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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:

S.H. - U.K. said:
This section was exceedingly simple for me as I have been teaching EFL for so many years now. I also once tried a course in modern grammar but was unable to complete due to a long illness. Not 'that' was tough! Still, I question the pedagogy behind the course I was taking. I did not understand why we went into the classical models of grammar in such detail, while I found universal grammar (Chomsky et al) to be extremely interesting. In fact I would like to apply some of those theoretical models into machine translation and see what comes out. A major point we educators should emphasize from the beginning but rarely do is that language by its very nature is idiomatic. Yet we treat 'idioms' as some exceptional phrases that almost seem auxiliary to speech, when in fact idioms form the core. You might say 'go up' is a preposition phrase, and refer to function, but I'd say that the literal meaning of this phrase must be addressed in some way from the beginning to be grouped and organized. Fundamentally, students would speak more naturally in less time if we used such an approach over the emphasis of parts of speech as an abstract system. Students will discover the correlations to their native language faster and be less confused. To summarize my overview: parts of speech and syntax (grammar) are fine butI think they should only be taken out of the toolbox when confusion arises. Every human being after all knows intuitively what nouns, adjectives and adverbs are.

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