‘When one teaches, two learn.’ –Robert Heinlein

An ELT teacher’s rambling thoughts on the art of language learning and teaching

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Implementing Vygotsky’s socio-cultural approach in the foreign language classroom

With his work on the role of social constructivism to learning, Vygotsky (1934) and his ‘socio-cultural’ theory have become the foundation of much research not only in the field of cognitive development but also in that of language learning. A brief study of key notions that underlie his major theories, such as the Zone ofContinue reading “Implementing Vygotsky’s socio-cultural approach in the foreign language classroom”

Equivalence and skopos: ‘transferring’ these key concepts of translation theory to SLA and foreign language learning

    Translation theory: focusing on the notions of equivalence and skopos and how they can be ‘associated’ with second language learning and teaching.     For Bassnett (2002:27), translation is not only a ‘form of communication’, but also a ‘continuity’, ensuring the ‘survival of a text’, by ‘effectively becoming its after-life, a new original in anotherContinue reading “Equivalence and skopos: ‘transferring’ these key concepts of translation theory to SLA and foreign language learning”

The role of noticing in foreign language learning and teaching

How can we encourage our learners to notice new language structures in the TL and discover their role and function? Here are some key points on the role of deductive learning and consciousness raising tasks in promoting language acquisition. According to Batstone (1994:54) noticing activities are those which “encourage a more introspective engagement with language,Continue reading “The role of noticing in foreign language learning and teaching”

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