Investigates the positive and negative potential for English-as-a-Second-Language student writers of word processing that are derivable from the properties of the medium. (40 references) (GLR)

Based on a database of lesson extracts, this article attempts to characterize task-based interaction in the second-language classroom as a variety, discusses its pedagogical and interactional advantages and disadvantages, and considers what kinds of learning it might be promoting. (Author/VWL)

Argues that multi-media does not, by itself, guarantee accelerated learning and enhanced motivation unless there is a clear pedagogical progression and learning strategy. Describes and analyzes didactic dimensions to be considered in designing a multi-media tool, based on the authors' experiences as software authors and language trainers. (DSK)

Discusses how the English-language-learning needs of a development project in Thailand were met. Describes how the language program that emerged became a critical episode that has subsequently informed work in various professional contexts. (Author/VWL)

Presents a case in point to illustrate the use of subject-related artistic manifestations as an effective strategy to stimulate critical reading in English-as-a-Foreign-Language students of English literature. Suggests a step-by-step procedure that enables students to appropriate a poem without the usual over-deference toward second language in…

Argues for the implementation of a transcultural approach to additional language learning to allow students and teachers to interdependently broaden their sociocultural identities within the context of critical language awareness and study with the goal of individuation. (Author/VWL)

Evaluated the role of the poetry-reading task for second language learning. The study followed Shehan's (1998) methodological approach to task choice and theoretical position on the importance of focus-on-form for language learning. Discusses a coding system that describes the types of responses elicited during poetry reading. (Author/VWL)

Describes progress in as well as the resistance to and constraining factors facing efforts to implement communicative language teaching (CLT) in China. Adopting CLT in China inevitably involves transforming the traditional analytic grammar-translation approach. (Author/VWL)

Assesses the ambiguous relationship between linguistics and foreign language teaching, noting that budget cuts in foreign language departments usually mean loss of linguistics and literature, and bemoaning the loss of language teaching in higher education based on formal elements of language (grammar, syntax, morphology) in favor of a…

Traces the roots of two dominant educational philosophies and examines the place that language teaching occupies within them, relating this to the methodologies employed within these contexts. Argues that the opposing views have a limited view on language teaching. (Author/VWL)

Presents the theoretical foundation and overall organization of a new methodological approach--the script-based approach--to teaching early oral production in the English-as-a-Foreign-language classroom. One goal of the approach is to turn monolingual speakers into individuals who can use the basic grammatical system. (Author/VWL)

Gives a broad overview of developments in using literary texts in language teaching. Describes both language-based and stylistic approaches to the use of literary texts and draws particular attention to the way in which non-literary genres draw on literary devices for their effects. (Author/VWL)

Makes the case for the reintegration of literature within language learning. Suggests that its appeal to imagination and creativity, its links with emotional intelligence and to real-world uses of language make it eminently suitable as a component of language teaching. Offers two practical examples of activities used in the…

Argues in response to Nassaji (1999) that although the article contains useful suggestions for communicative activities, it is vulnerable to serious criticism in terms of an incoherent theoretical justification, a failure to provide a promised discussion of relevant empirical evidence, and an unmotivated restriction on the nature of the tasks…

Responds to comments made by Ronald Sheen about an earlier article titled, "Towards Integrating Forum-Focused Instruction and Communicative Interaction in the Second Language Classroom." (Author/VWL)