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PART 1: TEACHING PORTFOLIOS

LESSON RATIONALE
This lesson is a pre-reading activity which will support students with the reading activity in the subsequent lesson. In this lesson, the
students will learn vocabulary items which they will find in the reading activity. The reading activity itself asks students to match news
headlines with paragraphs taken from news columns. To get the students familiar with the next reading activity, I prepared sets of newspaper
headlines which contain the vocabulary items that they will encounter. In a literature which investigate how schemata (previously acquired
knowledge structures) promotes reading comprehension, it is argued that simply presenting sets of news or unfamiliar words that students
will encounter in a text, even with appropriate definition of their use in the text, will not lead to the formation of a news schemata (Carrel,
1984). Hence, to help students learn the new vocabulary, I decided to use authentic text (newspaper headlines) to create a context so that the
students can infer the meaning the words and phrases using the contextual cues. To give the students opportunity to re-encounter the newly
learned vocabulary, I prepared a vocabulary exercise which allows them recall the words and phrases learned.

Carrell, P.L., 1984. Schema theory and ESL reading: Classroom implications and applications. The Modern Language Journal, 68(4), pp.332-343.

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Name: Entusiastik date: 16 March 2017 time: second session

Aims

Main aim:

By the end of the lesson students will be able to understand about news headlines, news stories topics, and guess word meaning using contextual cues.

Sub-Aims:

Ss will be familiar with vocabulary from the newspaper headlines.

Ss will be able to talk about some common topics from newspaper and magazine.

Materials used: newspaper, PPT, handout

VOCABULARY MEANING FORM PHONOLOGY CCQs ANTICIPATED PROBLEMS &

SOLUTIONS

headline a heading at the top of an Noun, singular /ˈhed.laɪn/ use realia and ask SS to
article or page in a identify the headlines
newspaper or magazine

something that causes Noun, singular /ˌfɑːls əˈlɑːrm/ Will there be a bad thing
people to wrongly believe happen when there’s a
false alarm
that something bad or false alarm?
dangerous is going to
happen

Crime rate The figure/number of illegal Noun, singular /kraɪm/ If the crime rate is high, is
activities it safe / not?

Giant cheque A big size of cheque with Noun, singular /ˈdʒaɪ.ənt tʃek/ When do we usually see
(usually)a large amount of giant cheque?
money

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hijack to take control of Verb  /ˈhaɪ.dʒæk/ Is it illegal/legal to hijack a

an aircraft or plane?
other vehicle during
a journey with violence

firefighter a person whose job is to Noun, singular /ˈfaɪəˌfaɪ.tər/ Is the job easy? Does
stop fires from burning firefighter work
indoor/outdoor?

old flame a person that you loved in Noun, singular /ˌəʊld ˈfleɪm/ Do you still love your old
the past flame?

bridegroom a man who is about to get Noun, singular /ˈbraɪd.ɡruːm/ Is a bridegroom a man or a confused with husband.
married or has just got woman? Explain that this only
married: suitable for a man who is
going to or just married.

debt Owing money from Noun, singular /det/  What is the reason people
someone else get into debt?

trainers a type of light, comfortable Noun, plural /ˈtreɪ.nərs/ Do you wear trainers to a
shoe that can be worn for party?
sport

slippers a type of soft, comfortable  Noun, plurals /ˈslɪp.ər/ Where do people usually

shoe for wearing inside wear slippers?
the house

Marriage A document signed by the Noun, singular /ˈmær.ɪdʒ ˈredʒ.ɪ.stər/  Is it a legal document?
register husband and the wife to
get married

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Stage Aims Interaction Time Activity & Procedure (How) Assessment

SS-T i.e. ● What do the students do? ● How will you check
● What does the teacher do? learning?
S-S 5 mins

SS etc. 10 mins
etc.

