Surveys some of the principal theories and methodologies in second language instruction. (EKN)

Teaching English became a professional and academic field from a half century ago. Many researches for teacher education and teacher training have been conducted in order to raise the English as well as the foreign language trainers' knowledge and capabilities in carrying out effective lessons in classroom. During second millennium of speedily…

Discusses communication problems in industries with a multilingual and multicultural work force, with suggested approaches for an industrial language trainer to follow when investigating communication channels and in organizing language training programs to remedy inadequacies. (MF)

Supports the idea that second language teachers should "teach the test," provided that such tests meet the criteria of authentic assessment. Authentic assessment focuses on constructivist learning and communicative tasks; the integration of teaching, learning, and assessment; quality and coverage of content; and quality and fairness of standards.…

Examines word "communicative" and nature of communication and suggests it should not be applied to a methodology. Draws distinction between "communicative" and "noncommunicative" activities while claims each has its place in balanced approach to language teaching. (Author/BK)

Suggests use of games, role play, and simulations as a way to involve learners in the second language and developing interaction with others in the target language for communicative purposes. Gives examples of teachers' questions and possible answers concerning these methods. (BK)

Explores the verbal and behavioral strategies necessary to participate easily in conversations in French and German. Suggests methods for teaching discussion skills through observation and analysis of seminar-type discussions between native speakers and listeners. (Author/BK)

Examines the theory that modern language teaching methodologies are based on the assumption that language training can best advance when the individual is viewed as part of a broader context in which interaction between student and teacher, individuals and their learning environment, are considered. (EKN)

Describes language practice at beginning level organized around concrete situations, classmates, school staff, students' friends, and family. (BK)

This paper discusses how an understanding of speech acts contributes to the communicative competence in foreign language learning. Reviewing John Searle's five categories of speech acts (1976), the directive is discussed in terms of its manifestations in various foreign languages. Examples of directives in English, German, French, and Spanish are…

Suggests teaching communication has led to wider use of communicative activities to create contexts for English uses. Cites use of music and photographs as valuable tools for stimulating conversation. (BK)

Foreign language instructors cope with problems of learner anxiety in the classroom, fossilization of language use and language skill loss. Relaxation and concentration techniques can alleviate stress and fatigue and improve students' capabilities. Three categories of accelerated learning techniques are: (1) those that serve as a preliminary to…

This teacher's guide provides an innovative program of studies for teaching Japanese at the secondary level, featuring a content-based curriculum, an integrated approach, results (outcomes)-based orientation, and the use of language for effective interaction. This guide provides teachers with suggestions for designing and planning a Japanese…

Questions the relevance of the traditional structural/grammatical approach to Russian course design. Suggests instead a functional notional approach and provides an overview of its rationale and principles. (EKN)

Suggests that microcounseling can be modified to include lexical, syntactic, and cultural components in order to teach ESL students to communicate effectively because it teaches language, culture, basic survival, and vocational skills. (BK)