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1. Adding Variety to Word Recognition Exercises

   In: English Teaching Forum 2005, Volume 43, Number 2 Format(s): Text

   This author discusses an interactive model of reading in which there is a balance in activities between top-down processes and the less common bottom-up processes such as word recognition. The author suggests adding more word recognition activities in L2 reading pedagogy to improve reading efficiency. After identifying the challenges in using these types of activities, the author proposes guidelines for developing materials that incorporate word recognition in an engaging way.

2. Pronunciation Textbook Discrepancies

   In: English Teaching Forum 2005, Volume 43, Number 2 Format(s): Text

   This article identifies the most common differences among popular English pronunciation textbooks. Vowel symbols, number of diphthongs, and the different ways of marking primary and secondary stress are a few of the pronunciation features addressed. These differences can make it confusing and frustrating for teachers and students. Instructors should be aware of these differences and address them with their students while encouraging students to use the instructor’s preferred transcription system.

3. Graphing Activity Student Survey

   In: English Teaching Forum 2005, Volume 43, Number 3 Format(s): Text

   This article shows how a learner poll can become a graphing activity for students. The author gives the reasons for using graphing activities as well as instructions for warm-up activities, graphing, and follow-up activities for a unit on sports. The author also provides ideas for using graphs with other themes.

4. Adapting Authentic Materials for Language Teaching

   In: English Teaching Forum 2001, Volume 39, Number 2 Format(s): Text

   This article looks at how to adapt original materials for language teaching, using an intermediate-level text for business as an example. The discussion is organized into four sections: semantic, lexical, syntactic, and discourse elements. The author argues that the process is the same for teaching each of these four elements. Teachers can adapt authentic materials for different classroom uses, depending on their students’ ages and proficiency levels.

5. Abstracts from Other Journals

   In: English Teaching Forum 2003, Volume 41, Number 1 Format(s): Text

   In “EAP Issues and Directions,” Ken Hyland and Liz Hamp-Lyons consider elements EAP researchers and teachers face. The challenges and academic needs of EAP, for both students and teachers, are addressed, along with solutions to those challenges. Teaching writing within the legal profession when the student is also an ESL/EFL student is the main topic of “Developing Legal Writing Materials for English Second Language Learners: Problems and Perspectives” by C. N. Candlin, V. K. Bhatia, and C. H. Jensen. The article includes an analysis of textbooks and suggested customized resources.

6. 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.

7. Teacher Resources

   In: English Teaching Forum 2004, Volume 42, Issue 4 Format(s): Text

   “Teacher Resources” includes summaries of two publications. In “Beyond Methods: Macrostrategies for Language Teaching,” B. Kumaravadivelu suggests ten keys to successful practice, called macrostrategies, and describes how to implement them. This is a teacher-training tool and promotes reflective teaching. “Teaching Online” by Susan Ko and Steve Rossen is useful for instructors who have not had training in teaching online classes. It covers developing the course, adapting an existing course to an online course, methods for this new educational environment, and more.

8. From Passive Participant to Active Thinker

   In: English Teaching Forum 2005, Volume 43, Number 3 Format(s): Text

   This article discusses how, through materials development, teachers can help students think critically and feel comfortable enough to be active participants in class. The author suggests adapting materials to be more relevant to the interests and needs of students in a particular context. Another suggestion is to create materials that help students connect their thoughts and feelings to the language they are learning. The author includes techniques to promote critical thinking and learner autonomy.

9. 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.

10. English Teaching Forum 2007, Volume 45, Number 3

    Format(s): Text

    State and county fairs, the topic of this issue’s feature article, are an American tradition that highlight everything from livestock to rollercoaster rides. A corresponding lesson plan simulates “A Day at the Fair.” Other articles discuss storytelling, student-centered teaching in large classes, students as textbook authors, and using practice posters in EFL programs.

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