T-Ss-T 4 mins T greets Ss, says the class will be discussing about newspaper headlines. T asks Ss if they ask questions to several
like reading newspaper and what news topic they usually read about. students
Lead in and set
context

Pre-teach T-Ss 8 mins T shows Ss the newspaper and hands it so Ss can have a look. T asks Ss to find the Ask concept questions
vocabulary newspaper topics from the newspapers.

T turns to the PPT. T talks about the first headlines. T continues with the next headlines
and asks Ss to read the headlines aloud. While discussing the headlines, T focuses on the
target words and phrases.

Vocabulary task Ss-Ss 10 mins Ss tells Ss they will do a vocabulary practice (sentence gap fills). Ss passes the handouts. monitor how each pair goes
Ss work on the vocabulary exercise individually then check with their partner. about the task

Check Ss answers
Feedback Ss-T-Ss

Review and 3 mins T checks if Ss have any questions. If time allows, T repeats the words from the lesson. Ask questions to students
round up
T-Ss

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Vocabulary Exercise:
Fill in the gaps with the correct words from the box.
1. He broke his leg in ________ last Sunday.
2. City of London’s Police reported that overall ________has fallen over the
last ten years. false alarms marriage register giant cheque
3. The man who ________ the flight has been arrested.
4. Expert suggests to pay off _____ first before you save. crime rate firefighter hijacked
5. _______ include information about the bride and the bridegroom.
debts an accident trainers
6. He loves to wear a T-shirt and _______ when he goes outside.
7. Burnt food and steam from shower may cause __________.

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Language Analysis Sheet

Main language /language skills focus of lesson

Are you mainly teaching a language point or a language skill

I will be teaching language component (vocabulary).

Context for presenting the language/developing the skill

Show how this context relates to the learners’ everyday use of English, or needs or interests

As the vocabulary items were taken from newspaper headlines, I will bring newspapers to class to
generate their interests and set the context. In my presentation slides, I will also put screenshot of
online newspaper headlines to present the target words and phrases. I think most people are
familiar with newspaper (although not everybody reads it)

Language structures

What concept is the structure expressing? What aspects of form and meaning are you going to deal
with?

The main objective from my teaching session is to show the students the form (orthography), sound
(phonology) and meaning of the words/phrases.

Language functions

Which exponents will you teach? What aspects of form and meaning are you going to deal with?

Vocabulary

How will you deal with new or partially known lexical items? Consider: aspects of meaning;
collocation; spelling; word class; word grammar ; stress; pronunciation

While presenting the vocabulary items from the newspaper headlines, I will use pictures to help
them learn the new words. The pictures should be descriptive of the target words/phrases. As
students will read the headlines, they will also know the word spelling, and I will also model the
pronunciation when students have difficulty.

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Phonology

What features will you develop in this session? Consider: sentence stress, intonation, connected
speech. You may find it more convenient to deal with word stress and individual sounds under the
heading of lexis above, or prefer to include it here

I will be focusing mainly on word stress.

Discourse

With written texts, consider the meaning of the whole text and the way it is put together. With
spoken language, consider what might be said before and after any spoken exchange you plan to
teach.

Using the context of newspaper, and focusing on newspaper headlines, the discourses will be
relatively formal written discourse which relates to various topics of politics, crime, culture, sports,
etc.

Language skills

Which skills will you develop listening, speaking, reading, writing? Are there particular

sub-skills e.g. reading for gist that you will focus on? Consider here varieties of English

and how well your materials and tasks are matched to the text type.

As students learn the news words and phrases as a pre-reading activity, I will also ask them to read
and guess meaning from the context. . So, I think this will involve some strategies in reading for gist.

Learners’ anticipated strengths and/or problems

What are you building on from previous sessions or assuming about your learners’ prior

knowledge? Concentrate on linguistic rather than organizational or behavioural issues.

Learners may find some new words are difficult to understand (or even to pronounce) as many
words are considered as low frequency vocabulary. So, probably I need to set the context for the
words, use pictures, and some drills where learners get trouble in pronouncing the words.

