Speaking – Professor Jack C. Richards

Professor Jack C. Richards

The official website of educator Jack C Richards

Advice to novice English teachers

If you were to give one key piece of advice to novice English teachers, what would it be?

Treat lesson time as practice time, not “explanation time.”

As a novice, it’s tempting to prove you know your stuff by explaining grammar, vocabulary, and rules in detail. But students don’t learn much from hearing you talk; they learn from using the language themselves.

So when you plan:

Ask: “What will students be doing with English for most of this lesson?” not “What will I explain?”
Keep explanations short, simple, and timed (1–3 minutes).
Build in lots of guided practice and communicative tasks where learners:
listen/read for real purposes
speak/write to solve a problem, share opinions, or complete a task
get quick feedback so they can try again, a bit better.

If you consistently design lessons where students are the ones doing the thinking, speaking, and writing, your techniques, classroom management, and confidence will grow naturally—and their English will, too.

Methods, Research, Speaking, Tips

Common mistakes in language teaching methodologies

What common mistakes have you noticed in the application of language teaching methodologies in non‑English‑speaking countries?

Several recurring patterns appear across many non‑English‑speaking contexts (though not everywhere or in the same way). A central issue is the tendency to import teaching methods without adapting them to local realities. Some common mistakes include the following:

1. Treating methodology as fashion rather than principle
Schools may claim to adopt CLT, TBLT, or other modern approaches by name, while:

syllabuses remain largely grammar‑translation based
exams continue to test discrete grammar items and vocabulary

As a result, teachers add occasional pair work or games and label them “communicative,” while the underlying system remains unchanged.

2. Ignoring exam washback
High‑stakes exams often reward grammatical accuracy, translation, and multiple‑choice reading comprehension.
At the same time, schools claim to follow communicative or task‑based approaches.
This mismatch pushes teachers to “teach to the test,” turning CLT into a superficial add‑on and frustrating both teachers and students.

3. Over‑reliance on L1—or banning it entirely
In some contexts, most explanation and practice take place in learners’ L1, with the target language limited to example sentences.
In reaction, other institutions enforce a strict “English only” policy, even when L1 could efficiently support comprehension or contrastive analysis.
Both extremes ignore research supporting the judicious use of L1 to support—not replace—L2 learning.

4. Misunderstanding “communicative” as unstructured free chatting
CLT is sometimes reduced to open conversation or games with little input, weak task design, and no focus on form.
Lower‑proficiency learners may flounder, produce very little language, or repeatedly fossilize errors.
Effective CLT includes structured input, clear outcomes, scaffolding, and targeted feedback.

5. Neglecting systematic grammar and vocabulary development
In reaction against grammar‑translation methods, some programs under‑teach form, assuming learners will “pick it up naturally.”
With limited exposure (e.g., two or three hours per week), accuracy often stagnates without planned recycling, noticing, and explanation where appropriate.

6. Implementing methods without adequate teacher training or support
New methodologies are often introduced through a single workshop or a textbook preface.
Teachers lack:

sustained, classroom‑based training
observation and feedback
time to adapt materials

Faced with large classes and heavy curricula, many teachers revert to lecturing and translation because unfamiliar methods feel risky.

7. Copying so‑called “native speaker” models without contextual adaptation
Materials may assume Western, English‑speaking cultural norms and communicative styles (e.g., casual small talk, pub culture, or humor) without mediation.
Learners practice dialogues that do not reflect their realities and may feel the language is not meant for “people like them.”
Intercultural competence and local relevance are often insufficiently addressed.

8. Over‑scripted but under‑interactive lessons
Teachers follow textbooks page by page, and “communicative” activities become scripted role plays with memorized lines.
There is little room for genuine information gaps, negotiation of meaning, or learner choice.
The method appears modern on paper but remains teacher‑fronted in practice.

9. Assessment that contradicts the teaching method
Even when classroom practices are communicative, assessment often relies on:

discrete grammar items
translation exercises
isolated vocabulary lists

This signals to learners that real communication is secondary, while manipulating forms for marks is what truly matters.

10. Underestimating local constraints
Imported methodologies often assume:

small classes
flexible classroom layouts
ample technology and resources

In reality, classes may have 40–60 students, fixed desks, and limited access to technology.
Applying methods “by the book” without adaptation can lead to superficial activities, classroom management issues, and eventual disillusionment.

11. Ignoring learner beliefs and expectations
Many learners and parents equate “serious teaching” with:

explicit grammar explanations
note‑taking
teacher‑led instruction

Sudden shifts to pair work and tasks, without explanation, may be perceived as play or wasted time, leading to resistance or disengagement.

