Tag Archives: EFL
Teaching large classes
The purposes of linguistic analysis in foreign language teaching
Learner differences: teaching mixed proficiency levels
In mixed proficiency/ability classes our students may differ in terms of language level, learning style (visual, kinaesthetic, auditory), age, interests, learner motivation etc. Depending on the overall purpose of the lesson and factors such as the number of students in each class, their level of discipline etc., reaching and achieving our teaching goals canContinue reading “Learner differences: teaching mixed proficiency levels”
Classroom strategies for encouraging learner motivation
The reading skill in foreign language teaching: some key issues
How is L2 reading different from L1 reading? How can we help our foreign language learners become efficient readers in the TL? Here are some points to consider to promote reading comprehension in the EFL classroom
Consciousness-raising tasks and learner interaction in the EFL classroom
References Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. Modern Language Journal, 78(4), 465–483. Harmer, J. (2001). The practice of English language teaching. Longman. Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press. Rutherford, William and MichaelContinue reading “Consciousness-raising tasks and learner interaction in the EFL classroom”
Maximizing learning opportunities in the EFL classroom: from input to intake
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”
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”
The Art of TEFL 