Teacher Talking Time: The Learn YOUR English Podca 2li3s

Jane Setter s the show to talk accents, speech prosody, and her new book "Your Voice Speaks Volumes."  Jane is Professor of Phonetics at The University of Reading, UK.  In addition to her new book, she is also co-editor of the Cambridge English Pronouncing Dictionary and the Cambridge Handbook of Phonetics. Jane's research interests include speech prosody in children from atypical populations, teaching and learning English pronunciation, and features of the suprasegmental phonology of global varieties of English, such as Hong Kong and Malay speaker English. *there's some slight static from 5:00 - 12:00 In this episode, Jane dives into: the influences that pushed her into a career in phonology speech classes and how Margaret Thatcher learned to "unshrill" her voice being the first phonetician invited to speak at the IATEFL conference the why and how of (unconscious) linguistic judgement  the significance of four seconds in speech recognition why television shows choose certain accents for certain roles why men can't make their voices sound sexy what it means to have a voice that doesn't represent who you are  Read more about this episode on the LYE blog. More on Jane Setter: Her book "Your Voice Speaks Volumes" The Cambridge Book of Phonetics Twitter: @janesetter YouTube: Jane Setter Email: [email protected] Podcast Creation: This episode was created with from Thinkific & Podbean. If you're looking to launch a course or start a podcast, we highly recommend them - and use them ourselves.  As always, thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  For more info on what we do at LYE, check out: Our Mailing List Our Teacher Development hip our Self-directed Learning Portal See Our Online D Courses for Teachers Follow Learn YOUR English Follow Teacher Talking Time

CULT/K^LT/A fashionable belief, idea, or attitude that influences people’s lives/The cult of learning encourages people to find and pursue what they are ionate about/ *”The Cult of Learning” are episodes for learners of languages. These episodes will discuss tools and strategies for learning and provide opportunities for effective listening practice. These episodes are also part of our Self-directed Learning Portal, which helps thousands of people around the world improve the English skills important to them. Many language learners get frustrated because, in their heads, they’re thinking they’re just "learning a language." Their goal is usually "to be able to speak the language they’re learning." But what does this actually mean? If you want to make progress, you really need to know right from the outset what it is that you’re trying to learn. S.M.A.R.T. Goals help with this. Mike and Leo discuss this 5-step process to achieving goals. Listen to this episode to learn: what is each step of the process how each step applies to you learning a language how you can put this into practice right away If you are a learning a language, these Cult of Learning episodes are for you! Thank you for listening! If you have a comment or question about today's show, we'd love to hear from you: [email protected]  For more info on what we do at LYE, check out: Our Blog post for this episode Our FREE E-book on Learning. We hope it helps you learn outside the classroom! Improve your English with our Self-directed Learning Portal - only $50/year Our Website our Mailing List Follow Learn YOUR English Follow Teacher Talking Time

Chris Jones s us to talk conversation, strategies, and speaking.  Chris Jones is a Senior Lecturer in Applied Linguistics and TESOL at the University of Liverpool, UK. He has been involved in English language teaching for over twenty five years and holds the Cambridge CTEFLA and DTEFLA qualifications alongside an MA and PhD from the University of Nottingham. Chris' main research interests are related to spoken language. He s us to talk about that and his new book called "Conversation Strategies and Communicative Competence." Specifically in this episode, he tackles: his early influences, including Ron Carter, Scott Thornbury, and Dave Willis his impetus for his new book "Conversation Strategies and Communicative Competence"  his writing process the difference between speaking and conversation the difference between conversation strategies and communication strategies reasons why conversation strategies are often neglected in teaching how teachers can help their students with improving their spoken communication More on Chris Jones: Twitter: @ELTResearch His talk to launch his new book Details on his new book "Conversation strategies and communicative competence"  His University of Liverpool staff page  For more information on this episode, see our blog post about it.  Podcast Creation: This episode was created with from Thinkific & Podbean. If you're looking to launch a course or start a podcast, we highly recommend them - and use them ourselves.  As always, thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  For more info on what we do at LYE, check out: Our Mailing List Our Teacher Development hip our Self-directed Learning Portal See Our Online D Courses for Teachers Follow Learn YOUR English Follow Teacher Talking Time

