Tefl.NET Forums

Not correct. Not usually anyway. At advanced level there may be some genre-specific language but the chances are, the student will know that anyway. It's the more everyday things like, how to negotiate, for example, hedging (being diplomatic or being assertive that they need. Ant then there's the in...

Good to see that the contributors to this feed don't have a "hair shirt" attitude to grammar, some kind of penance! There is no reason why grammar shouldn't be fun as long as it's presented in a way which engages with the learners and helps them use it better at the end than at the beginni...

Any observation of classes should be overt not covert unless there are real safety concerns about a teacher or student. Furthermore, there should be a system in place to weed out any staff members who have history of being a danger to others. In the UK, it is illegal to employ anyone without a clean...

John Field's Listening in the Language Classroom, (CUP 2008) devotes considerable time to the pronunciation of weak forms. Real-world pronunciation is very helpful for learners as it helps them recognise words and phrases in a continuous stream of real-world speech.

First, do a needs analysis. Then give a level test that is relevant to your learner's needs. For example, if your student has trouble keeping up in meetings, a strong speaking and listening element should form part of the test, and subsequently, your curriculum. Luckily, various needs analyses and l...

Workbooks are great for practice but research suggests that all new language, grammar included, is best encountered first in context, if possible, authentic context. For input to become intake and subsequently output, it has to be "noticed" first (Krashen's noticing hypothesis). This may o...