Role of repetition in language outside the classroom is discussed and applied to the language classroom context. It is argued that repetition continues to be highly relevant to language learning but that it needs to be placed in the context of an activity with motivational power and one in which repetition itself is not the obvious aim. (16…

In multiracial, multireligious Singapore, English is the official language, but a cultural awakening suggests the need for new approaches. Methods are suggested for teaching culture within a language context, and ways to teach about marriage in different cultures are presented. (Contains eight references.) (LB)

The place of literature in the foreign language classroom is described, and the effectiveness of the short story is noted. Suggestions are offered regarding selection criteria, classroom activities, oral activities, role play, oral comprehension, and a variety of written exercises including sequencing and writing dialog. (Contains seven…

Some ideas are presented for structuring student groups in second-language classes in a way to encourage them to work together more productively. Eight types of positive interdependence are explained. (Contains 14 references.) (LB)

A straightforward method for improving second-language writing skills is described that also encourages oral discussion of grammar. Drawing on process writing principles and group activity, the method involves having students correct their peers' work. (Contains four 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…

Suggestions for using learner-generated instructional materials in language classrooms are offered. Five criteria serve as a basis for ideas: authenticity, relevance, satisfaction, immediacy, and completeness. Learner-generated materials solve the problems of lack of resources and lack of student motivation. (Contains seven references.) (LB)

The prevalence of large language classrooms in many parts of the world is noted. Two class activities are described for student participation: Passages for Peer Monitoring, for reading, listening, and speaking skills; and Articles for Reading and Discussion, for presentation and discussion leader skills. Evaluation forms are appended. (Contains…

Given the pervasiveness and strategic importance of indirectness as a verbal phenomenon, this article presents exercises for language teachers to use to teach pragmatic indirectness. The exercises illustrate some reasons people prefer indirectness to directness: for rapport, defense, power, and selling. (Contains six references.) (LB)

The lesson review is described as a tool that will allow language teachers to gain insights into the effectiveness of their lessons. It may help teachers build up complex cognitive schemata on the teaching/learning process. Sample lesson plans and reviews are provided. (Contains 21 references.) (LB)

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 paper discusses general types of nonverbal behavior (NVB) and encourages teachers to use NVB influences in the classroom. (Contains eight references.) (LB)

A series of six related lessons is presented that covers the three stages of process writing in which secondary students work in pairs and groups. Covering 11 35-minute periods, the lessons include prewriting, writing, and postwriting. Sample questions are appended. (Contains five references.) (LB)

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)