There’s just no escaping gap-fill exercises for controlled practice (I’m using activity, exercise and task interchangeably in this post). When Headway came along in the mid 80s and grammar made its humongous comeback, gap-filling was catapulted back into ELT limelight and, since then, has pervaded every crevice of our profession, for both the right and the wrong reasons. Continue reading Controlled practice: too much gap-filling?
In the last twenty years or so, I have changed my mind about a lot of things: my mom, Celine Dion, politics, my career, MAC computers, McDonald’s, oral correction in class, soap operas, Ford cars, task-based teaching, grammar teaching, shampoo, drilling, suffering fools gladly, communicative language teaching and Lindt chocolates. I do hold, however, two or three teaching beliefs that seem to have remained relatively unscathed over time. Continue reading feedback for (PREP) writting (SP) through correction simbols (SP)
Official definition of fossilization:
Fossilization may be defined as “The point at which no further learning appears possible, with the student’s performance apparently impervious to both exposure to English and explicit error correction (i.e.: ‘set in stone’).” Continue reading Fossilization in language learning