This paper analyses the major approaches in EFL (English as a Foreign Language) vocabulary teaching from historical perspective and puts forward multi-dimensional vocabulary teaching mode for college English. The author stresses that multi-dimensional approaches of communicative vocabulary teaching, lexical phrase teaching method, the grammar…

Discusses the role of hearing and speaking in learning a classical language. Presents several examples of oral-aural techniques for the Latin classroom. (EKN)

This article contends that the modern descendant of B. F. Skinner's experimental analysis of behavior, "behavior analysis," and as well his 1957 masterwork "Verbal Behavior," have rarely if ever been seriously contemplated by applied linguists for possible contributions to the field. Rather, a pat literature of dismissal has developed that…

A discussion of the role of goals and objectives in proficiency-oriented second language instruction looks at goals and objectives within audiolingual language learning, a procedure for goal design, the close link between goals, objectives, and classroom objectives, and several activities derived from objectives. (MSE)

Discusses and analyzes the Bosco/DiPietro descriptive framework for the analysis of foreign language instruction. Refines the psychological and linguistic features originally presented by Bosco and DiPietro. Proposes the creation of two new features--analytic and communicative--to replace the functional feature central to Bosco and DiPietro's…

Defines two metaphors taken from curriculum theories in general: the mind-body metaphor and the production metaphor. Relates each to several approaches of learning a foreign language. Concludes with some observations concerning the functioning of metaphor as it relates to contemporary foreign language teaching approaches. (EKN)

Looks at the problems that non-native speaker teachers face in teaching communication in an impoverished educational environment and what happens when attempts are made to change from the structural to the functional syllabus. Defines "minimal communicative methodology" and suggests ways to activate the inert materials in textbooks to…

Discusses two problems encountered when a class is conducted entirely in the target language and is accompanied by a target language text. These are the students' difficulties in comprehending grammatical rules and teachers' difficulties in teaching grammatical concepts that do not exist in English. Suggests judicious use of English. (SED)

Argues for giving precedence to the development of listening and reading skills, while postponing speaking and writing, in order to acquire a solid foundation for later speaking. Emphasizes bilingual exercises comprised of listening, supported by written texts. This method also preferable for adult learners because of inhibitions and anxiety about…

The need for cognitive style mapping and student grouping in order to enhance learning and retention in foreign language instruction is examined. The four components of classical audio-lingual language instruction, listening, speaking, reading, and writing, are discussed. Different learning modalities are considered, including visual, auditory,…

A program currently in use by the military that gives instruction in the so-called "sensitive" languages is based on the "Army Method" which was initiated in military language programs during World War II. Attention to the sensitive language program initiated a review of the programs, especially those conducted by the military intelligence schools…

Analyzes the problem of grammatical terminology in foreign language instruction pointing out that it cannot be reduced to the dichotomy of explicit v implicit grammar. Observation of language classes showing that, regardless of method, use of metalinguistic statements cannot be avoided suggests an approach tailored to students' proficiency and…

Responds to Major's (1996) and Ioup's (1996) criticism of this author's theory of language acquisition. The author agrees with both critics that abstract systems of phonology are acquired. He concludes that the proper study of language acquisition is to chart the course by which perceptual, motoric, and cognitive functions induce structure. (31…

On the basis of evidence from general linguistic theory and psycholinguistic research, it is argued that the working hypotheses of the audiolingual habit theory are inconsistent with studies of human verbal learning tasks, and that transformation grammarians have shown convincingly that structuralist views of language are too narrow in scope. It…

Reviews the evolution of foreign language teaching methods from the audiovisual methods of the 60s through the notional-functional and communicative approaches of the 70s and 80s. It is recommended that the role of oral language be reviewed and that the value of writing in second language learning be recognized. (JLR)