A first person historical examination is provided of the use of grammar rules (the grammar-translation era) as a means of developing second-language proficiency and its effectiveness on second-language learning and speaking ability. (GLR)

Argues for a cognitive psychological approach to second-language learning that emphasizes the importance of the development of automaticity and the process of restructuring. It is suggested that language practice can lead to both increased, and occasionally decreased, performance levels, which cognitive psychology may help researchers to…

The development of communicative skills in a second language, it is argued, should include grammatical competence as well as form and message. The importance of grammatical instruction and teaching trends and theories are discussed, ending with the conclusion that the climate exists for development of a fully articulated theory of pedagogical…

A discussion of second language reading instruction to develop language proficiency examines the concept of reading proficiency, the reading processes used by native speakers and language learners, the importance of top-down and bottom-up reading, activating predicting and projecting skills, the difference between reading at the peak of one's…

The adoption of proficiency-based principles in second language teaching does not mean using a new method of instruction, but rather providing maximum opportunities for students to perform communicative linguistic tasks in a variety of contexts and with a given degree of accuracy. This definition has implications for the learning and teaching…

Makes a case for the continued emphasis on the incorporation of reading and listening skills in the second language proficiency movement and considers ways in which this movement has advanced such skill development. (CB)

The Victorian (Australia) assessment approach of developing national subject profiles has potential for language assessment. Within each language area, levels of development would be identified and defined by observable language behavior, which could then be tested by a variety of test types. Assessment would be done by teachers in schools using…

The following papers on teacher education are presented: (1) "How to Break Out of the Never-Ending Circle of Retraining: A Self-Adjusting Mechanism for the 1980s," by Frank M. Grittner; (2) "Preservice Teacher Education: Some Thoughts for the 1980s," by Elizabeth G. Joiner; and (3) "Inservice Teacher Education: Content and Process," by Helen L.…

For teachers of English as a Second Language, there are two tools that must be kept honed to maintain professionalism: (1) the quality of skills in the language being taught, even for native speakers, and (2) willingness to learn or improve skills in other languages. Both can be important in providing a high-quality learning experience for others.…

Discusses how understanding translation in new ways can enrich language programs and serve today's students' more practical needs, noting that learning to be fluent is not the same as learning to be a translator. The article offers suggestions for preparing students to understand what translation entails and shows how translation can stimulate…

Viewing language learning as another skill acquisition process allows correction to be seen differently. An "error" occurs when knowledge is faulty, a "mistake" when only the performance is faulty. Mistakes can be corrected when (1) the student desires correction; (2) knows what is correct; (3) knows a mistake has occurred; and…

Self-help activities designed to practice and improve communication are outlined. Sixteen learning activities are proposed that are based on assertiveness training. They can be used on all language levels to develop all four skills. (Author/AMH)

Two considerations are brought to bear on the reading approach presented here. First, because the major focus in a teaching method designed for use with bilingual education students is to increase both language facility and reading ability, the approach is designed to provide the student with the opportunity to read, use, and listen to a standard…

Many intensive advanced English-as-a-Second-Language (ESL) classes become boring for advanced ESL learners because the courses offer little opportunity for them to experience the interplay between language proficiency and background knowledge. The implementation of a sourcebook project can provide a renewing input into the curriculum for advanced…

Suggests that, to provide effective guidance in developing competent speakers of English, it is necessary to examine the factors affecting adult learners' oral communication, components underlying speaking proficiency, and specific skills or strategies used in communication. (Author/VWL)