Based on the importance of "tasks" in teaching/learning, this article focuses on problem-solving tasks in a language classroom. Steps include focusing on a learning goal and topic; deciding on the problem and outcome; specifying the context of the problem; and splitting the information and assigning roles. (Contains eight references.) (LB)

The challenges facing language teachers with large classes are discussed from an Australian perspective, including absentee learners and field coverage. Some blackboard and student performance techniques are identified along with possibilities of group work and individual work. (Contains five references.) (LB)

A major shortcoming of macro-spatial research undertaken to date in Israel pertains to the neglect of state investment-related measures and the extent to which they mediate unequal opportunities to learn (OTL) and educational opportunities between localities. In the present study, OTL refer to class size and high-school tracking patterns.…

The place of group work in three possible language classroom contexts is considered. No definitive generalizations are drawn, but a few inferences are noted: good teachers vary in organization and teaching styles; learner preferences vary; and not enough is known about group work in large classes in "difficult circumstances." (Contains 14…

This article considers how to get students to form groups in the language classroom. It focuses on two related questions: (1) how big should small groups be? and (2) what other grouping criteria should be considered besides group size? (Contain 14 references.) (LB)

Most secondary school English classes in Indonesia are large, often with 40-60 students of mixed ability. Classroom management and student motivation are difficult issues for teachers. This article reviews various techniques to solve the problems, including teaching aids, group work, and group communicative grammar teaching. (Contains four…

Language teachers serve as facilitators/consultants in managing group instruction in the communicative classroom. Four main aspects are described: choosing appropriate tasks; organizing groups; monitoring activities; and providing feedback. (Contains eight references.) (LB)

Innovations for dealing with large classes (defined as those with over 60 pupils) are offered in this guide for teachers and administrators. Based on a systems approach, this document describes the difficulties with which teachers of large classes must cope and lists solutions that can be introduced by teachers and administrators at various…

Ways that good or successful Japanese learners of English develop their language skills in spite of large class size are examined, based on a study of 28 graduate students at a Japanese university. Analysis of responses about exam preparation, teacher role, listening, etc., suggest a need for more research on language learning strategies in…

After finding that French language learning was declining in Rio de Janeiro schools because of inadequate resources, oversized classes, and irrelevant curricula, several teachers turned to a magazine for adolescents for motivating students to read. Extracts from an article and a series of exercises developing varied competencies illustrate the…

Students in two university classes (n=12, n=22) of Spanish as a second language were surveyed concerning the effectiveness of the communicative approach to second language learning, particularly in relation to class size. Written reports were elicited on this topic, and written reactions to nine in-class communicative activities were also…

Contends that geographers in North America, Australia, continental Europe, and developing nations generally teach larger classes than do British geographers. Asserts that British higher education is being transformed from an elite system to a mass educational system. Presents suggestions for teaching large classes. (CFR)

Some ways are described that small group instruction is being used in the teaching of a second language, based on observations of 12 teachers in a rural Malaysian secondary school. Its application to reading and writing instruction, classroom problems, and the teacher's role at various stages are discussed. (Contains 15 references.) (LB)

Reasons for the increased interest in "self-access" learning in language classrooms are explored, particularly the shift from teacher-centered to learner-centered learning. Ways that a Malaysian teachers college set up a self-access learning center are described. (Contains seven references.) (LB)

This paper examines obstacles faced by Japanese students learning English, noting that many such students are highly competent in reading, writing, and listening, but not in speaking. It suggests that students are worried about making oral mistakes, which cannot be erased once uttered, and that oral activities completed in English class are often…