Timelines for teaching verb tenses are great. Seriously. I’ve been telling teachers to use timelines for as long as I can remember, but, strangely enough, they used to play a lesser role in my own classroom practice. I believe this has a lot to do with my baffling inability to make sense of anything that bears the …
7 hypotheses that may account for some adult students’ perplexing lack of progress in their language learning. This post offers no solutions, of course. Only reflections and further questions.
Even though it’s terribly difficult to devise practice and production (i.e., output) activities that somehow naturally “trap” a certain structure, creating language presentation tasks (whether you want to call them noticing, consciousness raising or whatever) that illustrate a certain language area is, thank God, less of a daunting task.
This post is a short anecdotal account of two lessons I taught in 2002. Why on earth, you must be wondering, would I have any sort of recollection of two lessons I taught nearly ten years ago. It so happens that those two lessons were very significant because they helped me to finally make sense …