This article reflects upon foreign-language education in Iran. Contrary to its political and historical reputation in the world, Iran has not been well presented regarding its educational system in general and its foreign-language education in particular. Of course, a critical assessment of the strengths and weaknesses of the Iranian education…

Discusses blogs, a short form of "weblog" or Web-based diaries or personal journals that are appearing on the Internet. Focuses on their description and background, basic use, educational applications, and advanced features. (Author/VWL)

This discussion consists of insights from a number of individuals on the use of students' first language in foreign language classrooms or learning environments. The contributions first appeared as posts on the TESL-EJ email list for English-as-a-Second-Language/English-as-a-Foreign-Language (ESL/EFL) classroom pedagogy between May 2000 and June…

Focuses on the role of "noticing" and "noticing the gap" in second language acquisition. Argues that this notion has gained wide support on the basis of intuition and assumption rather than on findings of appropriate and exhaustive empirical research. Considers the theoretical constructs that underlie the role of noticing and assesses the validity…

Explores error in writing in relation to particular aspects of second language acquisition and theories of the writing process in the first and second language (L2). Argues that a focus on the writing process as a pedagogical tool is only appropriate for L2 learners if attention is given to linguistic development, and if learners are able to get…

To achieve the goal of principled eclecticism (coherent, pluralistic language teaching), this article proposes principles for categorizing, selecting, and sequencing teaching and learning activities. Activities are categorized in relation to the two-dimensional model, four quadrants that result from the intersection of the dimensions of language…

Examines three broad categories for selecting television news stories for the English-as-a-Second/Foreign-Language classroom: content schemata, formal schemata, and linguistic difficulty. (Author/VWL)

Discusses aspects of English-as-a-Second/Foreign-Language teacher evaluation posted on the TESL-L email list from the period from November 1998 through July 2002. (Author/VWL)

Demonstrates that etymology as a word attack strategy for second language students does not offer an unfair advantage to students whose first languages are Latin-based. Much of the English language makes use of Latin roots and affixes. Students whose original language is derived from Latin will initially have an advantage in word recognition due…

Presents reasons why the development of a methodology for the description, analysis, and evaluation of second-language classroom interaction would be desirable. L2 classroom interaction is unique in that linguistic forms are the goal as well as the vehicle of instruction, and the linguistic patterns of interaction produced by learners are linked…

Explores dilemmas posed in the design of strategy instruction (SI) for adults learning a range of languages in a distance learning context. Recent approaches to SI are reviewed and attempts to resolve the issues are described. (Author/VWL)

Presents the case for using chat (synchronous online communication) in the language classroom from the point of view of a teacher with positive experiences and a balanced awareness of the potential of the medium. Discuses how to integrate chat in language learning, examines the advantages and disadvantages of chat to the language learner, and…

Discusses how students learning to write in a second language need to be aware of text genres. Claims that transforming texts from one genre to another, using information and ideas in the source text to create new texts for different audiences and purposes, helps students to become aware of and take into account genre-related features such as…

Analysis of 12 teacher-fronted language lessons revealed highly repetitive structuring in the flow of discourse, frequent verbatim repetition in the collective reconstruction of texts, and restrictive turn-taking norms. Uses discourse analysis to redefine the relationship between ritual and negotiation in "lock-step" teaching in light of…

There are relatively clear definitions of what is meant by authenticity in relation to language-teaching materials and texts; there is much less agreement about what constitutes authenticity of context and of task activity. Article explores different notions of authenticity in language classroom. A crucial point often overlooked is that the…