This is an English communication instruction system designed to teach children basic, easy to remember conversation strategies without the use of a textbook or to serve as a supplement learning system to a textbook. This English communication training method provides learners with concrete language patterns, a broad spectrum of vocabulary and…

Many English language learners (ELLs) require extra support to become successful writers. This book helps teachers understand the unique needs of ELLs and promote their achievement by adapting the effective instructional methods they already know. Engaging and accessible, the book features standards-based lesson planning ideas, examples of student…

A discussion of textual, as contrasted with traditional, grammar for French second-language instruction argues that textual grammar is essential for acquisition of communicative competence because it identifies grammatical facts relevant to everyday communication and allows the student to experience the construction of meaning through them. (MSE)

Having been adapted by instructors in various disciplines over many years, Aristotle's "topics" have retained their original, heuristic value, inviting students to more deeply consider issues using a communicative pedagogy. In the author's teaching of Advanced Speaking for Academic Purposes, Aristotle's "topics" have been a useful mediating tool…

Answering the question "How does pragmadidactics compare with traditional teaching?," the article discusses the "success criterion," i.e., judging successful communication as opposed to language correctness. Considers also the concept of a functional learner's grammar, "idiomatic language," and pragmadidactic…

Explains a classroom presentation of verb forms and tense functions based on the communicative needs of the students rather than on the full paradigm of each verb tense. Arguments for the use of this natural approach and an association model to facilitate vocabulary acquisition are presented. (PMJ)

Illustrated cards can be used in language classes to prompt students to respond with spontaneity and free expression. A variety of games and cards such as "Concentration" are described, and it is argued that some language goals can be practiced more effectively by card games than by traditional textbook-pencil-teacher approaches. (12…

This document is designed to provide assessment materials for specific Grade 4 outcomes in the Spanish Language and Culture Nine-year Program, Grades 4-5-6. The assessment materials are designed for the beginner level in the context of teaching for communicative competence. Grade 4 learning outcomes from the Spanish Language and Culture Nine-year…

Argues that an explicitly contrastive discussion of formulaic expressions in the first language and the target language can help improve learner's performance. Presents a framework for such an analysis, using (1) semantic content; (2) pragmatic function; and (3) appropriate context. Examples are taken from English and Moroccan Arabic. (Author/LMO)

Describes a language teaching method which stresses the communicative and pragmatic functions of language. (AM)

An approach is presented for providing students with communication practice by relating course material to the common purposes of language use. A system for classifying communication activities is outlined in order to insure realistic, varied practice. Examples are provided in Spanish. (SW)

The nature of grammar instruction is examined, and traditional instruction as explanation plus "output" practice is questioned. It is suggested that an input-oriented approach would be more effective. A type of input-based instruction called "processing instruction" is outlined. (Contains 30 references.) (Author/LB)

The English as a Second Language (ESL) method variously described as communicative methodology, communicative approach, or Communicative Language Teaching refers to a focus on the use of language to communicate. A communicative approach recognizes that the yield or payoff for a learner is related to the opportunities given the student for…

Describes an experiment designed to determine which language errors interfere to the greatest degree with comprehension by native speakers of the language. For this purpose, an instructor prepared a list of most serious Spanish language errors which was submitted to native speakers for evaluation in terms of comprehension and acceptability. (MES)

Since students of foreign languages - particularly the weaker ones - are often unable to produce the foreign word or phrase they need, training in paraphrasing should be given. Short concentrated exercises in paraphrasing are suggested. (IFS/WGA)