Vocabulary is an indispensable part of language and it is of vital importance for second language learners. Wilkins (1972) points out: "without grammar very little can be conveyed, without vocabulary nothing can be conveyed." Vocabulary teaching has experienced several stages characterized by grammatical-translation method, audio-lingual…

Spanish-speaking students constantly complain about the difficulty they have comprehending spoken English. It seems teachers do not often provide them with strategies to alleviate that. This article reports on a pedagogical experience carried out at a Colombian university to help pre-service teachers at an intermediate level of English to improve…

This introductory course is based on the Yerwa (Maiduguri) dialect of Kanuri, a well-known dialect of the language spoken in Nigeria and Niger. The course, designed to be taught by native speakers of Kanuri, consists of 20 lessons, each of which contains a major dialogue on some aspect or facet of a Peace Corps volunteer's life in the…

The initial stage of second language learning usually aims to develop the ability to converse. This conversational ability is, however, rarely the ultimate object of second language instruction. The student may want access to the literature of the culture of the second language, or to get an education in it. For these reasons, interest shifts…

The articles in this cross-cultural journal deal with practical issues in second language instruction, English education, the needs of the language learners, principles governing the creation of word pairs, and the process of building in-service language programs. The following articles are included: (1) "The Role of Redundancy, Function, and…

This textbook of Nepali lessons is a revision of a text originally developed in 1965. Materials are divided into seven units and are organized to follow an audiolingual approach with pattern drills. The numeric system of Nepali is also outlined. A Nepali-English glossary is included, with both romanized and script versions of Nepali words, as well…

In Ireland Irish is taught as a second language in all primary schools in English-speaking areas. A form of code cognition approach known as the A.B.C. method was in use in all schools for about forty years prior to the introduction of audiovisual methods between 1965-1970. This report gives the results of a survey carried out among teachers who…

THE EFFECTIVENESS OF THREE METHODS WERE COMPARED FOR DEVELOPING READING READINESS IN SPANISH-SPEAKING FIRST GRADE CHILDREN. THE METHODS USED WERE (1) ENGLISH LANGUAGE INSTRUCTION WITH AUDIOLINGUAL TECHNIQUES, (2) SPANISH LANGUAGE INSTRUCTION WITH AUDIOLINGUAL TECHNIQUES, AND (3) LANGUAGE INSTRUCTION USING THE SAME MATERIALS AS METHODS ONE AND TWO,…

The purpose of this guide is to assist Latin and English teachers who have some background in Latin to expand the English vocabulary and reading skills of pupils through the study of Latin roots, prefixes, and suffixes. The lessons are designed also to familiarize pupils with aspects of classical culture, specifically sports and games, and to…

IT IS NOW THE YEAR 1976, AND CHANGE IN OUR ENGLISH LANGUAGE TEACHING HAS BEEN AFFECTED BY A MODERN AMERICAN REVOLUTION. AS ENGLISH BECOMES MORE UNIVERSAL, SO DOES THE ORAL-AURAL METHOD OF TEACHING IT. IN UNITED STATES CLASSROOMS, CHILDREN PRACTICE ORALLY THOSE PATTERNS THEY NEED, EXPERIMENT WITH WORD ORDER, AND GAIN A KNOWLEDGE OF SENTENCE…