Reviews some of the current literature on the sociolinguistic aspects of ESL. (RM)

Two methods of teaching reading comprehension, one the traditional-frontal approach and the other a self-test approach, were used with university students of English as a second language. The test result at the end of the course revealed little difference between the students taught by the two methods. (CFM)

The teacher of English as a second language can perform valuable language research in the classroom. Types of research include: natural language acquisition; small-scale pedagogical intervention; and large-scale methodology in long-range studies. Procedures for formulating research questions, hypotheses and design are outlined. (CHK)

Research at Queens College involving 116 English as a second language students revealed that proficiency in English, measured by a variety of tests, is more closely related to amount of formal instruction than to years spent in an English-speaking country, although a significant relationship exists between proficiency and each factor. (CFM)

A study was conducted at Nanyang University in Singapore with Chinese-educated students who supposedly received 12 years of instruction in English but who were still deficient in the language. Comprehension of four different English accents were tested, and two tests of measuring aural comprehension were compared. (SW)

A study demonstrated that reading skills are transferable from one language to another. Suggestions are made for increasing facility in reading a foreign language. (RM)

Briefly outlines progress in neurolinguistics including Broca's aphasia, multilingual aphasiacs, lateralization, and localization as possible explanations for problem of adult foreign language accent. (BK)