Resource centre - Methodology and theory
Allen J Hoge looks into learning English through total physical response.
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.
Julio Foppoli explains the silent period in the second language acquisition process.
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.
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.
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?"
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.
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.
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.
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.
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.
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.
Not sure whether to use authentic materials in your classroom? Julio Foppoli sums up their pros and cons.
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.
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.
Julio Foppoli argues that as teachers, it is our duty to make sure that our students "acquire" rather than "learn" the language.
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.
Larry Lynch takes a look at some of the things to bear in mind when considering using or adapting authentic materials in the classroom.
Larry Lynch explores three areas of teaching practice which, he argues, are essential if students are to succeed.
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