12. Technology use without methodological purpose
Digital tools, apps, or AI are sometimes introduced as novelties:

drill‑heavy apps replace richer practice
AI translators are used to complete homework

Without strategy training or integration into pedagogy, technology becomes an end in itself rather than a means to support learning.

In summary, effective methodology requires adaptation to local exams, class sizes, cultures, and resources; alignment between teaching and assessment; sustained teacher development; and transparent communication with learners about why classroom practices are changing.

Methods, Research, Speaking, Teaching, Tips

Factors in designing a meaningful curriculum

What factors, in your view, make language learning truly meaningful and lasting when designing a curriculum?

Three key factors make language learning meaningful and long‑lasting at the curriculum level:

1. Clear, lived purposes for using the language
Curriculum outcomes should be defined in terms of what learners can do communicatively, rather than only what they “know” (such as grammar lists or vocabulary sets).
Learning content should connect to learners’ real lives, goals, and identities—for example, study abroad, professional needs, hobbies, community participation, or academic fields.
Tasks should mirror real‑world language use, such as emailing a professor, solving problems collaboratively, participating in online forums, or understanding media that learners genuinely care about.

2. Rich input and frequent output, organized over time
Learners need repeated exposure to language in varied, meaningful contexts—stories, videos, conversations, and projects—rather than isolated or decontextualized drills.
The curriculum should be spiral in nature, with key grammar and vocabulary recycled across units at increasing levels of complexity instead of being taught once and forgotten.
Planned opportunities for speaking and writing are essential, as they require learners to retrieve and recombine language, which strengthens long‑term retention.

3. Support for autonomy, reflection, and learner identity
Learners should be given choices within the curriculum framework (topics, texts, or projects), fostering ownership and motivation.
Reflection should be built into the curriculum through learning journals, “can‑do” self‑assessments, goal‑setting, progress check‑ins, and noticing strategies (e.g., “How did you understand that?”).
The curriculum should affirm learners’ first language(s) and cultures, presenting the new language as an addition to their identity rather than a replacement.

Additional curriculum design elements that enhance impact include:

integrated‑skills instruction (reading, listening, speaking, and writing connected through shared themes)
explicit strategy training (guessing meaning from context, note‑taking, asking for clarification)
assessment aligned with real language use (projects, portfolios, performances, not only discrete‑item tests)
emotional safety combined with challenge, allowing experimentation and error while maintaining rising expectations

In summary, a meaningful and lasting language curriculum is grounded in real communication and personal relevance, recycles language systematically over time, and supports learners in becoming reflective, autonomous users of the language rather than merely successful test‑takers.

Methods, Speaking, Teaching, Teaching Materials, Tips

Balancing communicative language teaching with grammar instruction

How can teachers balance communicative language teaching with the necessity of grammar instruction?

Teachers can balance communicative language teaching and grammar instruction by treating grammar as a tool for communication rather than as a separate subject. In practice, this means the following:

1. Start from meaning, not from rules
Teachers should design tasks in which a specific grammar point is naturally needed (e.g., the past tense to tell stories, conditionals to give advice).
Students should first attempt to complete the task using their existing linguistic resources.
Only afterwards should the teacher highlight the target structure, showing how it allows students to express meaning more clearly, accurately, or precisely.

This aligns with a focus on form approach:

the main classroom focus remains on understanding and expressing meaning
attention is briefly drawn to grammatical form as it arises in communication

For example:

recasts: a student says “Yesterday I go…” and the teacher reformulates “Yesterday I went…”
quick clarification: the teacher writes a couple of examples on the board, underlines the form, checks understanding, and then returns to the activity

These are short, targeted interventions rather than long rule explanations.

2. Integrate grammar into communicative tasks
After a brief grammar focus, the structure should be used immediately in meaningful communication, for example:

information‑gap activities that require the target form
role plays, problem‑solving tasks, or surveys built around the structure
purposeful writing tasks (e.g., emails, reviews, stories) in which the grammar is essential

3. Revisit grammar cyclically through richer communication
Teachers should accept that one exposure is rarely sufficient.
Key grammar points should be recycled in later lessons through new contexts, topics, and skills.
Each encounter keeps the focus communicative while gradually increasing accuracy.

