By Phil Race, Sue Wharton
There was a development within the variety of academics excited by instructing English as a international or moment language. This guide includes sensible feedback for EFL lecturers, and goals to guide to principles that are attempted out without delay. Lists of necessary assets and pro-formas are included.
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36 LANGUAGE WORK IN THE CLASSROOM 7 Accept that there will be many mistakes in early drafts. This is particularly the case for less proficient learners, of course. Help learners to see texts with lots of mistakes as a natural stage. Try to build up an atmosphere where peer as well as teacher feedback is seen as useful on the way to a final product. 8 Emphasize quality in the final product. In the world outside the classroom, demands on written products are high: we expect an appropriate range of vocabulary and sentence patterns, as well as accuracy.
If you can, record some unscripted spoken language as an occasional supplement to your coursebook. See 21, Collecting natural language data. 8 Use problem areas as a springboard for discussion. There may be elements of your coursebook that you are unhappy with. These may be rather insidious: for example, does the coursebook seem to imply a negative attitude to particular social groups? If you find difficulties like this, then you can discuss them with your learners. Once negative stereotypes or other inappropriate attitudes are out in the open, their power is considerably diminished.
Many of the specific language features mentioned in the section on written texts can be exploited with spoken texts, too. Vocabulary and tense use can both be profitably studied— it can be interesting to contrast usage in certain written and spoken texts. 24 Using literature Literature can be a valuable addition to many courses even if it does not, strictly speaking, form part of learners’ language study goals. It is part of the target culture, it can contribute to world knowledge, it engages readers emotionally and is enjoyable.