Considers the various usages of 'interesting' in English as a problem confronted by non-native English speakers learning the language. (LG)

This contrastive analysis of English and Persian final consonantal clusters attempts to categorize and define the nature of the kinds of English final clusters likely to create problems for Iranian students of English. (CHK)

Four major difficulties encountered by Iraqi learners of English when pronouncing English vowels are outlined and discussed, and suggestions for the teacher of English are made. (RM)

A classification of a number of common errors in English pronunciation committed by Bengali learners. (RM)

Describes how, through the use of two diagrams, one can teach the English present-perfect to Iranian students. One diagram consists of a time-line divided into "past" and "non-past." The other uses an oval to indicate a time-span including the present. Both facilitate comprehension of present-perfect meaning. (PJM)

In second language learning, the phonetic features of a dialect of the native language are often more important than those of the standard form of the language. Positive or negative transfer from the native dialect to the target language may occur. Details of Swabian-English transfer are discussed. (CHK)

Errors made by the foreign language learner are classified and discussed. (RM)

The problem of native-language interference in learning English is discussed, with particular examination of English consonants and their difficulties for Czech and Slovak speakers. (CHK)

The uses of error analysis in teaching English as a second language are discussed. Error analysis can pinpoint areas of difficulty for an individual or an entire class. Materials and methods to use in error analysis are detailed, and use of a card file to catalog errors is suggested. (CHK)

Grammatical description that relates structure to language use can help the EFL teacher in cases where different interpretations of experience are expressed in English and the students' native language by, for example, clauses that are structurally identical. (Author/RM)