Volume 62
Manifestations of Nonverbal Cues in the Japanese EFL Classroom
While most EFL programs encourage communicative teaching practices focusing on the spoken word, there are few resources that suggest ways to implement nonverbal content. Congruent nonverbal communication, particularly gestures, can help an EFL student convey meaning when attempting to use the L2.
Implementing Teleconferencing for Pre-Service English Teacher Training and Collaborative Learning
A typical teacher-training course may consist of the following procedure. First, the
students are introduced to various educational theories in order to build a theoretical
foundation. Next, on the basis of this framework, students develop lesson plans and
have a micro-teaching session with their course mates. Finally, feedback is provided
Asian EFL Journal. Professional Teaching Articles – CEBU Issue. Vol. 62 August 2012
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by the instructor and peers after each presentation (Passmore et al., 2005). However,
in-class activities alone lack features of actual classrooms, such as authentic feedback
that allows them to see the effect of their teaching, challenge their assumptions, and
consider alternative perspectives (Johnson et al., 2006).
Exploring the Congruence between Teachers’ and Students’ Preferences for Form-focused Instruction: Isolated or Integrated?
During the long period of second and foreign language teaching, it is the recognition
of changes in the kind of proficiency that learners need that leads to changes in
language teaching methods. Grammar instruction is a part of language teaching that
has received much attention and has been a hot topic of controversy for a couple of
decades. English teachers as well as English learners typically realize the benefits of
knowing English grammar because, to them, it is the key to understanding language
and using it to communicate (Cowan, 2008).
