The present volume collects papers from InnoConf18 [Innovative Language Teaching and Learning at University Conference], which took place at the University of Liverpool in June 2018. The theme of the conference was "New trends in language teaching and learning at university." The contributions collected here aim to reflect on best…

Cutting-edge in its approach and international in its authorship, this fourth monograph in a series sponsored by the Chinese Language Teachers Association features eight research studies that explore a variety of themes, topics, and perspectives important to a variety of stakeholders in the Chinese language learning community. Employing a wide…

Explores use of phrase 'taken for granted' including 'accept as true' and 'to fail to give subject's due.' Suggests latter usage has been noticed by few dictionary compilers, and EFL learners find it difficult to use and understand. (Author/BK)

Second-language acquisition data are provided from a study abroad environment to support or reject prior assertions about natural states in the acquisition of the Spanish copulas "ser" and "estar." It is suggested that students tend to acquire the different copulas in given ordered stages. (20 references) (LB)

The complexity of teaching comparisons in Southeast Asian second-language classes is described, and misleading presentations in many grammar and course books are cited. (LB)

The concept of French verb tense as related to the passage of time and the completeness of an action or process is discussed. It is proposed that this concept of inchoativeness be applied in second-language instruction as an aid to students in choosing verb tenses. (MSE)

Examines form and gender correspondence rules for Spanish and attempts to evaluate them for potential utility to the foreign language user on the basis of formal and psychological criteria relating to how rules might affect performance, with specific reference to the role of rules as defined in monitor model. (Author/BK)

There are two good reasons for incorporating historical linguistic insight into second language instruction: (1) to answer students' questions about why certain puzzling facts and irregularities occur in the language they are studying; and (2) as in other disciplines, a historical perspective can shed light on current practice. From a historical…

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

Presents a systematized framework of contexts to help reduce ambiguity and confusion in teaching "falloir" and "pouvoir" in the "passe compose" or "imparfait." (AM)

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)

A technique, referred to as "Personalities," for helping students practice second-language conversational skills is described. The exercise can teach and review vocabulary, grammatical structures, and cultural information. (Author/LB)

Discusses the need for both a "rule of thumb" grammar and more thorough grammatical rules in second language teaching. (AM)

Discusses the problems involved in teaching Italian students the English equivalents of the verb "dovere." (CFM)

Presents a learning transfer principle, based on transfer theory and contrastive analysis, as a solution to the inductive-deductive controversy in second language teaching methodology. (AM)