Site Search

Using Pop Songs to Teach English to Young Adults: Principles Derived from an Outreach Project

In: English Teaching Forum 2024, Volume 62, Number 2 Format(s): Text

Authors Enrique Alejandro Basabe and Mary Beringause present clear, practical suggestions for using pop songs—which most young adults listen to regularly—to teach English and to do much more. The authors argue that “using pop songs in the EFL classroom should follow the principles of meaningfulness, focus on language, criticality, active consumption, and personal growth, and it should encourage the creation of communities of knowledge.” Numerous examples of current and recent pop songs illustrate how teachers can achieve these goals.

Tools for Activating Materials and Tasks in the English Language Classroom

In: English Teaching Forum 2009, Volume 47, Number 4 Format(s): Text

This article presents techniques to make classroom materials and tasks more interactive and student-centered and thus motivate learners to take more control over their own learning. It demonstrates these techniques through elicitation, gapping, and adaptation/extension strategies. The article offers examples of classroom activities with detailed instructions to show how teachers can use materials and tasks in the English language classroom to address students’ interests, needs, and goals.

Creating Positive Attitudes Towards English as a Foreign Language

In: English Teaching Forum 2006, Volume 44, Number 4 Format(s): Text

The author reviews research on the connections between attitudes and language learning, and between attitudes and motivation. The article suggests that language learners’ motivation and attitudes can influence learning outcomes, and that effective teaching can change negative attitudes. It describes a classroom action research project that was carried out among 95 students in Turkey to examine attitudes and motivation for English learning. Results and possible factors are discussed with regard to the students’ attitudes and motivation.

How to Make Upper-Level University English Classes More Interactive

In: English Teaching Forum 2009, Volume 47, Number 2 Format(s): Text

Because of the advanced nature of the work in ESP classes, some students may have trouble keeping up and staying motivated. The author outlines what she did to make her ESP Engineering class more interactive. By incorporating task-based language teaching (TLBT), there were more opportunities for group work and student-to-student communication. A number of activities are available to the instructor using a TBLT approach, including listing, compare and contrast, problem solving, sharing personal experiences, and projects.

English Teaching Forum 2009, Volume 47, Number 4

Format(s): Text

Michigan, The Great Lakes State, is the subject of the feature article, an accompanying lesson plan, and a Poetry Corner. Topics of other articles include a description of tools for activating materials and tasks in the English language classroom, the “formeaning response” approach to teaching poetry, suggestions for learning to learn cooperatively, and tips for using journals in the language classroom.

Integrating Indigenous Cultures into English Language Teaching

In: English Teaching Forum 2009, Volume 47, Number 1 Format(s): Text

The authors present a variety of EFL lesson plans focused on various cultures of the world (e.g., Bantu storytelling, Maori tattoos, Native American star quilts). Teachers are encouraged to help students connect with their own cultures to keep them alive.

Mind Mirror Projects: A Tool for Integrating Critical Thinking into the English Language Classroom

In: English Teaching Forum 2009, Volume 47, Number 1 Format(s): Text

Students often have difficulty 'reading between the lines.' This article suggests the use of mind mirror activities as a tool to improve students' critical thinking and learning skills (e.g., analysis, categorization, clarification, inferencing). The author describes a successful five-day group project from his own classroom that ended in students sharing their work through poster presentations.

Using Public Speaking Tasks in English Language Teaching

In: English Teaching Forum 2009, Volume 47, Number 2 Format(s): Text

There are advantages to using public speaking tasks in the L2 classroom. Among them are the ability to use the four skills (e.g., when responding to audience questions, creating a presentation, or writing notes), the development of critical thinking skills, and the opportunity that public speaking provides for sharing information. The author offers guidelines and figures to illustrate the steps involved in supporting students in their research, demonstration, and review.

Some Suggestions for Academic Writing Instruction at English Teacher Training Colleges

In: English Teaching Forum 2008, Volume 46, Number 1 Format(s): Text

This article presents practical suggestions and tasks to make it easier to teach second language academic writing at the college level. It discusses the necessity of a warm-up period in which learners produce first drafts in pairs or small groups and do peer error correction. The article offers tasks such as reacting to an academic review, comparing two academic articles, and summarizing academic articles.

Introduction to Teaching Pragmatics (Reprinted from the online book Teaching Pragmatics, published by the Office of English Language Programs)

In: English Teaching Forum 2003, Volume 41, Number 3 Format(s): Text

Second and foreign language learners use English differently than native speakers do, especially in regard to greetings, closings, and managing conversations. Pragmatics does not receive the attention it should even though mistakes can be interpreted on a social and personal level. This article introduces a rationale for teaching pragmatics and discusses the goals. Teaching materials should include authentic language, and input should precede interpretation or production. Instructors may decide to use the L1 for raising awareness since these types of lessons are useful even for beginners.