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How advanced is advanced when it comes to speaking?

100%
Gráf T.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2014
|
vol. special issue
65-77
EN
The huge achievement of becoming advanced in a language is often undermined by the feeling shared by the learners and their teachers that whilst there still is considerable progress to be made it is difficult to see what concrete steps to take. The study explores different ways of describing advancedness — using CEFR descriptors, the AdLs’ self-perceptions, the views of their teachers and, finally, through a sample analysis of spoken production of advanced learners. The study argues that in order to prevent the advanced learner from remaining stranded on a plateau an active approach is to be taken by both the learners and their teachers using analyses of learner and native-speaker language and challenging the learners to use complex and idiomatic language well beyond the boundaries of their habitual language use.
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K TABUIZACI MATEŘŠTINY VE VÝUCE ANGLICKÉHO JAZYKA: REFLEXE PŘEDNÁŠKY PENNY UROVÉ V PRAZE V LISTOPADU 2013

100%
Gráf T.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2014
|
vol. 5
|
issue 1
151-155
EN
This article traces the development of views on the use of L1 in teaching EFL. It attempts to discover why many teachers feel the guilt they claim to feel when they use L1 in the EFL classroom. Two possible causes are identified — the Reform Movement and, in the local context, the specific nature of the ELT situation and language market in the post-1989 period in Czechoslovakia. The article advocates the use of L1 provided that use is systematic and follows clear guidelines. In addition, it calls for debate on what these guidelines should be.
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