Ways for using computer-generated concordances in language teaching are suggested, specifically, a typology of exercise types. Kinds of information to be derived from a concordance (e.g., keyword-in-context type) are considered, followed by a discussion of the rationale and technical problems encountered. (10 references) (LB)

An interactive vocabulary learning technique is described that uses a "core meaning" approach to help solve some of the problems learners have with English homonyms. The technique was used successfully with a class of adult learners but can be adapted for younger and less proficient learners. (four references) (LB)

PPRUE(H), which stands for Present, Prepare, Rehearse, Use, Exhibit, and (H)omework, a student-centered oral skills learning device with an optional writing component, is described. It is designed to be used at intervals throughout the school year in foreign language classrooms with oral skills components. (LB)

Five activities help students learn a language while fostering cooperation and spirit among the students. They include same or different words, a vocabulary review called "Grab the Tail," a mental activity "triangle," a crossword puzzle-type grid, and chains of words called "From This to That." (LB)

Suggestions are presented on how to avoid "dead spots" in a language class, including how a routine activity can be altered to become part of a lesson and also a lengthy illustration of how a normal lesson can be upgraded to offer students a richer blend of instruction. (LB)

Four games are described that were developed to give students of English as a foreign language oral practice with articles and the prerequisite mass-count noun distinction. The games provide guided, concentrated practice in contexts naturally called for particle subcases of article use. With suitable vocabulary control, they are applicable for…

A new set of course descriptions has affected the teaching of writing as part of the Teaching of English as a Foreign Language in Indonesia. The focus of writing is now on the functions of written expression, the writing content and situation, and the domain of writing. (one reference) (LB)

The typical writing feedback situation in a language classroom is examined, followed by a discussion of reformulation as an alternative approach. An example is provided. Issues to be considered as well as benefits of the reformulation approach are described for both classroom and individual settings. (six references) (LB)

Benefits of a learner-based video production project in second-language learning are examined. Emphasis is on the communicative and interactive potential of such a project. The difference between process and product is discussed. (12 references) (LB)

Using the latest newspaper as an authentic text in a language classroom can present the teacher with difficulties in advance preparation and reuse of activities. This article provides suggestions for preparing activities such as group work, information transfer grids, focus on content and language, and relation to other media. (10 references) (LB)

Ngee Ann Polytechnic in Singapore developed a three-part procedure to help English language students overcome anxiety about preparing and delivering a two-minute persuasive talk as part of an exam. The approach has the students first talk about themselves and then use computer prompts and videotaped practice speeches. (LB)

Teaching techniques are means of achieving learning goals. This article shows the questions that a teacher can ask to check the effectiveness with which a technique is used. Although the information transfer technique is used for illustration, the questions are applicable to any technique. (13 references) (LB)

An interview with Singapore sociolinguistics specialist Catherine Lim focuses on ways that stories can be used in language teaching at the elementary and intermediate levels. (LB)

Ways in which curriculum development and methodology in teaching English as a Second Language can take account of learners are discussed. In addition, ways that teachers and researchers can collaborate in the process of developing a learner-center curriculum are examined. (28 references) (LB)

Many language teachers experience frustrations about their lack of success in developing fluency in their students. Reasons for the difficulties are discussed, and the avoidance of short-cuts is advocated. (LB)