Speak without Fear The biggest problem most people face in learning a new language is their own fear.

They worry that they wont say things correctly or that they will look stupid so they dont talk at all. Dont do this. The fastest way to learn anything is to do it again and again until you get it right. Like anything, learning English requires practice. Dont let a little fear stop you from getting what you want.

Use all of your Resources Even if you study English at a language school it doesnt mean you cant learn outside of class. Using as many different sources, methods and tools as possible, will allow you to learn faster. There are many different ways you can improve your English, so dont limit yourself to only one or

two. The internet is a fantastic resource for virtually anything, but for the language learner it's perfect.

Surround Yourself with English The absolute best way to learn English is to surround yourself with it. Take notes in English; put English books around your room listen to English language radio broadcasts, watch English news, movies and television. Speak English with your friends whenever you can. The more English material that you have around you, the faster you will learn and the more likely it is that you will begin thinking in English..

Listen to Native Speakers as Much as Possible There are some good English teachers that have had to learn English as a second language before they could teach it. However, there are several reasons why many of the best schools prefer to hire native English speakers. One of the reasons is that native speakers have a natural flow to their speech that students of English should try to imitate. The closer ESL / EFL students can get to this rhythm or flow, the more convincing and comfortable they will become.

Watch English Films and Television This is not only a fun way to learn but it is also very effective. By watching English films (especially those with

English subtitles) you can expand your vocabulary and hear the flow of speech from the actors. If you listen to the news you can also hear different accents.

Listen to English Music Music can be a very effective method of learning English. In fact, it is often used as a way of improving comprehension. The best way to learn though is to get the lyrics (words) to the songs you are listening to and try to read them as the artist sings. There are several good internet sites where one can find the words for most songs. This way you can practice your listening and reading at the same time. And if you like to sing, fine.

Study As Often As Possible! Only by studying things like grammar and vocabulary and doing exercises, can you really improve your knowledge of any language.

Do Exercises and Take Tests

Many people think that exercises and tests aren't much fun. However, by completing exercises and taking tests you can really improve your English. One of the best reasons for doing lots of exercises and tests is that they give you a benchmark to compare your future results with.

Often, it is by comparing your score on a test you took yesterday with one you took a month or six months ago that you realize just how much you have learned. If you never test yourself, you will never know how much you are progressing. Start now by doing some of the many exercises and tests on this site, and return in a few days to see what you've learned. Keep doing this and you really will make some progress with English.

Record Yourself Nobody likes to hear their own voice on tape but like tests, it is good to compare your tapes from time to time. You may be so impressed with the progress you are making that you may not mind the sound of your voice as much.

Listen to English By this, we mean, speak on the phone or listen to radio broadcasts, audio books or CDs in English. This is different than watching the television or films because you cant see the person that is speaking to you. Many learners of English say that speaking on the phone is one of the most difficult things that they do and the only way to improve is to practice.

Finally Have fun!

Try to develop and appreciate the following habits:

Take responsibility for yourself Recognize that in order to succeed you need to make decisions about your priorities, your time, and your resources Center yourself around your values and principles Don't let friends and acquaintances dictate what you consider important Put first things first Follow up on the priorities you have set for yourself, and don't let others, or other interests, distract you from your goals Discover your key productivity periods and places Morning, afternoon, or evening? Find spaces where you can be the most focused and productive. Prioritize these for your most difficult study challenges.

Consider yourself in a win-win situation when you contribute your best to a class, you, your

fellow students, and even your teacher will benefit. Your grade can then be one additional check on your performance

First understand others, then attempt to be understood when you have an issue with an instructor (a questionable grade, an assignment deadline, etc.) put yourself in the instructor's place. Now ask yourself how you can best make your argument given his/her situation.

Look for better solutions to problems For example, if you don't understand the course material, don't just re-read it. Try something else! Consult with the professor, a tutor, an academic advisor, a classmate, a study group, or your school's study skills center. Look to continually challenge yourself.

