suffice to help

not be able to help

be very successful in helping

require lengthy efforts to help

make long-lasting contributions to help

the communicative environment in the learners’ workplace does not reflect the challenges of real life communication.

learners will only meet their objective provided they are offered intensive language training and rehearsal in their workplace.

ESP instructors need to be fully knowledgeable in the technical skills required in the learners’ workplace.

ESP instructors are expected to have a general idea of the professional tasks and interactional needs of the learners without a thorough background in technical issues.

ESP instructors must develop an extensive knowledge of aviation as well as of Aviation English in order to help learners cope with the everyday challenges of their workplace.

It is not necessary to refine the scale of language proficiency within realistic scenarios.

It is pointless to monitor and extract relevant data from the communications of pilots and air traffic controllers.

There is an urgent need of highly-specialized equipment to simulate the workplace context for pedagogical purposes.

There must be lifelike L2 training and assessment in air traffic controller–pilot communication under workload conditions.

There is no link between performance dissimilarities and language proficiency in the communication between pilots and air traffic controllers.

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.

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.

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.

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.

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.

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.

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.