We're thrilled to announce our new partnership with Carleton University in Ottawa, Canada, to produce an 8-part mini series on the topic of Corrective . The series explores the area of corrective through interviews with 8 scholars in the field. All interviews are conducted by students in Dr. Eva Kartchava's MA class at Carleton University as a means of assessment to connect researchers to their audience and have her students generate a greater level of understanding and investment in the research from the course. If you are interested in having a similar series produced for your class or institute, you can us: [email protected]  Producer's note: the internet was quite tired on the day of recording. While the interweb didn't put in its best effort, the humans involved sure did, and we hope all the great content in this episode comes through from Jewel, Meghana, and Dr. Pawlak.  Dr. Miroslaw Pawlak shares his thoughts in our final episode of our series on corrective . Dr. Pawlak is the Head of the Department of English Studies and part of the Faculty of Pedagogy and Fine Arts in Kalisz, Poland at Adam Mickiewicz University. Additionally, he is the editor-in chief of the journals Studies in Second Language Learning and Teaching, and Konin Language Studies, and the editor-in chief of the book series Second Language Learning and Teaching (Springer). His areas of research include form-focused instruction, corrective , pronunciation teaching, classroom interaction, study abroad, and a range of individual difference factors such as motivation, willingness to communicate, language learning strategies and boredom. His most recent research article “Corrective , Developmental Readiness, and Language Proficiency” can be seen in The Cambridge Handbook of Corrective in Second Language Learning and Teaching. In this episode Dr. Pawlak tells us: how to increase teacher interest in the topic of corrective (CF) how CF affects the willingness of learners to communicate if it's preferable to over correct or under correct what we can learn from studying developmental readiness the role CF plays in form-focused instruction in comparison to more prescribed learner performance approaches *This interview was conducted by Meghana Akavoor and Jewel Little. Partnership with Carleton University: Throughout the series, MA students from Dr. Kartchava's class will interview leading experts in the field of corrective . We thank Dr. Kartchava for ing this episode and for spearheading this initiative.  For more information on this episode, this project, and those involved: view Carleton and Dr. Kartchava's website on Corrective view the LYE blog post on this episode  For more about Dr. Pawlak: See his page from Adam Mickiewicz University His Handbook on Corrective His Google Scholar author page  As always, thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  For more on what we do at LYE: Our Mailing List Our Teacher Development hip our Self-directed Learning Portal See Our Online D Courses for Teachers Follow Learn YOUR English Follow Teacher Talking Time

CULT/K^LT/A fashionable belief, idea, or attitude that influences people’s lives/The cult of learning encourages people to find and pursue what they are ionate about/ *”The Cult of Learning” are episodes for learners of languages. These episodes will discuss tools and strategies for learning and provide opportunities for effective listening practice. These episodes are also part of our Self-directed Learning Portal, which helps thousands of people around the world improve the English skills important to them.  Mike and Leo finalize our series on the three essentials of language learning. In part III, they briefly recap the first two of the three essentials - Exposure and Motivation - and introduce you to the last one of the tripartite - USE. They talk about why it is important to produce output (speaking and writing) and how it contributes to your language learning and development. More specifically, Leo and Mike talk about: why input (listening and reading) is important when learning a language why communication is essential to improving your language skills the role of interaction how taking risks with your language use is a good idea what types of activities you should avoid when learning  If you are a learning a language, these episodes are for you! For more information on our podcast, click here or go to: learnyourenglish.net/podcast Also, check out our blog post for more information on today's episode for more information. Thank you for listening! If you have a comment or question about today's show, we'd love to hear from you: [email protected]  For more info on what we do at LYE, check out: Our FREE E-book on Learning. We hope it helps you learn outside the classroom! Improve your English with our Self-directed Learning Portal - only $50/year Our Website our Mailing List Follow Learn YOUR English Follow Teacher Talking Time

