This is a guest post written by Tetyana Skrypkina
In my teaching foreign languages practice I do use frequent dictations with my students. For it to be more successful, before the dictation I provide students with the list of unknown words and collocations, which might not be recognized by them due to the accent or speed of speech. Firstly, I give the list of unknown words, we read and translate (if necessary; and yes, I use the L1 for explanations), play the whole tape, then students are to write one chunk of meaningful speech after another, keeping the chunks in their mind. This helps strengthen their memory.
At first, this activity might be time consuming, but if you practice it regularly, each time you will need less and less time.
Here is a brief example of my German classes. I had a one-to-one Skype lessons with a student . The books we use have a CD with audio, each track is approximately 1 min 30 seconds long. In the beginning, it took us about 30 minutes to cope with one audio. But as we kept doing this activity, it took less and less time. Continue reading
In a previous post I spoke about the importance of Positive Reinforcement in the language classroom. It’s important that teachers show learners what language they are using correctly and praise them for it.
My justification for this is because we as teachers know what language is correct and incorrect, but that doesn’t mean learners know. In fact, as long as they have executed a successful communicative act, then they have achieved the desired goal: they’ve communicated a message.
Language is a wide topic and showing examples of good language use could range from grammar through lexis to pronunciation. Today, I’d like to focus only on vocabulary. Continue reading
When you’re learning a new language, authentic materials can be quite scary and off-putting. While this is true for all skills, such as reading a newspaper or trying to maintain a conversation with a native speaker, it’s particularly true when it comes to listening. When turning your ear to an authentic radio programme, TV episode or eaves dropping on a conversation in a café, it can be so hard to make heads or tails of what’s being said.
This is because listening is live: the words are spoken and then are gone again in a split second. You don’t have the option to go back and look at the words again, like in reading, or check that you’ve understood it correctly, like in speaking. Listening happens in real-time and you’ve got to get it the first time, otherwise you might not get it right at all.
Listening is a challenge for language learners of all levels. However, where higher level learners can manage to understand a lot of what they hear, lower level learners are lucky if they can pick out a word or two from what must seem like a sea of noise.
Listening isn’t easy for lower levels, which is why we often use specially-made materials for these levels. Such materials often take the form of dumbed down texts, with high frequency words, clear pronunciation and a slow pace. Of course, the pedagogical justification for this can be found in theories of learning, such as Vygotsky’s Zone of Proximal Development.
However, despite the methodologically sound reasons for simplifying listening texts, is there any justification for exposing lower level learners to authentic listening materials? Keep reading to find out… Continue reading
An earlier post looked at learner language and ways it can be used most effectively in-class as a learning tool. However, for a teacher to use Learner Language as a tool for Language Input, the learners actually need to produce some language. The underlying prerequisite to emergent language is that learners be put in a Communicative Situation, so that they can produce language.
However, getting learners to talk at length about a topic while giving them free reign over what language they choose to use to express themselves is perhaps easier said than done. Not all topics engage all learners, and the ones which do are all often too sensitive or cause divisions, such as politics or religion.
That said, there is one topic which learners are usually willing to talk about at length: the weekend. From the previous post you have 5 ideas for what to do with learner language, so this post will look at a simple classroom activity to get learners communicating and producing some language for you to later feed back on. Continue reading
The year 1967 saw the the USA and the USSR perform nuclear tests, the Beatles released Strawberry Fields and Penny Lane, and L.G. Alexander published what is said to be the best-selling book in ELT First Things First.
Scott Thornbury mentions the book in his 2016 Plenary at IATEFL, saying it was so popular that you could even purchase a copy at kiosks! In the plenary, he also quotes the author saying “the student should be trained to learn by making as few mistakes as possible.”
An idea born out of earlier methods, such as the Direct Method and Audiolingualism, the focus on accuracy over fluency was the pinnacle of the pre-communicative era in ELT. There was a general fear of encouraging mistakes by letting them slip, and ultimately allowing them to become fossilized.
Decades later, learners are now very much encouraged to prioritize fluency, to make mistakes and to learn from them. As a result, lessons nowadays often culminate in a Delayed Error Correction stage, where learners are given corrective feedback on the mistakes they made during the lesson.
However, has this shift in focus from accuracy to fluency been a wholly positive development in English Language Teaching, or have we created a new problem by resolving another? Keep reading to find out more… Continue reading
There’s a post on WanderingELT which looks at what seems to be a fairly common conundrum in English Language Teaching. Basically, a learner comes to a language school traumitized by the experience of learning English through a Structural Syllabus in the state sector. In the words of Giulia Brazzale, such learners have had enough of grammar and they want “to learn to speak.”
So, these learners sign up for Conversational Classes, or one-to-one lessons with a conversational focus. From the perspective of the teacher, like Giulia, this raises a number of questions:
- Why do learners end up in this situation?
- Are conversation classes the solution?
- Can good teaching happen solely through the conversation?
This post will take a look at these questions one by one and it will try to offer some answers. Keep reading to find out what they are. Continue reading
I’ve recently been working at a tech firm called Applingua where I’ve had the opportunity to experience what it’s like working in a business – a non education business that is. As part of this, I’ve had the opportunity to use several tools I had never used before. One of which was Trello: a note-taking tool to help organize yourself and projects, available as both a web-app and a native app.
From what I understand, many startups and entrepreneurs use Trello for Project Management. Although there are many different ways it could be used for managing a project, examples of which you can find following this link, one of the most common I’ve come across is the Do-Doing-Done set up, as in the image to the right.
This approach is very simple but effective: you write in the Do list what you need to do, move it to the Doing list when it’s underway, and finally move it to the Done list when it’s complete. For short and quick tasks, you’ll probably just skip the Doing column. An example of this would be Send Mary a thank you e-mail.
The example of the Trello board in the image is from my personal board, containing the lists of things I’m currently working on: I call it my Task Board. I have other task boards for work: one for all the things I need to do concerning content curation, another for social media and marketing, and another for the projects I oversee.
Recently I was writing up some notes in my language notebook. It’s a traditional school-style notebook, which I have divided up into sections for the different languages I’m learning. As I was doing this, a question dawned on me: couldn’t Trello be used for Language Learning? Continue reading