Explores use of phrase 'taken for granted' including 'accept as true' and 'to fail to give subject's due.' Suggests latter usage has been noticed by few dictionary compilers, and EFL learners find it difficult to use and understand. (Author/BK)

Teaching of modal auxiliaries without developing in students an understanding of the concepts and unity underlying their use may undermine the original objective of communication in language. The use of a classification matrix with a set of sample sentences is suggested as an effective method of presentation. (MSE)

Discusses two types of adjectival phrase: (1) the premodifying phrases derived from postmodifying equivalents, and (2) obligatory coordination with and between semantically similar pairs of premodifying adjectives. (Author/CFM)

This article presents a method for teaching the meaning of the word "hope" to students of English as a second/foreign language. (CFM)

Advocates the use in language teaching of different but complementary approaches to language description rather than strict adherence to a single theoretical model. Various linguistic descriptions of indirect object structures are given as support for the thesis. (KM)

It is often taken for granted that speaking a foreign language is more important than writing it. Writing is, however, important and paradoxically we can only improve our spoken language by writing. Vocabulary and structures are more important than pronunciation and these aspects are, by and large, common to both speaking and writing. (Author/CFM)

Grammatical description that relates structure to language use can help the EFL teacher in cases where different interpretations of experience are expressed in English and the students' native language by, for example, clauses that are structurally identical. (Author/RM)

By comparing Russian and English on the phonological and grammatical levels, guidelines are offered for teachers of English as a second language to Russian students. (CFM)

Describes English language texts purchased in China in 1975. (CFM)

Discusses the four areas involved in communicative competence (knowledge of mechanical rules, meaningful rules, appropriacy, and nonlinguistic conventions) and to what extent it is possible or desirable to teach communicative competence to nonnative speakers of English. (CFM)

Discusses the use of language testing in determining the English structure, vocabulary and usage to be taught to immigrant teachers who want to teach in British schools. (RM)

Discusses the value of the mystery story in the language class as a source for a variety of exercises and assignments in which students can use grammatical constructions in a natural context. (CFM)

Discusses the reasons for the occurrence of spelling errors in the writing of a group of Arab learners of English. (Author/HP)

Effective teaching of a foreign language to people who already have a command of their mother tongue requires surveying the main elements of the second language to determine differences from the first language. Phonological, lexical, and grammatical systems and cultural differences are considered. (SW)