A study examines the relationship among the variables of practice, instruction and performance of adult learners of English as a second language. It is concluded that formal instruction is the most important determinant of student performance at intermediate and advanced levels because it provides a structural environment for feedback. (Author/RM)

Under the established priorities, the treatment of the present tense in English textbooks is adapted only for teaching English as a foreign language in non-English-speaking countries. Texts are needed to meet the needs of foreigners learning English in England, dealing with their daily life there. (IFS/WGA)

Describes an experiment conducted among the 20 students of a fourth-semester college Spanish class to evaluate vocabulary teaching as a means of vocabulary expansion. Student-to-student teaching with illustrations was employed. (Author/KM)

Presents several new series of booklets for English, Secondary Grade 2, examining each of them as to scope, variety, real-life quality, explanations of words and things, study questions, and the instruction models in the teacher's manual. Teaching aims and emphasis of each series are critically discussed. (Text is in German.) (IFS/WGA)

This paper summarizes some available approaches to teaching resultative verbs (RV's) and discusses their effectiveness; gives criteria for differentiating RV's from other verbs and formula for their formation. Sample drills are included. (CFM)

Receptive reading and aural skills, and productive or communicative skills in foreign languages are discussed. It is proposed that students should receive training in one language for productive skills, in two for aural comprehension and in other languages for a basic reading ability. (CHK)

The need for students of English to learn the question pattern "What is X like?" is described, and techniques for teaching this pattern are discussed. (RM)

Language learning motivation is discussed, and some impressions are given of conditions affecting willingness to learn English well enough for purposes it is required to serve. (Author/RM)

Criticizes the three leading Russian textbooks used in West Germany for not basing their phonetic teaching on a firm knowledge of Russian phonemes. Suggestions are made for incorporating a "minimum phonetics" into a basic Russian course. Authentic language situations, imitation, and theory are important. (Text is in German.) (IFS/WGA)

Gives an account of an English class hour in an eighth grade. The goal was reactivating language material concerning travel to London and sightseeing there. The course of the class hour is sketched. Various phases of the teaching are discussed, and possible alternatives suggested. (Text is in German.) (IFS/WGA)

Describes material developed to teach vocabulary in situations where not all students have textbooks, classes are large, absenteeism is high, and there is a wide range of abilities. (RM)

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

Minimal pairs as at present used in the ESL classroom are uncontextualized bits of language that are of little use to the ESL teacher. An alternative, minimal sentences, is described here. Minimal sentences give context and meaning to the sound contrasts. (RM)

Text of an address delivered at the Simcoe County Professional Development Day, Barrie, Ontario, February 16, 1973. (RL)