In language learning, the psychological factor of group reference is crucial. In its absence, the best efforts of the English teacher are ineffective. In its presence, nonstandard dialect speakers will learn standard English regardless of formal teaching. (JM)

Briefly characterizes the creative aspect of language use and demonstrates how some typical present day teaching techniques are inadequate for teaching it. (FB)

Clues in the answers given to the Spanish Advanced Placement Examination questions can identify the test-taker as having learned the language in the classroom or as a native speaker. The Educational Testing Service has found mechanisms to ensure that the tests are equally suited to the two groups. (MSE)

Describes an advanced, nonliterary Spanish course which can be adapted to high school classes. (EKN)

Offers a model which can be used to describe any given second language teaching method, as well as analyze different methods for their internal adequacy, similarities, and differences. (EKN)

Proposes that instructors of advanced ESL courses for executives adopt the case method, which allows these executives to use the managerial skills they have developed over the years. Explains this method and describes the role of the instructor/consultant. (EKN)

Meaningful, comprehensible instructional materials that take into consideration the student's proficiency level are recommended for teaching communicative skills. Formulae developed for teaching various language functions (forms of socializing, showing emotion, judging, and getting information) and functional language rhetorical strategies are…

In teaching French to English majority-group students in the Canadian bilingual setting, teachers must be sensitive to the students' natures and personalities. Because specific orientations and attitudes act as motivational supports during the language acquisition process, differential treatment of personality types during second language teaching…

Discusses problems associated with teaching physics in English and students' native languages. Reviews studies on the topic, including Whorf's linguistic relativity. Includes suggestions for further research. (SK)

Discusses difficulties in perception of English /r/ and /l/ and concludes the error pattern is not predictable on the basis of contrastive phonological analysis but might be the result of acoustic-phonetic factors. (EKN)

Combines studies in cognitive psychology and language acquisition with observations of pedagogical materials and student performance to analyze foreign-language teaching from the perspective of what students and teachers need to understand about language learning and language before meaningful debate over methodology can be undertaken. (Author/MES)

Teachers' perceptions of students' ability to write and speak English are much higher than students' self-perceptions. Students in northern Italy have higher achievement but less positive attitudes than students in the center-south region. (CP)

Discusses the role of a core curriculum in language instruction in Australia. The semantics of "core curriculum" are treated. Arguments are given for methods of developing a core curriculum and for the inclusion of second language instruction in the core. Implications are discussed for language teaching and the educational system. (PJM)

Describes pedagogical experiment with emphasis on the student and his/her specific needs and motivations. Involves self- and group work with teacher support. Individual work alternates with group work, focusing on production of a project or task corresponding to objectives defined by members of group. (Author/BK)