In this paper I argue that a skills/strategies approach remains one of the many possible and effective approaches that can help L2 learners to improve their listening skills if classroom teachers implement it based on a good understanding of its cognitive as well as pedagogical underpinnings. Strategies are a series of events and might not be reportable in the listening process due to the heavy...

Willingness to communicate in a second or foreign language (L2 WTC) is an important individual difference variable that influences the target learning process. To cultivate students’ communicative competence for sustainable development and help them become active citizens of global world, teachers educators need understand L2 WTC find ways promote it. The present study explores effects teaching...

the application of critical pedagogy in educational contexts has received adequate research attention over the last decades. the main focus of this strand of research has, however, been on raising awareness of the educators. nevertheless, little is known about the consequences of the violation of critical pedagogy principles from efl teacher trainers’ perspectives. to begin to address this gap ...

In commercial materials for the teaching of second language (L2) pronunciation, common bottom-up approaches segment phonology into a series discrete and decontextualized linguistic components with rules that students are encouraged to internalize. Such seem out step recent acquisition (SLA) theory research emphasize central influence social context, interlocutor, empathy, nonverbal elements on ...

This article constitutes a critique from the inside of constructivist pedagogy. It begins with a short history of constructivist pedagogy and its relationship to constructivist learning theory. It then addresses four issues in the ways in which constructivist pedagogy are being approached in research and practice. The first issue recommends more of a research focus on student learning in classr...

to enrich our understanding of the attitudinal/motivational basis of foreign language learning at junior high school level, this study investigated the students’ status of l2 motivation, the relationship between motivational factors, and the possibility of predicting their motivated learning behavior in light of dörnyei’s (2005, 2009) theory of l2 motivational self system. to this end, 1462 jun...

The English language has taken an active role in the post-method era, and now nature of teaching as a foreign or second been altered to incorporate variety critical constituents within its scope. To exemplify, concepts international language, world Englishes, pedagogy have started play crucial part English. In this connection, considering enhanced roles these L2 teaching, conceptual domains are...

The post-method reality of ESL/EFL education, in which LT is no longer perceived as a largescale enterprise based on one universal method, has encouraged theoreticians and practitioners to search for more personalised ways L2/FL teaching. This specifically applies pronunciation instruction, whose models, priorities teaching procedures ought be considered light the tenets Post-Method Era. Even t...

Though an abundance of academic literature supports the inclusion aesthetic activities in university and K-12 L2 learning contexts, less attention has been focused on approaches community-based adult ESL contexts. Inspired by a pedagogy multiliteracies / Design (New London Group, 1996), this paper explores creative meaning making English as Second Language classrooms, focusing how can illuminat...