This study surveyed 216 teachers of English as a Second/Foreign Language (ESL/EFL), the majority of whom were nonnative speakers of English, concerning their language attitudes and self-image. It found that the higher the nonnative teacher's proficiency level in English, the less self-conscious, hesitant, and insecure they felt in the classroom.…

Examined the effect of gender on English language teachers' evaluations of audiotapes of Japanese students' spoken English. The results showed a slight pro-male bias when the speakers were introduced as students but none when the speakers were introduced as doctors or experts in their field. Teacher gender was found to have no effect on the rating…

Uses a detailed qualitative case study to explore the implementation of task-based teaching in three primary school classrooms in Hong Kong. Reviews six issues that were found to impact how teachers approached the implementation of communicative tasks in their classroom. Themes addressed are teacher beliefs, teacher understandings, the syllabus…

A study of 16 language-teacher trainees found distinct differences between perceived and actual language proficiency. During the foreign-language-teaching methodology course, candidates developed greater realism about their own abilities and need for further language development. The investigation illustrates how motivations change over time for…

Gives a brief account of some factors which affect the teaching and learning of English pronunciation in Jordanian secondary schools. These factors include negative transfer from Arabic into English, learning strategies, and socioemotional, methodological, and psychological factors. (SED)

Although English will continue to spread, its functions intra-nationally will be reduced and its major role will be that of an international language. This development will influence English language teaching syllabi and material design, creating new demands on language teachers and their preparation programs. (Author/CB)