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Teaching Practice Self-evaluation

Trainee: Entusiastik

Level: Lesson length: 25 mins Date: 16/03/2017

Lesson focus: Teaching Vocabulary

Overall feelings

It’s nice to teach there , all student so active join the lesson so there is no pasif student . Learning about vocabullary
and practice speaking with happily . I prepared the meaning of vocabullary that I think it is difficult for them and it’s
right they need some explanation about the words.

What worked in the lesson and what do you think the learners gained from your lesson

I used some flash card which very halpfull for me to get the attention of the student , in the flash card
there is some pictire of part of body so the student can see the object , the naame and how to
pronunciate correctly.

Which areas were not very effective and what difficulties did learners have?

What have you learnt from the lesson?

Teacher should understand about their student , in basic lever or elematary student they need spesific
instruction .For example if teacher wants to explain where is knee , the teacher should touch the knee too.
The teacher should know which vocabullary that difficult for them and the teacher must give easy and
simple explanation.

Teaching Material:

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Part 2: Reflective Text

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English Language Teaching Classroom Practice

Spring 2017

Reflective Teaching Text

Word count: 3273

Course Tutors: David Mallows, Jane Allemano, and Paul Tabram

I confirm that I have read and understood the UCL Guidelines for Current

Students on Plagiarism. I confirm that this assignment is all my own work and

conforms to this Code.

MA in TESOL

Institute of Education, University of London

Month and Year of Submission: May 2017

"teaching is the integration of thought and action” (Freeman, 1992)

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1. Introduction
The above quoted statement simply resonates the cyclical process
underlies a teaching activity in which a teacher is required to think about what will
be taught and what have been taught and perform it as an integrative act. In line
with that, this reflective text which draws from my teaching practice attempts to
describe and explore the learning and teaching activities during the teaching
session which aims to provide an interpretation to my thinking, feeling, decision
and action made with the class I taught and a projection for improved teaching
practices. This is a first attempt during my teaching career to actively listen to
myself and to make sense of what I did in relation to my role as a teacher.
Th teaching practice under discussion serves as an essential part of the
module “English Language Teaching Classroom Practice” which allows the
students taking the module to demonstrate their pedagogical knowledge and skills
through a twenty-five-minute teaching session. The course itself comprises of
input sessions which take the form of lecture and discussions, hands-on activities
related to teaching strategies, guided lesson planning, and a supervised teaching
practice. In doing the teaching sessions, students were put in a group of 5 or 6 in
which they worked collaboratively to plan and prepare coherent lessons for their
class. Prior to the teaching sessions, students were given opportunity to consult
their lesson plans and teaching materials and to observe the class and the
students. This model of group teaching practice benefits the student teachers with
active engagement and contribution as well as rich feedbacks both from peer
teachers and from the trainers (Mallows, 2015).
Reflective practice in teaching has gained primacy as a response to the
simplistic view of teaching and an acknowledgement to the complex and situated
nature of teaching (Sparks-Langer and Colton, 1991). Following this, teachers’
reflective practice involves three key elements: cognitive (how teachers use their
knowledge to plan and make decision), critical (factors such as experience, goals,
and values which influence their thinking) and teachers’ narratives (their own
interpretation of their teaching practice). Schon (1983) states that reflective
practice allows practitioners to make explicit their understanding of their
experience, criticise their current understanding and knowledge, and even
potentially construct new knowledge. By reflecting on their teaching practices,
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teachers are given opportunity to clarify their judgement and develop their
practices.
Teachers have now gained greater involvement in sharing their
professional experience through various forms of activities including classroom-
based research and reflective practice. Freeman (1996) maintains that teacher, as
the person who primarily knows what happens in classroom, should come on
stage to tell what they know in order to better inform our understanding of
teaching. He further argues that having teacher to get involved in investigating
pedagogical issues will minimise the gap between research on classroom
teaching and the actual classroom situations. While research studies may
sometimes be ‘too idealistic’ for a particular teaching context, getting teachers to
investigate their teaching practices will raise awareness to ground and inform
values and beliefs of what so called ‘good teaching’. Teacher’s voice may
potentially serve as genuine and valuable resource to improve learning and
teaching.
Despite the agreement on the importance of teachers’ reflective practice,
there remain various views on how to define and model reflective practices
ranging from a simple and informal mode of considering what happens in
classroom to a much more systematic way of exploring teaching practice (Farrel,
2013). Farrel suggests that teachers need to systematically explore teaching
practice, both reflecting on problems and what they do well, by focusing on the
evidence from their teaching and their students’ learning to avoid undesirable
effects (e.g. unpleasant emotions and unimproved teaching). A systematic way of
reflection is also important as he argues that sometimes what teachers think is
happening in class may be different from what is actually happening. Drawing on
this notion of evidence-based reflective practice, it is important to supplement
what teachers say about their teaching with what other observers think (albeit
supervisor teacher or peer teacher) and what the students say about their learning
experience.

