Advanced Search: Resources

1. Classroom Techniques: - Nonstop Writing

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

   This article offers Nonstop Writing as a classroom activity to help students overcome the anxiety that can come with composition in a second language. Nonstop Writing is defined as timed, ungraded writing on an assigned topic. The author describes how to carry out and use this activity.

2. Classroom Techniques: - English for Fools

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

   This article describes a lesson that can be used on April Fool’s day to bring humor to the classroom. The writer explains how the translation of proverbs about fools can be used for a discussion and offers ideas about the teaching of these proverbs, such as exploring themes or looking at the definition of “fool” in each saying.

3. Classroom Techniques: Unleashing Writing Creativity in Students

   In: English Teaching Forum 2005, Volume 43, Number 4 Format(s): Text

   This article argues for free, creative writing in the L2 classroom. The author states that because writing can be stressful and at times paralyzing, the goal of L2 writing should not be to produce perfect, error-free work. The teacher should be a coach, dictionary, and grammar book. The author includes creative writing activities.

4. Women in Sports

   In: English Teaching Forum 2001, Volume 39, Number 1 Format(s): Text

   This article outlines the history of women in sports. It includes a discussion of important female athletes, female participation in the modern Olympics, and Title IX in the United States. The piece concludes by giving sketches of the accomplishments of several important female athletes-- "Babe" Didrickson Zaharias, Wilma Rudolph, Joan Benoit Samuelson, and Jackie Joyner-Kersey.

5. Misconception Analysis: A Necessary Complement to Foreign Language Teaching

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

   This article draws on findings from cognitive psychology that emphasize learners and their learning needs. The author proposes a solution for dealing with language learning problems, called misconception analysis (MA). The article explains MA, its usefulness, and language classroom applications. The author classifies misconceptions about language learning into four groups: misconceptions about the goals of language learning, the nature of language, the processes and strategies of language learning, and language elements.

6. Meeting Learners' Academic Needs

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

   This article suggests that language teachers can learn from the ideas of educators who work outside the field of language teaching. The author examines learner needs and discusses how the they can be met in his teaching context. The learner needs addressed in this article are the need to feel secure and important, the need to understand the learning goals, the need for time to integrate learning, the need to understand the learning process, and the need to receive feedback.

7. An Investigation of the Effectiveness of Teaching Pronunciation to Malaysian TEFL Students

   In: English Teaching Forum 2001, Volume 39, Number 3 Format(s): Text

   This article examines the benefits of pronunciation instruction for young adult language learners. It reports findings from a study in which pronunciation training was implemented into a university-level EFL speaking and listening course. The study found that students claimed to have benefitted from both the top-down approach and the bottom-up approach. This article endorses the value of pronunciation training using both segmental and suprasegmental instruction, and addressing oral production and aural comprehension.

8. Determining Students' Language Needs in a Tertiary Setting

   In: English Teaching Forum 2001, Volume 39, Number 3 Format(s): Text

   This article discusses students' perceptions of their language learning needs. It describes a survey conducted among university students and professors to find out how students rated their competence in particular skills and compares the results to those of their English teachers. Researchers conducted semi-structured interviews with the students, English teachers, and program directors. This needs analysis project helped to update the university English department curriculum and course offerings.

9. Statistics and Research Design: Essential Concepts for Working Teachers

   In: English Teaching Forum 2001, Volume 39, Number 3 Format(s): Text

   This article presents key concepts for teachers seeking to understand statistical reasoning and research design. First the author establishes that one must understand what is being defined and how. The author then defines useful terms such as variable and average and illustrates them with real-world examples. The article concludes by presenting simple tips for understanding and using statistics appropriately, relating both to classroom teaching and research design using quantitative data.

10. English Teaching Forum 2001, Volume 39, Number 4

    Format(s): Text

    Featured in this issue are an interview with Diane Larsen-Freeman, and articles on storytelling, assessment of young learners, information gaps for communication, and Texas.

Pages