Types of errors Arabs make with definiteness are classified and the rate of occurrence of errors are counted. Sixteen three-hour college-level American history final examinations written by Arabic speakers were examined. (SW)

This article examines the relationship between linguistic analysis and the psychology of language acquisition in current language teaching practice and illustrates how an awareness of this relationship may lead to new classroom approaches and techniques. (CHK)

Offers suggestions for teaching precis writing; advocates stressing the value of the activity as language manipulation, its meaningfulness, the language techniques required, its link with composition, and its appropriateness to the advanced level. (MSE)

Tape-recorded conversations provide a basis for analysis of fixed expressions, cliches, filled pauses and false starts in spontaneous speech. The meaning of these findings for second language learning and instruction is discussed. (CHK)

Detailed sources of information on the various motivations of learners of English help the course planner to develop materials which are directed towards the particular needs of the learners. Studies of language use in Uganda and Jordan are used as examples of source materials for planning language study. (SW)

A classification of a number of common errors in English pronunciation committed by Bengali learners. (RM)

This article advocates use of everyday colloquial English in the ESL classroom to give students the most exposure to the language and the ability to use English as a tool for real communication. (CHK)

Assesses the importance and implications of the 'critical period' in second-language learning, which occurs when second-language learning overlaps primary language learning, ages two to thirteen. (LG)

The tasks of the translation teacher--the elicitation of correct translations and the prevention of incorrect translations--are discussed. (Author/HP)

Skills and attitudes needed by language teachers, characteristics of a well-designed curriculum, and other aspects of teaching and learning in foreign language and second language programs are outlined. (SW)

Advocates the use of dictation in teaching English as a second language. The steps in preparation, administering and correcting classroom dictation are outlined, and a method of organizing material on a language laboratory tape is suggested. In this procedure, students administer the dictation and correct it themselves. (CHK)

The uses of error analysis in teaching English as a second language are discussed. Error analysis can pinpoint areas of difficulty for an individual or an entire class. Materials and methods to use in error analysis are detailed, and use of a card file to catalog errors is suggested. (CHK)

English study in secondary schools in Kuwait is discussed. There seems little motivation for students to study English unless they plan to attend a British or American university. Students are guaranteed job security regardless of academic success. Better teaching material and better qualified teachers could help remedy this situation. (CHK)

The English habitual progressive is analyzed and its pedagogical implications discussed. Oral drills and blank-filling, illustrated here, may be used to teach the construction. (CHK)