English language teachers' opinions on the pedagogic relevance of spoken grammar are beginning to be reported, yet the voices of teachers in East Asia are rarely heard. In this article, the views of teachers from China and Singapore expressed in an online discussion are compared. The discussion, which was part of a taught postgraduate course,…

The research reported in the study was undertaken to measure English language teachers' ability to interpret second language learners' intended meanings in idiosyncratic utterances in written English. In doing so, it also aimed at verifying Corder's (1981) speculation that language teachers can correctly guess the intended meanings of learners in…

Using a large database of written text and a simple statistical technique, this study looks at the issue of teaching conditionals and other "if" forms. (four references) (JL)

This article argues that consideration by teachers of spoken English shows that learners need to be given choices between written and spoken grammars, that the interpersonal implications of spoken grammars are important, and that methodologically inductive learning may be more appropriate than the presentation-practice-production approaches…

Uses data from a study of English-as-a-Second-Language teacher-written feedback to show how this leads to teachers giving indirect feedback when dealing with plagiarism in student texts, which in turn leads to miscommunication with their students. (Author/VWL)

Highlights the concept of discourse communities, which are used in applied linguistics to analyze written communication. Discusses how the concept developed. (Author/VWL)

This paper considers the application of the techniques and results of genre analysis to courses for learners aiming to use English in professional settings. An argument is made for an educational, or process, approach to the teaching of genres. (Contains 16 references.) (JL)

Reports on the use of journals by prospective English for Speakers of Other Languages teachers who were asked to conduct student-teacher conferences in writing. Presents a case for making individual conferencing and subsequent reflection through journal writing an integral part of second language (L2) writing teacher education. Also discusses…

Explores the relationship between written and spoken language and questions whether skills and strategies used in reading can be effectively transferred to listening. Suggests working from the text may be more productive than using strategies. Field questions these assumptions, and Ridgway defends his point. (Author/VWL)

This paper describes a project involving EFL learners in synchronous electronic discussions. The output of the students' interactions was analyzed qualitatively to uncover the main linguistic and interactional features. It was observed that the students' discussions contained a large number of spelling, usage, and grammatical errors, an almost…