You have to be careful with the terms ‘independent’ and ‘dependent’, since they don’t always actually reflect what we might assume they mean.
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We generally teach the structure of a grammar point, and the usage follows. That works well enough for receptive skills, but for productive skills, it feels backward. Maybe we should try the reverse approach.
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Learning a grammar point shouldn’t just be about knowing how to use it. How to use a grammar structure doesn’t matter until after they’ve determined what they want to say.
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Have you ever been asked, “How can you teach students English if you don’t speak their language?” I get that a lot. It’s not necessary to know the native tongue to teach English. Here’s why.
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Using words is the most obvious way to communicate, but it's not the only way. It may not even necessarily be the best way. Using alternate ways of communicating may be more fun or more effective.
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- guest post -
With educational technology becoming a source for learners to increase their skills and knowledge, how can teachers utilize this technology instead of competing with it?
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There's a lot of vocabulary to learn, but thankfully plenty of words are related to each other. Learning words by associating them with each other helps us to remember those words later. You can help students establish and strengthen those connections in your students' minds.
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While our alphabet has only 26 letters, it has about 40 unique sounds. There’s a lot of different sound-spelling combinations to remember, which makes spelling and pronunciation difficult for non-native speakers.
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The comma which comes between the last two entries of a list is called the Oxford Comma. Many people omit it, but including this comma may improve communication
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Ending a sentence with a preposition is considered a bit of a faux pas among some of the more sophisticated circles, yet most English speakers do it on a regular basis. Is it such a problem after all?
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