from sweating to learning

from knowing to doing

from beginning to end

from head to heels

from here on

We have awakened to the multiplicity of learner identities and the complexity of teacher beliefs.

We have been awakened to the necessity of making methods-based pedagogies more sensitive to local exigencies.

We have been awakened to shift our focus from productbased teaching practice to a process-based one, in which our curriculum is more flexible.

We have been awakened to the opportunity afforded by postmethod pedagogies to help practicing teachers develop their own theory of practice.

We have been awakened to the vitality of macrostructures—social, cultural, political, and historical—that shape and reshape the microstructures of our pedagogic enterprise.

I, II and IV.

I, III and IV.

II, III and V.

I, II, III and V.

II, III, IV and V.

Having started investigations, the emerging process of globalization is still not known.

Each of the advocates of CLT and TBLT can submit their ideas on contextualization.

Neither the postmethod-generation TESOLer nor the strong supporter of TBLT are aware of what determines the course of language teaching development.

The founding-father of critical pedagogy, together with critical discourse analysts, have been accused of being lenient in analyzing recent methodological trends.

One reason for the skepticism towards critical pedagogy may have lain in the unwillingness of researchers to be more precise in their argumentation and research design.

we will be kept busy uncovering the stories that underlie the recent developments in TESOL methods.

the challenges of the three recent paradigms in ESL/ EFL methods will impose other personal stories of learning processes.

the situation of Language Teaching practices in imperialistic countries is quite different from the context he has analyzed in this article.

he has run out of space to comment further on the three changing tracks in TESOL methods and how they will impact globalization.

he does not really intend, in this article, to discuss the consequences of globalization and world Englishes on language teaching methodologies.

''vexing'' (line 13) | Non-finite verb phrase | Afflicting distressing

''compeling'' (line 50) | Noun phrase | Irrelevant, Failing

''pertains'' (line66) | Finite verb form | Concerns, refers

''admonitions'' (line 78) | Noun phrase | Appraisals, encouragements

''warranting'' (line 81) | Non-finite verb phrase | Denying, preventing

similarly; different from

moreover; unless

adjoiningly; in spite of

in the same way; likely

in like manner; nonetheless

naming / omitting

accusing / defending

blaming / conquering

nicknaming / defeating

criticizing / empowering

Diagram of learners’ needs and responding to the future experiences of teachers.

Sensitivity to the local exigencies of learning modes and strategies and treatment of learners.

Diagnosis of learners’ needs, assessment of learners’ outcomes and attention to the experiences of learners and teachers in the field.

Diagnosis and treatment of learners’ problems in the classroom environment with special regard to their overall health condition.

Localizing teachers and learners exigencies in experimenting with diagnosis, treatment and assessment of how they respond to their problems in life.

“I highlight two major ones.” (line 14)

“One of the central claims of CLT as well as TBLT is that it can be contextualized…” (lines 25-26)

“It also provides one possible way to be responsive….” (lines 55-56)

“One should at the same time remember,” (lines 82-83)

“ ‘…but an interpretive one in search of meaning.’ ” (line 85)

alternative forms of learning are, ideally, not appropriate categories of method-based pedagogy.

TBLT can be said to be a shift toward alternative means of second/foreign language pedagogy.

all methods that emerged before were just alternative ways to teach fundamentals of the language.

the emergence of a postmethod paradigm is merely the consequence of expanding the boundaries of CLT.

the current teaching trend advocates for creative forms of learning that do not necessarily constitute a strict method.

The author intended to emphasize the words ‘determines’ and ‘context’ as they had been mentioned previously.

The author italicized the word ‘determines’ to stress the idea of causation; the italics in ‘context’ substitutes for quotation marks.

The words ‘determines’ and ‘context’ were italicized for emphasis since they represent ideas exposed by others, not the author himself.

The italics in the term ‘context’ refers to a newly-coined term in LT methodology; the word ‘determines’ in italics reveals that Schmidt was too authoritative in choosing this term.

Both words (‘determines’ and ‘context’) are terms employed by others and explained by the author of this text.

a historical survey of trends in the EFL scenario.

a journal entry of an in-service teacher diary in her first teaching experience.

a state-of-the-art essay taking stock on recent developments in TEFL.

a textbook on language teaching methodologies for pre-service teachers.

an essay on how to overcome the fear of teaching.

describe the past challenges in TESOL Methods from a historical perspective.

criticize the interpretation of the three major shifts in TESOL Methods as challenging trends.

comment on the three major shifts in TESOL Methods and their influences on current challenging trends.

blame the three major shifts in TESOL Methods for all the current problems in language teaching.

endorse the inappropriateness of the three major shifts in TESOL Methods as guidelines for current challenging trends.

While the high L2 group sounded less accented, more comprehensible and more fluent than the low L2 group, the NS group performed better than both L2 groups in these measures.

Undue or long pauses, repetitions and false starts are dysfluencies imperceptible by listeners.

Since the NS group members had their fluency affected by additional cognitive demands of high workload conditions, fluency measures may be a good indicator of cognitive overload.

Both the amount of retained information and the listeners’ perception of speech are affected by the workload.

High cognitive workload worsens the speech production of low-proficiency L2 speakers.