We're thrilled to announce our new partnership with Carleton University in Ottawa, Canada, to produce an 8-part mini series on the topic of Corrective . The series explores the area of corrective through interviews with 8 scholars in the field. All interviews are conducted by students in Dr. Eva Kartchava's MA class at Carleton University as a means of assessment to connect researchers to their audience and have her students generate a greater level of understanding and investment in the research from the course. If you are interested in having a similar series produced for your class or institute, you can us: [email protected]  In episode 7 of our series on corrective , Dr. Shaofeng Li s us. Dr. Li is a prominent scholar and award-winning researcher of second language acquisition, with a focus on corrective . He is currently an associate professor in the School of Teacher Education at Florida State University. Prior to this, he was a senior lecturer in the department of Applied Language Studies at Auckland University. He has an extensive list of published works on areas such as corrective , task-based language teaching/learning, cognitive variables of second language learning, second language learner beliefs & motivations, and much more. More recently, Dr. Li has a number of published works focusing more specifically on associations between anxiety, working memory and corrective timing. In this episode, Dr. Li discusses: learner and teacher beliefs on corrective (CF) how his own beliefs of CF have evolved over time how teachers often view CF differently than learners and they impact that can have on learning gains  why teachers should take learner beliefs on CF into cognitive variables affecting CF how CF fits into a Task-based Learning and Teaching (TBLT) model *This interview was conducted by Abdi Mohamed and Neal Power. Partnership with Carleton University: Throughout the series, MA students from Dr. Kartchava's class will interview leading experts in the field of corrective . We thank Dr. Kartchava for ing this episode and for spearheading this initiative.  For more information on this episode, this project, and those involved: view Carleton and Dr. Kartchava's website on Corrective view the LYE blog post on this episode  More from Dr. Shaofeng Li: See his: Academia page ResearchGate page Google Scholar author profile As always, thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  For more on what we do at LYE: Our Mailing List Our Teacher Development hip our Self-directed Learning Portal See Our Online D Courses for Teachers Follow Learn YOUR English Follow Teacher Talking Time

CULT/K^LT/A fashionable belief, idea, or attitude that influences people’s lives/The cult of learning encourages people to find and pursue what they are ionate about/ *”The Cult of Learning” are episodes for learners of languages. These episodes will discuss tools and strategies for learning and provide opportunities for effective listening practice. These episodes are also part of our Self-directed Learning Portal, which helps thousands of people around the world improve the English skills important to them.  In part two of our three-part series on the "Essentials of Language Learning," Leo and Mike briefly recap the first of the three essentials - Exposure - and introduce you to the second one of the tripartite - Motivation. We will talk about what motivation is, how it works, different types of motivation and how you can use it to learn English. Specifically, they wonder: what is motivation? common misconceptions about motivation different types of motivation how to get motivated and take action If you are a learning a language, these episodes are for you! the FREE Learn YOUR English Personalized Habit Tracker: Click here or go to: learnyourenglish.net/podcast Also, check out our blog post for more information on today's episode for more information. Thank you for listening! If you have a comment or question about today's show, we'd love to hear from you: [email protected]  For more info on what we do at LYE, check out: Our FREE E-book on Learning. We hope it helps you learn outside the classroom! Improve your English with our Self-directed Learning Portal - only $5/month Our Website our Mailing List Follow Learn YOUR English Follow Teacher Talking Time

We're thrilled to announce our new partnership with Carleton University in Ottawa, Canada, to produce an 8-part mini series on the topic of Corrective . The series explores the area of corrective through interviews with 8 scholars in the field. All interviews are conducted by students in Dr. Eva Kartchava's MA class at Carleton University as a means of assessment to connect researchers to their audience and have her students generate a greater level of understanding and investment in the research from the course. If you are interested in having a similar series produced for your class or institute, you can us: [email protected]  This is episode 6 of our corrective series, featuring Dr. Neomy Storch. Dr. Storch is an Associate Professor of applied linguistics at the University of Melbourne. She teaches a range of ESL and Applied Linguistics subjects and convenes the ESL program. She is world renowned for her work on second language acquisition, collaborative writing, and academic writing. She has over 100 scholarly works published on these topics, including her 2013 book "Collaborative Writing in L2 Classrooms" and a 2016 co-authored book called "Written Corrective for L2 Development."  In this episode, Dr. Storch shares: the drawbacks of looking at corrective research in a vacuum examples of explicit and implicit the differences between collaborative and cooperative writing the differences between and uptake her optimism about the future of collaborative writing *This interview was conducted by Zahra Azizi and Shrouk Abdelgafar Partnership with Carleton University: Throughout the series, MA students from Dr. Kartchava's class will interview leading experts in the field of corrective . We thank Dr. Kartchava for ing this episode and for spearheading this initiative.  For more information on this episode, this project, and those involved: view Carleton and Dr. Kartchava's website on Corrective view the LYE blog post on this episode  More from Dr. Neomy Storch: Her page at the University of Melbourne As always, thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  For more on what we do at LYE: Our Mailing List Our Teacher Development hip our Self-directed Learning Portal See Our Online D Courses for Teachers Follow Learn YOUR English Follow Teacher Talking Time

