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113 Results Match Your Criteria
  1. Establishing Textual Authority and Separating Voices: A New Approach to Teaching Referencing

    In: English Teaching Forum 2011, Volume 49, Number 2 Format(s): Text
    This article provides practical reasoning and tools for the ESOL teacher to better teach source referencing. The author argues that students from around the world are taught different concepts for using sources. Students often assume texts present truths that do not require analysis. Many cultures teach students to memorize texts and repeat them to show mastery and shared knowledge. The author addresses plagiarism and provides classroom exercises.
  2. No Books and 150 Students?

    In: English Teaching Forum 2006, Volume 44, Number 3 Format(s): Text
    This article describes the author’s experiences coping with the challenges of teaching English in an Indonesian university, such as classroom conditions and large numbers of students at different proficiency levels. The author suggests five activities that are designed to involve students in learning with little dependence on materials and little movement. The author also describes three out-of-class activities. Appendices include materials for the activities and additional references.
  3. Rock and Roll English Teaching: Content-Based Cultural Workshops

    In: English Teaching Forum 2011, Volume 49, Number 4 Format(s): Text
    This article considers content-based cultural workshops. With a focus on cultural content and a relaxed, engaging atmosphere, students practice language and cooperative learning strategies. The author describes the process of developing such a workshop as an extracurricular activity for a large, mixed audience. The article details an example interactive workshop on rock and roll and includes an appendix of useful websites related to the topic.
  4. Why and How to Teach Collocations

    In: English Teaching Forum 2004, Volume 42, Issue 2 Format(s): Text
    One of the key developments in vocabulary teaching stems from Michael Lewis’s Lexical Approach, which considers language as chunks of words combined for meaning. These frequently occurring word combinations are called collocations. This article points out a number of problems that result from learning words in isolation. Work with meaningful phrases can help improve students’ comprehension and comprehensibility. The article includes reading and listening activities to raise awareness of collocations as well as writing and speaking activities.
  5. Consciousness-Raising and Prepositions

    In: English Teaching Forum 2010, Volume 48, Number 2 Format(s): Text
    This article discusses consciousness-raising as a way to help students learn English prepositions. This technique, in which grammatical forms are highlighted in some way, can be helpful to teachers, especially when instructors have difficulty finding materials. The author shares her experience using consciousness-raising in a course in South Africa for ESL teachers.
  6. Learn it! Share it! Using a Variety of Tools for Sharing Best Practices and Materials across Continents

    Format(s): Text, Video
    This webinar explores implications of information sharing on teacher professional development and educational sustainability measures.
  7. The Use of Ethics in the EFL Classroom

    In: English Teaching Forum 2004, Volume 42, Issue 4 Format(s): Text
    If students are not meeting their goals, it may be that the reason is non-linguistic. Motivation is an important factor that teachers need to consider. The writer argues that carefully chosen ethics cases can motivate timid students to speak out by removing their fear of making mistakes and by encouraging them to talk about heart-felt beliefs. Since ethics cases may not have clear right and wrong answers, this sets them apart from other discussion topics. Debate will foster critical thinking skills.
  8. Maximizing the Benefits of Project Work in Foreign Language Classrooms

    In: English Teaching Forum 2005, Volume 43, Number 4 Format(s): Text
    There are many benefits to using project work in the classroom, such as student autonomy, increased content knowledge, and motivation. This article gives ten steps for structuring project activities to maximize these benefits, using a case study on project-based learning in an English preparatory program in Turkey. Also included are recommendations for writers on how to include project-based learning in their materials.
  9. The Trans-Cultural Comparative Literature Method: Using Grammar Translation Techniques Effectively

    In: English Teaching Forum 2010, Volume 48, Number 3 Format(s): Text
    This article explains the trans-cultural comparative literature method, which uses elements of communicative language teaching (CLT) and grammar-translation (GT) while comparing two culturally different texts. This method focuses on grammar and vocabulary, but also gives students a chance to analyze different cultures. An overview of CLT and GT is followed by guidelines for the trans-cultural comparative literature method and sample lesson plans for its use.
  10. Developing a Bilingual Thematic Vocabulary Workbook

    In: English Teaching Forum 2020, Volume 58, Number 4 Format(s): Text
    The authors describe how to create—together with students—bilingual vocabulary workbooks, ideal in situations where resources are limited and as a supplement to existing materials. The article explains how to apply the process that was used to develop vocabulary workbooks in Madagascar.

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