3.945945

Lexical notebooks or vocabulary cards?

Few would doubt that students should leave a lesson with some kind of transcript of it: be it a notebook or, if technology allows, pages from an Interactive WhiteBoard (IWB) emailed to your students – in order to be able to go over the material covered in class.

4.00885

Vocabulary and autonomy

This article looks at ways to improve your students' abilities to both explore, store and use vocabulary.

3.77778

Revising lexis: quality or quantity?

This article discusses how much attention language teachers should pay to vocabulary acquisition research, particularly with regard to repeated encounters with lexical items.

3.908255

Grammar vs lexis or grammar through lexis?

In this article, informed by the Lexical Approach, I reflect on grammar instruction in the classroom, including my own teaching, and make suggestions on how it can be 'lexicalised'.

3.555555

Lexical exploitation of texts

Reading and listening texts are often used in the ELT classroom to practise receptive skills and / or as the introduction to a topic or language point.

3.6

Context developing activities

It is widely recognized that second language (L2) mental lexicon must be independent of its first language (L1) counterpart, if learners are to use the target language effectively and fluently.

3.666665

Seven steps to vocabulary learning

Have you ever considered why a learner (even an advanced one) can hear a difficult English word or phrase literally thousands of times and still not use that word in the way that a native speaker does?

3.83784

Multi-word verbs: Methods and approaches

In the first of these two articles, Multi-word verbs: Learner problems, I looked at some of the problems that multi-word verbs cause students.

3.770835

Multi-word verbs: Learner problems

Multi-word verbs are complex and present problems for learners both in terms of their grammatical form and their lexical meaning.

3.27619

The noun phrase

For too long now the verb phrase has been the dominant focus of attention in course books, syllabuses, and teacher training programmes.

Pages

Collocation with advanced levels 1 - not entirely...proper/appropriate/good? - vocabulary article
4.14706

Collocation with advanced levels 1 - not entirely...proper/appropriate/good?

This article gives an overview of the topic of collocation in English language teaching and shows how this is a key area of study for advanced level students.

Collocation with advanced levels 2- classroom activities - vocabulary article
4.09375

Collocation with advanced levels 2- classroom activities

This article gives an extensive list of classroom activities that focus attention on collocation. This is the second of two articles on the topic.

3.6

Context developing activities

It is widely recognized that second language (L2) mental lexicon must be independent of its first language (L1) counterpart, if learners are to use the target language effectively and fluently.

Delexicalised verbs - vocabulary article
3.85185

Delexicalised verbs

In the first part of this two part article Shaun Dowling looks at delexicalised verbs, and the problems they cause for our students.

Delexicalised verbs 2 - vocabulary article
4.69231

Delexicalised verbs 2

In the first part of this article the writer explored the use of delexicalised verbs and the problems they create for our learners. He now goes on to outline some ways in which we can help our learners with this tricky area and help them to make their English sound more natural.

3.908255

Grammar vs lexis or grammar through lexis?

In this article, informed by the Lexical Approach, I reflect on grammar instruction in the classroom, including my own teaching, and make suggestions on how it can be 'lexicalised'.

4.466665

Lexical Approach 2 - What does the lexical approach look like?

This is the second part of an article looking at the theories of language which form the foundations of the lexical approach to teaching English.

3.555555

Lexical exploitation of texts

Reading and listening texts are often used in the ELT classroom to practise receptive skills and / or as the introduction to a topic or language point.

Pages

3.27619

The noun phrase

For too long now the verb phrase has been the dominant focus of attention in course books, syllabuses, and teacher training programmes.

3.414635

New words in English

New words enter the English language all the time - the exact number is uncertain but there are thousands appearing every year.

3.555555

Lexical exploitation of texts

Reading and listening texts are often used in the ELT classroom to practise receptive skills and / or as the introduction to a topic or language point.

3.6

Context developing activities

It is widely recognized that second language (L2) mental lexicon must be independent of its first language (L1) counterpart, if learners are to use the target language effectively and fluently.

3.666665

Seven steps to vocabulary learning

Have you ever considered why a learner (even an advanced one) can hear a difficult English word or phrase literally thousands of times and still not use that word in the way that a native speaker does?

3.770835

Multi-word verbs: Learner problems

Multi-word verbs are complex and present problems for learners both in terms of their grammatical form and their lexical meaning.

3.77778

Revising lexis: quality or quantity?

This article discusses how much attention language teachers should pay to vocabulary acquisition research, particularly with regard to repeated encounters with lexical items.

3.83784

Multi-word verbs: Methods and approaches

In the first of these two articles, Multi-word verbs: Learner problems, I looked at some of the problems that multi-word verbs cause students.

Pages

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