Focus your attention on the subject Stop all non-relevant activities beforehand to orient yourself to the speaker or the topic. Review mentally what you already know about the subject Organize in advance relevant material in order to develop it further (Previous lectures, TV programs, newspaper articles, web sites, prior real life experience, etc.). Avoid distractions Seat yourself appropriately close to the speaker Avoid distractions (a window, a talkative neighbor, noise, etc.). Acknowledge any emotional state Suspend emotions until later, or Passively participate unless you can control your emotions. Set aside your prejudices, your opinions

You are present to learn what the speaker has to say, not the other way around.

What you can control in your studies: "Here I study" Get a dedicated space, chair, table, lighting and environment Avoid your cell phone or telephone Put up a sign to avoid being disturbed or interrupted If you like music in the background, OK, but don't let it be a distraction. (Research on productivity with music versus without music is inconclusive) Stick to a routine, efficient study schedule Accommodate your day/nighttime energy levels See our Guide on Setting goals and making a scheduling Focus Before you begin studying, take a few minutes to summarize a few objectives, gather what you will need, and think of a general strategy of accomplishment Incentives Create an incentive if necessary for successfully completing a task, such as calling a friend, a food treat, a walk, etc.

For special projects such as term papers, design projects, long book reviews, set up a special incentive Change topics Changing the subject you study every one to two hours for variety Vary your study activities Alternate reading with more active learning exercises If you have a lot of reading, try the SQ3R method Ask yourself how you could increase your activity level while studying? Perhaps a group will be best? Creating study questions? Ask your teacher for alternative strategies for learning. The more active your learning, the better. Take regular, scheduled breaks that fit you Do something different from what you've been doing (e.g., walk around if you've been sitting), and in a different area Rewards Give yourself a reward when you've completed a task

Review from memory what you have learned Using the left hand margin's key words and questions, talk through, or illustrate definitions, concepts, etc. Create your own examples 1. Reflect: Think over!

How does this relate to what you knew before? Note the essay terms and find the best ones that refer to your studies: Apply Compare, Diagram, Evaluate, etc... 2. Review the notes you took

At your next study session Before reading new material When studying for tests Make notes on your "notes page"

Take notes on both positive and critical items Thank the person whether fellow student, teacher, or guest commentator Use active listening skills Respond to direct questions regarding process or how you developed such-and-such, or arrived at a certain viewpoint Do not react immediately to criticism, but say you will reflect upon what is said After you have reflected upon the feedback, create a "cover note summary" to refer to for the next presentation.

Read the feedback carefully Try to understand not only the points made, but also the point of view

Re-read your assignment to analyze The areas that the feedback refers to Highlight and/or cross-reference the feedback to your work, or draw attention in the text to corrections and suggestions

Pay attention to positive and negative comments Think of feedback as you would compliments and suggestions for improvement Feedback is also an opportunity for idea exchange.

Add a cover note that summarizes your revision of the assignment File the original, the corrected version, and cover note For reference for the next assignment If requested, turn in the corrected version with its cover note

The following techniques and exercises use associations with letters, images, maps, etc to help you remember. As you proceed through this list of techniques, try to think of strategies that would be useful to you! Some people use letters, some images, even songs. Each depends on how comfortable you are with, or how useful they are to, your way of thinking! 1. Acronyms An acronym is an invented combination of letters. Each letter is a cue to, or suggests, an item you need to remember ROY G. BIV, the colors of the visible spectrum Red, Orange, Yellow, Green, Blue, Indigo, Violet

2. An acrostic is an invented sentence or poem with a first letter cue: The first letter of each word is a cue to an idea you need to remember.

First, after considering the foreign word you need to remember, select a key word in English that sounds like the foreign word. Next, imagine an image which involves the key word with the English meaning of the foreign word. For example, consider the Spanish word "cabina" which means "phone booth." For the English keyword, you might think of "cab in a " You could then invent an image of a cab trying to fit in a phone booth. When you see the word "cabina" on the test, you should be able to recall the image of the cab and you should be able to retrieve the definition "phone booth."

Select any location that you have spent a lot of time in and know well. Good for kinaesthetic learners! Imagine yourself walking through the location, selecting clearly defined places--the door, sofa, refrigerator, shelf, etc. Imagine yourself putting objects that you need to remember into each of these places by walking through this location in a direct path.

Again, you need a standard direct path and clearly defined locations for objects to facilitate the retrieval of these objects.

