The historical development of strong and weak definitions of applied linguistics is traced. It is argued that weak definitions do not limit themselves to resolution of second-language teaching problems, potentially address all practical language-related problems, and provide the necessary flexibility for realistic theory and practice of applied…

Addresses the issue of classroom management in the foreign language teaching context. The dominant sources of management problems are identified and related student behaviors are enumerated. A rationale and directive are provided for continued research in this area. (Author/CB)

Surveys recent trends in language teaching thinking in terms of the distinction between the technological and ecological perspectives on teaching and learning. Attention is given to the strategies involved in the practical realization of an ecological approach to language teaching. (Author/VWL)

Describes the architecture of an Intelligent Computer Language Learning (ICALL) system, and argues that the knowledge of a language required for teaching cannot be adequately represented in an ICALL system's database. Positive uses of computer-assisted language learning suited for the teaching of specific skills are discussed. 22 references.…

An exploration of second-language educational practice in broader social, cultural, and political terms focuses on critical pedagogy, raising questions that should help to extend understanding and conception of curriculum and educational practice. (45 references) (Author/CB)

Examination of how teachers use computers in second-language instruction leads to the suggestion that designers need to take a wider view of the computer's role in language learning and more strongly consider the teacher's presence; and that teachers have to contribute more to computer-assisted language learning sessions, using their skills and…

Discusses the results of a questionnaire sent to experts in the field of computer assisted language learning. Covers such topics as: 1) points to consider before buying a microcomputer; 2) recommended brands and peripheral equipment; 3) software; 4) utilizing programming languages; and 5) literature and contact organizations. (SED)

An example of an integrated sequence is provided that demonstrates how language learners are autonomous in their language use and are responsible for the pace, direction, and outcome of their work. It is suggested that establishing a principled connection between tasks modelled on natural sequences of language use is a key element in providing for…

Discusses a problem involved in teaching English pronunciation--the question of intelligibility. Previously intelligibility has meant that nonnative speakers were intelligible to native speakers; the increase in the use of English for communication between nonnative English speakers has complicated this issue. Implications for teaching and study…

Explores the implications of the principles and parameters theory of Universal Grammar for language teaching. Classroom acquisition depends on the provision of appropriate syntactic evidence to trigger parameter setting, and certain aspects of vocabulary are also crucial. (33 references) (Author/VWL)

An understanding of different curriculum models and of the ideologies underlying these models provides an essential framework for decision-making during curriculum renewal. Skilbeck's Situational Curriculum Model (1984) is a particularly helpful and moderately systematic basis for the English-as-a-Second-Language curriculum planner. (Author/CB)

A review of some of the major works in neurolinguistics published during the last decade extrapolates many implications for second and foreign language theory and practice, covering such issues as hemispheric dominance, language processing, and bilingualism. (35 references) (CB)

Demonstrates the relevance of second language teaching by discussing the English progressive aspect. Suggestions are made for how the teaching of the progressive to beginners of English could be improved. (Author/VWL)

This paper reports the success of using authoring languages on master's degree courses at Manchester University, England. Three different packages are described, including their strengths and weaknesses. The role of such packages in teacher training is also highlighted. (11 references) (JL)

Relates the experience of the staff of an aquaculture outreach program in Northeast Thailand in implementing an English for special purposes program. By actively involving learners in both the needs analysis and program design, teachers were able to adapt the program content to the requirements of the students. (15 references) (JL)