Tag: EFL
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Conversations with a purpose: Reflecting on interviewing in EFL research
If you are interested in following the more recent activities of IATEFL and the Research Special interest group, the following links might be more useful: The IATEFL website The ReSIG website IATEFL ReSIG Pre-Conference Event The IATEFL conference in Birmingham is coming up, and those of you who have an interest in classroom-based research may want…
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Understanding the Bottleneck Hypothesis in Language Learning
This post revisits Slabakova’s Bottleneck Hypothesis, which identifies functional morphology as the hardest part of second language acquisition. It critiques early communicative approaches, contrasts drilling with modern practices, and highlights plurilingual competence. Updated 2025 reflections connect research, pedagogy, and AI tools, showing why “easy” and “hard” in language learning depend on context.
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“Is English a foreign language” in Greece?
English is often considered a foreign language in Greece, but this distinction may need rethinking in a globalized world. The role of English in Greek society blurs the line between foreign and second language education, influencing curriculum design and teacher education. The prominence of English in daily communication and branding implies a need for a…
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EFL teachers’ language use for classroom discipline
Kang, D.-M (to appear). EFL teachers’ language use for classroom discipline: A look at complex interplay of variables. System. doi: http://dx.doi.org/10.1016/j.system.2013.01.002 This study reports on the implementation of Communicative Language Teaching (CLT) in the Korean context, focusing on the question of classroom discipline. Kang notices that communicative activities have the potential to subvert classroom discipline because…