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”
Examining the key characteristics of formal and informal spoken discourse, the differences between spoken and written texts and their implications for the effective teaching of spoken language.
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
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”
How can we turn our EFL learners into skillful TL readers? How can we use their L1 cognitive resources to promote reading comprehension in the TL? Here are some useful tips on promoting reading as an active skill that will boost learner comprehension and interaction in the foreign language classroom