CULT/K^LT/A fashionable belief, idea, or attitude that influences people’s lives/The cult of learning encourages people to find and pursue what they are ionate about/ *”The Cult of Learning” are episodes for learners of languages. These episodes will discuss tools and strategies for learning and provide opportunities for effective listening practice. These episodes are also part of the Learn YOUR English Learner hip Community. Leo and Mike bring you a brand new mini-series called "The Three Essentials of Language Learning." We will talk about what really helps folks out there learn a language - do you need a teacher? Do you need to be motivated? Should you listen to a lot of podcasts in the language you are trying to learn? What are the three essentials of learning a foreign language? The answer to these questions you will find in this new series of the Cult of Learning podcast.  In Part 1, they tackle the "first essential": exposure. When learning a foreign language, it is important to develop habits, but also to create an effective learning environment - not only inside the classroom but outside the classroom. This episode will help you do that, and, specifically, they discuss: what exposure is and isn't how learners can expose themselves to language what kind of reading or listening you should do if you're a student is "less is more" or "more is more" more appropriate? If you are a learning a language, these episodes are for you! the FREE Learn YOUR English Personalized Habit Tracker: Click here or go to: learnyourenglish.net/podcast Also, check out our blog post for more information on today's episode for more information. Thank you for listening! If you have a comment or question about today's show, we'd love to hear from you: [email protected]  For more info on what we do at LYE, check out: Our FREE E-book on Learning. We hope it helps you learn outside the classroom! Improve your English with our Self-directed Learning Portal - only $5/month Our Website our Mailing List Follow Learn YOUR English Follow Teacher Talking Time

We're thrilled to announce our new partnership with Carleton University in Ottawa, Canada, to produce an 8-part mini series on the topic of Corrective . The series explores the area of corrective through interviews with 8 scholars in the field. All interviews are conducted by students in Dr. Eva Kartchava's MA class at Carleton University as a means of assessment to connect researchers to their audience and have her students generate a greater level of understanding and investment in the research from the course. If you are interested in having a similar series produced for your class or institute, you can us: [email protected]  This is episode 5 in our series, featuring Dr. María del Pilar García Mayo. Dr. Maria del Pilar Garcia Mayo is the director of the research group Language in speech  - a multidisciplinary group at the University of the Basque country in Spain. The group focuses on the acquisition of English as a foreign language. Dr. Mayo has a PhD in linguistics from the University of Iowa and is the director of the MA program Language Acquisition in MultiLingual Settings as well as the head of the department of English and German studies at the university of the Basque Country. Her publications span the area of second and third language acquisition of English, morphosyntax, and the study of conversational interaction in EFL. She is  also the editor of journal Language Teaching Research.  In this episode, Dr. García Mayo discusses: the Spanish EFL context recent studies revolving around language learning and the high school context in Spain the arguments for and against self-repair, recast, and implicit & explicit why there is such a research gap with children teacher training and corrective the role of research - and researchers - in classroom application *This interview was conducted by Jean Charlebois and Sarah Langridge Partnership with Carleton University: Throughout the series, MA students from Dr. Kartchava's class will interview leading experts in the field of corrective . We thank Dr. Kartchava for ing this episode and for spearheading this initiative.  For more information on this episode, this project, and those involved: view Carleton and Dr. Kartchava's website on Corrective view the LYE blog post on this episode  More from Dr. María del Pilar García Mayo: The Language and Speech Laboratory  Her latest volumes include: Learning Foreign Languages in Primary School: Research Insights Recent Perspectives on Task-based Language Learning and Teaching Working Collaboratively in Second/Foreign Language Learning As always, thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  For more on what we do at LYE: Our Mailing List Our Teacher Development hip Our Online D Courses for Teachers Follow Learn YOUR English Follow Teacher Talking Time

