This paper examines the effect which certain environmental variables have upon learning to speak English as a second language. (Author)

Four points in first versus second language teaching practices are contrasted: (1) order of mastery of linguistic structures and fluency; (2) ordering of presentation of linguistic structures; (3) teacher's role; (4) order of acquisition of linguistic form and function. Ways to use first language teaching practices in ESL are suggested. (CHK)

This article discusses sociolinguistics and how certain of its norms bear a direct relationship to the teaching objectives of EFL. (CLK)

Socio-drama can be used to develop communication skills for English as a second language students. Students produce new sentences by participating in several enactments, and language use must be restructured according to the social context. Social interaction, a prerequisite for communication, is also promoted. (SW)

"Directed conversation," involving a functional approach and role playing, is recommended for English as a second language classes instead of unstructured conversation groups. The student practices not only syntax and vocabulary but the specific sociolinguistic rules appropriate to the speech situation. (SW)

Arguments for students' use of their first language as well as English in the English-as-a-Second-Language (ESL) classroom are reexamined. Pedagogical and political aspects of ESL instruction are noted. (LB)

Reviews the results of research in language acquisition, interactional analysis, pragmatics, repair, error, and social and affective factors. Extracts four language teaching principles relating to acquisition activities in the classroom, the importance of affective factors, the communicative capacity of learners, and the nature and treatment of…

Paper prepared under contract with the English Language Branch--Defense Language Institute, Lackland Air Force Base, Lackland, Texas, and delivered in 1971 to staff members of the Branch. (VM)

Attitude and use in language do not always coincide. The foreign language teacher should be aware of language variation so that he can decide what forms to teach and when to introduce variants. Several generalizations about variation and acceptability in language are made. (Author/ND)

An experience approach to composition for intermediate or better students is detailed. It utilizes students' own interests and knowledge, prepares them for writing, makes transitions from oral to written English and encourages individual purposes in writing. Weaknesses of controlled composition are mentioned. (SCC)

Six methodological principles are discussed for the teaching of pronunciation in English as a second language; ten points of approach located between methodology and technique are listed. (CHK)

Distinguishes two approaches to teaching speaking skills: (1) a "direct approach" in which new linguistic information is practiced explicitly; (2) and an "indirect approach", involving creating situations that lead learners to acquire communicative skills. Argues that a significant shift is occurring in the second approach and raises questions…

Presents a simplified binary schema of the English article system as a pedagogical tool for selecting the appropriate article, a universally acknowledged difficulty for nonnative speakers of English. (25 references) (GLR)

Describes progress in as well as the resistance to and constraining factors facing efforts to implement communicative language teaching (CLT) in China. Adopting CLT in China inevitably involves transforming the traditional analytic grammar-translation approach. (Author/VWL)

Asserts that common techniques for the teaching of question formation disregard the speaker's purpose and the situation. Moreover, they are frequently based on transforming written sentences, which does not facilitate oral communication. Suggests criteria for judging question-teaching techniques and provides samples of "good"…