This consideration of grammar assumes that both meaning and form are central. Also argues that receptive and productive knowledges are organized differently and the process activating the knowledges is distinct. An example is provided of the semantic area covering possessive, part-whole and social/professional relationships and realized by the…

Considers the rationale for using a focus on form approach to teaching form as opposed to the more traditional focus on forms approach where linguistic features are treated sequentially. Describes methodological options for attending to form in communication. (Author/VWL)

Argues for research on teacher cognition in grammar teaching. Such research focuses on understanding how teachers approach formal instruction and why, and reveals much about the nature of grammar teaching as teachers perceive it. This information can be put to effective use in teacher education and development programs. (Author/VWL)

Describes a strategy for guessing meanings from context and suggests ways of practicing this strategy. The strategy involves four steps: (1) determining the part of speech of the word, (2) looking at the immediate grammar, (3) studying the wider context (usually the conjunction relationships), and (4) guessing the word and checking the guess.…

Suggests the use of "Error Cards"--cards which contain instruction regarding the deliberate making of a particular language error--as a good means of peer teaching practice during the training of English as a foreign language teachers. In addition, suggestions are made for the extension of this technique beyond the given example. (SL)

Reports research into teachers' attitudes to grammar and its teaching and learning within an English for academic purposes context. Responses from 48 teachers in British university language centers produced both quantitative and qualitative data. Results indicate the majority of teachers appreciate the value of grammar for their students and…

Demonstrates the relevance of second language teaching by discussing the English progressive aspect. Suggestions are made for how the teaching of the progressive to beginners of English could be improved. (Author/VWL)

Discusses the relevance and validity of using language data other than English for grammatical and psycholinguistic classroom research. A practical teacher training activity is described that is designed to not only develop trainees' syntactic analysis skills, but also raise awareness of their grammatical learning style and how this style relates…

Explores episodes of classroom interaction in which there is unplanned attention to form. Data consist of periodic recordings of learners in intensive English classes over a period of 8 weeks. Analysis of data points to a strong connection between attention to form and subsequent use of those forms and indicates that this connection is affected by…

Describes an attempt to build a computer-assisted language instruction program which can trap and comment on grammatical errors such as subject/verb agreement by a purely syntactic analysis, that is, without recourse to word meanings. The program aims to increase educational effectiveness and to reduce the number of separate stored answers.…

Explores the relationship between teacher feedback and student revision in two academic writing classes. Adopts a case study approach and looks at all the feedback given to six students over a complete course. Examines the extent to which teachers focused on formal language concerns when they gave feedback and the use that students made of this…

Presents methods for using the Longman Mini-Concordancer on tagged and parsed corpora rather than plain text corpora. The article discusses several aspects with models to be applied in the classroom as an aid to grammar learning. This paper suggests exercises suitable for teaching English to both native and nonnative speakers. (13 references)…

Considers how the development of a computer-based microconcordance program could be used to produce cloze tests that do more than present a mutilated text derived from a single source, with an example within the context of advanced learners of English-as-a-Second-Language. (CB)

Discusses the teaching of English as a second language (ESL) to Islamic students finishing their secondary education to enable them to read, with reasonable speed and comprehension, texts in their special subject areas. Gives specific teaching strategies that can be applied to normal ESL instruction. (EKN)

Reports an attempt to enhance the continuous professional development of English-as-a-Second-Language teachers in Hong Kong by setting up a computer network, "TeleNex." The article proposes that the concept of teacher development encompasses the development of knowledge of skills, the development of a collaborative culture, and the…