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Featured Articles

Innovation

Incorporating Collocation Teaching in a Reading-Writing Program

by Yang Ying, National University of Singapore
and Jiang Jingyi, South China University of Technology

This paper discusses vocabulary teaching in tertiary institutions in China and points out the importance of learning collocation in an English as a foreign language context. The authors propose that the teaching of collocation should be incorporated into any standard reading-writing program by addressing three important aspects in the process, namely: use of resources, training of students’ note-taking strategies and incorporation of classroom tasks that require noticing, recording and using collocations. This is further elaborated through an example of how a reading text can be exploited to promote students’ awareness and use of collocation, and their learning of collocation in and outside the classroom. Read more


ELT Lives

Interview with Alan Maley: Exploring Creativity in the Language Classroom

by Flora Debora Floris
Petra Christian University, Indonesia

Prof. Alan Maley has been involved in English Language Teaching (ELT) for over 50 years. He worked for the British Council in Yugoslavia, Ghana, Italy, France, China and India. For 5 years he was Director of the Bell Educational Trust in Cambridge. He worked in universities in Singapore, Thailand and Malaysia as well as in his native country, UK. For 25 years Alan was Series Editor for the OUP Resource Books for Teachers series. He has published over 40 books and numerous articles. Read more


Media Review

Theory to practice: An easy-to-follow book on teaching vocabulary

by Feng Teng
Nanning University, China

The psycholinguistic and corpus-based research concerning the core issue of vocabulary has received significant attention over the past two decades. Although the research on vocabulary cannot be equated with the breadth of research on syntax, the central role of vocabulary in language learning, both theoretically and practically, has received much attention. In addition, the pedagogical application of vocabulary research and activities has undergone much discussion (e.g., Hiebert & Kamil, 2005; Nation, 2008; Nation & Gu, 2007; Nation & Webb, 2011; Zimmerman, 2009; Ur, 2012). Recently, there has been a surge in publications on researching vocabulary in terms of both pedagogy and practice. Teaching Vocabulary, Lessard-Clouston’s new book, written in accessible language, is a note-worthy and thought-provoking work. It can inform experienced teachers who want to probe more deeply into the area of vocabulary as well as novice teachers who want to apply theories derived from vocabulary research within classroom practices. Read more


Media Review

Teacher Voices: A Virtual Forum for ELT Professionals

by Fenty Lidya Siregar
Victoria University of Wellington, New Zealand

Although teacher professional development (TPD) can start with individual teachers’ initiative, it does not mean teachers have to do it alone. ELT professionals can certainly find teacher support groups to enhance their professional development. Nowadays, these support groups are mushrooming on the Internet. Teacher Voices is an example of a virtual English teacher support group that enables its members to virtually meet like-minded colleagues across the globe and at the same time provides a forum for TPD. Read more


Innovation

Get the Picture: Teaching with Multimodal Texts

by Philip McConnell
English Language Institute of Singapore

Our students encounter many texts in their daily lives which combine linguistic, auditory and visual modes of representation. Such rich, multimodal texts can serve in the classroom as authentic and engaging materials that allow learners at any level to explore how meaning is created. They can also be used as the basis for many kinds of learning activities, providing additional means of engagement for teachers to help students develop skills for critical thinking, speaking and listening. Furthermore, these texts might be used to give students the opportunity to interact more effectively in different contexts for a variety of audiences and purposes. This paper offers a research-based rationale for teaching with multimodal texts. It also gives examples of multimodal texts and a set of strategies for the English classroom which are intended to enrich the experience of learning. Read more


Innovation

Choosing the Right International Journal in TESOL and Applied Linguistics

by Willy A Renandya
National Institute of Education, Nanyang Technological University, Singapore

Choosing the right international journal for your research paper can be a daunting task and the process may seem complicated. This is particularly so if you have had little or no experience publishing in an international journal. This paper provides practical guidelines that could help novice writers find answers to questions such as these: What types of journals are available in the field of TESOL and Applied Linguistics? Which types of journals are the most suitable for their papers? What are some of the key criteria that institutions use to assess the quality of a journal? What is the review process like? How long is the wait time? What is the rejection rate of the journal? Are there journals that have lower rejection rates for novice writers? The paper also lists a number of journals that novice writers could aim for in order to increase the acceptance rates of their submissions. Read more


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