This paper reports an experimental investigation of the relative effects of processing instruction, structured input activities and explicit information on the acquisition of gender agreement in Italian adjectives. Subjects were divided into three groups: the first received processing instruction; the second group structured input only; the third…

This study examines the differential effect of two types of written corrective feedback (CF) and the extent to which language analytic ability mediates the effects of CF on the acquisition of articles by adult intermediate ESL learners of various L1 backgrounds (N = 91). Three groups were formed: a "direct-only correction" group, a "direct…

This article deals with teaching vocabulary to advanced students of English through collocation, i.e., teaching a word in meaningful contexts. Ten collocation exercises are provided. (AM)

"Grammar Graphics" is a technique for teaching English grammar to children in grades three through five using symbols to represent each part of speech. In this way children can graphically perceive and understand the function of words in a sentence. Basically the students learn symbols for all parts of speech except the preposition and conjunction…

THIS GUIDE WAS PREPARED FOR THE ELEMENTARY SCHOOL TEACHER WHO HAS HAD LITTLE OR NO TRAINING IN LINGUISTICS. OPPORTUNITIES FOR CALLING ATTENTION TO THE LINGUISTIC ASPECTS OF LANGUAGE OCCUR FREQUENTLY IN THE CLASSROOM, AND THIS GUIDE PROVIDES SUGGESTIONS FOR MAKING USE OF THEM. FOUR INITIAL CHAPTERS DISCUSS THE USAGE OF LINGUISTICS, PROVIDE A…

Vocabulary teaching and learning constitute a major problem for EFL instructors and students. The pretest showed that freshman students at COLT have difficulty in pronouncing, recognizing the meaning of, using and spelling English words. In their first semester, freshman students are required to take a vocabulary course that consists of 50 lessons…

In this article, I discuss a method for teaching EFL students about language bias. The method involves (A) introducing vocabulary, (B) activating knowledge, (C) giving instruction, (D) group and individual practice, and (E) reflection. I also summarize guidelines for teaching students about the use of gendered pronouns, gender-loaded nouns and…

Article extracted from A Practical Guide to the Teaching of French/German/Spanish'' (three separate books), Oxford University Press. (DD)

Speech given February 10, 1970, at the Hessisches Lehrerfortbildungswerk," Reinhardswaldschule. (DS)

As a new faculty member, the author was invited by colleagues to help protect a resource they believed was essential to their instructional program. The importance of teaching grammar in a didactic fashion as a precursor to student writing constituted an unchallenged belief in the department. Faculty members were committed to the notion that…

Anecdotal evidence tells us that certain L2 linguistic features are more difficult to learn than others. For post critical period English-as-a-foreign-language Japanese learners, English articles ([zero or null], "some," "a(n)," and "the") are notoriously difficult grammatical features. After providing the reasons why…

This article attempts to offer insights on how to facilitate student-student interaction in the science classroom. These insights derive from two sources, one from the education literature and the other from the linguistics literature. From the pedagogic sciences, cooperative learning offers a means of understanding what helps groups of students…

This quasi-experimental study investigated the effectiveness of two types of vocabulary instruction--image-schema-based instruction (ISBI) and translation-based instruction (TBI)--on the acquisition of second language (L2) polysemous words. Fifty-eight Japanese high school learners of English were divided into two treatment groups (ISBI and TBI)…