Some say that the largest English language school in the world is the one made up of independent teachers like the 7 below. I thought I'd ask them a very simple question so that we can learn from their experience and shake ...
A recent discussion on a teachers’ forum has made me wonder amusingly and bemusedly again about correctness, prescriptive grammar rules and how English teachers just LOVE grammar and arguing about it - I wish lexis would prompt such heated debates, for example what verb should go with knowledge: gain or acquire? or some such.
Yeah, what's cooking, people? Literally and non-literally. Do you know that to be cooking can mean to be happening or planning (often secretly)?
In case you're wondering...mmm... how come only 7 photos? You may be thinking that I haven't been able to keep up with the project. Well, you're wrong! Here's 36 from February. To see more, click here.
The most striking revelation from the corpora concerns how words tend to associate strongly with other words in the form of chunks, fixed expressions, collocations, etc. As an example, let’s take a look at collocation.
There’s a lot to be said about the way schools are organised – plenty of good things and some horrible things can be witnessed there as a result. When it comes to language schools, here’s what it boils down to. Prepare for an unceremonious, frank inside story of a language school manager – and how you can beat the system if you really want to.
Image: Trey Ratcliff Of all the measures of 'good teaching ability', the one I personally find most intriguing is the notion of perceptiveness. Really effective teachers seem to have an almost uncanny ability to see all sorts of things at...
There’s been a lot of posts on the net about functional grammar/pragmatics/cognitive grammar lately. Scott Thornbury’s post on construction was one of the things that got me thinking more about functional grammar this week. And then there was Brad Patterson’s post on “What it means to be polite.” In my teaching environment here in Japan, at a school for students with extended periods of absenteeism, I bump up against the following issues when it comes to functional grammar and pragmatics:
I'm busily packing up the stack of books I used for my MA assignment on Methods and Approaches while looking into authentic materials, yet before I take them on back to the library, I thought I'd share a little snippet I came across.
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