Author: Pearson

The Role of Corpus Linguistics in Focus on Grammar

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Marjorie_Fuchs Irene_SchoenbergMarjorie Fuchs and Irene Schoenberg

The Role of Corpus Linguistics in Focus on Grammar

The field of English language teaching has seen many trends come and go. Total Physical Response, The Silent Way, and The Natural Approach are just a few of the methods that have held the spotlight before disappearing or joining the supporting cast of strategies that experienced teachers use. Many have criticized our field for adopting the latest trends while dropping all that came before. However, the Focus on Grammar series has always taken a balanced approach, keeping what is tried and true while incorporating what is new and effective. To that end, Focus on Grammar has taken into account the findings of corpus linguistics, while never losing sight of what is pedagogically sound and useful.

Corpus linguistics is a field of linguistics which studies large samples of naturally occurring language in order to better understand how the language is used. Computers have made it possible to examine and analyze millions of language samples. We now have information about the frequency of use of vocabulary and structures, the words that typically occur with different structures, and the language of different genres. The results are interesting and important for anyone involved in language teaching. Continue reading →

Teaching Critical Thinking from Both the Psychologists’ and Philosophers’ Perspectives

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CarolNumrichCarol Numrich

When language educators include critical thinking activities in their lessons, not only do they raise student interest and motivation, but they also prepare students for one of the key 21st-century skills needed in today’s world. Though most educators agree that critical thinking is an essential skill, there is not always agreement on how to define or teach it. In fact, over recent decades, two camps have developed: psychologists, who believe that problems have correct answers and definable solutions, and philosophers, who argue that problems are complex, ambiguous, and often have no solutions. Interestingly, both views can contribute to more successful learning of a second language. Continue reading →

Critical Thinking or Critical Expression? Meeting Students’ Critical Needs

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David Hill, Author from the Academic Connections series David Hill

Introduction

Critical thinking, while not a traditional language skill, is a common focus within English for Academic Purposes (EAP) courses, often bundled together with other study skills or with reading and listening. However, while the teaching of speaking, reading, grammar and other such aspects of the language is covered extensively in teacher training literature and courses, relatively little has been said about the teaching of critical thinking. This article will, it is hoped, go some way toward closing this gap. Continue reading →

Background Check: Taking the Mystery Out of “Background Information”

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colin_ward

Colin Ward

As I write the introduction to this article, I think of my students, who so often struggle with that beginning paragraph of the essay – that mysterious chunk of ideas that is supposed to accomplish so many important tasks at the same time, from getting the reader interested, to providing essential background information, to stating the main idea in the thesis statement.

Continue reading →

Free Resources to Celebrate Grammar Day – All Month Long!

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March 4th was National Grammar Day and we’re celebrating for the whole month. We’ve brought together a huge list of articles, videos, photocopiable worksheets, podcasts, blog posts, and more.

Classroom Resources

Grammar Day Articles

Podcasts

Video

Community

Blog Posts