Evaluation has to be seen as a process practice. The teacher has to pay attention to each student's learning development in every class, not only on exams and tests. This mode of evaluating is called:

Some of the teacher's roles in an interactive teaching mode classroom are:

According to David Nunan (1999) a natural teacher is:

Guessing the appropriate meaning by using clues from the surrounding context and using a dictionary to get detailed sense of what individual words mean are reading strategies which can be used when:

The following are examples of basic reading strategies:

Two complementary modes compose classroom interaction: One refers to talk with a pedagogical formal language goal. The other mode refers to talk without a pedagogical formal language goal. They are not static, there can be an overlapping between them. These two modes are called respectively:

Cognitive abilities, tactics, techniques, language processing, conscious plans, and problem solving procedures are terms related to:

"The Western World gave its contribution to the learning process proposing that learning is first socially established and apprehended through social interaction by the individual learner" (in Bohn, H., 2001). Bohn is stating a proposition made by:

Write (1) for the actions with communicative characteristics, and (2) for the actions with non-communicative characteristics.

The approach considers revision fundamental to the process of writing. It is recursive and consists of various changes performed in a written text while it is being written or after it. These are characteristics of: