13

There are a number of things you can try: Trial and Error The simplest technique for teaching an unfamiliar sound, but still often quite effective. Produce the sound yourself, or play a recording of it, and then have them try to reproduce it. Repeat until they are successful. Minimal pairs The same idea as above, but instead of just pronouncing the ...


13

Sometimes an image speaks to people. Maybe try something like this.


7

“Lay Teachers” (Council of Europe) According to the linguist Hans-Jürgen Krumm, who wrote a set of tips published by the Council of Europe, lay teachers hould not be required to teach as if they had gone through teacher training. Krumm gives the following advice: Don't pretend you have been trained as a language teacher; instead, focus on what you can do. ...


6

Quite a few of the research papers relating to a Flipped Classroom approach show results of positivity and success: From Case Studies and the Flipped Classroom We recently surveyed the 15,000+ members of the National Center for Case Study Teaching in Science Listserv to see if the method was being used by STEM case study teachers. Two hundred case ...


6

Note that this answer partially relies on personal experience, as my L1 is Italian. Explaining the tongue position When rolling the R, the tongue must be behind your incisors. Sound generation The biggest difference between the soft-R and the rolled-R is the source of where the r gets generated. When doing a soft-R you generate the sound in your ...


6

The concept of Gamification have taken over the domain of language learning too. Duolingo is a nice example for the same. The lessons are divided into bite-sized chunks which are just enough for a day, and points are earned for both learning and practicing, so that the student also practices which is already learned rather than just keep on learning new ...


6

My basic advice is: start from what they know. For example, in some languages, you need to choose different personal pronouns depending on whether they are used as a subject or as an (direct/indirect) object: He saw me. I saw him. "He" (subject) becomes "him" (direct object). I gave him a present. "He" (subject) becomes "him" (indirect object). ...


5

IPA is a wonderful tool once you become familiar with it, but before that happens, it often feels like reading mathematical formulas or a different script. It is important for you to introduce IPA slowly and in a way that is immediately useful. Mark Hancock, On Using the Phonemic Script in Language Teaching, tested the efficacy of using IPA to teach English ...


5

Recently, there has been a lot of investigation on how to make language learning more enjoyable. Most online resources include games in their sites. This makes it more fun to learn the language, and when something is fun, it is also more effective. FluentU has a great article on this. Also, it is good to give some choice in other assignments so that ...


5

Language teaching has swung through some pretty large swings over the last hundred years. First off, there's approaches to language learning without any coherent methodology and there are also misapplications of methods for purposes for which they were not intended. As mentioned in another answer, there's an approach now called grammar translation. The ...


3

According to research that I cited in this answer, "a typical learner should meet a word about 8 to 10 times to obtain full word knowledge" (F. Rasouli and K. Jafari: "A Deeper Understanding of L2 Vocabulary Learning and Teaching: A Review Study", International Journal of Language and Linguistics, 4.1 (Jan. 2016), emphasis added). So it seems that you will ...


3

How vocabulary tests are graded depends on the teacher's (implicit or explicit) language learning or teaching theory. There are many such theories (see e.g. What are the main foreign language teaching methods?) with different views on how vocabulary should be taught (and tested). In addition, there can be individual differences between teachers that ...


3

This seems like quite a lofty goal. 40 minutes per week is quite difficult for students who actually have exposure with the language; for those without any experience, it's more than a herculean effort (for both the instructor and the students)! I'm unfamiliar with the 英検, but according to wikipedia the first portion targets four skills: vocabulary, reading,...


3

I have explained this to one Chinese friend, but I have explained it often to myself as i try to master the usage of 太 in Chinese. The basic difference in English is just that "very" does not say whether the amount is good or bad or just right, while "too" says the amount is bad and less would be better. But nuance comes into it. If I say "the soup is ...


3

Paul Nation, author of Learning Vocabulary in Another Language, has written about this issue in his article Learning Vocabulary in Lexical Sets: Dangers and Guidelines (.pdf). Here are the first two sentences of the article: This article examines research on learning related vocabulary, such as lexical sets, opposites and synonyms, together. This ...


3

The "sink-or-swim" method, that is, teaching entirely in the target language, only works if your students are "swimming." If they are "sinking" in the total immersion environment, they are better off with native-language explanations at key points in the lesson. Unless you know how to ensure student comprehension with total immersion, they will learn more if ...


2

I have learned "too" as 太 (tai) and "very" as 很 (hen). But if 太 can be used as both, I would suggest explaining the difference as the difference between these answers when someone is asking you if you are up for doing something: "I'm very tired" and "I'm too tired" is the same difference as between saying "我是太累了" and "不,我是太累了". The difference is in the ...


2

This is a complement to Darrin Thomas's answer. Grammar is very important in a language and essential in actually learning a language. However, it can be seen as frustrating. When you learn Grammar, you don't learn new sentences, new uses, expand your apparent proficiency. You essentially make sure that what you say is better said. High-school courses are ...


2

A new language student doesn't know what to do when you tell him: "Here are ten new words, please learn them by next week". They lack a structure. If you on the other hand tell them: "Download Anki and use this Anki deck I give you. Work through your Anki cards every day" the promt is specific. The student doesn't have to invent a system for learning ...


2

When I was living in Japan, I volunteered and taught English class and I had a lot of youth show up. They were mostly teenagers, but the best way they improved their English was giving them the opportunity to have English conversations with us, as well as with each other. You can study textbooks and memorize words, but that doesn't mean you will become ...


2

Teaching the present continuous first would make sense for highly inflected languages like Spanish. You only need to learn six present-tense conjugations of the verb estar (to be) according to person, number and formality plus the progressive of each verb. Supposing you have five verbs to learn, you only have to memorize 11 words in all to form every ...


2

Here is a list of websites with Italian language teaching resources: The Italian Teaching Resources Website, a collaborative effort of Italian language teachers in the UK. Italian Teaching Resources by Cactus Worldwide Ltd. (UK). BBC: resources for the BBC Active Italian course. ILUSS (Florence, Italy): ree Italian Language Learning Resources (part of the ...


2

One of the most effective techniques developed in teaching syllables to Russian children is Zaitsev's tables. The same approach was successfully used in Ukrainian and Kazakh languages. I assume it can be adapted to Finnish. Nikolay Zaitsev spent his life teaching Russian to foreign students. His approach was to print a large poster containing all possible ...


2

Since you don't mention teaching exclusively in English, the closest thing appears to be English for specific purposes or ESP. There are many subtypes, such as English for academic purposes (EAP), which can be further subdivided in English for academic science and technology, English for academic medical purposes, English for academic legal purposes, ...


1

The main Dutch grammars that learners use are the following: Modern Dutch Grammar: A Practical Guide Basic Dutch: A Grammar and Workbook dutchgrammar.com


1

Another interesting site where you can find some resources (basically exercises on different aspects of Italian language) is Adgblog from Accademia del Giglio in Florence. For instance, here you will find some materials to learn Italian with songs classified at 3 levels according to the European common framework of reference of language learning and teaching,...


Only top voted, non community-wiki answers of a minimum length are eligible