This article presents and discusses some exercises designed to help the second language learner develop both receptive and productive sociolinguistic competence. (Author)

Paper presented at the 1972 TESOL Convention in Washington, D.C. (DD)

The relevance of anthropological theory, methodology, and literature to language teaching is discussed. It is argued that culture should be taught explicitly in the language classroom, and that the anthropological theory of cultural relativity is useful in creating a judgment-free atmosphere. (Author/RM)

A longitudinal study of the acquisition and use of the English sound system by Japanese learners of English is reported. The variability model of sociolinguistics is used. (Author/RM)

Reviews the results of research in language acquisition, interactional analysis, pragmatics, repair, error, and social and affective factors. Extracts four language teaching principles relating to acquisition activities in the classroom, the importance of affective factors, the communicative capacity of learners, and the nature and treatment of…

This paper explores some of the relationships between knowing, using and liking English as an additional language. Data was gathered from teachers and students in India, Indonesia and Israel. In predicting acquisition and use, non-attitudinal factors are primary whereas attitudinal factors are primary in predicting attitudes. (CFM)

Spanish and English versions of a values assessment instrument were administered to a group of second language students of junior and senior high school age in an attempt to provide current, site-specific information for use by an educational program in a multi-cultural/multilingual environment. (Author/RM)

This article discusses the relationship between theory and methodology in qualitative research, arguing that theory informs the questions that researchers ask, the assumptions they make, and the approaches they use. It outlines the six principles of critical research theory and discusses its application to the language learning of immigrant women…

Knowledge of a language requires more than mastery of grammar; effective communication includes social and cultural aspects of language use, such as speaking volume and intonation, conventions of politeness, and set social formulas. The language teacher must be aware of these rules to convey them to students. (CHK)

Discussed briefly by the author are some of the "most immediately relevant" implications for TESOL which arise from research studies in dialectology. One phenomenon, which until recently has received little attention, is that of "receptive bi-dialectalism" or "bilingualism." One of the earliest observations of this…

Mexican-American women studying in a vocational school in New Mexico were studied in order to investigate: (1) the relationship between attained proficiency in English and attitudes toward self and toward the native and target language groups; and (2) reasons for learning English and coming to the United States. (CFM)

Paper presented at the TESOL Convention, February 28, 1972, in Washington, D.C. (VM)

Paper presented at the TESOL Convention in New Orleans, Louisiana, March 1971. (VM)

This article discusses sociolinguistics and how certain of its norms bear a direct relationship to the teaching objectives of EFL. (CLK)

Language learning is more than linguistic interaction and knowing vocabulary; it involves social interaction and knowledge of mores. This communicative competence is the topic of this paper, which also discusses implications for classroom teaching. (CK)