Discusses teacher overload, learner underinvolvement, and learner training to support a switch of emphasis from teaching to learning materials and concludes that questions about materials should be related to conception of the whole of language teaching and learning as the cooperative management of language learning. (Author/BK)

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)

The curiosity motive innate in every human can be used to advantage in language instruction. Instructional physical resources; grouping of learners and teachers; selection and sequencing of material; provision of feedback; and language learning activities like role-playing, games, and individual projects can be structured to make use of curiosity.…

A procedure is outlined which is designed to enable teacher trainees to put into practice certain teaching techniques early in their training in order to make concurrent lectures on principles and methods more meaningful. (RM)

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)

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

Motivation in language teaching and learning is discussed. The relationship between the individual and the school or institution and its effects on learning motivation are noted. Teacher motivation depends on pay, hours worked, environment; learners' motivation is affected by incentives, assessment of language learning procedures and experiences…

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)

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)

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)

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)

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)