Waiting for KRASHEN…still!

  1. Natural Order Hypothesis

  2. Acquisition/ Learning Hypothesis

  3. Monitor Hypothesis

  4. Input Hypothesis

  5. Affective Filter HypothesisNow, if I had come up with just "one" of these... ...he clearly made an "impact" on lots of participants with the first of his “new ELL trinity” – everyone ran home all-geared up to begin new “reading” programmes with their students. MISSION ACCOMPLISHED!

Myth #1: “The four basic language skills (listening, speaking, reading, and writing) must be introduced and taught together.” Myth #2: “Grammar and vocabulary must be explicitly taught.” Myth #3: “Instruction must be based on structured textbooks.” Myth #4: “Teacher talk should be kept to a minimum.” Myth #5: “Reading skills must be explicitly taught.” Myth #6: “Students’ written errors must be marked, and students must correct them.” Myth #7: “Students must be required to speak as much as possible.” Now, I’m not sure if I would agree with all of them (esp. “Myth #7” – speaking is a great way to “co-create” and “learn” language, IMHO). But, Ashley / Stephen – do you know what you are suggesting here?

No grammar teaching...No textbooks – OMG! Love you both…when are you coming back? Think I need another...

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