Steve Darn | ELT

Day: January 30, 2021

  • Home
  • Day: January 30, 2021
Shape Image One

Teacher Talking Time

IntroductionThe development of Communicative Language Teaching (CLT) brought with it a methodology which emphasised communication in the classroom, pair and group activities and student involvement in the learning process. A consequence of this was the belief that the teacher’s presence in the classroom should be reduced, while many training courses based on CLT insisted that


Rhythm is both a feature of and product of the phonological structure of English. The phonology of any language is a system, so that a change in one part of the system will affect some or all of the other parts. The system looks like this: English is a very rhythmical language, so that a


Monitoring is a classroom management technique loosely defined as listening to the learners for their accuracy and fluency, or checking to see whether activities are going to plan and that the learners are ‘on task’. However, monitoring is often carried out as a vague listening and looking exercise by the teacher, and sometimes not done

Analysing Language

In a previous article, I emphasised the importance of checking understanding in the process of teaching new structures and lexis, particularly through the use of concept questions. Checking understanding generally follows the isolation of new language which has been presented in context, analysed and fully explained. It is this analysis and explanation stage which is

Checking Understanding

(with Ian White) In a standard language focus lesson following a PPP (present, practice, produce) or similar format, the target language (structure or vocabulary) is normally presented in context, then isolated and analysed. Analysis of the language consists of two sub-stages, often known as highlighting and concept checking. Highlighting is taking the model sentence and showing,

Emotional Intelligence and ELT

The theory of Emotional Intelligence and its measurement, the Emotional Quotient (EQ) were developed in the 1970s and 80s but popularised by Daniel Goleman in the mid-90s. EQ is one of many concepts and models originating in psychology which are being incorporated into language teaching. Goleman defines EQ as ‘the capacity for recognizing our own feelings

Duygusal Zeka

Son yıllarda, İngiliz Dili Öğretimi, öğrencileri daha iyi anlamak ve ihtiyaçlarını karşılamak için psikoloji ve nörolojiden doğan çesitli model ve yöntemleri alıyor ve uyarlıyor. Duygusal Zeka ya da EQ (Emotional Quitient-Duygusal Katsayı) kuramı esasında 1970-1980lerde geliştirildi; fakat 1990ların ortasında Daniel Goleman tarafından popüler hale getirildi. İş dünyasında, EQ, insan kaynakları planlama, işe alma, yönetim ve

Emotional Intelligence

In recent years, ELT has been borrowing and adapting from a variety of models and methodologies originating in psychology and neurology in order to better understand and cater for individual learners. Emotional Intelligence or EQ (Emotional Quotient) theory was originally developed in the1970s and 80s but was popularised by Daniel Goleman in the mid-90s. In

Some Feedback on NLP

The question: Maria Ordoñez, MexicoI’m an English teacher and language Program Director that is always looking for new ideas and ways of making students more involved. I recently read the article on Neuro Linguistic Programming (NLP) and ELT. A local language institute is boasting that by using this method you can learn English in just

Neuro Linguistic Programming in ELT

NLP (Neuro Linguistic Programming) has been around in language teaching longer than we may realise. Those teachers who incorporate elements of suggestopedia, community language learning, music, drama and body language into their lessons are already drawing on NLP as it stood twenty years ago. The roots of NLPNLP, with its roots in psychology and neurology,

An Awareness-raising Workshop

This is an outline of a workshop designed to give teachers an insight into the importance of teaching nonverbal communication alongside phonology and speaking skills in order to improve learners’ ability to communicate naturally and convey meaning more clearly. Time: 60-90 minutes Audience: preferably at least one other language/culture group as well as native speakers. A multilingual group

Integrating Nonverbal Communication into Classroom Activities

Integrating Nonverbal Communication into Classroom Activities (with Simon Mumford) Nonverbal communication (body language, paralinguistics) covers a huge area, primarily the realm those interested in effective business presentations and interpersonal relationships rather than English language teachers, though the use of gestures and mimicry have crept into ELT research via neuro-linguistic programming. The importance of nonverbal communication

A Nonverbal Communication Lesson

A Nonverbal Communication Lesson (with Dilek Eryılmaz) Nonverbal communication has been a focus of attention for some time in areas such as business presentation skills and personal social skills. However it has received little attention, in language teaching as a complement to spoken language, though recent trends in neuro linguistic programming regarding mirroring and parallel

Aspects of Nonverbal Communication

VC: Aspects of Nonverbal Communication Nonverbal communication has received much attention in the areas of business presentation, sales and marketing, and the development of social skills. Little attention, however, has been given to its importance in general communication despite major differences in cultural use and interpretation of body language, expression, personal space and other nonverbal

The Importance of Eye Contact in the Classroom

The Importance of Eye Contact in the Classroom (with Rob Ledbury and Ian White) Teachers often complain about discipline, about lack of attention, about the use of L2 in the classroom and many other problems, many of which amount to a breakdown in communication between teacher and students or between students themselves. It is well

Nonverbal Communication

NVC: Nonverbal Communication (with Dilek Eryılmaz) Non-verbal communication (body language, paralinguistics) has been a focus of attention for some time in areas such as the refinement of presentation skills, developing social skills, and even as as a realistic alternative to the lie-detector test. Relatively little attention, however, has been given in language teaching to non-verbal