This study investigated primary teachers' knowledge of pronunciation instruction, and its manifestation in classroom practices in Korean EFL contexts. To this end, the questionnaire data collected from 47 teachers were quantitatively analyzed. The emerging themes from 5 teachers' interviews were qualitatively analyzed, based on content analysis.…

Eighteen Colombian English teachers participated in a course with an emphasis on gender and foreign language teaching in a Master's program in Bogotá. This text describes the design, implementation, and the learning in this educational experience. The analysis of the course was based on a view of learning as a process of participation rooted in…

This study investigates the combined effects of input enhancement and recasts on a group of Vietnamese EFL learners' performance of constructive criticism during peer review activities. Particularly, the study attempts to find out whether the instruction works for different aspects of pragmatic learning, including the learners' sociopragmatic and…

In the Storyline approach, a fictive world is created in the classroom, with learners working in small groups, taking on the role of characters in a story. The story develops as they work on a range of tasks which integrate the practical and theoretical content of the curriculum. This article reports on a study based on the syllabus for English,…

"Special education" has become a prominent field that needs some attention in pre-service teacher education programmes offered by educational and teacher training institutions (e.g. Egyptian colleges of education at university). Like normal students, students with special educational needs (e.g. physical and mental disabilities, learning…

Learning to speak another language requires students to adopt new ways of thinking. Some teachers believe that students can assimilate idiomatic expressions and cultural turns of phrase simply through the teacher's use and the students' practice. Others work to explicitly show the difference between the target language and native language, as if…

Middle schoolers are developing skills for learning. Part of those skills is learning how to be an active participant in class and take control over their classroom behavior. Students who are not actively listening or participating are not internally motivated to learn the material. It was my hope that by reflecting upon their participation each…

Describes several strategies designed to increase audience participation in role play and simulation activities in the foreign language classroom, including audience feedback, role switching, voting, instant replay, cultural discussion, audience direction, press conference, and class soap opera. These strategies make the role play more productive…

Guidelines and examples for using dramatization to teach elementary German are presented. Dramatization can be used productively as an aid to learning even at the very beginning of a course or in an academic environment that is hostile to innovation. In order to learn an utterance in a foreign language, the students must be able to project their…

Discusses a design-feature framework for analyzing "simulations" in realistic-communication activities in foreign language classrooms. The link between design factors and two aspects of student language (quantity of output and topic-structure) with reference to two "simulation-type" activities are examined. (30 references) (GLR)

A familiar and effective way to provide classroom practice of foreign language skills in a meaningful context is role-playing. One variation, spontaneous group role-playing, offers a bridge between textbook dialogues and real-world dialogues. Especially appropriate for beginning and intermediate students, simultaneous group role-playing is a…

The classroom technique of helping students assume a new identity in the target language culture, one component of the Lozanov method of instruction, is discussed. Lists of useful French first and family names, professions, and cities are provided for use in this exercise. A sample dossier is included. (MSE)

A discussion of drama as a method for second language instruction looks at rationale, requirements, techniques, and classroom procedures. The first chapter examines the connections between drama and language learning, and proposes that drama can be useful with any teaching style. Issues discussed here include encouragement of pupil talk, support…

A typology of role-playing and simulation exercises based on interpersonal interactions, used in second language instruction, is presented. Ten dimensions of such simulations were identified, which can then be used as criteria for classifying the exercises. The dimensions include: the starting point of the simulation; complexity of the…

Outlined is the use of two kinds of simulation (case study and role playing) for non-native teachers of French studying in France to develop as part of their foreign-study program as if it were to be used in their own country. (MSE)