Paper presented at the TESOL Convention, March 1971, New Orleans, Louisiana. (VM)

Describes three semantic theories for teaching the writing process (case grammars, the "given-new" contract, and cohesion), with their implications for helping students communicate more effectively with their audiences. (RL)

Discusses the importance of the English passive voice in particular contexts and suggests a program for teaching it. There are three stages: (1) the student is shown the use of the passive and its function, (2) work is done on reading and listening comprehension, and (3) some grammatical markers are shown. (PJM)

Examines the feasibility of using a time-series design intensively in a school situation. Investigates student attitudes toward a biology class using the operant single-subject design. Despite the developmental nature of this study, it demonstrates that the five-item semantic differential is a valid and easily used instrument. (Author/MA)

Argues that no single approach is satisfactory for teaching all grammatical rules in English-as-a-Second-Language instruction, and that rules must first be distinguished on the basis of certain linguistic criteria before pedagogical strategies can be considered. (17 references) (Author/CK)

Describes the use of language analysis and speech-act categories (declarations, assertives, directives, commissives, and expressives) to deal with meaningful classroom concerns, thereby enabling the teacher and students to work more effectively together. (KEH)

Concepts, categories, time allotment, and instructional techniques associated with teaching Science/Technology/Society issues were examined for 65 exemplary secondary level science teachers. An analysis of a Science Teaching Issue Opinionnaire and another questionnaire are presented. Thirty-two references are listed. (CW)

Encourages classroom teachers to improve their students' reading and reasoning skills by helping them to interpret math problems correctly. (RAE)

Studies effects of an instructional program for deriving word meanings from context and through morphological analysis for primary school students with poor-to-average reading comprehension. Shows that it has a significant effect on the ability of students to derive word meanings, but found little evidence of transfer to general reading…

Provides an historical sketch of form-focused instruction research, defines what is meant by form-focused instruction, and discusses the main research methods that have been used to investigate form-focused instruction in terms of a broad distinction between confirmatory and interpretive research. (Author/VWL)

The problem of school disaffection appears to be particularly persistent with learners of English as a second/foreign language (ESL/EFL). These learners aspire to acquire the syntactic, semantic and cultural systems of the target language for various educational, communicative and social purposes. But statistics show that considerable numbers of…

Awareness of structures may be conscious or unconscious in the expert user of a language: this paper contends that insufficient conscious awareness of a language structure in teachers of English may impair the teaching and learning of that structure, even when considerable classroom time is invested in it. Phrasal verbs are extensively covered in…

The purpose of the current study was (a) to assess the effectiveness of the lexical-set (LS) and the semantically-unrelated (SU) vocabulary instruction, separately and relative to each other, and (b) to assess the differential effects of the two methods for students of lower and upper English proficiency levels. Two intact EFL classes were…

This article presents results from 2 studies comparing 3 approaches to teaching vocabulary during storybook reading: (a) contextual instruction, based on connecting words to their use in books and to children's personal experience; (b) analytical instruction, which enhances contextual instruction with semantic analysis of words in contexts other…