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:...

  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...

Translation in English as a Foreign Language: A Friend or a Foe? Marina Siskos: Teacher of English Translator EN GR, IT Mother Tongue: What happens to L1 during Teaching English as a Second Language? Since the onset of the 21 st century, teachers have gone to great lengths to render the teaching of English translation-less. This tendency to resist translation in teaching English can be an attempt to outbalance the harsh consequences generated by extensive reliance on the obsolete and inflexible Grammar-based Translation Method that dominated teaching during the 19th and 20th centuries. As a self-regulatory response, gradually, yet defiably, all translation-related approaches were meant to be ostracized from English teaching. The Direct Method and the Communicative Approach ensued and have been favored in the effort to banish the influence of mother-tongue features in the target language output. In terms of language acquisition process, very few ent...