Articles from the Net

Numerous studies show that grammar correction does not help students, yet students expect teachers to correct their errors and consider them unprofessional if they don’t.

“the students are so involved in what’s going on in terms of content that they’re not really aware that they’re acquiring the language”

Dr. Krashen speaks about Sustained Silent Reading.

This article is an excellent review of Dr. Krashen’s work and mostly very favorable. A good introduction to show to traditional teachers who are just discovering Stephen Krashen.https://www.britishcouncil.org/voices-magazine/can-we-learn-second-language-we-learned-our-first

This is PQA that can be life-changing.

“if we are going to consider anything “basic”, let’s consider high-frequency words and phrases as the starting point. There’s a reason they are high frequency: we need them to communicate.”

“A century of research shows that traditional grammar lessons—those hours spent diagramming sentences and memorizing parts of speech—don’t help and may even hinder students’ efforts to become better writers. “

Terry Waltz finds this method quite similar to Cold Character Reading, used with students learning to read Chinese characters.

I often come across interesting articles that I share on the Facebook TPRS Witch page. I am going to start a new category here on the website where I will stock these thought-provoking articles so that they can be easily found.

“TPRS maintains the innovations of the methods that went before it, but represents a big
increase in interesting input. This is done in two related ways: (1) Stories, co-created by
the student and teacher. Everybody in every culture is interested in stories. (2)
Personalization. In TPRS, the stories and other class activities are about the people the
students care about the most: themselves. “