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What do we know about learning and teaching second languages: Implications for teaching
In the last twenty-five years a number of insights have been achieved through research on the processes of second language acquisition/learning. This article discusses some of these insights, drawing implications for teachers for their classroom practice.
The Methodology of Task-Based Teaching
The purpose of this paper is to consider methodological procedures for teaching tasks. These are of two basic kinds. Firstly, there are those procedures relating to how the tasks specified in a task-based syllabus can be converted into actual lessons.
Task-based language teaching in the Asia context: Defining ‘task’
In this short paper, I would like to set out some basic principles of task-based language teaching in the Asia context. In 1976, the British applied linguist David Wilkins suggested a basic distinction between what he called ‘synthetic approaches’ to syllabus design and ‘analytical’ approaches. All syllabuses, he suggested, fitted one or other of these approaches.
Teaching Speaking Skills at a Vietnamese University and Recommendations for Using CMC
The poor quality of teaching speaking skill at a university in Vietnam results in a large number of graduates who have difficulty with communicating English. Utilising technology into teaching method is a fundamental practice in teaching EFL, where it is available and accessible.
A Study on the Use of Cognitive Reading Strategies by ELT Students
This study aims to find out which reading strategies are generally employed by ELT students while reading a text, and which reading strategies are needed to be developed to understand the text better, and therefore, to continue academic studies successfully.
Language Learning Software Evaluation: Top-down or Bottom-up?
The dizzy speed of technological development has driven the educational market to pile up a huge number of software programs without any serious methodological concern and consideration of the application to a variety of learners.
The Education of Language Teachers in East Asia
This article looks at the education of English language teachers in the Asian context and stresses the reasons why there’s a need for all second language teachers to be properly educated in a professional and reflective manner in order to increase the respect accorded to our profession.
Towards Better Grammar Instruction: Bridging the Gap between High School Textbooks and TOEIC
The authors of this study discuss ways to make the instruction of grammar more effective, especially for Japanese beginning level English students. In particular, they discuss what grammatical features and structures students should be aware of in order to both enhance their classroom learning and their ability to understand and respond to practical English expressions such those in the TOEIC test, which measure proficiency in international English communication.
Assessing EAP learners’ beliefs about language learning in the Australian context
This paper reports on a study of beliefs held by 262 English for Academic Purposes (EAP) language learners at an Australian University. The Horwitz’ (1987) BALLI was used to collect data, which was later compared with an American study of 156 EAP learners (Siebert, 2003). Data analysis using frequency statistics shows that beliefs about language learning reported by both study groups were similar in all categories.
EFL Student Teachers’ Learning Autonomy
The present study aims to investigate English language learning autonomy among EFL student teachers in Turkey. Fifty-seven first year student teachers in the English Language Teaching Program of a Turkish University participated in this case study. Qualitative data were gathered through structured and unstructured class observations, structured and unstructured interviews with students, and document analysis.
