comes to an end

leads directly to

sinks into

sends out

abandons

happy

intolerant

glad

patient

sad

it can make students confused by the time they do not know which language will prevail during the lessons.

it can make teachers' work worthless, as they will not need to be fluent in the foreign language.

the use of L1 has proved to be completely useless in a foreign language classroom.

by exposing students to the authentic language all the time, they will learn it somehow, even though they do not understand anything during the lessons.

since students are there to learn a foreign language, they cannot use it successfully if they still rely on their L1.

The former refers to English as a second language, when students have a low proficiency level of the language.

The latter refers to English as a foreign language, as it happens when the teacher is a native speaker and is fluent in the students' language.

The latter refers to English being taught and learned as a second language, what happens when immigrants learn the language in the countries they are living in.

The former refers to English being taught for specific purposes, according to students' particular needs.

The latter refers to English being taught and learned as it happens in regular schools in Brazil and in any country where English is not the official language.

It means that students wouldn't be familiarized with the techniques if they haven't been presented earlier to them.

It means that some techniques, which are elaborated to force students to use the foreign language in the classroom, can gradually lose their importance.

It means that some classroom rules are only efficient if they are presented in L1

It means that students are more motivated when they have to follow certain classroom techniques.

It means that students only interact with their peers if English is not something unfamiliar to them.

To know something about translation will be needed by students who learn English for their jobs.

To know something about translation would be needed by students who learn English for their jobs.

Translation should be learned by students who use English for their jobs.

Translation should be needed by students who learn English for their jobs.

Something about translation should be learned by students in their jobs.

Situational Language Learning – The Silent Way

Audiolingualism – Multiple Intelligences

Communicative Language Learning – Cooperative Learning

Communicative Language Learning - Audiolingualism

Multiple Intelligences – Neurolinguistic Programming

Giving orders.

Repeating structural patterns.

Introducing people.

Expressing your opinion.

Seeking permission.

Three different factors can influence EFL students' needs.

Needs among EFL students do not vary that much.

Cultural backgrounds have no influence on EFL students' needs.

Previous education has no effect on EFL students' needs.

Students of an EFL class have the same way of learning.

One EFL class may have students who belong to the same language group.

Learning styles do not differ if the EFL students belong to the same language group.

The needs of EFL students vary, but their styles do not.