We\'re thrilled to announce our new partnership with Carleton University in Ottawa, Canada, to produce an 8-part mini series on the topic of Corrective . The series explores the area of corrective through interviews with 8 scholars in the field. All interviews are conducted by students in Dr. Eva Kartchava\'s MA class at Carleton University as a means of assessment to connect researchers to their audience and have her students generate a greater level of understanding and investment in the research from the course. If you are interested in having a similar series produced for your class or institute, you can us: [email protected] \r\n\r\n\nThis is episode 4 in our series, featuring Dr. Yucel Yilmaz. Dr. Yilmaz is a professor of Second Language Studies at Indiana University Bloomington. He teaches and researches several areas in second language acquisition, with a focus on how to offer effective (negative) to language learners in both technology-mediated and in-person environments. He is also interested in the role of cognitive individual differences in the effectiveness of corrective .  \r\n\r\n\nIn this episode, Dr. Yilmaz discusses:\r\n\r\n\nthe interactionist approach\r\n\r\n\nexplicit correction versus recast\r\n\r\n\nwhy direct being more effective needs to be taken with a grain of salt\r\n\r\n\ncomputer versus face-to-face mediated \r\n\r\n\nhow to implement oral and written \r\n\r\n\nhow teachers can learn about corrective research and apply it to their own contexts \r\n\r\n\n\r\n*This interview was conducted by Heather Shugart, Aria Rubinoff, and Fereshteh Khaffai Azar. \r\n\r\n\nPartnership with Carleton University:\r\n\r\n\nThroughout the series, MA students from Dr. Kartchava\'s class will interview leading experts in the field of corrective . We thank Dr. Kartchava for ing this episode and for spearheading this initiative. \r\n\r\n\nFor more information on this episode, this project, and those involved:\r\n\r\n\nview Carleton and Dr. Kartchava\'s website on Corrective \r\n\r\n\nview the LYE blog post on this episode \r\n\r\n\n\r\nMore from Dr. Yilmaz:\r\n\r\n\nVisit the Instructed SLA Lab at Indiana University\r\n\r\n\nVisit his portfolio \r\n\r\n\nAs always, thank you for listening. Your has been overwhelming and we couldn\'t do what we do without you. We hope this podcast serves as an effective D tool for you.\r\n\r\n\nIf you have a comment or question about today\'s show, we\'d love to hear from you: [email protected] \r\n\r\n\nFor more on what we do at LYE:\r\n\r\n\n Our Mailing List\r\n\r\n\nOur Teacher Development hip\r\n\r\n\nOur Online D Courses for Teachers\r\n\r\n\nFollow Learn YOUR English\r\n\r\n\nFollow Teacher Talking Time\r\n

Want to win a free subscription to habit tracking app Habitica? \r\n\r\n\n1. Review Teacher Talking Time in Apple Podcasts or on Google\r\n\r\n\n2. Send us a screenshot of your review via Instagram: @learnyourenglish\r\n\r\n\n3. That\'s it!\r\n\r\n\nMany thanks to our friends at Habitica for their help with today\'s episode. Definitely check them out if you\'re looking for cool ways to track your habits. \r\n\r\n\nCULT/K^LT/A fashionable belief, idea, or attitude that influences people’s lives/The cult of learning encourages people to find and pursue what they are ionate about/\r\n\r\n\n*”The Cult of Learning” are episodes for learners of languages. These episodes will discuss tools and strategies for learning and provide opportunities for effective listening practice. These episodes are also part of the Learn YOUR English Learner hip Community.\r\n\r\n\nLeo and Mike continue our mini series “What are Habits and the Science Behind Them.” In the third and final installment of this mini series, they discuss:\r\n\r\n\n\nfive benefits of habit tracking\r\n\r\n\n\r\n\r\n\n\nwhat habits are worth tracking\r\n\r\n\n\r\n\r\n\n\nhow to respond when our habits and consistency breaks down\r\n\r\n\n\r\n\r\n\n\nmethods for tracking habits and actually being consistent with it\r\n\r\n\n\r\n\r\n\n\nhow to get a free subscription to tracking app Habitica!\r\n\r\n\n\r\n\r\n\n\r\nIf you are a learning a language, these episodes are for you!\r\n\r\n\n the FREE Learn YOUR English Personalized Habit Tracker:\r\n\r\n\nClick here or go to: learnyourenglish.net/podcast\r\n\r\n\nAlso, check out our blog post for more information on today\'s episode for more information.\r\n\r\n\nThank you for listening! If you have a comment or question about today\'s show, we\'d love to hear from you: [email protected] \r\n\r\n\nFor more info on what we do at LYE, check out:\r\n\r\n\nOur E-book for FREE on our website. We hope it helps you learn outside the classroom!\r\n\r\n\nOur School of Learning for Teachers & Students - only $5/month\r\n\r\n\nOur Website\r\n\r\n\n our Mailing List\r\n\r\n\nFollow Learn YOUR English\r\n\r\n\nFollow Teacher Talking Time\r\n

