Investigates ways speakers manage problems and overcome difficulties in second language (L2) communication. Distinguishes four main sources of L2 communication problems; resource deficits; processing time pressure; perceived deficiencies in one's own language output; and perceived deficiencies in interlocutors performance. Adopts a…

Despite the fact that the majority of the world's population speaks mother tongues other than English, about a third of their number use English as a second or an alternative official or commercial language. English is also the language of available information, of international communication (such as air- and sea-speak), and of computer…

Elucidates the reading problems of nonnative English speakers, noting reasons for the problems, giving signs of the problems, and demonstrating results of the problems. (HOD)

All speakers bring to even simple verbal encounters complex presuppositions and expectations that may create discourse interference. A second-language encounter carries a complex and often inexplicable expectation load. Language expresses meaning and intentions, but also carries social import. The value or appropriateness of speaking itself varies…

A discussion of Esperanto in the modern world outlines the rationale for the use of an international language, the role of Esperanto in promoting international communication, Esperanto-related organizations and services, and the characteristics of the language that make it useful and easy to teach. Also included are a fact sheet describing the…

Describes some of the problems surrounding identifying a learning disabled student in an international school. States that because of the multilingual environment, common indicators may not apply. Offers suggestions for determining when a student needs help. (NB)

Points out that the emphasis in English language teaching should shift from spoken to written English since international communication today generally means gaining access to written information. (CFM)

Research shows that a very large percentage of Japanese university students are apprehensive about communicating orally, to the degree that their fear may be debilitating, weakening their effectiveness as oral interactants in social and classroom situations. This uneasiness with speech has been culturally ingrained for centuries. Children are…