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…

The use of graphics for clarifying paradigmatic and syntagmatic relationships of nominals is described. This approach improves student understanding of reflexive, pseudo-reflexive, and nonreflexive sequences. (Contains seven references.) (Author/LB)

Presents a typology of comic strips and suggests some ways of using the comics in the second language classroom. (AM)

Discusses the use of visual materials in second language instruction to produce verbal utterances. (AM)

The use of graphics for teaching the structure of the target language is examined as an extension of the traditional use of graphics to teach vocabulary and text comprehension. The concept is illustrated with examples from several languages. (MSE)

This curriculum is divided into eight modules: personal identification (name, native country, family, address, and telephone number); time and calendar (time, daily routine, days, and months); weather and seasons; shopping (money and price of clothes); location and direction; health (body parts, problems, and emergencies); housing…

Visual aids which have been used in teaching a particular language can be reused in different contexts, though it should be in such a way that students are so involved in the activity they do not notice they've seen the aids before. Language-teaching games engender such involvement. (Author/PJM)

Discusses the use of cue cards in order to help language students practice formal and informal ways of saying the same thing. This draws attention to the influence of context on the way a communicative interaction is expressed linguistically. Lesson forms and source materials are also delineated. (PJM)

Discusses ways to combine technological innovations in the areas of visual aids and computers with existing language lab equipment in order to motivate students in the area of second language learning. (EKN)

Learners of English as a Second Language are frequently confused about when to use prepositions. While some explanations offered in textbooks are satisfactory, more often they are unsatisfactory or completely lacking. An analysis of explanations revealed the underlying relationships represented in prepositions of location or proximity. With…

Pictorial flashcards, particularly with effective use of color and humor, are recommended for effective secondary school Spanish classrooms. Student participation in flashcard creation, thematic cards as teaching tools, and class activities are described. (LB)

Sees the blackboard as perhaps the most versatile of all teaching aids and illustrates the art of expressing ideas with as few strokes as possible. Illustrations include figures, diagrams, and printing gimmicks with sample applications to various phonological and structural problems. (MES)

Describes materials designed to teach the basic skills of English as a second language to infants and nursery school children. The materials consist of a bag of soft toys which is used in play situations to teach simple language forms by drill and substitution. The learning is later reinforced by visual aids. (Author/PJM)

Presents a variety of songs in which songs and slides can be used in a multinational classroom, providing pronunciation practice and a basis for free conversation and discourse, thus improving fluency. Visual and audio cues are presented simultaneously and in sequence, thus varying the presentation. Technical aspects are also discussed. (PJM)

This discussion treats cultural stereotypes as a significant issue in second-language instruction, and examines the role of video documents from the mass media in helping students perceive and understand such stereotypes. (MSE)