Describes a course in listening comprehension methodology given to teachers of English as a Foreign Language. The course includes: (1) sub-group and total group discussions of what is meant by listening comprehension, (2) listing of listening comprehension difficulties, and (3) a discussion of students' individually prepared listening…

Discusses an approach to teaching note-taking to students of English as a second language who will go on to study at the university level. (CFM)

Too many teachers have misguided ideas about the principles of the oral approach to teaching EFL. They are either too sure of themselves and of the theory and become complacent, or their confidence is shaken by the failure of a technique they thought to be infallible. (SCC)

Discusses the concept of presupposition and the ways in which it interacts with rhetorical notions. (LG)

Suggests use of semantic memory as "pre-text" method for preparing ESL and ESP students for reading passages with a mental set conducive for further learning. (BK)

Describes personal effort in a university English as a second language class in Italy using group dynamics. Traces the same class for two years. The first year the teacher's efforts to have the class work as a whole on discussions was unsuccessful. The second year the class broke into smaller groups which proved to be a more workable procedure.…

Suggests giving students some training as actors as a way to involve the whole class in role playing activities in an English as a second language classroom. This method allows students to speak as or about the character and for others to intervene to find out what is going on. (BK)

Briefly describes hypotheses that teachers teaching learners to write a composition in a second language should be concerned with quality or quantity. Concludes attention to quality cannot but be rewarding, all students can benefit from qualitative approach, and a positive attitude toward language activity is a major factor contributing to…

Uses example of teaching "must" to Moroccan students to show how to contextualize a grammar point. Stresses need to make language internal from the beginning and at all stages of learning. Uses questions relating to topic students know, especially culturally related. (Author/BK)

Describes Conlingual Integrated Approach (CLA) to teaching English as a second language in India as an alternative to structural approach. This approach integrates language work and literature study using contrastive analysis wherever necessary. (BK)

A procedure is outlined for teaching spelling to students of English as a second language. (RM)