Explores one of the least studied areas of self-directed language learning: The attitudes of the language teachers who work as counselors for self-directed language learners. Within an attitudinal construct, analyzes four different factors (students, past, colleagues, and self) that account for the attitudes that the teacher has towards…

Addresses the relationship between two fields: (1) teaching and learning pronunciation in second or foreign languages; and (2) the study of pronunciation-teaching and phonology in the training and education of language teachers. Reports research conducted to inform the design of an initial teacher-training course. (Author/VWL)

Suggests that language teaching involves the interaction of different rationalities, a rationality being the way in which a participant or group of participants perceives a teaching situation and the goal structure they pursue in this situation. Particular focus is on the rationality of methodology. (Author/VWL)

Reports one aspect of a naturalistic inquiry into development in student teachers' beliefs on language teaching and learning. Tested the widespread view that these beliefs are inflexible. Twenty students on a 1997-98 PGCE Secondary (Modern Languages) course participated in a sequence of in-depth interviews. Their accounts of their beliefs are…

Two small-scale studies of foreign language test validity are reviewed. The teacher variable is found to be the great threat to test validity, even when grammatical material is presented in the language laboratory. Suggestions for compensating for teacher influence are offered. (JB)

Evaluates a multimedia program produced to support test takers facing a new performance test for English-as-a-Second-Language (ESL) teachers in Hong Kong as part of a language certification test. Describes how groups of trainee ESL teachers in Hong Kong were first introduced to the test via the print syllabus produced by the Hong Kong…

Explores how the individuality of students affects their time management strategies in doing undergraduate final year projects. Investigates how four students responded differently to the same time management advice given by the supervisor of their final year projects in two different teacher education programs on teaching English as a Second…

Demonstrates the relevance of second language teaching by discussing the English progressive aspect. Suggestions are made for how the teaching of the progressive to beginners of English could be improved. (Author/VWL)

Revisits the issue of the native versus the nonnative speaker in the area of English language teaching. The main goal was to examine the teaching behavior of two groups of teachers, native and nonnative, who have exhibited differences not only in terms of their language backgrounds, but also in terms of their qualifications and relevant teaching…

Reports an effort to teach second-language students how to become autonomous in their language learning by combining learning-strategy instruction with course content. Examines usefulness of a required language-learning project for guiding students through self-assessment, goal-setting, planning, monitoring, and evaluating their own language…

Provides a description of preservice English-as-a-foreign-language teachers' reflective practice by examining 20 student teachers' observation reports and 20 practice teaching reports over a 6-week period while they were taking a practice teaching course. Topics, types, and development of their reflective practice as shown in the reports were…

Examines information technology training of language teachers in MA Teaching English as a Foreign Language or Teaching English as a Second or Other Language courses. Focuses on the role of computer programming in MA courses and concludes that knowledge of programming enables language teachers to get involved in the design and development of…

A report on an intensive training program on language laboratory use for English teachers in Israel. The course devotes itself to "problems and principals": lab conditions, drills, testing, etc., to "materials": speaking, structure, etc. and to a technical workshop: recording, editing, etc. (SC)

Investigated how regular group discussion promotes reflective thinking. The study focused on three experienced English-as-a-Foreign-Language learners in South Korea who came together in weekly meetings to reflect on their work. Implications for the use of teacher-development groups as a means to promote critical reflection are discussed.…

Examines the early experiences of a Peace Corps teacher of English as a foreign language in Botswana, Africa, followed by his time as a teacher trainer and early graduate-school experiences. The case study offers personal and professional insights about new teachers, teacher preparation, language learning, and multiculturalism. (Author/MSE)