The English as a foreign language classroom is a plurilingual setting par excellence since it involves at least two languages. However, plurilingual practices such as code-switching and translation have been consistently discouraged in formal learning contexts, based on the belief that keeping languages compartmentalized helps learning, and…

For many years, research effort has been devoted to understanding the nature of listening strategies and how listening strategies used by good listeners can be taught to so-called ineffective listeners. As a result of this line of research, strategy training activities have now become a standard feature of most modern listening coursebooks.…

Tasks provide a framework for communicative performance. Underlying each task is a set of learning opportunities--potential activities for learning. Not all of these opportunities are exploited for learning by teachers or learners. It is proposed that, when using tasks, the range of such learning opportunities needs to be identified and modelled…

Outlines the potential of the mother tongue as a foreign language instructional resource, including suggestions for classroom use such as eliciting language, giving instructions, checking comprehension, and testing. Dangers of overuse are also pointed out. (CB)

Examines definitions and suggests examples of types of figurative language to which students may usefully be exposed in the course of their learning. The article discusses implications for the teaching of figurative language and presents sample materials representing different strategies for helping students understand and generate figurative…

Summarizes the purpose and essential aspects of learner training and examines the extent to which this training is presented and developed in seven recently published general English language coursebooks for adult students of English as a Second Language. The analysis extends and develops a previous similar discussion. (10 references) (Author/CK)

Analysis of interviews with underachieving English-as-a-foreign-language (EFL) learners revealed that these learners used strategies similar to those of good language learners. Activities are suggested to help weaker learners investigate their own strategies and become aware of others for more effective learning. (Author/LMO)

Utilizes the metaphor of the marketplace to conceptualize appropriate pedagogy as serving both the global and local needs of learners of English. The article describes a marketplace as a place of business and a locale of culturally-specific forms of discourse. Finally, the article argues that appropriate pedagogy should be appropriate both…

Procedures for actually teaching effective listening in a second language (which is frequently tested rather than taught) include: preparing learners to listen; providing support during listening; assigning appropriate tasks; providing positive feedback; and revising teaching notes. (Author/CB)

Focuses on the need for self-assessment as a learning strategy for second language learning. Argues that self-assessment produces learners who are more active and focused and better placed to assess their own progress in terms of communication. Offers practical suggestions for carrying self-assessment at the secondary school and university level.…

Summarizes Hillock's findings regarding first-language composition instruction and compares them to research into second-language composition instruction. The article discusses implications for teaching writing to English-as-a-Second-Language students and recommends a process/product, task-based approach to writing instruction. (20 references)…

Looks at the ways grammar and vocabulary are interconnected and suggests some implications for language teaching. Suggests that language teachers focus on word patterns to encourage four aspects of language learning: understanding, accuracy, fluency, and flexibility. (four references) (Author/CK)

Instead of teaching as many facts as possible about the cultural background of the target language, second language learners should be taught explicit strategies for making inferences from the language. This enables learners to gradually construct their cultural background knowledge in the same way that native speakers construct their cultural…

Examines features of the negotiation of meaning between learners and teachers of English-as-a-Second-Language, and distinguishes between the declarative knowledge that words have particular meanings and the procedures typically employed for realizing this declarative knowledge. Negotiation exercises based on a checklist of the dimensions of…

Teachers of writing (native or second language) should structure their classes in ways that will help students expand their repertoire of strategies for rewriting compositions. (Author/CB)