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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Sound chart: Mark Hancock

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Download from the original website

This infographic gives a brief explanation of how the new Pronpack Sound Chart is organized. - See more at: http://hancockmcdonald.com/blog/pronpack-sound-chart-explained#sthash.55ueLR05.dpuf
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Technology lesson plan: Olya Sergeeva

Technology lesson plan: Olya Sergeeva | TELT | Scoop.it
One of the questions that my learners (who are IT people) are very likely to be asked during interviews and promotion reviews is ‘Tell us about your favourite technology’.
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NIce lesson plan for business English with worksheet and links

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Effects of pedagogic intervention on development of speech fluency: Tavakoli et al. 2015

Effects of pedagogic intervention on development of speech fluency: Tavakoli et al. 2015 | TELT | Scoop.it

This study measured the fluency of learner speech before and after a 4-week intensive English course at a British university. The experimental group received awareness-raising activities, strategy training, and fluency practice, while the control group received more general listening/speaking instruction. On 4 of 9 fluency measures, the experimental group outperformed the control group; speech rate showed the largest advantage, but articulation rate, mean length of run and of pause were also significantly better. (The study also measured accuracy and complexity, but found no difference on 3 of 4 measures, and a slight advantage to the control group on verb accuracy.)

 

The authors suggest that

"providing effective instruction and creating opportunities for practice facilitated the process of proceduralisation of learner interlanguage, which might have contributed to the learners’ preparedness for developing a degree of automatisation in their performance (DeKeyser, 2001, 2007; Segalowitz, 2010)" (p. 17)

 

They conclude that

"a key finding of the current study is that, although the classroom context often provides limited and insufficient opportunities for L2 practice, tailor-made training aimed at improving fluency can have short-term positive effects" (p. 20)

 

Shona Whyte's insight:

This is an interesting finding from what looks like well-designed and controlled research, using fewer than 40 learners but in an ecologically valid study and including a range of measures of fluency, accuracy and complexity.  While explanation of the findings in terms of second language theory goes beyond the scope of the paper, the teaching implications are encouraging.  

 

Of interest to language teachers are the following:

 

1. Activities to raise awareness of different aspects of fluency. Students listened to a nonnative speaker of English retelling a picture story and evaluated the speaker’s fluency in terms of speed, pausing, and repair measures. Students examined the transcript of the picture story retelling and identified where fluency had broken down.

2. Strategies that can be used for improving fluency. Using lexical fillers (e.g., well) and longer lexical chunks (e.g., let me think) and practising them in conversations. Avoiding repetitions and hesi- tations in conversations when possible.

3. Opportunities for practising fluency. In class: Retelling the picture story that they had listened to in exercise 1. At home: Retelling another picture story and recording their performance, listening

to their own performance to identify fluency problems, and recording their performance of the same task again.


(Ahead of print free access for now.)

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Teaching Pronunciation: Top tips from Laura Patsko

Teaching Pronunciation: Top tips from Laura Patsko | TELT | Scoop.it
Our Senior Research Manager Laura Patsko shares the first five of her top ten tips for teaching pronunciation. 1. Make sure you teach pronunciation! First and foremost on this list of top tips: don’t be afraid of teaching pronunciation! It isn’t just a ‘nice to have’. It affects all areas of language learning – for …
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Nothing to argue with here.

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Arizona State University, Claire McLaughlin's curator insight, July 23, 2015 7:53 AM

Very useful information. I especially like tips 3, 4, and 5.

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Quick and dirty vocabulary gapfill: Olya Sergeeva

Quick and dirty vocabulary gapfill: Olya Sergeeva | TELT | Scoop.it

"Apparently, just 12 lexical verbs (say, get, go, know, think, see, make, come, take, want, give, and mean) account for 45% of lexical verbs used in conversation. Biber and Reppern suggest that, since they are so frequently used in speech, these verbs require more attention in class than they currently do, judging by the coursebooks that they reviewed, and that they should be used more to exemplify various grammar structures.

 

I’m thinking of giving the students an occasional gap-fill exercise based on the reading and listening texts that we are working on, with these verbs gapped out. Finding and replacing the various forms of these verbs could be time-consuming, but there’s a free nifty little text editor called Notepad++ in which one can make such a gap-fill exercise in one click.

