The Principles of Lexical Approach / Sepideh Farshchi
ABSTRACT The lexical approach to second language teaching has received interest in recent years as an alternative to grammar-based approaches. The lexical approach concentrates on developing learners’ proficiency with lexis, or words and word combinations. It is based on the idea that an important part of language acquisition is the ability to comprehend and produce lexical phrases as unanalyzed wholes, or “chunks,” and that these chunks become the raw data by which learners perceive patterns of language traditionally thought of as grammar (Lewis, 1993). Instruction focuses on relatively fixed expressions that occur frequently in spoken language, such as, “I’m sorry,” “I didn’t mean to make you jump,” or “That will never happen to me,” rather than on originally created sentences (Lewis, 1997).
KEY WORDS: lexical approach, lexis, lexical units, corpus linguistics
Lesson Planning and Classroom Management: An Overview / Farid Naserieh
ABSTRACT: Lesson planning could help teachers design beforehand how the classroom would go on. However, this does not guarantee a smooth classroom; many unanticipated problems may arise due to the ongoing dynamics of the classroom. Grappling with such problems is a hard nut to crack unless the teacher is well equipped with some basic knowledge of classroom management. It is, thus, essential to bear in mind that, for an effective teaching, the concepts of lesson planning and classroom management should go hand in hand and the exclusion of one to the other might lead to certain problems in the teaching and learning processes. Taking into considerations these two concepts along with gearing them to the learners’ needs and background knowledge could help teachers in a considerable way toward reducing, if not eliminating, such problems. This paper is to briefly shed some light on these concepts and also their utmost importance in running language teaching programs.
Benefits of Teaching Literature in ESL/EFL Classrooms / Shima Babapour
ABSTRACT: Literature is one of the best media through which a foreign or second language could be effectively taught and learned. Not only does it provide the learners with the authentic material they need, but it also gives them the opportunity to become familiar with the cultural aspects of the people whose language they are learning. Needless to say, literature teaching is the best channel through which learners are encountered with many instances of language use in context, hence fostering their language acquisition. This paper, after presentation of a brief history of literature teaching, explores some key advantages of incorporating literature in an ESL/EFL curriculum.
KEY WORDS: literature, language teaching, language learning, EFL/ESL classrooms.
Profile: Rebecca L. Oxford / Farid Naserieh
In every field of inquiry in language teaching and learning, there are certain people who have made great contributions to the field, aptly referred to as the “big names” of the field. In listening studies, for example, we often come across such names as Nunan, Rost, and Brindley. Or, the key figures in speech acts research include Austin, Searle, and Gumperz. Similarly, when it comes to language learning strategies, Rubin, Griffiths, Wenden, O’Malley, Chamot, Cohen, Macaro, and Oxford are the big names. Among these names, Rebecca L. Oxford has made the greatest contributions to the field of strategies across different settings around the world.
The purpose of this paper is, thus, two-fold. First, in order to set the scene, the concept of language learning strategies is briefly treated from Oxfords’ vantage point. The second part includes a short descriptive report of her contributions to the field.