How would you say these example sentences? a. I think that's the right answer, but I'm not sure. b. I think that's the right answer, no matter what you say! I'm guessing that "I" and "think" sounded different when you said these two sentences to yourself - and it is this difference that is interesting … Continue reading Perceiving Prominence – Part #1 (the “What?”)
Category: Applied Linguistics
Why are vocabulary lists useful? And what do we need to know to use them well?
This is a short, rather personal post; a bit of a call for help! In my head, thoughts are flying around: researching, compiling bibliographies, literature reviews, not having enough time in the day to read everything properly, wasting time reading the 'wrong' things, and feeling swapmed and out-of-touch with the latest state of affairs.... And … Continue reading Help! Overwhelmed by research!
There is SO MUCH research going on into language teaching methods, approaches, etc. But the sad fact is, it has turned into a big jumble of research strands, hard to untangle and find the right connections! Let's be honest, how many classroom teachers have access to it? And time to read and digest it all? Probably … Continue reading #BridgingTheGapChallenge: Bridging the Gap between Researchers and Teachers
Planting seeds may not guarantee that they will grow; but not planting them is scarcely a superior strategy. (Swan, M., 2006) Introduction - A sense of relief At the weekend, I attended a talk by Michael Swan entitled "Some things that matter in grammar teaching... and some that don't" at an event hosted by ELTA … Continue reading Explicit Grammar Teaching: The what and how
I had a conversation with a colleague the other day, which really made me laugh. I think most people would have found it funny! But I also found it fascinating - through my linguistics-tinted glasses 🙂 My colleague was talking about her old, lazy lodger, who was rather reluctant to do jobs around the house, … Continue reading Everyday Examples of Mental Lexicon Representations