Articles published in the ‘Issue 30: Spring 2011’ Category
Editorial Classroom Matters The language syllabus: building language study into a task-based approach– Dave Willis Grammar games with students’ total physical involvement – Jerry Istvan Thekes A fresh perspective on verb form instruction – Arizio Sweeting The art of storytelling – Michael Berman Teacher etiquette – David Moran Young Learners Planning effective learning contexts for early language learning – Janet Enever Teenagers and grammar – ...
Which English should we teach? The issues surrounding which English we should teach are complex. A third of the world’s population is using English today “with varying levels of fluency” (Crystal, 2010, p. 8 ) and this diversity of use and users has given rise to the terms ‘World Englishes’ (Mesthrie and Bhatt, 2008, p. 3) and “English ...
In my last article in Issue 29 (The language syllabus: why not start with lexis?), I demonstrated the importance of the most frequent words and phrases in the language and suggested that these words and phrases should form the basis of the language syllabus. But I also identified three problems: The most frequent words of the ...
In this article, I will present the description of three grammar games, which will be described. By grammar game, I mean an entertaining activity involving learners in order for them to comfortably acquire the grammar point. I will try to argue for the importance of teaching grammar through fun. Constant explanation of grammar rules and decontextualizing ...
Introduction One of the most complex and challenging English language areas that learners have to master in the development of their interlanguage is the use of verb forms, especially the correlation between tense, time and aspect. This possibly occurs because English language teaching methodologies which deal with these grammatical categories somewhat struggle to establish a clear ...
Jürgen Kremer, transpersonal psychologist and spiritual practitioner, defines tales of power as conscious verbal constructions based on numinous experiences in non-ordinary reality, “which guide individuals and help them to integrate the spiritual, mythical, or archetypal aspects of their internal and external experience in unique, meaningful, and fulfilling ways” (Kremer, 1988, p.192). Such stories can broaden ...
etiquette /ˈɛtɪkɛt/ /ɛtɪˈkɛt/ noun the customary code of polite behavior in society or among members of a particular profession or group. ORIGIN mid 18th cent.: from French étiquette ‘list of ceremonial observances of a court,’ also ‘label, etiquette,’ from Old French estiquette. Last month I entered my classroom brightly at 12.00pm for my usual Academic Writing class or, as ...
Introduction This article draws on data from the large scale, longitudinal study Early Language Learning in Europe (ELLiE) to discuss children’s perceptions of effective learning environments and consider the extent to which these may be both age-specific and culturally defined. The findings indicate that teachers and school managers may need to give greater consideration to designing ...
Many teachers treat teenagers and grammar like strong drinks: fine in moderation; dangerous in excessive quantities; potentially lethal if mixed. Indeed, it would be possible to form a support group for teachers recovering from harrowing experiences such as spending two weeks on auxiliaries only for the girl in the back row to repeat, ‘I no ...
Liz and John Soars, authors of Headway published by Oxford University Press, received MBEs from the Queen at Buckingham Palace on 8th February 2011 in recognition of the contribution they have made to the learning and teaching of English over the last twenty-five years. Headway was first published in 1986 as a two-level course and its ...