 

 

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This is clever.

 

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Reading/Viewing for writing: lesson template

The topic for next week's writing class is ......(insert topic here)

Read this article and highlight any relevant vocabulary (insert link here)

Read this (different) article and highlight any relevant ideas (insert link here)

 

(Listening)

Here is a Ted.com talk on this topic (insert link here)

What are the speaker's 5 main points?

Look at the transcript - any relevant vocabulary?

If you were in the audience, what one question would you ask?

 

(Reading)

Here is an article on this topic (insert link here)

What is the overall point the writer is trying to make?

What are the main ideas?

What examples does the writer use?

Does the writer talk about effects (e.g. as a result....consequently....)

Do you notice any vocabulary that you found in the listening or other articles?

 

(Writing)

Now, after doing all that reading and listening, write 250 words on the question (insert a question related to the topic here).

Shona Whyte's insight:

Great example of a) cut-out-and-keep writing prompt lesson and b) potential action research topic/project

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EAP Stories

EAP Stories | TELT | Scoop.it
Inspired by the Teaching EAP blog post discussing the requirements of teaching English for Academic Purposes, I realized that many teachers who teach EAP come from different backgrounds and have different teaching experiences.
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Interesting snapshots of teachers of English for Academic Purposes in various contexts

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Listening with both ears by Rose Bard | tea4teachers

Listening with both ears by Rose Bard | tea4teachers | TELT | Scoop.it

"The usual listening activities (in published materials), which are not the same as participating in a conversation, tend to focus on top-down processes, but research shows that limited vocabulary knowledge, combined with a failure to recognise words in a stream of speech, impacts enormously on comprehension."

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New article on listening in ELT

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Have you ever played Pictureka?

Have you ever played Pictureka? | TELT | Scoop.it
If you haven't, watch the video to find out how to play it :) Pictureka is fun. It's a visual-based game. We roll the dice, read the mission and you have a certain amount of seconds to find the pic...
Shona Whyte's insight:

Nice example of game for young learners.  What I like is that preparing for the game is as much a learning opportunity as playing it - perhaps more so.

 

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Dreamreader.net

Dreamreader.net | TELT | Scoop.it

Easy English, Interesting English, Fun English, Practical English, Academic English

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Texts and comprehension questions.

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natasha sharma's curator insight, March 19, 2015 10:41 AM

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Learning your lines: using dialogues for speaking practice

Learning your lines: using dialogues for speaking practice | TELT | Scoop.it

Kevin Stein on helping learners to work with coursebook dialogues.

 

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Creative, practical solutions to the problem of making this kind of speaking exercise come alive in the language classroom.

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Reflective Practice: Kevin Stein

Reflective Practice: Kevin Stein | TELT | Scoop.it
 “Reflecting on our practice also provides us with the substance of our stories.” —-Kathleen Bailey Vignette 1: February 10, 2014 It’s one week before the big final exams.  I’ve instructed the stud...
Shona Whyte's insight:

Interesting discussion with three concrete examples of EFL class events, links to Kathleen Bailey's 1997 article available http://www.cuhk.edu.hk/ajelt/vol7/art1.htm and reference to Fanselow (who talks a lot of sense on this topic in my view).

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teaching a foreign language

teaching a foreign language | TELT | Scoop.it
teaching a foreign language
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Newly qualified high school EFL teacher in France has found time to start her own Scoop.it.  Respect total :-)

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Top Tips for New Teachers #7 – Laura Ironside

Top Tips for New Teachers #7 – Laura Ironside | TELT | Scoop.it
Fresh from teaching English to learners of all levels in Spain, Laura Ironside joins us for our Top Tips for New Teachers series, to share the key bits of teaching advice she has learnt along the way.
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Nothing much to argue with here.

