Well, 10-hours of actively attacking German have now passed. In short, I’m happy with my progress up until now and have motivation and momentum coming out of my proverbial.
You may be asking though: What have I accomplished? Where have I failed? …And how have I attempted it? Click here to read more.. »
A little bit delayed in posting this, but the 5-hour mark in my German quest is up.
In these 5-hours of active study I believe I have covered a large amount of basic grammar and have amassed a strong foundation of vocabulary through cognates with English. I have been working a lot on pronunciation Click here to read more.. »
Full reference: Pollard, Andee. (2010). English and the Korean Learner: A Question of Wants, Needs and Intelligibility. TESOL Review, 2, 75-96.
Abstract: This paper looks at how the Korean learner of English perceives a selection of English varieties – General American English, Indian English, Irish English, Korean English and Received Pronunciation – as well as how intelligible these same varieties are perceived. It is through understanding the perceptions of our students that Click here to read more.. »
You hear it all the time and I’m sure you’ve heard it before… The struggling learner with the ‘once a month’ study plan says it. The person that studied Spanish in high school while reading a comic book and not paying attention says it. The ‘average’ L1 English-speaker says it… It’s the monolingual catchphrase: ”I don’t have a talent for languages”
Rubbish.
Everyone has a ‘talent’ for language… it’s an in-built mechanism. We are human. We have language. But what do they truly mean when they say that they “don’t have a talent”? Click here to read more.. »
“OK guys, we’re going to describe this picture…” you say to your eager students. Silence is their response.
We’ve all experienced the silent response and will continue to experience it for as long as we teach a foreign language. But what are some ways to alleviate it? Click here to read more.. »
