English is especially challenging for English second language (ESL) learners because of its significant cultural and societal implications. For example, idioms--multiworded expressions with multiple meanings--are problematic for ESL learners because of ambiguity in literal translation and reliance on the societal context. This quantitative…

This paper proposes that activities based on a variety of drama-based techniques could be valuable in giving Asian ESL learners opportunities to use communicative spoken English confidently and without restraint during their time in English-language-speaking countries. These learners often get anxious when in situations where they are required to…

Discusses culture, its linguistic representation, intercultural communication, and the requirements these three set for foreign-language teaching. The author illustrates that true communication requires awareness and sensitivity to cultural, as well as language-differences. (GR)

Examines the current situation in China surrounding the teaching of French as a Foreign Language. After the decline of French teaching subsequent to the Cultural Revolution, the language returned to favor around 1970. Chinese students are infatuated with French; many study it as a first or second foreign language. Additionally, French literature…

Examples of conversational interactions between a native speaker of English and a Japanese person learning English illustrate the need for more culturally sensitive English as a second language teaching, pointing out that language instruction requires attention and sensitivity to not just linguistic factors but also sociolinguistic aspects. (CB)