Articles

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.

In general, students learning to read in English do not like reading and they rarely read. This is partly due to the way reading is approached in the language class.

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.

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

When teaching any language whether it is a word, a phrase or a verb form, at some point it will be essential to convey and check that your students have understood the meaning.

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

Over the past decade there has been a huge increase in the power and abilities of computers to digitise, store and analyse text.

"I am sorry, I don't understand 'temporary repeated action', and why you have said 'Present consequence of a completed event in the past at an unspecified time or a state which commenced at a point of time in the past and continues until the present time and in all likelihood will continue into the future time?' I haven't understood. Please help me!"