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This study aimed to investigate the effect of the contrastive lexical approach on Iranian EFL learners' writing skills. For this study, forty pre-intermediate students from a private English language institutes in Ahvaz, Iran were selected. Then, they were randomly divided into two equal groups of 20; one experimental and one control group. To have two groups of equal numbers, we used a block randomization sampling method. All of these students were female, ranging in age from 18 to 30. Their level of English language proficiency had already been determined by the Institute to be pre-intermediate. First, they were given a pre-test to determine their writing ability. Afterward, the experimental group received writing practices through the Contrastive Lexical Approach (CLA), during 14 sessions. Each session lasted for an hour and a half. The teacher sensitized learners in the experimental group towards the presence of L2 equivalents for L1 formulaic expressions, while the control group received an ordinary, traditional instruction, during which learners read texts containing the same formulaic expressions as for the experimental group without receiving any translation and were then asked to write about the same topics. At the end of the course, a post-test was administered to the two groups. Data were analyzed through independent and paired samples t tests after ensuring the normality of the data. Finally, to discover the power of the statistical tests, the effect size was also calculated. The study showed that using a contrastive lexical approach has a significant positive effect on Iranian EFL learners' writing skills. As the findings in this study propose, the writing skill can be improved through the use of a contrastive lexical approach. Teaching through a contrastive lexical approach, hopefully, gives the learners the chance to fathom their skillful writing competence, which requires the proper use of varied forms of structures and expressions and this, in turn, may sensitize them to know more about what language features to work on to increase their writing proficiency.

Find a range of lesson plans to use with teenage learners at pre-intermediate level. All of our lessons are designed around themes that are engaging and relevant to secondary learners and can be used to complement your school curriculum, giving students an opportunity to develop their English language and skills in motivating and enjoyable ways. Written by young learner experts from around the world, our lesson plans are easy to use and aim to give your students the skills and confidence they need to enjoy learning English.

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This lesson plan for English language learners at pre-intermediate level looks at the history of the Belfast (Good Friday) Agreement using the video 'From Conflict to Peace' by The National Archives UK.

To find the amount of correction used in practice, almost all the utterances made by the students that had at least one error were reported. Since the focus of the present study was on the different ways of error treatment by the teachers, we will report both the number of errors followed by feedback and errors that did not receive any correction (i.e., non-corrections). Table 2 provides a report on the number of errors made by each proficiency group and the frequency of corrections made by the teachers.

As shown in Table 2, the advanced learners made more errors than the lower-intermediate ones. This was because they had a more active contribution to the raised discussions considering their higher ability to express themselves. However, when the number of words was compared with the number of errors for the lower-intermediate and advanced groups (70 errors in every 1,000 words vs. 111 errors in every 1,000 words, respectively), the proportion of words to errors was higher for the lower-intermediate group meaning that they, in fact, made more errors. Naturally, similar to the studies shown in Table 1, the teachers made more corrections for the lower-intermediate group.

The reasons behind the choice of recast were similar to those of the teachers in the previous studies (e.g., Kamiya, 2016; Mori, 2011; Roothooft, 2014; Zyzik & Polio, 2008) but different for the two proficiency groups.

In the case of the advanced learners, however, as it was already mentioned, the main reason for the overuse of recast and less frequent use of other more explicit forms of correction was the fact that advanced learners were more fluent in speaking and it was not possible to interrupt them as much in the middle of conversation. In fact, the teachers did not favor interrupting the learners using explicit forms of correction when they were talking, which they believed, would be discouraging and make them lose track of what they were trying to say. Another reason, however, might be the high frequency of errors. According to Mori (2011), the more frequent the errors are, the more implicit the corrections become. Overall, it seemed that the teachers preferred to use this feedback type due to its emotional and practical advantages for lower and higher proficiency groups, not because it produces better learning; it does not challenge or embarrass the learners and it does not interrupt them in the middle of conversation.

In secondary schools, in England, it is common to hear teachers complain about the motivational levels of their students. The reasons commonly put forward for the low levels of student interest are usually that English adolescents (a) do not see the relevance of foreign language learning to their future careers ; (b) since most people around the world speak English, they do not feel the urgency to learn it; (c) see foreign languages as some kind of hobby, that you do in your free time or before a trip to get by in the country you are travelling to; (d) do not feel culturally close to the target language civilizations.

The students should have a say as to the pace teachers are going at in delivering the curriculum. I have often heard students go to teacher Y to complain about teacher X going too fast. Why is it that they do not feel comfortable enough to tell teacher X in the first place? Every single student in the class should feel listened to and able to ask the teacher to go over a specific point whether individually or in small groups. A feeling of not having enough time to learn the target material will engender learner anxiety, which in turn will undermine self-efficacy.

A test is valid when it measures what it purports to measure. The fact that a student knows most of the key vocabulary in a test, does not mean that s/he has learnt how to deploy the reading comprehension strategies necessary to infer the ones s/he does NOT know. A test requiring effective inference strategies is fair when the teacher has explicitly modelled and provided sufficient practice in those strategies prior to the test. In other words, we need to ensure that we are testing the students only on skills and linguistic items we have prepared them to cope effectively with.

At the early stages of instruction, teachers should only correct the most serious mistakes, i.e. the ones that are made before the whole class and the ones that seriously impede meaning. Moreover, corrections should not be perceived as judgemental by the student, in order to prevent learner anxiety. 17dc91bb1f