Nina MK, Ph.D.
Happy New Year to you all and apologies for the delay in getting the January topics up on the site! I hope you've all had a good break if you were on holiday and that 2015 is a great year.
The topics for January are below. Happy blogging!
Authentic Texts and the Efficient Method of Teaching
Undoubtedly using the authentic texts in teaching languages has proved its efficiency as a means of conveying information to the language learners.Being keen on using authentic texts in my ESL (English as a Second Language) classes, I was able to attain gorgeous objectives in my method of teaching English and French to my English language and French language learners.
At first, when I started teaching, I was afraid of grammar. I was petrified. I kept thinking I couldn’t teach the language without Michael Swan’s Practical English Usage right by my side. I was sitting up all night making sure I didn’t get it wrong. But eventually, I think I learnt how to get along.
Grammar is not always the favorite part of language that educators want to teach or students want to learn. Let's take a quick look at some philosophies behind different instructional strategies, and then some practical perspectives on what it all might mean in the classroom.
Acquisition vs. Learning
Using authentic texts
Nina MK, Ph.D.
As I mostly teach adults who appreciate being offered possibly practical and personalised activities, I always try to make the grammar and the ways we revisit and review it highly practical. And I usually appreciate opportunities that let students question, doubt and rethink what they already know - be it grammar or any other aspect of the language.
That's how I've come to love using "slashed" activities in order to encourage my student's grammar work.
There’s a very amusing advert for a language school on Youtube where we see the German Coastguard picking up an emergency broadcast, ‘Mayday, mayday..we are sinking!’ The German pauses, and then asks, ‘What are you sinking about?’
The joke plays on the difficulty some German speakers have distinguishing between the /s/ sound and the /θ/ sound as he mistakes /sɪŋk/ for /θɪŋk/.