2. Reflection on the teaching practice

a. Lesson planning stage

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The lesson planning stage for this teaching session was done two weeks
in advance of teaching. During this stage, I worked with a teaching group to
discuss how one pedagogical sequence from the first practicing teacher in the
group would turn smoothly to the next teachers and formed coherent lessons for
the students. Lesson plans are considered as an essential feature of success in
teaching, however, teachers do not always come prepared with a detailed written
plan to class as some teachers plan in their head (Farrel, 2002) and teachers
often have to depart from their original lesson plans (Bailey, 1996) to respond to
the current situation of their class or their students. In fact, teachers need to make
on-going decisions before and during teaching; first, they should decide the lesson
objectives, materials, and types of activities they plan to use in class, and second,
during teaching they should decide whether to follow their lesson plans strictly or
to adjust their plans after assessing their teaching situations. In my teaching
practice, although I did not stick closely to what I had planned, I find that the
lesson planning stage really helpful in that it allows me to think about what I would
need to do and use in delivering the lessons in a good order.

- Some thoughts on the learners and the class

In planning my lesson for the teaching sessions, I first gathered

information about the learners and the class. This class was considered small with
nine adult students who were studying English to support their daily
communication and current employment. Defining the class was not easy, as
some students obviously needed improvement with their English communication
skills and some seemed to have issues related to literacies. Before actually
observed the class, I heard my colleagues speak about how ‘weak’ the students
were. However, when I was actually in the class, I can say that even though they
clearly need guidance, they showed quite good ability in understanding and
responding to oral communication. Most of the students were slow in processing
written communication, but this, I assume, has more to do with their literacies.

- Some thoughts on the lessons and the material

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The materials which would be used was chosen and taken from a
published ELT material for intermediate students. This, depending on how we
view it, might make the teaching work easier or harder. It was easier because the
teachers did not have to find or design their own materials for the class; hence,
this was energy efficient and time-saving. However, this can make teaching
difficult as the ready-use materials provided for us, might not completely serve the
ESOL students’ need and goals for learning English. Research indicates that
teaching materials and activities should be aligned with learner’s needs and goals
(e.g. Huang, Tindall and Nisbet, 2011). Hence, rather than going about a heavy
load of grammar and vocabulary of a broad range of topics, materials should be
carefully crafted in themes of which these adults learners can relate to and apply
easily, for example employment-related and consumer-related materials.

Another concern was around the task to cover relatively dense materials,
for instance, in my group teaching sessions which lasted for approximately 3
hours, five of us covered a unit which comprised of grammar (-ed and -ing
adjectives and the passive voice), vocabulary and reading (on news stories), and
listening. Robinson (2008) notes that humans obviously have limits in processing
and storing information in their working memory, so I assume that exposing
learners with too much lesson in a relatively short period is potentially
counterproductive for learning gains.

