This study presents an overall review of the paradigms that contribute to the making and development of functional human linguistics and communication skills and the teaching of language.

This study demonstrates how native and learner corpora can enhance modal verb treatment in English-as-a-foreign-language (EFL) textbooks used in mainland China. Data analysis compares modal verbs in the textbook and native corpus by referring to distributional features, semantic functions and co-occurring constructions; and the analysis of the…

In this review, three perspectives on spelling theory, research, and instruction are examined. Traditional classroom-based, developmental, and structured language approaches are outlined and their implications for assisting poor spellers explored. Instructional recommendations are made by drawing from and combining some of the strengths of each…

Discusses the continuing controversy over how to teach grammar. Finds that the traditional, structural, and transformational approaches each have their strengths and weaknesses, with none clearly better than the others. Suggests that the teaching of grammar, while not the key to improvement in written English, will always have a place in the…

Discusses the recommendations made by compositionists from 1950 to 1980 to apply the findings of linguists to composition instruction. Argues that the noncontextual orientation of modern linguistics renders it insufficient as a comprehensive source of theoretical or practical assistance in composition instruction. (MG)

Reviews concepts from discourse analysis and translates them into instructional techniques that can be used in the classroom to improve reading comprehension. (FL)

Examines the loss in popularity of contrastive linguistics as a method for explaining second language learning systems, and calls for a turn to pragmatics in language teaching. (AM)

The evolution of one-stem verb theory since Roman Jakobson's 1948 study of Russian conjugation is outlined, and adaptations of his one-stem conjugation methodology for current classroom use are discussed and compared. (MSE)

Outlines the principle teaching methodologies to come out of Great Britain in the last 15 years and their recommendations for teaching literature. Although six different approaches are described, all place emphasis on the importance of linguistics as a tool in appreciating and gaining an in-depth understanding of literature. (LET)

Notes the advantages of using a structuralist approach in poetry instruction. Shows how a structuralist approach makes the reader conscious of operating within a network of signifying systems, and of the relation of those patterns to larger, "external" signifying systems. (RL)

An examination of the logic of second language processing argues that knowledge of language structure does not necessarily result in effective language comprehension. Teachers must help students to bridge the gap between translation, which emphasizes lexical and syntactic meaning, and interpretation, which involves global comprehension. (CB)

Reviews research on story grammar to show how crucial it is for readers of all ages to know how stories are structured. Examines implications for teaching and for choosing instructional materials. (FL)

Concludes that it is time for teachers to be more critical of the commercial materials and classroom practices commonly used to sensitize children to different semantic cues and morphological units. Argues that without a firm knowledge of context clues and morphemes on the part of teachers, the teaching of these skills will remain incidental. (FL)