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Bringing real-life language use into EFL classrooms

Bringing real-life language use into EFL classrooms

 Éva Illés, Sumru Akcan
 2017.
 p. 3–12. English
TeachingLanguageReal-life language
Tác giả CN Éva Illés, Sumru Akcan
Nhan đề Bringing real-life language use into EFL classrooms / Sumru Akcan Éva Illés.
Thông tin xuất bản 2017.
Mô tả vật lý p. 3–12.
Tóm tắt This article explores the potential of the classroom as a venue for authentic, real-life language use, and highlights the importance of unplanned classroom communication. Examples from the lessons of prospective English teachers in Hungary and Turkey indicate that, when given the opportunity, EFL students enjoy using the L2 spontaneously. The classroom observations provide evidence that unplanned interactions can create conditions which give rise to humour and linguistic creativity, both of which feature prominently in language use outside the classroom as well. By raising metalinguistic awareness and promoting fluency, humorous language play facilitates language acquisition as it enables learners to experiment as well as express their own meanings and find their voice in English. Teachers should, therefore, encourage off-task conversations and make good use of students’ humorous repartee and asides. Teacher educators should also encourage prospective teachers to create and exploit opportunities for naturally occurring interaction in their future classes.
Thuật ngữ chủ đề Teaching-Language
Từ khóa tự do Language
Từ khóa tự do Real-life language
Từ khóa tự do Teaching
Nguồn trích ELT Journal.- Volume 71, Issue 1, (January 2017)
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a This article explores the potential of the classroom as a venue for authentic, real-life language use, and highlights the importance of unplanned classroom communication. Examples from the lessons of prospective English teachers in Hungary and Turkey indicate that, when given the opportunity, EFL students enjoy using the L2 spontaneously. The classroom observations provide evidence that unplanned interactions can create conditions which give rise to humour and linguistic creativity, both of which feature prominently in language use outside the classroom as well. By raising metalinguistic awareness and promoting fluency, humorous language play facilitates language acquisition as it enables learners to experiment as well as express their own meanings and find their voice in English. Teachers should, therefore, encourage off-task conversations and make good use of students’ humorous repartee and asides. Teacher educators should also encourage prospective teachers to create and exploit opportunities for naturally occurring interaction in their future classes.
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