We\'re thrilled to announce our new partnership with Carleton University in Ottawa, Canada, to produce an 8-part mini series on the topic of Corrective . The series explores the area of corrective through interviews with 8 scholars in the field. All interviews are conducted by students in Dr. Eva Kartchava\'s MA class at Carleton University as a means of assessment to connect researchers to their audience and have her students generate a greater level of understanding and investment in the research from the course. If you are interested in having a similar series produced for your class or institute, you can us: [email protected] \r\n\r\n\nDr. Rebecca Adams s us for episode 3. Dr. Adams is an Associate Professor in the Department of English at the University of Memphis, USA. She is an applied linguist with interests in instructed second language learning. Her research work focuses on peer communication in second language classrooms, peer corrective in peer interaction and learning, second language task complexity in peer interactions, and focus on form. \r\n\r\n\nIn this episode, Dr. Adams highlights:\r\n\r\n\nthe benefits of peer when compared to teacher-provided \r\n\r\n\nhow to establish a conducive classroom environment for peer to be most effective\r\n\r\n\ntypes of corrective and their effectiveness\r\n\r\n\nwhether students are actually hesitant to provide to their peers\r\n\r\n\nif teachers should wait for peer to occur naturally or if providing students with training is beneficial\r\n\r\n\nthe connection between task-based language teaching and peer corrective  \r\n\r\n\n\r\n*This interview was conducted by Marcel Zhang and Leo Liu.\r\n\r\n\nPartnership with Carleton University:\nThroughout the series, MA students from Dr. Kartchava\'s class will interview leading experts in the field of corrective . We thank Dr. Kartchava for ing this episode and for spearheading this initiative. \r\n\r\n\nFor more information on this episode, this project, and those involved:\r\n\r\n\nview Carleton University and Dr. Kartchava\'s website on Corrective \r\n\r\n\nview the LYE blog post on this episode \r\n\r\n\n\r\nFor more on Dr. Adams:\r\n\r\n\nSee her website\r\n\r\n\nHer book \"Peer Interaction and Second Language Learning\"\r\n\r\n\nHer book \"Teaching through Peer Interaction\"\r\n\r\n\nAre you a language teacher and interested in taking part in her new study on peer interaction? Click here. \r\n\r\n\nPodcast Creation:\r\n\r\n\nThis episode was created with from Thinkific & Podbean. If you\'re looking to launch a course or start a podcast, we highly recommend them - and use them ourselves. \r\n\r\n\nAs always, thank you for listening. Your has been overwhelming and we couldn\'t do what we do without you. We hope this podcast serves as an effective D tool for you.\r\n\r\n\nIf you have a comment or question about today\'s show, we\'d love to hear from you: [email protected] \r\n\r\n\nFor more info on what we do at LYE, check out:\nOur Teacher Development hip\r\n\r\n\n Our Mailing List\r\n\r\n\nOur Online D Courses for Teachers\r\n\r\n\nFollow Learn YOUR English\r\n\r\n\nFollow Teacher Talking Time\r\n

We\'re thrilled to announce our new partnership with Carleton University in Ottawa, Canada, to produce an 8-part mini series on the topic of Corrective . The series explores the area of corrective through interviews with 8 scholars in the field. All interviews are conducted by students in Dr. Eva Kartchava\'s MA class at Carleton University as a means of assessment to connect researchers to their audience and have her students generate a greater level of understanding and investment in the research from the course. If you are interested in having a similar series produced for your class or institute, you can us: [email protected] \r\n\r\n\nThis is episode 2 in our series. In this episode, Dr. Hossein Nassaji s the program to discuss corrective . Dr. Hossein is an award-winning scholar and Professor of Applied Linguistics in the Department of Linguistics at the University of Victoria, Victoria, BC.  He has authored over 100 articles and many books.  His forthcoming handbook on corrective , The Cambridge Handbook of Corrective in Second Language Learning and Teaching with Eva Kartchava, is a comprehensive volume that discusses current issues and perspectives on corrective and their applications to second language teaching and learning.  \r\n\r\n\nSpecifically in this episode, Dr. Nassaji tells us about:\r\n\r\n\nthe roles corrective plays in language learning\r\n\r\n\nhow culture impacts effectiveness\r\n\r\n\nthe debate between immediate and delayed \r\n\r\n\nwritten vs oral and the efficacy of written \r\n\r\n\nthe what, when, why, and if of explicit & implicit \r\n\r\n\nhow teachers can learn about and implement corrective in their classes\r\n\r\n\n\r\n*This interview was conducted by Kelsey Ulrich-Verslycken and Lana Haj Hamid \r\n\r\n\nThroughout the series, MA students from Dr. Kartchava\'s class will interview leading experts in the field of corrective . We thank Dr. Kartchava for ing this episode and for spearheading this initiative. \r\n\r\n\nMore from Dr. Nassaji:\r\n\r\n\nHis website\r\n\r\n\nSome of his prominent books:\r\n\r\n\nCorrective in Second Language Teaching and Learning: Research, Theory, Applications, Implication\nThe Interactional Dimension in Instructed Second Language Learning: Linking Theory, Research, and Practice\nTeaching Grammar in Second Language Classrooms: Integrating Form-Focused Instruction in Communicative Context\nThe Cambridge Handbook of Corrective in Second Language Learning and Teaching\nFor more information on this episode, the project with Carleton University, and the scholars interviewed, see our blog post about it. \r\n\r\n\nPodcast Creation:\r\n\r\n\nThis episode was created with from Thinkific & Podbean. If you\'re looking to launch a course or start a podcast, we highly recommend them - and use them ourselves. \r\n\r\n\nAs always, thank you for listening. Your has been overwhelming and we couldn\'t do what we do without you. We hope this podcast serves as an effective D tool for you.\r\n\r\n\nIf you have a comment or question about today\'s show, we\'d love to hear from you: [email protected] \r\n\r\n\nFor more info on what we do at LYE, check out:\r\n\r\n\nOur Teacher Development hip\r\n\r\n\n Our Mailing List\r\n\r\n\nOur Online D Courses for Teachers\r\n\r\n\nFollow Learn YOUR English\r\n\r\n\nFollow Teacher Talking Time\r\n

