Resource centre - Methodology and theory
Learn English Physically
Allen J Hoge looks into learning English through total physical response.
Is Grammar Really Important for a Second Language Learner?
Julio Foppoli shares his views on why the approach to teaching grammar is more important than
the question of whether or not it should be taught.
The Silent Period of Second Language Acquisition
Julio Foppoli explains the silent period in the second language acquisition process.
A new look at teaching pronunciation to ESL students
Do you avoid teaching pronunciation in your classroom? In this article, Shelley Vernon suggests
going right back to the level of the phoneme to build learners' confidence.
English Only in the EFL Classroom
Larry Lynch argues that there is a place for using learners' L1 in the second language
classroom, as long as this use is strictly controlled.
What is standard English?
The term "English speaker" is so broad few people realize the extent of our
language differences across the world. Whilst we all essentially speak one
language there are some variations both in grammar and vocabulary, spelling and
pronunciation.
Gill Hart asks "Does it really matter?"
Teaching Mixed Ability Language Courses
Most teachers at one time or another are faced with the challenge of a group of students of different
levels.
Sue Swift offers an approach for dealing with this situation.
Using Authentic Materials
Do you find it difficult to find suitable authentic materials to use in your classroom?
Larry Lynch argues that it may be just a question of knowing how to adapt them.
Negotiating Course Content
What happens when there is a mismatch between what students
want and what they
need? How can we get them to actively and enthusiastically participate in activities
they say they don't want to do?
Sue Swift has a solution.
Real English
Should we make an effort to slow down our speech so that our students can understand? Or
should we speak at normal speed to give then exposure to what they will experience in the
"real world"?
Jon Lewis tells us why he thinks "real English" is the right approach.
Grammar Teaching: Implicit or Explicit?
Larry Lynch adds his views to the debate about implicit versus explicit grammar
teaching, and argues that the chosen approach should depend on the teaching and learning
conditions of an individual class.
Should English TEFL Teachers Be Bi-Lingual?
Do ESL and EFL teachers need to know the language of their students?
Larry Lynch
sorts through some of the pros and cons, and finds the question to be far from straightforward.
Authentic vs Graded Material in Second Languages
Not sure whether to use authentic materials in your classroom?
Julio Foppoli
sums up their pros and cons.
Communicative Second Language Classrooms
What exactly makes a communicative classroom and how do you know if you're teaching in one?
Julio Foppoli tackles the issue of communicative language teaching.
Second Language Acquisition in Adults
Julio Foppoli reflects on the grammatical basis of most present-day language courses,
and argues for greater emphasis to be put on language acquisition, rather than on language learning.
Language acquisition vs Language Learning
Julio Foppoli argues that as teachers, it is our duty to make sure that our
students "acquire" rather than "learn" the language.
Effective Learners and a Learner-Centered Classroom
Is a teacher's role simply to teach, or to foster effective learning strategies to make students
more responsible for their own learning?
Douglas Brown explores this issue and
suggests some ways you can make your classroom more learner-centred.
Creating materials
Larry Lynch takes a look at some of the things to bear in mind when considering using
or adapting authentic materials in the classroom.
Three mistakes
Larry Lynch explores three areas of teaching practice which, he argues,
are essential if students are to succeed.
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