Paper supported in part by a Peace Corps contract to the Language Research Foundation, Cambridge, Massachusetts. (VM)

Argues that the concept of "teaching method" is unlikely to disappear and explores the middle ground between a position that method is not useful in language teaching and one that recognizes some value for such a construct for the profession. (Author/VWL)

Composition requires intellectual and logical skills of organization as well as linguistic and grammatical skills. There is no reason to wait until students are proficient in English before introducing composition. This paper outlines a low-level ESL composition program effective when coordinated with grammar instruction. Sample exercises are…

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

Discusses recent debates on the teaching of critical thinking. Draws a distinction between critical thinking and dialogic thinking and demonstrates how critical dialog can help students explore their own views as well as views to which they have not been previously exposed. (Author/VWL)

Cautions against direct application of neurolinguistic research to second language learning and teaching and discusses why brain research will not provide a quick answer to teaching problems. (EKN)

Introduces a colloquium on the scope and form of a theory of second-language learning. The value of a general theory is argued for, and the relation of theory to practice is considered. (16 references) (JL)

The modal system in English is unique among verbs and constitutes a considerable learning burden for ESL learners. Problems may be reduced by careful delineation of semantic functions for individual modals and understanding of semantic coverage of perfect constructions compared to simple forms. Instruction of modal perfects is discussed. (CHK)

This article discusses the nature of translation as a linguistic phenomenon, and the pros and cons of its application to second language instruction. (CLK)

Proposes concept of the Teacher Value System as explanation for the phenomenon of students in foreign language classroom producing nonsensical utterances. Argues that these statements are product of particular patterns of teacher behavior. Believes this explanation affords insight into some prerequisites for communicative teaching. (Author/BK)

Presents a simplified binary schema of the English article system as a pedagogical tool for selecting the appropriate article, a universally acknowledged difficulty for nonnative speakers of English. (25 references) (GLR)

Describes progress in as well as the resistance to and constraining factors facing efforts to implement communicative language teaching (CLT) in China. Adopting CLT in China inevitably involves transforming the traditional analytic grammar-translation approach. (Author/VWL)

Urges the combination of grammatical instruction with pragmatic spoken usage in the teaching of language. (LG)

Discusses both the pedagogical arguments and the psycholinguistic rationale for small-group work in the second language classroom. Claims that the negotiation work possible in group actiity makes it an attractive alternative to the teacher-led discussion. Reviews research findings on interlanguage which generally support the claims made for group…