Whether a second language is learned as a child, teenager, or as an adult, second language acquisition research has noted certain patterns that can help ESL/EFL teachers prepare their lessons. This book explains these issues including the three essential components of ESL/EFL students' learning: input, output, and interaction. Learn how material…

Discusses the use of word games, particularly puns, tongue twisters, and spoonerisms, in the French classroom. (AM)

Communication in written and oral discourse can be enhanced by cohesive devices, linguistic structures independent of grammar. One cohesive device is that of enumeration or listing. In French, the means of expressing enumeration include such structures as: "avant...puis.../d'une part...d'autre part.../enfin.../ensuite..." and in idiolectal use,…

A technique for teaching dialog is outlined that provides considerable preproduction input and acquisition experiences through which students create dialog lines. The technique uses these steps: prenarrative activities, narrative, contextual expansion of new vocabulary, reading input, dialog construction from visual cues, dialog recreation, and…

Theoretical insights into teaching English as a second language developed in recent years are brought together in a broad methodological approach called the balanced activities approach. The book aims at providing a theoretical background to the approach as well as detailing practical instructional techniques. The first of the three parts of the…

A method is described for teaching writing to students for whom English is nearly a "first" language by virtue of the nature and circumstances of their use of it. The basic tenet of the approach is that the student can only learn to write well if he has a belief in himself and in the value of his own responses. To write well, the student must…