Skip to main content

ELT Research Bites



If you have an interest in research into second language acquisition but don't have the time, money or need to look at original journal articles, you may like this very good site which contains articles about notable research issues in the field. ELT Research Bites.

In their own words:

"The purpose of ELT Research Bites is to present interesting and relevant language and education research in an easily digestible format. Academic journal articles and research reports tend to be long, perhaps even long-winded. And rightfully so – there is a lot of theoretical and often statistical work that must be clearly explained and a journal article is the best place for that. We hope, with this new blog, to help all language teachers benefit from the insights gained through academic research, whilst not taking too much of their time away from where it is needed most – the classroom.

ELT Research Bites serves you the substance and context of the full article at the length of an abstract, with a side dish of practical implications! With these bite-size summaries of applied linguistics and pedagogy research, ELT Research Bites aims to offer a bridge to empirical or other published work which contributors feels deserve attention and which you can adapt and apply in your own language teaching!"

The site is written by a group of ELT teachers and researchers led by Anthony Schmidt and is regularly updated with very readable digests of pedagogical and theoretical topics.

Recent articles have included:
  • Foreign language educators exposure to research
  • Instructed second language learning, Implicit learning and input enhancement - a summary of some work done by leading researcher Michael Long
  • Pronunciation instruction - worth the time or wasted effort?
  • Gap-fill, sentence-writing or composition - which leads to better vocab learning?
  • Written feedback - does it work?
  • Cognitive load and language teaching - what teachers need to know
  • Is flipped learning worth the trouble?
The site also links to a range of free, open-access journals and invites contributions from other writers. Topics can be searched from a side bar.

What I like about the posts is their clarity and balanced content. Although the writers are from an English language Teaching background, as always, much of what they write is relevant to MFL (WL) teachers. Sites like this provide play an invaluable role in making research accessible and digestible to practising language teachers. You can learn a lot here.



Comments

Popular posts from this blog

A zero preparation fluency game

I am grateful to Kayleigh Meyrick, a teacher in Sheffield, for this game which she described in the Languages Today magazine (January, 2018). She called it “Swap It/Add It” and it’s dead simple! I’ve added my own little twist as well as a justification for the activity.

You could use this at almost any level, even advanced level where the language could get a good deal more sophisticated.

Put students into small groups or pairs. If in groups you can have them stand in circles to add a sense of occasion. One student utters a sentence, e.g. “J’aime jouer au foot avec mes copains parce que c’est amusant.” (You could provide the starter sentence or let groups make up their own.) The next student (or partner) has to change one element in the sentence, and so on, until you restart with a different sentence. You could give a time limit of, say, 2 minutes. The sentence could easily relate to the topic you are working on. At advanced level a suitable sentence starter might be:

“Selon un article q…

Google Translate beaters

Google Translate is a really useful tool, but some teachers say that they have stopped setting written work to be done at home because students are cheating by using it. On a number of occasions I have seen teachers asking what tasks can be set which make the use of Google Translate hard or impossible. Having given this some thought I have come up with one possible Google Translate-beating task type. It's a two way gapped translation exercise where students have to complete gaps in two parallel texts, one in French, one in English. There are no complete sentences which can be copied and pasted into Google.

This is what one looks like. Remember to hand out both texts at the same time.


English 

_____. My name is David. _ __ 15 years old and I live in Ripon, a _____ ____ in the north of _______, near York. I have two _______ and one brother. My brother __ ______ David and my _______ are called Erika and Claire. We live in a _____ house in the centre of ____. In ___ house _____ …

Preparing for GCSE speaking: building a repertoire

As your Y11 classes start their final year of GCSE, one potential danger of moving from Controlled Assessment to terminal assessment of speaking is to believe that in this new regime there will be little place for the rote learning or memorisation of language. While it is true that the amount of learning by heart is likely to go down and that greater use of unrehearsed (spontaneous) should be encouraged, there are undoubtedly some good techniques to help your pupils perform well on the day.

I clearly recall, when I marked speaking tests for AQA 15-20 years ago, that schools whose candidates performed the best were often those who had prepared their students with ready-made short paragraphs of language. Candidates who didn't sound particularly like "natural linguists" (e.g. displaying poor accents) nevertheless got high marks. As far as an examiner is concerned is doesn't matter if every single candidate says that last weekend they went to the cinema, saw a James Bond…

Worried about the new GCSEs?

Twitter and MFL Facebook groups are replete with posts expressing concerns about the new GCSEs and, in particular, the difficulty of the exam, grades and tiers. I can only comment from a distance since I am no longer in the classroom, but I have been through a number of sea changes in assessment over the years so may have something useful to say.

Firstly, as far as general difficulty of papers is concerned, I think it’s fair to say that the new assessment is harder (not necessarily in terms of grades though). This is particularly evident in the writing tasks and speaking test. Although it will still be possible to work in some memorised material in these parts of the exam, there is no doubt that weaker candidates will have more problems coping with the greater requirement for unrehearsed language. Past experience working with average to very able students tells me some, even those with reasonable attainment, will flounder on the written questions in the heat of the moment. Others will…

Dissecting a lesson: using a set of PowerPoint slides

I was prompted to write this just having produced for frenchteacher.net three separate PowerPoint presentations using the same set of 20 pictures (sports). A very good way for you to save time is to reuse the same resource in a number of different ways.

I chose 20 clear, simple, clear and copyright-free images from pixabay.com to produce three presentations on present tense (beginners), near future (post beginner) and perfect tense (post-beginner/low intermediate). Here is one of them:





Below is how I would have taught using this presentation - it won't be everyone's cup of tea, especially of you are not big on choral repetition and PPP (Presentation-Practice-Production), but I'll justify my choice in the plan at each stage. For some readers this will be standard practice.

1. Explain in English that you are going to teach the class how to talk about and understand people talking about sport. By the end of the lesson they will be able to say and understand 20 different sport…