My teaching session was to teach vocabulary items (taken from

newspaper headlines) which mainly aimed to prepare the students to read news
stories for the next lesson session. The fact that the vocabulary was of low-
frequency words and of different lexical sets led me to decide to use to the
subtopic of the unit (the topic was ‘Media’, and the subtopic was ‘Newspaper’) to
set the context. In doing this, I used the realia (newspaper) and screenshot
headlines from online newspaper in my presentation. The thinking behind this
decision was to engage the learners and to bring them closer with the context.
The aim to engage the learners, although sounds cliché, has the idea of bringing
learners’ attention so that they are aware of what they are learning which is
inspired by Schmidt’s Noticing Hypothesis (1990, 2001) which states that learners
learn things they notice. As I started collecting newspaper headlines which have

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the target words/phrases, I considered the following: the headlines topics were
seemingly known to most students, the story in the headlines were interesting, the
headlines were not too long and did not have many potentially difficult words so
that I could focus on the target vocabulary, and most importantly the headlines
could help me explain the words/phrases which were relevant to the target
meaning.

Although various techniques can be adopted to teach vocabulary,

research literature has indicated that using pictures will promote both receptive
and productive vocabulary learning (Nation, 1982; Read, 2004), especially when
teaching concrete words (Richards and Rodgers, 1986 cited in Coady and Huckin,
1997). Hence, I planned to use pictures (which I took from the newspaper
headlines and some from Google) to illustrate the target words and phrases.
Some target words are concrete words (e.g. trainers, slippers, headlines,
firefighter), therefore the target meaning could be elicited directly from the
pictures. However, some words are quite difficult to explain simply by using
pictures (e.g. false alarm, hijack, old flame, marriage register), so it is really helpful
to complement the pictures with newspaper headlines which help create a context
so that students may figure out the meaning from the context cues. As I attempted
to use pictures which were relevant and descriptive of the target words (and
phrases), it ended up with several pictures that were not originally taken from the
newspaper headlines. This was because the original pictures (which accompanied
the news headlines) did not really represent the target words and phrases.
Although I found the pictures were more helpful to elicit the meaning of the target
words and phrases, this may reduce the authenticity of the context.

b. Teaching Practice Session

- Starting the lessons
My teaching practice was the second session of that day (with three more
teaching sessions after me) and it was good since the students were not yet too
tired. As I started my lesson, I showed them the newspaper I had prepared and
told them that today’s class would be discussing about newspaper headlines.
There were two questions I asked to lead them to the context: if they enjoyed
reading newspaper and if they could mention some news stories topics. Their

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answer to the first question was quite unexpected, as most of them said that they
did not like reading newspaper. Of course, it would be much easier if we teach
something that students like, are familiar with, or can relate to their lives as this
will influence their motivation to learn (Oxford and Scarcella, 1994). In answering
the second questions, the students mentioned topics like sport and politics and a
student came up with a ‘social’ topic. I knew this was not fully correct as I assume
she was trying to say something like ‘culture’, but I was too appreciative and just
went on without asking for further clarification. As no more students came up with
answers, I asked them to have a look at the newspapers -that I had passed earlier
to them- to find more ideas. As they opened the newspaper, I showed them that
usually the topics could be found in the top corner of the news pages, and so we
went through more topics like business, travel, and International stories. During
the feedback session, the tutor suggested that I should have set a task (to ask
them look at what common topics a newspaper contained) before passing the
newspaper to the students. I find this was right as it would be more effective for
the students to be given a purpose of an activity before handing them the
materials as some students then might not pay attention to the instruction.

