Only regular word-building patterns are considered. Patterns are chosen for their communicative value, degree of difficulty, and applicability. Examples of word-building exercises are given, taken from actual texts. Work in word formation is recommended even for the beginners' level. (IFS/WGA)

Presents ways to use the "L shape" mnemonics to help teach the present tense, the future tense, the imperfect tense, and the subjunctive mood of French verbs. (AM)

This article presents a method for teaching the meaning of the word "hope" to students of English as a second/foreign language. (CFM)

Practical suggestions are given for teaching German students two difficult problems in French grammar, including structuring the material to be learned and acclimating the student to the foreign structure. (IFS/WGA)

Briefly reviews the history and the goals of the French language organization, the Alliance Francaise. (Text is in French.) (CLK)

This paper describes a combining arrangement in which language learners work in teams and are forced to communicate with each other to obtain correct information to complete certain work. Active participation helps develop language and communication skills. Several variations on the technique are described. (CHK)

Focuses on an aspect of traditional instruction--the form-only activities commonly called "drills,""mechanical practice," or "pattern practice." Distinguishes language as an internalized system from a language as a productive skills and reviews the nature of mechanical practice. Concludes such activities are not beneficial for foreign language…

Describes two key principles that are claimed to be at the core of teaching languages, according to the lexical approach. Discusses difficulties with the approach and suggests that there is still much work to be done before the approach can be more fully integrated into mainstream English language teaching instruction. (Author/VWL)

Responds to concerns put forth about an investigation conducted by the author that raised concerns about the validity and generalizability of the author's study on the efficacy of processing instruction--an input-oriented psycholinguistic approach to grammar instruction. (Author/VWL)

Collentine's (1998) treatment materials are discussed in light of Van Patten's (1996) definition of processing instruction (PI) and the four processing problems outlined in Van Patten (1997). Collentine's understanding of communicative value is contrasted with VanPatten's (1995) original definition of the term and Collentine's comments concerning…

Highlights Kagan Structures, easy-to-learn, easy-to-use cooperative learning instructional strategies that promote second language learning. In classrooms where these strategies are used, students for whom English is a second language learn both English and academic content far more quickly and thoroughly than when traditional strategies are used.…

Addresses a long-standing assumption that presenting new second language (L2) vocabulary in semantically grouped sets is an effective method of teaching. Discusses findings in terms of theoretical models of second language lexical representation and development, as well as in more practical terms of L2 curriculum design and vocabulary instruction.…

Suggests that by using the "toy box" approach, teachers with a year of language study at the college level can transmit the important facets of a culture and have fun doing it. Describes development of the toy box approach, expansion of the method, how long to use the toy box, and rules for using the toy box. (RS)

Explains the benefits of using "robust reasoning" to discover what works in English-as-a-Foreign-Language classrooms. (Author/VWL)

Examines the role of form-focused instruction (FFI) in developing implicit knowledge by reviewing 11 studies that have examined the effect of FFI on learners' free production. Suggests that FFI can contribute to the acquisition of implicit knowledge and points to two variables that appear to influence its success--the choice the th target…