4. Differentiate the level of explicitness according to learners’ needs

At lower levels: focus on simple, high‑frequency patterns with extensive oral practice and minimal metalanguage.
At higher levels: provide more explicit explanations, contrastive analysis (L1 vs. L2), and detailed form‑focused feedback in speaking and writing.

Since some learners prefer clear rules while others benefit more from implicit learning, a combination of approaches is most effective.

5. Use correction strategically
During fluency activities, teachers should correct only errors that impede communication or relate to the target structure.
More detailed accuracy work can be reserved for post‑task stages, writing feedback, or short “grammar clinics.”
This maintains students’ willingness to communicate while still supporting linguistic development.

6. Encourage noticing and reflection
Teachers can use short noticing activities with authentic texts, such as underlining verb forms, reordering sentences, or inferring rules from examples.
Asking questions like “Why do they say it this way here?” encourages learners to reflect before receiving explicit explanations.
Students can then articulate simple grammar rules in their own words.

In summary, communicative tasks should form the backbone of lessons, with brief, purposeful grammar instruction woven in through a focus on form that emerges from—and feeds back into—real communication.

Grammar, In the classroom, Methods, Research, Speaking, Tips

Digital technologies and AI

In today’s world, where language learning is increasingly integrated with digital technologies and AI, what do you see as the greatest challenge for language teachers?

The greatest challenge is keeping the teacher’s human role central while so much of language learning becomes automated.

More concretely, this challenge breaks down into several interrelated issues:

1. Redefining what “teaching” means when AI can explain and drill almost anything
Apps and chatbots can provide instant grammar explanations, translations, examples, and drills.
As a result, teachers must shift from being the primary source of language input to becoming:

designers of meaningful tasks and projects
coaches for communication strategies, confidence, and autonomy
guides who help students use AI critically rather than passively

Many teachers were never trained for this shift.

2. Helping students use AI well, not just often
Students may overuse translators and GPT-like tools and bypass real cognitive processing.
Teachers must teach:

when AI is useful (e.g., feedback, brainstorming, pronunciation support)
when it harms learning (e.g., instant translation instead of inferring meaning from context, copying answers)

This requires strong digital literacy, redesigned assessment, and ongoing monitoring.

3. Maintaining authenticity and real communication
If AI can speak “perfect” English, students may wonder why they should practice with classmates.
Teachers therefore need to design classroom activities in which:

there is a real reason to listen and respond
students negotiate meaning, express emotion, disagree, and persuade—skills AI simulations cannot fully replace

4. Assessment and academic integrity
Writing and homework tasks can now be easily generated by AI, reducing the validity of traditional assignments.
Teachers need new task types (e.g., in‑class, spoken, process‑focused, and reflective tasks) and clear ways to detect, integrate, and discuss AI use openly and ethically.

5. Keeping up with technology without losing pedagogical grounding
Digital tools evolve faster than curricula, textbooks, and teacher training.
Teachers must constantly decide:

which tools genuinely improve learning
which ones are distractions or add unnecessary workload

Conclusion
Ultimately, the core challenge is redefining and protecting the uniquely human, pedagogical role of the language teacher: designing meaningful learning experiences and guiding students in the critical and ethical use of AI, while traditional roles such as explainer, drill provider, and corrector are increasingly automated.

Methods, Research, Speaking, Technology, Tips

Yes-No Questions as a Research Tool

Submitted by Lester John A. Cajes, Las Piñas National High School, Philippines

Students perform better when they realize that what they are learning is relevant to their current needs and interest. For instance, teaching the structure of yes-no questions to students of a research-oriented program can be integrated with making a survey form or a questionnaire. In this case, the students will find it highly necessary to learn how to write accurate questions to be able to come up with presentable survey tools that will not only enhance their research but also impress their survey respondents who might be their peers as well.Here are the steps.

Present examples in class, and let the students discover the pattern in formulating yes-no questions. Let them transform statements into questions and vice versa for further familiarization.
Let the students think of a topic that they may use in an actual research, e.g., study habits, choosing friends or peers, school club preference.
Ask the students to work in groups (3 to 4 members look fine) and draft questions that will let them gather information as regards their chosen topic. Then, they have to decide on whether their target response is a simple “yes or no” or a range of options, e.g., never, seldom, often, and always. Remind them to make their questions clear and concise. They should also avoid using negative markers such as “not” and “never” to avoid making their respondents confused.
Collect their drafts and give comments on their content and grammar. Let them revise until all the questions become accurate and appropriate.
After finalizing the questionnaire, ask the students to prepare for the actual survey. Have a brief discussion on the lines or spiels and procedures that have to be observed. Once ready, send them to the battlefield; let them conduct the survey.
Finally, let the students use graphs or tables to present the data they have gathered. Then, they interpret such figures in linear form. At this point, they have to make sure that the information is properly transcoded from linear form to non-linear form or vice versa. Well, that’s another language skill for them to refine. See, this activity lets you hit two birds (even several birds) with one stone.