- Techniques on teaching vocabulary

The lesson continued with vocabulary presentation from my power point
slides. On my first slide, I had a screenshot of an online newspaper and I
reviewed the news topics (listed on top bar of the web page) then talked about the
first headline and the pictures from the headline. For the next slides, I asked the
student to read the headline aloud to class. I assume that when the students read
the headlines aloud, they would remember the words/phrases better than when I
read all the headlines to them. However, I later learned from my tutor that learners
could benefit more if I read the headlines to model the correct pronunciation. I
may have made a wrong decision.
On my slides, I put pictures which described the target words/phrases,
and I also used it to check the students’ understanding of the words/phrases.
When I was sure that there were contextual cues from the headlines, I asked if the
students could guess the meaning of the words/phrases. For instance, within the
headline “Bridegroom who couldn’t remember the name of the woman he planned
to marry is jailed for attempting to break UK immigration laws”, there was lexical
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clues that students could make use of (he planned to marry), so when I asked the
students if the target vocabulary (the bridegroom) was a man or a women,
students correctly answered that. Nation and Newton (1997) contend that low
frequency words which were not commonly useful for learners should be dealt
quickly. As I mentioned previously that most of the vocabulary I taught was low-
frequency and indeed I did not to discuss each headline too long, although maybe
this was more because of the short teaching duration which also did not allow me
go further to discuss different aspects of word knowledge. In fact, Schmitt (2008)
argues that what is essential in vocabulary teaching is to establish meaning-form
link, and after this knowledge is established, teachers might go continue with other
aspects of word knowledge. So, I assume that learners of lower level may
sufficiently learn the word spelling and sound and their meanings for the initial
exposure to the newly learned vocabulary items.

Although using realia and pictures to bring the students closer to the
context and help understand the headlines and the target vocabulary has been
considered as one of the most effective methods (Oxford and Scarcella, 1994),
the new words should be repeatedly exposed to the students (Carrel, 1984;
Nation and Newton, 1997; Schmitt, 2008). In my attempt to re-expose students to
the newly learned words and phrases, I prepared vocabulary exercise to allow
them practice the words. The exercise was sentence completion and I used the
target words form my lesson as the missing words/phrases (e.g. The man who
____ the flight has been arrested. Target word: hijacked). And as my lesson
served as a pre-reading activity, the students would certainly re-encounter these
words and phrases in the next teaching session during the news reading activity.
Before checking on how the students did with the vocabulary exercise, I
allowed them to discuss their answers with their partners. This strategy was
inspired from the input session in this coursework, in which I learned that it is
important to give learners an opportunity to check answers with pairs so that they
would be less anxious and more confident with their answers. Indeed, making
mistakes during the learning process may demotivate learners and by allowing
them work with their pairs, this risk could be minimise.

- Areas of improvements: concept checking and drilling

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I will now turn to what I see as my weakness during my teaching sessions.

First, I realised that I did not ask enough concept checking questions to make sure
that the students have grasped the vocabulary lesson. When I asked the class a
concept check question (or any questions) I tended to just accept the correct
answers, without giving opportunity for other students to clarify the answers. I feel
that I need to practise my skill in this area. Second, I did not intentionally asked
the individual student and the whole class to orally repeat the words and phrases
that I presented after me (i.e. individual and choral drills). This, I believed was
influenced by my previous teaching experience, in which I did not find much
benefit for drilling specific grammar points or language chunks, and the facts I
observed as the reaction of the adult students in the class when teachers drilled
them. Savignon (1991) argues that drilling has little influence on learners’ self-
expression or skill-using as it will not guarantee learners ability in using the drilled
structure in spontaneous communication. Similarly, Vivian (2013) maintains that
drilling lacks purpose and meaning and far from the normal information
processing. However, advocates of this technique hold a firm belief that oral drills
will certainly help learners especially with their accuracy (e.g. Scrivener, 2005).
Although I did not use drills in my teachings session, I did not mean to say that I
am against the idea. I figure that with a good purpose, timing, and technique,
drilling will help students get the correct model of language, remember it, and
probably use it in the real communication.
From the feedback session I also learned that the way I presented the
vocabulary items which were seen to be teacher-centred, especially in the last
part of my presentation. Although I tried to engage students, by asking them to
read the headlines, asking them to guess what the headlines about, talking about
some of the pictures I put on my slides, and relating the discussion to what the
student was wearing on that day (when discussing the word “trainers”), I think it
was true that I could improve my skill in giving more chance for students to speak.
Sometimes, teachers tend to ‘get things done’ fast and I assume that this also
made me tend to speak much during the teaching practice.

