English modal verbs constitute a problem for the student of English as a foreign language. This study presents a methodology for a systematic presentation of the meaning of modal verbs. The modals "can,""may,""must," and "have to" are studied. (SW)

Analysis of the length of time required for limited English proficient students (N=1,548) to become proficient in English for academic purposes while receiving instruction in English in all subject areas indicated that at least four to eight years may be required for subjects to reach national grade-level norms of native speakers. (Author/CB)

This paper examines from a discourse point the inability of a second language learner to comprehend the total discourse in a paragraph even if he understands all of the words and sentences. Research shows that native readers of English in science and technology use presuppositional information lacking in non-natives. (CHK)

This article discusses the three ways in which language teaching and content teaching may be related. (CFM)

Limited English speaking elementary students were provided a structured opportunity for natural language practice with their fluent peers. Limited effect on language proficiency was found. However, the discussion emphasizes the importance of using fluent students' language input, an often ignored resource, in designing ESL programs. (MSE)

Develops a framework for specifying and evaluating clients' needs in English for occupational purposes programs in terms of cost-benefit analyses. Shows how government agencies and nongovernmental organizations involved in language in development work can develop language programs with likely returns on investment and evaluate programmatic impacts…

A pilot course in mastery learning in a survey course in English literature at the Beirut University College is described. The course was designed to increase the retention of knowledge and skills of students of another culture, utilizing the lecture-discussion method and the mastery learning concepts. (Author/RM)

A method of teaching academic vocabulary to the intermediate to advanced EFL graduate students is discussed. Academic vocabulary includes non-technical vocabulary used in the research process, analysis and evaluation. Criteria for selecting academic vocabulary items are explained. Selected items and sample exercises for each area are given. (SCC)

Describes the BBI Combinatory Dictionary of English and demonstrates its usefulness for advanced learners of English by administering a monolingual completion test, first without a dictionary and then with the BBI, to Hungarian and Russian English teachers. Both groups' scores improved dramatically on the posttest. (LMO)

Describes the development and evaluation of a new academic word list that was completed from a corpus of 3.5 million running words of written academic text by examining the range and frequency of words outside the first 2,000 most frequently occurring words in English. Explains the problems with existing word lists intended to guide materials…

Even for foreigners who have completed intermediate or advanced courses in English, technical prose may prove difficult because of a lack of knowledge of vocabulary and syntax. A research program investigates these variables to improve EFL instruction. (CK)

Reports the results of research conducted in Teaching English as a Second Language (TESL) graduate courses on the discourse socialization of students through the process of engaging in oral academic presentations. Data sheds light on the complex process of discourse socialization and are informative for faculty who assign oral academic…

The problems of teaching English literature to Puerto Rican students because of cultural differences are discussed and suggestions for overcoming these problems are given. (CFM)

This paper discusses the viability of the communicative syllabus approach in four different language learning situations: (1) English as a Second Language; (2) English as a Foreign Language; (3) English for Special Purposes; and (4) English for the foreign student attending a university in an English-speaking country. (CFM)

The ideal learning atmosphere in a Spanish-English Bilingual/Bicultural classroom provides for the learner two models with which to identify, a Spanish speaker and an English speaker, each of which reflects ethnic characteristics associated with the language. (Author)