Simply invent any relationship between the name and the physical characteristics of the person. For example, if you had to remember Shirley Temple's name, you might ingrain the name in memory by noticing that she has "curly" (rhymes with Shirley) hair around her temples.

Create a story where each word or idea you have to remember cues the next idea you need to recall. If you had to remember the words Napoleon, ear, door, and Germany, you could invent a story of Napoleon with his ear to a door listening to people speak in German.

Used to generate ideas; encourages a group of people to think creatively about a topic. Innovative, unique, or untried ideas as well as traditional ideas are equally considered. Pick any topic or aspect of a topic for exploration.

Small clusters of learners who are temporarily grouped together for a short period to address a topic presented by a facilitator. The groups can discuss various aspects of a scenario and then compare viewpoints.

An analysis of an actual event or situation. Case studies present "real" pictures of situations with facts, objective information, or data. Learners analyze the case study to interpret, predict, and resolve issues associated with the case study.

Give handouts that ask a series of leading questions, students work in small groups to figure out how something works or build a conceptual model. They make their own diagrams and record observations. Participants can create their own simulations by linking concepts and drafting new models or procedures, operations, or strategies.

Participants are given access to manuals, publications, charts, books, the Internet, and other tools in order to find information or answer questions.

Participants can discuss the material more in-depth, share insights and experiences, and answer questions. Participants can reflect on the lecture topic before, during, or after the presentation.

Students are given only a portion of a scenario and asked to elaborate on what they think actually happened. Students are supposed to "fill in" the missing pieces by elaborating on the information they are given.

Participants are presented a scenario, simulation, or situation and then asked what should happen next, what would they do next? The participants are expected to "predict" the future by explaining what will develop.

A strategy that gives each participant a chance to express his or her views. Use a "roundtable" format to have participants respond to a particular topic. Consider imposing a time limitation or having a different participant express an idea after each module.

Break the information to be mastered into three to five parts. Give each learner one of the parts. Learners with the same learning task gather in the expert groups to master the content. Heterogeneous groups are then assembled to teach each other. Whole group performs the final task.

Members of the team are selected to represent expertise in the various areas that will be covered in the presentation. After carefully listening to a lecture, the team's task is to make the presenter's comments more applicable to the local situation or to raise questions ignored in the original presentation. The participants can be "queued" before the presentation to extrapolate certain information or they can listen "freely".

Participants are asked to respond to a question or statement by generating a list of responses. The group facilitator asks each member to contribute an idea from their list in a round-robin approach. The group is given the opportunity to discuss and clarify any of the ideas that have been selected. The group members rank or rate each item. Voting may then take place to reach consensus.

Several experts sit around a table and discuss a topic; they may field questions from an audience. Learners may prepare questions in advance for panelists. Each learner can submit one question anonymously or ask ".

Each learner reads a different selection and then teaches the essence of the material to his or her randomly assigned partner. Have participants share material that reflects their experience and occupation.

Learners start a topic by solving a problem that incorporates the concepts of the module. Have participants work in teams to solve a scenario. Begin the presentation with the problem-solving exercise and then debrief the exercise by highlighting important points in the presentation.

Participants ponder a presentation and then discuss or list points they agreed or disagreed with. They may also discuss pros and cons of a proposal or methodology. Ask participants to write down a viewpoint or evaluative summary on an index card during a break (could be anonymous). The facilitator addresses the comments in a summarizing and synthesizing manner--not judging or criticizing the viewpoints.

Relate the presentation to current world news or events impacting the organization. Use news articles, the Internet, magazines, tapes of broadcasts, or audio/video conferencing to bring outside updates on the latest policies, technology, and news makers affecting the topic of discussion.

Each person has a 2 or 3 minute opportunity to express his or her point of view on a given topic, or passes, while others listen. Used to elicit a range of viewpoints and build a sense of safe participation.

Create a realistic model of an actual situation or environment. Use a computer modelling program incorporating multiple dimensions and perspectives to illustrate complex scenarios.

Facitators and students share personal, humorous stories to liven or highlight a concept.

Show a video or a video clip without any introduction or elaboration. the participants "present" their analysis of the video to each other in small groups. Use an interesting video that will stimulate dialogue and interpretation. Handout questions that relate the video to other modules in the seminar.