Discusses the value of using translation exercises in the second language classroom, specifically for the insight they afford into the organizations of meanings in different languages and cultures. (EKN)

Describes an experimental oral communication course designed around weekly, structured field trips to sites where students typically need to communicate in English. Students taking this course were also enrolled in a grammar-based English as a second-language course and were compared with a control group taking only the grammar-based course. (SED)

It is argued that a method for teaching English to speakers of other languages (TESOL) combining the communicative approach with the traditional grammatical orientation and Chinese teaching traditions may be more effective than any one of these single approaches in the Chinese educational and cultural context. The resulting approach is termed the…

The methodology reported in this paper argues for a synthesis of various theories and methods. First, a synopsis is given of the pedagogical and linguistic approaches that should underlie a successful attempt to teach the contrast in two verb tenses in Portuguese. Secondly, a contrast unique to Portuguese is examined and a multistage approach for…

This paper describes and compares six models for teaching second languages developed and adopted since 1840 (grammar-translation, direct, structural, situational, audiolingual, and communicative methods), and proposes a seventh, the cognitive-linguistic method, incorporating Noam Chomsky's theory of learning. The model takes both extralinguistic…

The adult students who are the subject of this report bring a different orientation with them to the study of language than does the typical adult immigrant or foreign student of English. This former group may be engaged in foreign language study in order to satisfy a college level language requirement or as part of a continuing education or…