Discusses attitude and motivation as macro aspects of second-language learning and empathy and personality as the micro level. Believes learner's attitude, motivation, and personality are as important as intelligence but have nothing to do with capacity to learn. (Author/BK)

Discusses the role of immigrant parents' attitudes toward the majority culture in their children's second-language acquisition and overall educational achievement. (EKN)

Describes some characteristics of the adult learner, including factors that can affect the adult's ability to learn language. Discusses teacher- and learner-centered approaches and "adult" learning environments. (EKN)

Older people who must learn a second language and adjust to a new culture may be benefically taught by using proverbs. This technique may help to break down barriers by expressing the same idea in the native and target languages and is suited to the less formally educated student. (SW)

Examines the development of the egocentric factor of self-esteem within the context of the acculturation process that immigrant children experience and shows how their self-esteem affects second language acquisition. (EKN)

Methods for applying individualization in marking work are presented, and include an explanation of the differentiation between marking and correcting, the meaning of focus, and a discussion of the purpose of the initial conference, as well as other aspects of individualization. (HP)

A comprehensive study on error analysis was conducted to categorize problematic areas for French-speaking learners of English. "Faux amis" seemed to have been the cause of about 50 percent of the errors analyzed under lexis. Noun, adjective, and verb errors are illustrated. (SW)

Explains three elements of English that are particularly difficult for Chinese students to learn: the use of articles, which has no equivalent in Chinese; expression of tense, for which there is no Chinese equivalent; and the concepts of time, locality, and direction inherent in English usage of prepositions. (MSE)

Speakers of many Oriental languages find it difficult to distinguish systematically between the /l/ and /r/ phonemes. Due to the importance of recognizing these contrasts in English, the teaching of these phonemes should be one of the foremost elements in teaching English as a second language to Asian students. (CFM)

Reports personal viewpoints of two English-as-a-Second-Language learners who emigrated from Hong Kong to Canada, along with commentary from their instructor, who notes the role of memory, pronunciation, dictation, writing, and self-expectation. (LB)

Reports on a research study designed to find out more about the successful second language learner. By means of interviews, a list of the learning strategies of good language students was developed. (PMP)

The Lozanov method, a foreign language teaching method that combines yoga, the Mauger direct method, and traditional teaching methods, is discussed briefly. (Author/HP)

This annotated bibliography consists of eleven recent texts in psycholinguistics that the English as a second language (ESL) teacher who is not a specialist in the field may find relevant. (CFM)

The young Chinese student is seldom psychologically or academically prepared for immigration to Canada. Difficulties confronting Chinese adolescent immigrants include cultural problems and language difficulties. (SW)

An increase in the number of immigrants arriving in British Columbia and the change in the source countries has affected the schools, particularly in the 1970's. There has been rapid growth in the number of English as a second language (ESL) classes. Developments in ESL programs are outlined. (SW)