Six lectures presented by TESOL experts for the 1973 Annual Defense Language Institute are summarized and discussed here. The first paper, by John B. Carroll, "Some Suggestions from a Psycholinguist," concerns the relationship between learning and memory. Albert H. Marckwardt, in "The Dictionary as an English Teaching Resource," recommends the dictionary as a teacher resource for providing information about language. Archibald A. Hill, in "A Hierarchy of Drills," reconsiders some of the major structuralist assumptions about language, providing some additional techniques for the teacher. Muriel Saville-Troike, in "Reading and the Audio-Lingual Method," points out that the audiolingual method did not easily lend itself to the teaching of reading, and because reading cannot be separated from second language learning, extensive suggestions for the teaching of reading are provided. Rebecca M. Valette, in "Developing and Evaluating Communication Skills in the Classroom," clarifies the relation of testing to instructional objectives by exploring the ways of teaching and testing communication skills in the four modes--speaking, writing, listening, and reading. Betty Wallace Robinett, in "The Application of Lingusitics to TESOL: Once More," recommends and demonstrates a rapprochement between linguistics and TESOL in which the teacher is the middleman, whose primary resource is the knowledge of how English functions. (LG)