Methods, Research, Speaking, Technology, Tips

The Implementation of Vocabulary Self-Collection Strategy

Submitted by Elih Sutisna Yanto, Universitas Singaperbangsa, Indonesia

Pre-reading activity

Viewing Video

This activity is the first step for implementing vocabulary self-collection strategy (VSS). The teacher takes a clip from a video containing second language research terminologies. Once the teacher has the video, extract all vocabulary items related to the second language research terminologies that students need to know to comprehend the text and include them in a list that teacher can complete with other relevant words of the second language research terminologies that are not included in the video. Through modelling the process of using the VSS, the teacher demonstrates how to use the strategy.

Teacher scaffolding

The teacher then projects a copy of the text in the video on LCD and uses a think-aloud as a way of modelling how to select words that are important for understanding the reading. The teacher indicates his interest in a word that may result from his not knowing the word, or finding it difficult or interesting. He shares with the class the need to know something more about the word to understand the text. The teacher, then project a graphic organizer that includes a box for the word, the reason for selecting the word, and the definition of the word as shown in Figure 2.1, Vocabulary Self-Collection Strategy Chart. He writes the word in the appropriate box, says the word, and ask the students why they think he chose this word as an important one for leaning. He then writes the reason in the appropriate box. Next step, the teacher defines the word, writing the definition in the next box. Finally, the teacher consults the dictionary about the word’s definition.

2.2. During reading activity

The teachers directs the students to view video containing second language research terminologies. After viewing the video to do the following

After viewing the video, revisit the text and select at least five words that they think are important to their understanding of the readings or that they found interesting or challenging.
Complete the VSS student Chart in figure 2.1 that directs them to write the word, they found it at what page, the reason for selecting the word, and a definition of the word if they know it and finally consult dictionary the definition.

2.3. Post reading activity

Forming groups

Students are divided into small groups that can be formed based on a teacher decision, a student preference, a mixture of genders, a mixture of students’ proficiency level in language and reading abilities. More critically, a teacher facilitates students to form groups in order to the mutual agreement about composing together can be reached through negotiation between teacher and students or between individual members of each group.

The groups will focus their discussions on the words they have selected and their reasons for choosing the words. Through their texts and completed VSS charts, each group is directed to do the following:

The group appoints one student to act as leader whose role is to keep the discussion moving as they focus their talk on the words they have selected.
Each student submits one word he or she has selected and provides the reason for choosing the word that becomes the focus of the discussion. The discussion may center on the word’s meaning, the importance of the word in understanding the reading, whether the members of the group selected the word, or another reason. The group then decides whether the word should be selected for the group chart.
The group leader uses the group chart to record the word, the reason it has been selected by the group, and the word’s contextual definition. Each group limits the number of words included on the VSS chart to five.
Writing the contextual meaning of each word is the last step of using the VSS. Students then validate the meaning of each word through the use of the dictionary both printed or electronic dictionaries or the glossary that may be found in the text.
After the small-group discussion, the teacher brings the groups together for a class discussion. Each group leader reports to the class, providing the list of words selected by the small group. The teacher or student records the words on the VSS class chart, along with reasons for choosing the word and the contextual meanings.
The teacher may list additional words overlooked by students that are required for understanding the text. For words with a high-difficulty level that the students do not understand, the teacher provides direct instruction, focusing on the words’ contextual meaning.

Methods, Speaking, Tips, Vocabulary

Practicing interview skills

Submitted by Lester John Cajes, Manila, Philippines

Letting students conduct an oral interview can be an effective task to help them enhance their skills in formulating accurate and appropriate WH questions. Also, it can serve as a good practice for their oral communication and interpersonal skills, and boost their confidence in speaking. Here are the steps:

