| Issue 55 Editorial & Contents |
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EditorialGrammar and lexis are topics which feature in several articles in this issue. Simon Mumford insists on the need to set a context in order to make grammar meaningful and memorable and he suggests a range of activities to try out in class to achieve this and to make grammar enjoyable, too. Richard Ostick, on the other hand, favours a lexical approach to language learning rather than a grammatical one and calls for the teaching of language chunks in preference to grammar structures. Helen Emery is also concerned with the words that our students learn, but her focus is on ways of getting them to spell those words correctly. She examines the types of activity that teachers can use to promote successful spelling.Several of our contributors have put aside concerns over the mechanics of language teaching to concentrate on the emotional issues of the classroom. Justyna Walczak finds that her students use journals and letters to seek her advice and support with problems they experience in their personal lives and which they may be reluctant or unable to discuss with other people. Monica Hoogstad finds that even business students need and respond to activities which encourage personal and emotional involvement. She suggests that these can both ensure rapport within the classroom and build teamworking skills which business students and their employers will value. Paul Bress, meanwhile, looks at the emotional needs of teachers themselves and suggests ways in which they can build self-confidence in their lives both inside and outside the classroom. Helena Gomm Editor Contents MAIN FEATURE WHAT GOOD IS SECOND LANGUAGE ACQUISITION THEORY? Scott Thornbury asks questions about the theories behind the way we teach FEATURES TAILOR-MADE? Jesús García Laborda considers teachers’ reliance on published tests IN PRAISE OF THE PORTFOLIO Yan Xiaoyun finds learner profiles encouraged her students to take responsibility for learning EYES AND EARS Helen Emery suggests activities to foster good spelling THINK POSITIVE! Paul Bress encourages teachers to develop their self-confidence TARGETING THE TALENTED Mustafa Z Altan supports early identification of gifted students IMAGES 7 Jamie Keddie exploits YouTube to bring a million moving images to the classroom DEAR DIARY ... Justyna Walczak uses diaries and letters to give emotional support to her students LEXICAL LESSONS Richard Ostick puts lexis in a paramount position CREATING A CONTEXT Simon Mumford explores ways of adding more meaning to grammar GETTING TO GRIPS WITH GENRE 3 Siân Morgan examines the features of academic writing TEACHING YOUNG LEARNERS READING WITH BIG SISTER Barley Mak and David Coniam describe an BUSINESS ENGLISH PROFESSIONAL INTELLIGENT FUN Monica Hoogstad believes that enjoyable activities have a place in the business classroom, too TEACHER DEVELOPMENT TIME FOR REFLECTION Sue Leather and Radmila Popovic recommend giving trainee teachers time to think TECHNOLOGY SCREEN CAPTURE Russell Stannard explains a method for providing students with oral and visual feedback on their writing THE STORY OF LITTLE RED Sharon Hartle presents a modern fable WEBWATCHER Russell Stannard gets his students to create animated films REGULAR FEATURES PREPARING TO TEACH ...Expressing purpose John Potts ACTIVITY CORNER: TWO END-OF-LESSON GAMES FOR YOUNG LEARNERS Jon Marks ENGLISH ONLY, PLEASE! 1 Rose Senior IT WORKS IN PRACTICE REVIEWS |
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