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84 Results Match Your Criteria
  1. Using Web Resources in a Public Speaking Class

    In: English Teaching Forum 2003, Volume 41, Number 2 Format(s): Text
    This article describes ways to teach public speaking students how to efficiently locate information on the Internet, how to quickly evaluate and analyze those resources, and how best to navigate the Web. The author’s lesson leads the students through a Web-based scavenger hunt, included in the article, and has information about how to evaluate sites. The author expands on these lessons to show the students how the Internet can help prepare and deliver a speech.
  2. Teaching Vocabulary to English Teacher Trainees

    In: English Teaching Forum 2003, Volume 41, Number 4 Format(s): Text
    Non-native English-speaking teachers in a foreign context will sometimes experience difficulty with the words used in their training courses. This article presents a six-step method for helping these teachers learn new, relevant vocabulary. The method is effective but does not require a large amount of class time. Once words have been selected, individual students are each given a word for which to create a word profile. Presentation and review follows.
  3. The Joy of Watching Others Learn: An Interview with Diane Larsen-Freeman

    In: English Teaching Forum 2001, Volume 39, Number 4 Format(s): Text
    This interview shares insights from Diane Larsen-Freeman, who has written numerous books and articles on language teaching methodology, second language acquisition, English grammar, and teacher education. It touches on topics including Larsen-Freeman's beginning in EFL, advice for new teachers, Larsen-Freeman's teaching methodology books, and her views on the state of English language teaching and its future.
  4. Lesson Observation: The Key to Teacher Development

    In: English Teaching Forum 2003, Volume 41, Number 4 Format(s): Text
    The author describes teacher training and teacher development as separate concepts through descriptions of how observation occurs in Cameroon. While training is a planned event that gives novices ready-made answers, development is an ongoing, organic process that values teacher innovation and reflection. Observers interested in development may use of a lesson observation cycle that includes pre-observation and post-observation meetings. The role of inspectors and peers in observation is also discussed.
  5. The Communicative Approach: Addressing Frequent Failure

    In: English Teaching Forum 2004, Volume 42, Issue 1 Format(s): Text
    The author found that student and teacher beliefs about error correction support a teacher-centered classroom environment. However, the notion of interlanguage suggests that language is acquired through trial and error in communicative settings. Too much correction means decreased confidence and less time for students to use the language. The author proposes that teachers reduce the amount of time they talk. Teachers need to learn more about the benefits and techniques of a communicative approach and ways to adapt material.
  6. Practicum: Microteaching for Non-Native Speaking Teacher Trainees

    In: English Teaching Forum 2007, Volume 45, Number 4 Format(s): Text
    In situations where it is not possible for trainees to practice teaching in local schools, teaching short lessons to their peers—called microteaching--can provide beneficial experience and feedback to teachers-in-training. The article includes guidelines for presenters, observers, and teacher trainers as well as a sample practicum class schedule and microteaching lesson. Students experience microteaching both in small groups and with the whole class.
  7. Perspectives on Professional Growth: A Study on the Diaries of Undergraduate ELT Students

    In: English Teaching Forum 2001, Volume 39, Number 2 Format(s): Text
    This article reports on the author's observations of undergraduate ELT students who kept diaries about their professional development during their teaching practicum. The author analyzed these diaries at two stages and categorized the entries into two categories: a concern for the needs of the children of the information age, and a desire for self-improvement and professional growth. The author decided to develop lessons on Computer-Assisted Language Learning (CALL) into future semesters of the course based on the student diaries.
  8. Teacher Development: A Real Need for English Departments in Vietnam

    In: English Teaching Forum 2001, Volume 39, Number 4 Format(s): Text
    This article examines teacher training and teacher development in Vietnam. It suggests ways to promote professional development among EFL teachers. The author understands teacher development to be the process of lifelong learning in the teaching profession and argues that teacher development must be a component in teacher education. The article outlines the history of English language teaching in Vietnam in order to understand its current state. The author suggests that collaboration among teachers and action research are two important ways to promote teacher development.
  9. English Teaching Forum 2012, Volume 50, Number 3

    Format(s): Text
    Creating a storytelling classroom and teaching listening skills to young learners through songs are the topics of the lead articles in this issue...
  10. English Teaching Forum 2021, Volume 59, Number 3

    Format(s): Text
    Find strategies for implementing humor instruction in English language teaching … using story retelling wheels with young learners … practicing stress and intonation with an “mmm” technique … developing learners’ discussion and tutorial leadership skills … engaging beginning students online … conducting a press conference to deepen understanding of fictional characters … and much more.

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