Cautions against a "synonymic" or "structural-semantic" approach to constructing texts and in reading them. Concern over matching each foreign word with a native-language word results in limiting the vocabulary of the text and the student's knowledge. Speech-act theory suggests a more flexible approach. (IFS/WGA)

An examination of texts, experience, and learning theories supports the use of two different kinds of exercises in language instruction. Those giving practice in language manipulation help in acquisition, and those helping students with understanding develop an awareness that is used later to aid learning. (MSE)

The extent to which Finnish textbooks pay sufficient attention to pronunciation in English language courses is discussed, including decisions on the choice of accent (e.g., British or American English). Other issues include the choice of phonetic symbols, keys to the symbols, segmental sounds that reveal personality, weak forms, and elision and…