ELTWeekly Vol. 4 Issue 6

ELTWeekly Vol. 4 Issue#6 | February 6, 2012 | ISSN 0975-3036 Webinar: Dealing with challenging learners Video: From Communicative Competence to Teaching Speaking Webinar: Spoken grammar/lexical approach Video: Reading Strategies That Improve Comprehension Video: Teaching Grammar Communicatively Event: Second International conference for English language teacher educators, March 3-5, Hyderabad, India Book of the week: ‘Techniques… Continue reading ELTWeekly Vol. 4 Issue 6

Vol. 4 Issue 6 – Video: From Communicative Competence to Teaching Speaking

This session looks at how language teachers at any level can use the broad theoretical concepts of communicative competence, sociocultural theory, and speaking principles to enhance interaction. Together, we will examine specific principles of teaching speaking and show how to adapt these principles in your classroom. Workshop led by David Chiesa, English Language Fellow.

Vol. 4 Issue 6 – Video: Reading Strategies That Improve Comprehension

In this video, the participants are involved in communicative reading activities including jigsaw reading, think-pair-share, and various activities to use with students before, during, and after reading. Workshop led by Diann Geisbert, English Language Fellow.

Vol. 4 Issue 6 – Video: Teaching Grammar Communicatively

Vol. 4 Issue 6 – Event: Second International conference for English language teacher educators, March 3-5, Hyderabad, India

Vol. 4 Issue 6 – Webinar: Dealing with challenging learners

The British Council TeachingEnglish team is hosting a webinar on February 14 at 12.00 UK time. The topic of the webinar is “Dealing with challenging learners”.

Vol. 4 Issue 6 – Webinar: Spoken grammar/lexical approach

The British Council TeachingEnglish team is hosting a webinar on March 15 at 12.00 UK time. The topic of the webinar is “Spoken grammar/lexical approach”.

Vol. 4 Issue 6 – Book of the week: ‘Techniques and Principles in Language Teaching’ by Diane Larsen-Freeman

This is an updated third edition of our popular introduction to language teaching methodology, which describes different methods and approaches in language teaching. Clear and jargon-free, it provides practical step-by-step guidance for new teachers, and introduces more experienced teachers to new approaches and teaching ideas. Includes a new chapter on the use of digital technology.

Vol. 4 Issue 6 – Research Paper: ‘A study on the impact of Area on the undergraduate learners’ attitudes towards the English language’ by Hitendra Vyas

The present paper focuses on the impact of Area on the undergraduate learners’ attitudes towards the English language as regards to the situation of ELT in India. SLA research has consistently pointed out that attitudes towards the target language play an important role in learning it. The research on the role of attitudes in English language teaching naturally interests the investigator as a college teacher of English in an Arts college. The researcher has examined the undergraduate learners’ attitudes towards the English language. This paper focuses on the undergraduate learners of English in Arts colleges affiliated to the Gujarat University (Ahmedabad) but located in urban and rural areas. It has been observed that students do want to learn and improve their knowledge of English but somehow they shy away from the language. On their part, the college teachers of English have consistently displayed a lack of understanding of the students’ needs, problems, and interests.

Vol. 4 Issue 6 – Research Paper: ‘Corpus-Based Approach Toward Teaching Collocation of Synonyms’ by Aliakbar Jafarpour, Mahmood Hashemian & Sepideh Alipour

The study was aimed at providing more insights on the application of the corpus-based approach. The objectives of the study were to compare its learning effects with the conventional teaching method’s effects on collocations of synonyms. The study was conducted with two groups of L2 learners. One group was randomly assigned to be the experimental group studying with the corpus-based approach whereas the other represented the comparison group studying with the conventional teaching method. The learners from both groups were matched in pairs according to their language proficiency and collocation knowledge on the pretest. During the study, the experimental group was trained through paper-based and hands-on activities to deal with the concordance information in the corpus whereas the comparison group was taught collocations of synonyms through conventional activities such as explicit teaching. The instruments for collecting data included the pretest, posttest, prewriting and postwriting.