#83, Word of the week: Direct method

The direct method of teaching was developed as a response to the Grammar-Translation method. It sought to immerse the learner in the same way as when a first language is learnt. All teaching is done in the target language, grammar is taught inductively, there is a focus on speaking and listening, and only useful ‘everyday’… Continue reading #83, Word of the week: Direct method

#83, Opinion: Do Teachers Have the Right to Blog?

“One of our brethren has been released from his teaching position due in part to the reflective teacher writing that he posts anonymously on his teacher blog. Instead of being reprimanded, or even censured, he’s been fired. It seems so odd to me that anyone would look at this so important part of the teacher… Continue reading #83, Opinion: Do Teachers Have the Right to Blog?

#83, Research Paper: ‘Forgetting vs. Remembering: Implications in Language Teaching’ by Laleh Fakhraei Faruji

Laleh Fakhraei Faruji is a Ph.D Candidate in Islamic Azad University, Science and Research Branch, Department of Literature & Foreign Languages, Tehran, Iran. If asked, most of us would probably say that our biggest memory problem is forgetting things we want to remember. Due to the importance of forgetting, and implications of theories of forgetting… Continue reading #83, Research Paper: ‘Forgetting vs. Remembering: Implications in Language Teaching’ by Laleh Fakhraei Faruji

#83, Susan Ryan’s Tip: Three Strategies for Listening to Spoken English

Many people tell me that they sometimes have trouble understanding American English speakers. In response to this concern I will describe three listening strategies you can use to increase your understanding of spoken American English. But first, you need to remember that written English and spoken English are very different. English is not a phonetic… Continue reading #83, Susan Ryan’s Tip: Three Strategies for Listening to Spoken English

ELTWeekly Issue#82

Word of the week: Choral repetition Video: Shaping the Way We Teach English: Module 12, Younger Learners Susan Ryan’s Tip: Using Content, Focus & Function Words in Spoken English Advertisement: Clarity English Courses Article: Using texts constructively: what are texts for? Research Article: ‘Types of Syllabuses in Language Teaching – ESL/EFL Context’ by Shabnum Iftikhar.… Continue reading ELTWeekly Issue#82

#82, Article: Using texts constructively: what are texts for?

“Text use may seem a dull topic after all the exciting matters that other guest writers have dealt with recently. However, language learning is, after all, learning language, not just doing fun things with it. And texts – by which I mean the relatively short spoken and written passages that come in textbooks and other… Continue reading #82, Article: Using texts constructively: what are texts for?

#82, Susan Ryan’s Tip: Using Content, Focus & Function Words in Spoken English

When English speakers talk they emphasize the content and focus words in a sentence. That’s because these words are the most important for meaning. Function words are said quickly because these words, while needed for structure, are not always key to meaning. In spoken English each sentence or phrase contains: A Focus word-the most important… Continue reading #82, Susan Ryan’s Tip: Using Content, Focus & Function Words in Spoken English

#82, Word of the week: Choral repetition

Choral repetition is when the teacher or a learner models language and the group of learners repeat it together. Example The class are practising the pronunciation of the schwa sound. The teacher models words from a list and the learners repeat them together. In the classroom Choral repetition is not a very common choice of… Continue reading #82, Word of the week: Choral repetition

#82, Video: Shaping the Way We Teach English: Module 12, Younger Learners

Younger learners are from 4-10 years of age, and from kindergarten through 5th grade. Younger learners are active and creative. They learn through doing. They are social, they like to play, and they have the ability to develop the rules of language themselves, as they play with different language content and input. They also have… Continue reading #82, Video: Shaping the Way We Teach English: Module 12, Younger Learners