Discusses attitude and motivation as macro aspects of second-language learning and empathy and personality as the micro level. Believes learner's attitude, motivation, and personality are as important as intelligence but have nothing to do with capacity to learn. (Author/BK)

Describes some characteristics of the adult learner, including factors that can affect the adult's ability to learn language. Discusses teacher- and learner-centered approaches and "adult" learning environments. (EKN)

Discusses how laughter and joke-telling can be channeled in such a way as to enhance second language teaching. In addition, it is suggested that jokes can act as a dynamic in overcoming problems (such as lassitude) that arise in situations involving group work. (SL)

Individualized reading and writing tasks are suggested for use in a functional approach to teaching English as a second language. The tasks, each of which has a product, an audience, a function, and a linguistic focus, are based on students' communicative needs in various situations. Individualization promotes language learning. (PMJ)

Problem-solving is a necessary stage for all learning. Students who are learning English must pass through such a stage. The teacher must isolate problem-solving activities for use in the classroom. Role-playing, music and games (language puzzles, verbal or board games, action games) are suitable activities. (CFM)

Gives tips and classroom techniques on the use of interviews as a way to provide real communication practice in the English as a second language classroom. (EKN)

Lists numerous activities, materials, and techniques for the teaching of English as a second language (ESL). All have been used successfully by ESL teachers. (Author/HP)

The linguistic and cultural needs of Chinese students should be considered in English as a second language classes. A job interview is used as a social situation for an exercise to practice sentences demonstrating correct Canadian social usage. (SW)

Discusses methods by which a teacher of English as a second language in a foreign country can teach himself/herself the language of that country. Such methods include keeping a diary, studying grammar, using the mass media, and engaging native speakers in conversation whenever possible. (SED)

"Gambits" are conversational tools for introducing what we're about to say, such as "Excuse me for interrupting, but..." A three-part textbook series for students of English as a Second Language entitled "Gambits" contains exercises for advanced students which attempt to recreate "real-life" language…

The Vancouver Community College offers a summer language program for Japanese visitors participating in educational travel-study tours. An instructor's manual for this program was recently developed. Curriculum development ideas, which can be adapted to any language training situation, are shared. (SW)

Describes dialogues and songs used to teach listening comprehension. (SW)

Various activities designed to motivate adult learners of English as a second language are described, including the use of jokes, nicknames, evening news, card games, and short stories. (HP)

The English as a second language (ESL) curriculum should focus on tasks which embody the kinds of thinking that students might encounter outside the ESL class setting. A sample ESL unit having tasks to provide intrinsic motivation to use certain linguistic structures is presented. (SW)

Describes a model for communication that can lead to the development of many classroom activities which focus on yes/no questions and information questions. (CFM)