We're thrilled to announce our new partnership with Carleton University in Ottawa, Canada, to produce an 8-part mini series on the topic of Corrective . The series explores the area of corrective through interviews with 8 scholars in the field. All interviews are conducted by students in Dr. Eva Kartchava's MA class at Carleton University as a means of assessment to connect researchers to their audience and have her students generate a greater level of understanding and investment in the research from the course. If you are interested in having a similar series produced for your class or institute, you can us: [email protected]  This is the introductory episode to our series on Corrective . Here, we invite Dr. Eva Kartchava - Associate Professor of Applied Linguistics and Discourse Studies in the School of Linguistics and Language Studies at Carleton University, Canada - and Dr. Hossein Nassaji - Professor of Applied Linguistics in the Department of Linguistics at the University of Victoria, Canada - to help kick off the series. In this episode, Dr. Kartchava and Dr. Nassaji help elucidate many questions the series aims to answer, some of which are: what is corrective ? how do you give CF? what is the purpose of CF? how many different types of CF are there? when should we provide CF? Throughout the series, MA students from Dr. Kartchava's class will interview leading experts in the field of corrective . We thank Dr. Kartchava for ing this episode and for spearheading this initiative.  For more information on this episode, the project with Carleton University, and the scholars interviewed, see our blog post about it.  Podcast Creation: This episode was created with from Thinkific & Podbean. If you're looking to launch a course or start a podcast, we highly recommend them - and use them ourselves.  As always, thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  For more info on what we do at LYE, check out: Our Teacher Development hip Our Mailing List Our Online D Courses for Teachers Follow Learn YOUR English Follow Teacher Talking Time

/CULT/K^LT/A fashionable belief, idea, or attitude that influences people’s lives/The cult of learning encourages people to find and pursue what they are ionate about/ *”The Cult of Learning” are episodes for learners of languages. These episodes will discuss tools and strategies for learning and provide opportunities for effective listening practice. These episodes are also part of the Learn YOUR English Learner hip Community. Leo and Mike continue our mini series “What are Habits and the Science Behind Them.” In the second installment, they discuss: how long it takes to adopt a new habit the story behind that magic number & where it came from if that number is real or fabricated  a study dedicated to discovering just how habits are formed what we can learn from all of this If you are a learning a language, these episodes are for you! Also, check out our blog post for more information on today's episode for more information. Thank you for listening! If you have a comment or question about today's show, we'd love to hear from you: [email protected]  For more info on what we do at LYE, check out: Our E-book for FREE on our website. We hope it helps you learn outside the classroom! Our School of Learning for Teachers & Students - only $5/month Our Website our Mailing List Follow Learn YOUR English Follow Teacher Talking Time

Scott Thornbury s Leo, Mike, and Andrew in studio.  Scott has taught and trained in Egypt, UK, Spain, and in his native New Zealand. Until recently he taught an online MA TESOL program for The New School in New York. His writing credits include several award-winning books for teachers on language and methodology. He is also the series editor for the Cambridge Handbooks for Language Teachers, and a trustee of the Hands Up Project, which promotes drama activities in English for children in under-resourced regions of the Arab world. At present, he is working for the Mosaik Foundation, training teachers of refugees in the Middle East in how to integrate communicative activities into their online classes.  We delve into Scott's career journey, and he discusses: his career beginnings his early influences and the "mother goose approach" a paradigm shift away from drills and accuracy to a fluency-based, communicative approach views on teacher development his writing process and how nothing on the page in front of you is alright when there's a lot behind you Dogme and Leo Van Lier's influence on him For more on Scott Thornbury: His website is www.scottthornbury.com He tweets at @thornburyscott  His highly acclaimed blog https://scottthornbury.wordpress.com/ Mosaik Foundation Hands Up Project For more information on this episode, see our blog post about it.  Podcast Creation: This episode was created with from Thinkific & Podbean. If you're looking to launch a course or start a podcast, we highly recommend them - and use them ourselves.  As always, thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  For more info on what we do at LYE, check out: Our Teacher Development hip Our Mailing List Our Online Courses for Teachers Our Sandbox of Lessons and Lesson Ideas Follow Learn YOUR English Follow Teacher Talking Time

