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This paper focuses on the problems that learners and teachers both face with idiom usage. The original submission was in part of the author’s Cambridge Diploma in Teaching English to Speakers of Other Languages Learning Skills Assignment for which it received a Merit, but it has been modified to serve a general teacher audience. This essay examines examples from several advanced level coursebooks and draws on the author’s personal experience of teaching multi-lingual classes in Canada and England, as well as exam-preparation courses in Italy to assess the value of teaching learners’ idioms. By identifying the problems that learners have with idiomatic language and analyzing different methods to help circumvent them, Continue Reading →
D. Wood. (2010). Formulaic language and second language speech fluency: Background, evidence, and classroom applications. London/New York: Continuum. Pp. 242, CAD$39.95 (paper).
Wood’s (2010) Formulaic language and second language speech fluency provides theoretical and practical accounts of speech fluency and pedagogical applications of formulaic sequences within classroom contexts. The book is divided into three parts including background, evidence, and applications. Through reviewing the commonly-cited literature, and with particular emphasis on longitudinal studies, the background section initially presents the reader with definition of fluency, associating it with temporal variables of rate (speech and articulation rates), quantity (mean length of runs), and pausing (silent/filled, locations, and length) as well as repair phenomena. Continue Reading →