What Strategies And Classroom Activity Types Had Found Valuable Or Engaging As Students?

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In the next section of the course, learners were paired with teacher education students from a university education faculty. While one might take the view that the learners would best have met with engineers, in situations such as this instructors and course planners will be Juicy Couture Watch constrained by practicality issues such as the availability of motivated NSs. The main purpose of the contact activity in this situation was to expose the participants to native or native-like spontaneous speech in English in an interview context, independent of discipline-specific language. They were required to conduct an interview with the education students on topics related to those of the simulations in the initial cooperative education placement test. The interview guide is discussed further below.

The education students were required to interview the cooperative education students to hear their English language learning experiences and to determine what strategies and classroom activity types they had found valuable or engaging as students. The cooperative ...
... education students were to converse with the teacher education students using a template (see Appendix i) and had to record their responses and make transcripts of their answers. At the next class meeting, learners worked to pool their transcripts, recordings, and findings, using the instructions in Appendix 2. Learners used all the resources, including instructor feedback, the ethnographic data they collected from the university teacher trainees, and in-class experiences and peer feedback to refine their own speech on the three themes related to the test of speaking: discussing why they chose a particular career and what they expected to contribute to it and benefits they expected from it; workplace changes and their causes and the expected contributions of employees; challenges in meeting deadlines, reasons for that, and plans to rectify the situation. Throughout, learners were required to pay careful attention to fluency factors and formulaic sequences which were relevant to the speaking tasks.

The course described here is an example of how knowledge about fluency and formulaic Juicy Couture Necklaces sequences can help in the design of effective language training for advanced learners of E S P. The use of NS models and ethnographic activities with NSs within specific genres provided the students with a repertoire of language and an awareness of the expectations of the contexts in which they were to communicate in English. The higher scores in evaluation at the end of the course indicate language improvement over just three weeks of training.