Have a brief discussion on formulating WH questions. Let students transform statements into questions to assess if they can already do it correctly.
Decide on who the interviewees will be – they can be teachers, their fellow students or some members of the community. General questions or specific topics like job-related stuff can be the focus of the interview.
Let the students draft ten to fifteen questions. Be sure to remind them to consider courtesy in their choice of questions and avoid too personal ones such as those on romantic relationships, salary, age, etc.
Have them submit the draft. Then, check the structure and meaning of the questions. Give comments and corrections if necessary. Upon receiving the paper, they should be advised whether they have to revise, add some more questions, just rewrite or finally conduct the interview. Multiple revisions may be necessary. This may also serve as an exercise or drill for them to master the structure of WH questions.
Once the questionnaires are finalized, tell the students to set an appointment with their interviewees. Issuing them with a copy of the rubric to be used can also be a signal that they can finally conduct the oral interview. The rubric contains indicators on voice, delivery and confidence. It should be accomplished by the interviewees.
Before they finally take on the interview, they should be reminded about some tips in conducting it, i.e., appearance, greetings, follow-up questions and voice modulation, among others.
You may ask them to videotape the whole interview or make a written report out of it. This is for you to have your own assessment of their performance.

Speaking, Tips

Integrating Word Stress into Lessons

Submitted by David Bohlke, USA

Some languages pronounce each word with equal emphasis. In other languages, such as English, word stress is important for comprehension. A stressed syllable is said longer, louder, and with a higher pitch.

Word stress is important because stressing the wrong syllable can cause misunderstandings. It might be difficult to understand the word, or a wrongly stressed syllable can cause confusion or even annoyance for the listener. In some cases, stressing the wrong syllable word’s meaning changes the meaning or type of word.

The following suggestions may help teachers integrate word stress into lessons.

Raise awareness of the importance of word stress To show how important word stress is, say a familiar word with the wrong stress. For example, say computer as COMputer instead of comPUter. Students will quickly get a feel for why this is wrong.

Show stress patterns when you teach new vocabulary.

How you do this is up to you, but find a system and stick with it. You might draw large and small stress bubbles over words, underline stressed syllables, mark them as a familiar dictionary might, or write capital letters for stressed syllables.

PHOto / PHOtograph / phoTOgraphy

Have students categorize new vocabulary by stress pattern.

They might do this in a vocabulary notebook to show connections between word families:

Equal / eQUAlity / Equalize / equaliZAtion NEUtral / neuTRALity / NEUtralize / neutraliZAtion

You probably would not devote a whole lesson to word stress but there may be times you create an activity to give it extra focus.

Activities

Group by stress pattern

Give each student a piece of paper with a word on it. Have them regroup themselves by finding and sitting with others with the same stress pattern. For example, for a class of 28 students prepare 4 words with each of seven stress patterns.

O o (happy) / o O (enjoy) / O o o (energy) / o O o (computer) / o o O (volunteer) / o O o o (biology) / o o O o (politician)

Word stress bingo

Go over words noun / verb pairs where the stress is on the first syllable for nouns and the second for verbs, e.g. EXport / export. Have students write 16 of the words in a mixed order on a 4×4 Bingo card. To play, say a word as a noun or a verb. Students mark the ones they hear. Possible words include rewrite, invite, insert, misprint, escort, contrast, increase, decrease, discount, permit, conflict, insult, contest, export, import, present, contract, object, reject, record.

Scavenger hunt

Give each group a different color pack of Post-its. Tell them they will have exactly one minute to labels things in the classroom with the O o pattern (jacket, whiteboard, window, etc.). Once an item is labeled it cannot be labeled again. Give one point for each correct word.

Pronunciation, Speaking, Tips

Enhancing Speaking Unconsciously

Submitted by Hamed Nastaran, Bushehr, Iran

Here is a way to enhance accent & fluency; unconscious accuracy through subliminal content and repetition.

First you need to find an audio and its text. It can be a song and its lyrics, a movie with subtitle, or a book’s readings along with the audio track ( The kind of reading with the target accent). Now depending on your English level; you may start from your desired step. (You may repeat each step several times.)

Listen to the audio while seeing the text, try to follow the text as the audio is being played. Falling behind is OK, just keep calm and do your best.

Try to hum with the audio. You don’t need to read with it or even pronounce it. Just hum with the rhythm and follow the intonation.

Now is the time to whisper along with it. Keep humming, but try to pronounce the words whenever it’s possible.

Read with it. At first, put your focus on synchronizing your pace; then do your best to match the intonations.

Elicit you favorite parts (Phrases, expressions, catch phrases, etc.) and use them in your daily routine.

Notes:

Put your headphones on; do the exercise and record yourself. Next step is doing it with one of your ears free.
Singing along can be really useful since you may repeat the context without getting bored. Concerts can be good sources since they contain miscellaneous pronunciations of words in various circumstances with different difficulties.

Speaking, Tips