaningful to our learners will most definitely help increase their willingness to participate. Promoting learner creativity will also kill boredom and boost their motivation. We must give them theContinue reading “Managing group and pair work in the ELT classroom: some key points to consider”
By Joanna Nifli (MA TEFL/CELTA certified EFL instructor) http://joannanifli.com In this blog post we look at intonation, the area of phonology which discourse analysis has thrown most light on. The aim is to raise teachers’ awareness on how intonation relates to the surrounding discourse, especially how a speaker’s choice of tonic stress, prominence andContinue reading “The role of discourse and phonology in promoting foreign language teaching: focus on intonation”
According to Burns (2001: 124), the teaching of speaking in foreign language learning is still largely based on ‘idealised’ spoken texts, which are designed specifically for the language classroom and are generally in the form of scripted dialogues developed from the writers’ intuitions about spoken interaction. This state of affairs has both its advantages andContinue reading “Spoken texts and the language classroom: Comparing spoken and written discourse“
By Joanna Nifli (MA TEFL/CELTA certified EFL instructor) http://joannanifli.com Support for Inductive Learning Here is a summary of some research evidence we have about the value of inductive language learning. There is not much empirical support for the assertion that inductive work promotes more effective learning than deductive work in grammar learning. Shaffer (1989)Continue reading “Discovery’ grammar learning: some pros and cons of inductive grammar teaching in the ELT classroom“
Research on Corrective Feedback Lyster & Ranta (1997) studied the different types of corrective feedback used by teachers. They identified 6 types of feedback: CORRECTIVE FEEDBACK TYPES Explicit correction, – correction of the error by the teacher. Recasts – reformulation by the teacher of the error without repeating it Clarification requests – asking a questionContinue reading “The role of corrective feedback in grammar practice: Does it foster language learning?”
Does teaching grammar really work? Some pros and cons on explicit and implicit grammar instruction in the EFL classroom
Does Grammar Teaching Work? “It Depends” DeKeyser (1998: 42) writes that the vast majority of publications since the early 1990s support the idea that some kind of focus on form is useful to some extent, for some forms, for some students, at some point in the learning process… Beyond that basic, tentative agreement, however,Continue reading “Does teaching grammar really work? Some pros and cons on explicit and implicit grammar instruction in the EFL classroom“
The mental lexicon What does it mean to know a word? Below are some key characteristics of word knowledge by Carter (1987), Wallace (1982) and Penny Ur (1996) 1. It means knowing how to use, it productively and having the ability to recall, it for active use, although for some purposes only passive knowledge isContinue reading “Vocabulary knowledge in language learning: selecting and testing new lexis“
This blog post will examine whether grammar practice activities promote competent language use and whether they foster fluent and accurate communication in the foreign language. The traditional view of grammar practice is that it involves “the rehearsal of certain behaviours with the objective of consolidating learning and improving performance” (Ur 1996:19). Ellis (1994: 63)Continue reading “Grammar practice in foreign language learning: focus on input and output tasks“
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