Offers a systematic statement of the lexical differences between "noch" and "schon," which should serve teachers better than their intuitive feelings for those words. (IFS/WGA)

A group of English as a Second Language (ESL) teachers share tips on how to incorporate the latest ESL techniques into teaching strategies to reinforce what children are learning in ESL and to enrich school for all students. (MT)

Banned from the classroom by followers of the "direct method," translation has been overlooked as a desirable skill in its own right, and also as a valuable medium of the teaching process. With this skill, the students learn to understand and utilize a dictionary, practice pronunciation, build up vocabulary, perfect writing ability, and…

Describes some characteristics of the adult learner, including factors that can affect the adult's ability to learn language. Discusses teacher- and learner-centered approaches and "adult" learning environments. (EKN)

Discusses a technique for teaching the usage of the present perfect tense to students of English as a second language. (CFM)

Presents a systematized framework of contexts to help reduce ambiguity and confusion in teaching "falloir" and "pouvoir" in the "passe compose" or "imparfait." (AM)

Discusses the importance of the nonverbal component in second language learning, and describes research on the role of kinesics in language. (AM)

Cloze testing and language performance is discussed as are two techniques for awarding partial credit: the quick performance measurement and feedback technique and the three-stage scoring hierarchy for partial credit. A figure and tables are included. (EJS)

Two golden rules for teachers of young children are (1) work, speak, and act with complete naturalness, and (2) never try to teach language per se; rather, teach life (joy, sorrow, work, play, differentiation, self-awareness, etc.) by involving the children in situations and activities that are highly significant to them. (NQ)

Observational studies have shown that very little time is devoted to comprehension instruction in reading classes. This paper presents some techniques for comprehension instruction and some guidance on how to teach students to apply the reading skills they have learned. (26 references) (Author/LB)

Smith's approach to reading comprehension is used as the basis of an activity related to the Use of English Exam in Hong Kong. The eight-step activity is described and shown to combine sound reading theory with an academic, test-oriented syllabus. (3 references) (LB)

Self-instruction, more likely applied to adult learners, depended on the extent to which learners more or less consciously make decisions about aspects of the learning situation and control them. Issues of control are discussed and examples of relevant learning situations are offered, including group work and computer-assisted learning. (16…

Ways for language teachers to make effective use of a class library are suggested with focus on selection of suitable books, provision of sufficient reading time in class, and varieties of library activities for primary schools. The Hong Kong approach is cited. (LB)

Data from a study on second-language reading comprehension show that assessment task type, language of assessment, and target language experience uniformly affect learners' ability to demonstrate their reading comprehension. A literature review is included. (Contains 57 references.) (LB)

Management skills are important in teaching young learners. Time spent in planning and organizing routines and systems--e.g., group and pair work routines--pays off once these become familiar. It is then possible to delegate simple responsibilities to the learners and concentrate on working with and monitoring those most in need. (Contains two…