3. Conclusion

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Overall, joining this module has been really helpful for my teaching skill as it
gave lots of opportunities for me to enhance my capacity as a teacher, especially
through the teaching practice sessions and the reflective text writing. If time
allows, I believe doing more than one teaching session (or making the teaching
duration a bit longer) would be helpful as what I felt and observed was that some
of the teachers did not manage to deliver the lessons (or tended to deliver it fast)
because of the time constraints. I remembered the tutor said in the beginning of
this module, that after joining the module we might not expect to already become
a good teacher. While this is true, not only because teaching itself is a complex
practice and students and classroom types also bring multifaceted characters
which are not easy to manage, I now have more confidence as a teacher. My
previous belief about teaching is that it mainly takes a good combination of
knowledge of language and knowledge of pedagogy; now, I realised it takes even
more than just those knowledge as what is really important for teachers is to be
sensitive of what is happening with students and the classroom, and to practise
using common sense when making judgement and decision on any action taken
in classroom.

References

Bailey, K.M., 1996. The best laid plans: teachers' in-class decisions to depart from
their lesson plans Kathleen M. Bailey. Voices from the language classroom:
Qualitative research in second language education, 15.

Carrell, P. L. 1984. Schema theory and ESL reading: Classroom implications and
applications. The Modern Language Journal, 68(4), 332-343.

Coady, J. and Huckin, T., 1997. Second language vocabulary acquisition: A

rationale for pedagogy. Cambridge University Press.

Cook, V., 2013. Second language learning and language teaching. Routledge.

Farrell, T.S., 2002. Lesson planning. Methodology in language teaching: An

anthology of current practice, pp.30-39.

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Farrell, T.S., 2013. Reflective Practice in ESL Teacher Development Groups.

Basingstoke: Palgrave Macmillan.

Freeman, D. 1992. Language teacher education, emerging discourse, and change

in classroom practice. In J. Flowerdew, M. Brock, & S. Hsia (Eds.), Second
language teacher education (pp. 1-21). Hong Kong: Department of English, City
Polytechnic of Hong Kong.

Freeman, D., 1996. Redefining the relationship between research and what
teachers know. Voices from the language classroom, pp.88-115.

Huang, J., Tindall, E. and Nisbet, D., 2011. Authentic Activities and Materials for
Adult ESL Learners. Journal of Adult Education, 40(1), pp.1-10.

Mallows, D. Teaching Practice. 2015. In Schwab, I., Allemano, J., Mallows, D. and
McKeown, A., 2015. Training to Teach Adults English. Leicester, England :
NIACE, The National voice for lifelong learning.

Nation, I.P., 1982. Beginning to learn foreign vocabulary: A review of the research.
RELC journal, 13(1), pp.14-36.

Nation, P. and Newton, J., 1997. Teaching vocabulary. Second language

vocabulary acquisition, pp.238-254.

Oxford, R. L., & Scarcella, R. C. 1994. Second language vocabulary learning

among adults: State of the art in vocabulary instruction. System, 22(2), 231-243.

Read, J. 2004. Research in teaching vocabulary. Annual Review of Applied

Linguistics, 24, 146-161.

Robinson, P., 2008. 19 Attention and Memory during SLA. Doughty, C.J. and
Long, M.H. eds., The handbook of second language acquisition. Oxford: Blackwell
Publishing.

Savignon, S.J., 1991. Communicative language teaching: State of the art. TESOL

quarterly, 25(2), pp.261-278.

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