Efl Quotes

Adding an extensive reading program to a language course is the most important improvement that a teacher can make, and if this was the only improvement made, the teacher could still feel very satisfied about that.

OUr teachers at LT&C had their A levels and the odd teaching certificate. It is astonishing how a black crepe robe worn over a coat or blouse gives a Cockney punter or a Covent Garden flower girl the gravitas of an Oxford don. Accent be damned in Africa, as long as it's foreign and you have the right skin colour.

There is another reason for not spending too much time on complex grammatical features. It is not easy to explain the meaning and function of these features. If it is difficult for teachers and grammarians to understand the meaning of these features, it is going to be even more difficult for learners of the language. These features are best learnt through experience, through meeting them many times in input and through having to use them in output.

a study by Marie Guilloteaux and Zoltán Dörnyei (2008) who explored the links between teachers’ motivational practice and students’ motivation for L2 learning. It was a large-scale study with 27 teachers and over 1,300 learners in English as a Foreign Language (EFL) classrooms in Korea. The teachers’ motivational strategies were described using a classroom observation scheme—the Motivation Orientation of Language Teaching (MOLT). MOLT identified 25 motivational practices used by the teachers that were relatively easy to define and to observe.

Teaching a particular word can only be one step in the gradual learning of that word, so we should not spend too much time on it. The main opportunities for vocabulary teaching should be during intensive reading and when learners ask for words during speaking and writing activities.

One of the teacher’s main goals should be to help learners become independent vocabulary learners. They can become independent vocabulary learners by knowing how to decide what vocabulary is most useful to learn, by knowing how to learn it through the use of word cards and other strategies, by knowing how to meet the words again by doing lots of extensive reading and listening, and by finding opportunities to produce the words they have learnt through speaking and writing. Rather than teach vocabulary, teachers should be spending that time on training learners in vocabulary learning.

students

Though Olsen's (1999) descriptive study of Norwegian EFL learners focused primarily on cross-linguistic influences on learner errors, one interesting conclusion was that external factors such as teaching confusing pairs such as sea and see, by and buy, want and won't, or lose and loose at the same time actually causes errors. Olsen recommends that each word be taught in its own context at different times.

They were divided into four categories that are described below along with examples of the motivational behaviours included within each. 1     Teacher discourse: arousing curiosity or attention, promoting autonomy, stating communicative purpose/utility of activity 2     Participation structure: group work/pair work 3     Activity design: individual competition, team competition, intellectual challenge, tangible task product 4     Encouraging positive retrospective self-evaluation and activity design: effective praise, elicitation of self/peer correction session, class applause. In each lesson, the learners’ motivation was measured in terms of their level of engagement. The proportion of students who paid attention, who actively participated, and who eagerly volunteered during activities was calculated. A three-level scale was used to measure engagement in each observed lesson: very low (a few students), low (one third to two thirds of the students) and high (more than two thirds of the students). Learners also completed a questionnaire about their motivation levels specifically related to their EFL class. The researchers found significant positive correlations between the teachers’ motivational practices, the learners’ engagement behaviours, and the learners’ self-reports on the questionnaire. The researchers acknowledge that correlation results do not indicate cause–effect relationships. Nevertheless, the findings are important because this is the first study to provide ‘any empirical evidence concerning the concrete, classroom-specific impact of language teachers’ motivational strategies’ (Guilloteaux and Dörnyei 2008: 72).

Research on vocabulary teaching is not very encouraging. Typically, if a teacher teaches ten new words to the learners, they are likely to remember only three or four of them. Vocabulary teaching is also rather time-consuming, and when we compare the amount of learning that learners can do from word cards with the amount of learning from teaching, it is much better if learners spend time using word cards.

Experimental studies of vocabulary teaching typically show that out of every ten words that are taught, only about three or four are actually learnt. Most teaching is neither effective nor efficient.

La razón principal por la cual la fe nos ha sido dada es a fin de que veamos la gloria de Dios en Cristo y meditando en ella seamos afectados. Si no poseemos este entendimiento (el cual es dado por el poder de Dios a todos aquellos que creen), no conoceremos cosa alguna del misterio del evangelio. (Vea Ef.l:17-19; 2 Cor.4:3-6) ========== La Gloria de Cristo John Owen