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)

Several short improvised skits were used in a class on language usage for foreign teachers of English. The dramas were successful in getting the class to use idiomatic English and to induce even the self-conscious to speak. (CHK)

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)

The process and results of error marking in EFL written work are studied. Common errors were classified and presented to native and non-native EFL teachers to mark and to indicate seriousness of errors. Non-natives judged more severely; individuals were consistent in their judgment; differing views of error gravity are noted. (CHK)

Three aspects of foreign students' resistance to learning English are examined: (1) preconceived ideas of learning and teaching; (2) attitudes to the culture and its effects on the student; (3) effect of the teacher and teaching techniques on motivation. (CHK)

Courses in linguistics should be included in teacher training programs for future teachers of English as a second language but they must be taught with the practical needs of the classroom teacher in mind. (CFM)

In training teachers of English from developing countries, a distinction must be made between what is essential and what is desirable as requirements for competency in the language. (LG)

Theory is important in a practical sense in training EFL teachers. Theoretical principles that should be taught are: linguistics (generative), language in terms of what people do when they use it, language rules and creativity, transformational-generative model, psychological and sociological speech situations, and paralinguistic features. (SCC)

Discusses the training of ESL teachers, specifically what the trainee can learn through experience as a student teacher. (RM)

The language teacher must teach not only language but also its cultural background. Students should be taught to avoid social or cultural pitfalls in areas such as accent, greetings, role relationships, idioms, and tense. (CFM)

Student motivation is one of the chief factors in success in second language learning. The role of the language teacher in fostering this motivation is crucial. The teacher must offer a good language model, be a good technician of language teaching, and inspire mutual confidence and sympathy in the classroom. (CHK)

Presents study in which native-speaker teachers of English, Greek teachers of English, and English native-speakers who were not teachers judged seriousness of errors made by Greek-speaking students of English in their last year of high school. Results show native English speakers were more lenient than Greek teachers, and three groups differed in…

Language teaching involves many paradoxes and the language teacher has more handicaps than teachers of other subjects. The language teacher's way of overcoming his own problems of personality and psychological balance has a lot to do with the success or failure of his students. (CFM)

This article examines the teaching of English as a foreign language at the intermediate stage in Kuwait. It observes that a great deal of student interest and motivation depends on the teacher and the kind of material used, and suggests ways to improve these factors. (CHK)

This article discusses different sources of motivation in language learning, and the categories of intrinsic and extrinsic motivation. Given this variety, the language teacher cannot accept full responsibility for student motivation, but must take on a major portion of the task. (CHK)