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Keep on truckin': Jordan on new ELT paradigm

Keep on truckin': Jordan on new ELT paradigm | TELT | Scoop.it

The rival view of ELT:

Standard English is one variety of English; it is not the subject taught.Texts (discourse) are the subject matter of EFL /ESL.SLA involves the socially-mediated development of interlanguage.A process syllabus is used. This focuses on how the language is to be learned. There’s no pre-selection or arrangement of items; objectives are determined by a process of negotiation between teacher and learners as a course evolves. The syllabus is thus internal to the learner, negotiated between learners and teacher as joint decision makers, and emphasises the process of learning rather than the subject matter.No coursebook is used.The teacher implements the evolving syllabus in consultation with the students.The students participate in decision-making about course objectives, content, activities and assessment.Assessment is in terms of low-stakes formative assessment whose purpose is “to act as a way of providing individual learners with feedback that helps them to improve in an ongoing cycle of teaching and learning” (Rea-Dickens, 2001).
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Jordan places the ongoing coursebook-no coursebook debate in a wider theoretical and political context.

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Language knowledge & language use in expert teacher's classroom: Lam, 2009

While the importance attached to theintegration of form and meaning (Long andRobinson 1998) andencouraginglearners to“notice” linguistic forms (Schmidt 2001: 4)is now well established, there has been littleempirical research that explores secondlanguage teacher use of techniques to directlearner attention to both language form andlanguage use in on-going classroominteractions. The main aim of this article isto profile the methods of an experiencedteacher in directing learner attention to bothlanguage knowledge and language use withinthe English as a Foreign Language (EFL)classroom, thereby providing insights foreffective English teaching.
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Teaching Pragmatics | American English

Teaching Pragmatics explores the teaching of pragmatics through lessons and activities.
Shona Whyte's insight:

This looks like a nice resource for teachers with practical lesson ideas for different aspects of pragmatics (speech acts like apologies, refusals, negotiating conversation and so on). Lots of clicking to find only PDFs in the end, but names I recognise (Salsbury, Kontra). Planning to use if for training new teachers this fall.

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Aisha Siddiqa's curator insight, April 1, 10:29 AM

This looks like a nice resource for teachers with practical lesson ideas for different aspects of pragmatics (speech acts like apologies, refusals, negotiating conversation and so on). Lots of clicking to find only PDFs in the end, but names I recognise (Salsbury, Kontra). Planning to use if for training new teachers this fall.

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Vocabulary Activities

Vocabulary Activities | TELT | Scoop.it

We all have our go-to activities – those activities that we have found to be effective for our context, students, and style. I’d like to share a few of my favorite ways to teach vocabulary.

 

 

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Lots of activities, resources, and links for vocabulary teaching

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Misconceptions regarding learning/teaching

Misconceptions regarding learning/teaching | TELT | Scoop.it
Students come to classrooms with all sorts of misconceptions regarding learning. One of them is that (1) learning a language can happen a lot faster than it does. When I ask my teenage (intermediat...
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Ljiljana Havran explains 4 misguided beliefs regarding making progress, maintaining motivation, using coursebooks and planning lessons.

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www.cheapassignmenthelp.com's curator insight, June 20, 2015 8:33 AM

www.cheapassignmenthelp.com

Arizona State University, Claire McLaughlin's curator insight, June 21, 2015 7:09 PM

Attention EFL/ESL teacher, please take a few moments to read this article.

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Free lesson plans | Decentralised Teaching and Learning - Paul Walsh

Free lesson plans | Decentralised Teaching and Learning - Paul Walsh | TELT | Scoop.it

Sherlock Lesson ‘A Study in Pink’/ Spoken grammar

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I just looked at the lesson plan based on an extract from the Sherlock TV series.  This teacher aims to provide "hackable" content which is independent of both context and learner proficiency; there are learner and teacher sheets, plus links to teaching resources, so it's pretty much all there.  I'm bookmarking it for my pre-service and newly qualified teachers :-)

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Rod Ellis on task-based pedagogy: the what, why and how - YouTube

Prof. Ellis talks about task-based pedagogy: what is it? why might teachers adopt such an approach? and how can task-based ideas be implemented?
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Broadcasting from a broom closet on campus, but Ellis offers a useful introduction to TBLT for language teachers

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Shadow-reading experiment

Shadow-reading experiment | TELT | Scoop.it
I've recently done some research into shadow-reading and at some point I promised myself that I'd soon experiment with it a bit in the classroom.
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Interesting account of activities for practicing intonation

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