/CULT/K^LT/A fashionable belief, idea, or attitude that influences people’s lives/The cult of learning encourages people to find and pursue what they are ionate about/ *”The Cult of Learning” are episodes for learners of languages. These episodes will discuss tools and strategies for learning and provide opportunities for effective listening practice. These episodes are also part of the Learn YOUR English Learner hip Community. In the first COL episode of 2021, Leo and Mike introduce our new mini series on habits called “What are Habits and the Science Behind Them.” In the first episode, they talk about maintaining good habits. Why are they so hard to start and seemingly impossible to keep? Our 3-part series will explore this, how it connects to learning, and much more. In part one, Mike and Leo tackle: why most people fail to create good habits how long it takes to form a new habit a technique you can use to stick to a good habit and how to track your habits effectively If you are a learning a language, these episodes are for you! Also, check out our blog post for more information on today's episode for more information. Thank you for listening! If you have a comment or question about today's show, we'd love to hear from you: [email protected]  For more info on what we do at LYE, check out: our E-book for FREE on our website. We hope it helps you learn outside the classroom! Our School of Learning for Students - only $5/month Our Website our Mailing List Follow Learn YOUR English Follow Teacher Talking Time Use our LYE Discount on your Next Creative Project. Get your First Month Free when you: Start a Podcast with Podbean Publish an Online Course with Thinkific

To kick off 2021, Mike, Leo, and Andrew hold Teacher Talking Time’s first ever live episode to commemorate two years of podcasting with Learn YOUR English. They invite of the LYE community to share their experiences with podcasts and, specifically, how they use them to develop as educators. This episode was also broadcast live on the LYE Youtube channel, and in the first episode of 2021, they guys along with their guests discuss: why and how Teacher Talking Time came to fruition using podcasting as a tool for D using podcasting as an asset for classroom assessment Leo’s Master’s dissertation on podcasting in ELT We also hear from some of our listeners on how they use podcasts for their development. We also want to give a shoutout to other ELT Podcasts that inspire us. A lot of these influenced us in our careers and in the development of our show. Please check them out: TEFLology Tefl Training Institute TEFL Commute SLB Coop Podcast Language Testing Bytes For more information on this episode, see our blog post about it.  Podcast Creation: This episode was created with from Thinkific & Podbean. If you're looking to launch a course or start a podcast, we highly recommend them - and use them ourselves.  As always, thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  For more info on what we do at LYE, check out: Our hips Our Mailing List Our Online Courses Follow Learn YOUR English Follow Teacher Talking Time

/CULT/K^LT/A fashionable belief, idea, or attitude that influences people’s lives/The cult of learning encourages people to find and pursue what they are ionate about/ *”The Cult of Learning” are episodes for learners of languages. These episodes will discuss tools and strategies for learning and provide opportunities for effective listening practice. These episodes are also part of the Learn YOUR English Learner hip Community. In the final Cult of Learning episode of 2020, Leo, Mike, and Andrew share their words of the year. From Zoom Fatigue to Cancel Culture to Social Distancing and Quarantine, our vocabularies grew enormously over the past 12 months.  What words were the most impactful this year? What relevance do they have? How did they come about?  The guys chat about this, reflect on living through a pandemic, and discuss how this year has taught us all a lot about learning.  If you are a learning a language, these episodes are for you! Also, check out our blog post for more information on today's episode for more information. Thank you for listening! If you have a comment or question about today's show, we'd love to hear from you: [email protected]  For more info on what we do at LYE, check out: our E-book for FREE on our website. We hope it helps you learn outside the classroom! Our School of Learning for Students - only $5 Our Website our Mailing List Follow Learn YOUR English Follow Teacher Talking Time Use our LYE Discount on your Next Creative Project. Get your First Month Free when you: Start a Podcast with Podbean Publish an Online Course with Thinkific