The recent world pandemic has highlighted the need for effective procedures to teach language in Computer Assisted Language Learning (CALL) environments. Fully online and asynchronous classrooms are especially challenged when addressing learning to speak a foreign language toward greater communicative competence. Current CALL research is…

The exploration of factors affecting English-speaking skills remains a cornerstone in English language teaching research. However, a notable gap exists concerning the nuanced understanding of the affecting factors, especially within undergraduate contexts through the lens of Stephen Krashen's Second Language Acquisition Theory. This study explored…

"School-Age Language Intervention: Evidence-based Practices" explains how to teach the language and literacy skills, strategies, and underlying processes needed for educational success. This book brings together an array of experts to provide the latest practical and evidence-based guidance to school speech-language pathologists.…

Language teacher education is widely identified as one of the most important areas that needs addressing in order to improve early language instruction, yet research into teacher education for early language teachers remains relatively sparse. This volume responds to this gap by compiling studies with diverse methodological tenets from a wide…

Increasingly, Chinese students are pursuing their studies abroad in English-speaking countries, such as the USA, the UK, Australia, and New Zealand. Despite the fact that they have studied English as a compulsory subject for a number of years and have passed multiple English proficiency tests, many still find it is difficult to communicate well in…

Recommendations for the alleviation of problems of the stutterer in foreign language learning include: involvement of the stutterer in the lesson; openness about the problem; good listening habits on the part of the teacher and the other students; and the use of techniques like choral speaking, dramatization, and singing. (SW)

Describes oral tests for different teaching levels that can be used by regular classroom teachers with normal size classes. At the beginning levels, oral assessment is done through role playing or "talk cards," and at the advanced levels, an oral interview is the major part of a mixed skill task. (EKN)

Eight different activities are suggested for the foreign language conversation class in order to vary the textbook emphasis. Among the suggested situations are a "last people on earth" session, sensitivity sessions, descriptions of paintings or photos, an improvised drama, and a mock trial. (CHK)

The use of an interview to test verbal ability in a second language and to establish a scale of oral proficiency is discussed. Sample questions are included in Spanish. (JB)

Describes classroom language as used in teaching an FL, recognizing it as belonging to an artificial rather than a real-life situation; this fact must be kept in mind and "the game played" in the classroom. Examples are given. (IFS/WGA)

To help close the gap between imitation of models and free expression, exercises are suggested, based on micro-dialogues with picture stories. Examples for pair and group work are given. (IFS/WGA)

A California pilot program is described in which five hard-of-hearing students enrolled in a mainstream high school German class. Although their speech in English was limited and their hearing loss was severe, they kept up with their hearing classmates in reading, writing, and listening (lip reading) and could speak as intelligibly in German as in…

Introduces an activity that simultaneously teaches oral expression and auditory comprehension. Groups in a class listen to an audio text that gives only incomplete information. The gaps are filled in by the group. Students are given worksheets. Presenting topics and work materials provides an integration of aural and oral skills. (IFS/WGA)

Outlines a "post office" lesson used in foreign language teaching. Students write postcards to each other and class conversation becomes a realistic exercise in asking directions to the Post Office, price of postage, methods of mailing, etc. (CHK)

Explores use of phrase 'taken for granted' including 'accept as true' and 'to fail to give subject's due.' Suggests latter usage has been noticed by few dictionary compilers, and EFL learners find it difficult to use and understand. (Author/BK)