Le drama pour une approche interculturelle de l'enseignement des languesBy Joëlle Aden and Joel Anderson
Pourquoi une approche interculturelle pour enseigner l’anglais ? Parce qu’entrer
dans une langue et une culture étrangère, c’est avant tout faire l’expérience de la
différence. Nous abordons toujours l’étrange et l’étranger à partir de nos propres
stéréotypes et il est important de comprendre que son point de vue n’est pas
universel, et surtout d’en faire l’expérience. Le drama est un outil très performant
pour nous aider à changer notre façon de percevoir les situations. Il permet de
sortir de la subjectivité, de trouver des terrains d’entente et de communication et
de surcroît, il amène à mieux se connaître.
Using Plays for Pronunciation Practice: Acting and English in Seven easy StepsBy Gary Carkin
Most language teachers are acquainted with the use of role-plays and dialogues and use
these as part of their repertoire of technique to support language acquisition. Many
teachers use improvisation, either self-created or drawn from textbooks, to have students
play out scenes that develop fluency with functional vocabulary. Other teachers may even
have students improvise and structure whole plays that can attain performance level and
be shown to an audience. The use of scripted plays to support the work of language
acquisition, however, is more limited. Thus, I would like, in this report, to discuss some
ways that work with written plays may be used to develop language facility.
Stories in Spoken Communication Skills Development: Teaching English to Young LearnersBy Zhivka Ilieva
The workshop presents a few stories and examples of lessons related to them, aiming at communication skills development. The final activity to each story is connected to creating dialogues using the story and students’ previous knowledge. The dialogues are partially planned by cards with roles; the students are stimulated to be creative both in creating the dialogue and transmitting the message (using various communicative strategies). The materials developed will be provided. Parts of the most interesting students’ dialogues will be presented (on video or tape, or just read).
Free Expression as a Pedagogical Medium for Total/False Beginners (+) Learning English in a Professional EnvironmentBy Sophie Loumanis
This article proposes to examine the ‘alternative’ conversational foreign language teaching approach called Free Expression under a new light: that of its potential in the EFL1 professional environment, — as compared to the ways in which it has been explored thus far, geared more towards general target language (L2) learning, particularly in True/False Beginners. A recapitulation of key points in the historical, methodological and theoretical background of this approach aims to establish the framework that Free Expression operates in, and to allow a review of its protocol with respect to its exploitation for the more functional and pragmatic purposes of the professional environment.Read
Evolution historique des approches en didactique des langues-cultures, ou comment faire l’unite des « unites didactiques »Par Christian Puren
Les enseignants de langues doivent en permanence réaliser en particulier trois opérations
interreliées. Ces trois opérations sont complexes à réaliser parce qu’elles sont reliées entre elles, parce
qu’elles doivent s’opérer dans une logique d’enseignement mais aussi d’apprentissage, enfin,
last but not least, parce qu’elles doivent s’effectuer dans notre discipline sur des « domaines »
très hétérogènes correspondant eux-mêmes à de grands découpages a priori de l’objet
d’enseignement apprentissage. Read
SMS Text Analysis: Language, Gender and Current PracticesBy Muhammad Shaban Rafi
This article tests the assumption that SMS language is like a pidgin in every speech community. The article also examines the assumption that a great motor of SMS lives among females whose lexical and morpho-syntactic choices are different from males. It further speculates influence of SMS language on language of media. One hundred messages were taken randomly from 20 cell phones and perceptions of 25 males and 25 females were recorded on an ordinal scale for analysis. The text was analyzed to look into lexicology, morphology and syntactic levels of texters, and influence of SMS on language of commercials. The results show that a novice intelligible language has evolved through SMS, which is influencing language of media. A significant difference is found between male and female texters’ linguistic properties.
Teachers Telling TalesBy Ivor Timmis
In recent years, there have been huge advances in the description of spoken English. These advances in knowledge, have, however, made relatively little impact on ELT materials and methodology, partly because doubt has been cast on the value of native speaker spoken language in an era of international English. I will argue that it is worth drawing learners’ attention to features of native speaker spoken English. I will outline how teachers’ anecdotes might be exploited to raise awareness of spoken English, and give examples of the tasks we might use and the features we might focus on.
Finding the Plot: Using Stories for Business EnglishBy Catherine Whitaker
When do we use stories in business life?
The answer is very often: when pitching for business, giving report backs after a trip, telling the
story of a company or a deal in marketing pieces, advertising and annual reports as well as more
obvious examples such as small talk and anecdote-telling as we socialise. If stories are frequent in
business life, how can we use them to help students learn language and understand the
intercultural aspects of business?
The Logic of Spoken English – and How to Teach itBy Dave Willis
Spoken English is often described as untidy, disorganised, even ungrammatical. But the fact that we all use it effectively and successfully belies these descriptions. We will look at samples of spontaneous spoken English and list its salient features. We will go on to discuss why it is the way it is. Finally we will look at pedagogic strategies to make our learners more aware of the nature of spontaneous spoken language, and will design exercises to capitalise on this awareness.