Reading Time: 4 minutesPart Two looks at how a shift in research paradigms that focuses on implicit knowledge could have serious implications for both research and classroom practice.
Reading Time: 4 minutesThis article discusses the opposing viewpoints of classroom-based research and their agreement on the importance of implicit knowledge. It then looks at why research should focus on implicit rather than explicit knowledge. This could have important implications for research and how this research informs practice.
Reading Time: 6 minutesGrammar instruction that is enhanced with student-friendly cognitive linguistic (CL) explanations was shown to aid the learning of English conditionals. This article contains supplementary material used in the research in order to provide a practical example of CL-enhanced instruction.
Reading Time: 5 minutesRather than investigate teachers’ error correction vis-à-vis preconceived feedback types, this study examines a skilled teacher’s multilayered real-time error management in detail.
Reading Time: 4 minutesWMC was found to play a role in the success of language learning and that explicit grammar instruction coupled with practice and feedback “levels the field” for both low- and high- WMC learners.
Reading Time: 3 minutesThis article presents the concept of “teacher immunity”, which can help protect teachers against stress and burnout. It explains counterproductive strategies for handling stress and how these can be reversed.
Reading Time: 4 minutesLi examines 33 studies on oral corrective feedback in order to determine how effective it is and what variables constrain its effectiveness.