Problems in teaching English suprasegmental features, particularly stress differences, to Malay speakers are described. A small research project at Universiti Brunei Darussalam suggests that the SIL Speech Analysis System is useful in teaching phonetics and improving students' pronunciation. (Contains six references.) (LB)

The problem of devising a course in business communications for students of English as a Second or Foreign Language is addressed. A way to approach course design in general is described, using creative problem solving and decision making and a partial linguistic analysis of business writing. (one reference) (LB)

Reasons for Indonesian students' reluctance to practice English are discussed, including absence of classroom follow-up activities. Some teaching/learning principles are noted, followed by some conversation teaching techniques (e.g., using humor, rhymes/songs, and interviews). (Contains 10 references.) (LB)

Vocabulary acquisition is one of the most complex aspects of both theory and practice of foreign language teaching and learning. A content-based approach to curricular development is advocated that incorporates four elements: starter (brainstorming), treatment, "good language learner" awareness training, and critical analysis. (Contains…

"Taiguu hyoogen," which refers to expressions chosen to express levels of politeness and formality in Japanese, is described as a requirement for socialization and a key component in language teaching. Pedagogical implications are discussed. (Contains 17 references.) (LB)

It is argued that linguistics is relevant to the teaching of English despite the prevailing skepticism about its usefulness. The relationships between linguistics and language pedagogy are explained. (Contains 19 references.) (LB)

The place of literature in the foreign language classroom is described, and the effectiveness of the short story is noted. Suggestions are offered regarding selection criteria, classroom activities, oral activities, role play, oral comprehension, and a variety of written exercises including sequencing and writing dialog. (Contains seven…

Organization of a language teacher's time and space encompasses such aspects as the room, spatial noise, furniture, equipment, time, lessons, and student motivation. (CNP)

The basic ideas of communication theory related to language teaching are outlined, including communication models and channels, distortion and "noise," message awareness and decoding, and feedback. Ways are suggested for helping students to become aware of communication in language use and to communicate more effectively. (Contains nine…

Participants in classroom discourse must be able to see, hear, speak, and be heard. In managing these aspects of the language classroom, the teacher must also command various strategies for managing students'"face"--the right to contribute or not, the right to acceptance of one's contribution in form and content. (Contains nine…

The reflective experience of novice and experienced teachers involved in a Teaching English as a Second or Other Language (TESOL) practicum is described. Data gathered during the process illustrate the nature of each person's thoughts, judgments, and decisions while watching themselves teach. Ways for practicum supervisors to integrate this…

Puppetry, with its universal appeal, can integrate many aspects of language teaching thanks to its flexibility in presenting concepts, stories, culture, vocabulary, etc. Discussion of the advantages touches on suggested lessons and strategies, making up dialogs, puppets as guest speakers, storytelling, and interviews. (Contains 18 references.)…

Some ideas are presented for structuring student groups in second-language classes in a way to encourage them to work together more productively. Eight types of positive interdependence are explained. (Contains 14 references.) (LB)

A straightforward method for improving second-language writing skills is described that also encourages oral discussion of grammar. Drawing on process writing principles and group activity, the method involves having students correct their peers' work. (Contains four references.) (LB)

A reciprocal teaching procedure is described that involves four strategies: clarifying, identifying the main idea, summarizing, and predicting. Benefits are illustrated from transcripts of teacher-student interaction during adult student second-language reading classes. (Contains three references.) (LB)