Cosmo Sapiens

  https://eltnews.gr/post/grammar-the-accuracy-of-calling-its-teaching-an-art/ Considering one of the definitions of art as “the process of making the familiar unfamiliar”, grammar teaching can justifiably be paralleled to art. Grammar estranges language, it makes it look unfamiliar. For us, teachers, it takes long and intensive training to teach grammar accurately and comprehensively, and we need to instruct grammar in a way that learners want to remain engaged. Learners’ attitudes and responses to the scientific side of language Students respond to grammar defensively: we observe how they silently withdraw and how they reluctantly, or minimally engage to grammar activities. Grammar seems to be the point where language makes no sense. Especially English grammar. Jonathan   Rigdon (1903) voiced the complexity of English grammar early on: “he who can analyse the English sentence is well prepared to analyse anything else”. Also confounding can be the appropriate timing:...

  Grammar: the accuracy of calling its teaching an art Grammar learning and the implicit comprehension of language patterns Considering one of the definitions of art as “the process of making the familiar unfamiliar”, grammar teaching can justifiably be paralleled to art. Grammar estranges language, it makes it look unfamiliar. For us, teachers, it takes long and intensive training to teach grammar accurately and comprehensively, and we need to instruct grammar in a way that learners want to remain engaged.   Learners’ attitudes and responses to the scientific side of language Students respond to grammar defensively: we observe how they silently withdraw and how they reluctantly, or minimally engage to grammar activities. Grammar seems to be the point where language makes no sense. Especially English grammar. Jonathan   Rigdon (1903) voiced the complexity of English grammar early on: “he who can analyse the English sentence is well prepared to analyse anything ...

  Can high-quality lesson content reinforce L2 learners’ self-confidence ? Can demanding subject matter contribute to learners’ long-term establishing of self-esteem? Solid language foundation is a long-term development and so is the quality of self-belief, at least for a respectable number of second language learners. The two entities are inherently interlaced . Offering challenging educative content can drive to the realization that the learning process is brimming with difficulties, mental toil, misunderstandings-even subversions along the way. Therefore, learners are to be accordingly armoured in the linguistic (i.e. grammar/ syntactic, phonetic, semantic, pragmatic) and content area. Interestingly, Leslie (2012) introduces the idea of “ ease of use ” which an artist should constantly be escaping in order to remain creative . During the teaching practice, are there times wherein you feel compelled to compromise the linguistic challenges in fear of cracking you...

  A Guide to Development  🏫🏫 Performance errors : Mistakes which are lapses in  Performance. Those errors are characteristically unsystematic (Corder, 1974: 24).  Failure to utilize a known system correctly (Yaghi, 2017).  Competence errors: Reflect inadequate competence. Those errors are systematic (Corder 1974: 24) (e.g. failue to activate aspects of the tenses, word order) .  Interlingual Errors (or Transfer or Interference) : caused mainly by mother tongue interference, e.g. "organism" used where "body" is the appropriate term, "periphery" used where "province" is intended for the native Greek learners of English, multiple instances of prepositions use, inflections in adjectives, e.g. "pleasants activities" (Touchie, 1986).    Intralingual (or Developmental Errors) : those originate in simplification, overgeneralization, hyper-correction, faulty teaching, fossilization, avoidance, inadequate learning, false concepts, hypothesized...