Incorporation of the English Addicts program into traditional English classes.
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Incorporation of the English Addicts program into traditional English classes
by Aimee Johansen
Télécom Bretagne, Brest, France
Incorporation of the English Addicts program into traditional English classes.
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Contents:
1 . The students
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2 . How we used English Addicts
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3 . Appropriateness of various levels of lessons to students' levels
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4 . Incorporating English Addicts into the course structure
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5 . Benefits of English Addicts
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6 . Suggestions for improvement
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7 . Conclusion
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Incorporation of the English Addicts program into traditional English classes.
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This paper is a practical study of how English Addicts was used in two English classes at a grande école
of engineering in France, during the autumn semester of 2009, from September to December. The two classes
were of the B1 and B1+ levels in terms of the European Framework levels, each with 11 students. The B1 class
met four hours a week for 12 weeks, and the B1+ class met for three hours a week.
1 . The students
The students were all in their first year at Télécom Bretagne, an engineering school in Brittany, in
western France. They were all roughly 20 years of age. Most of them had spent the past two or three years in
classes préparatoires, in which their English classes focused heavily on memorization of vocabulary and
translation, with much less emphasis on reading, writing, listening and speaking. Many of them had never had
a native speaker of English as a teacher before, and were not accustomed to the speech of native English
speakers. Twenty students were native or near-native speakers of French (including three native speakers of
Arabic with near-native proficiency in French), and two students were native Chinese speakers. All stude