Considers the nature of distance education, its students and costs, and presents specific ways in which computers and computer-assisted language learning (CALL) can help remedy some of the difficulties faced by the distance learner of a language. Discusses the design consideration for CALL. (Author/AEF)

This article discusses teaching English to Swiss nationals, generally advanced language learners. The needs of Swiss students studying English are quite different from those of other students with other language backgrounds. Suggests a subject matter approach that taps into students' interests; using theater, television, and film; and using…

Describes a computer assisted word acquisition program (CAVOCA) that tries to operationalize current theoretical thinking about second language vocabulary acquisition. Its contents are based on a systematic inventory of the vocabulary relevant for the target group. To test its efficacy, the program was contrasted in a number of experimental…

Summarized findings from experimental and quasi-experimental investigations into the effectiveness of second language instruction. Comparisons of average effect sizes from sample studies indicated focused second language instruction results in large target-oriented gains, explicit types of instruction are more effective than implicit types, and…

Reports on research that was undertaken as part of a Bachelor of Teaching Honours degree program where researchers looked at a Japanese program in a Tasmanian government primary school. Describes the strategies that were used to develop learners' metalinguistic awareness. (Author/VWL)

Focuses on integrated skill instruction in the English-as-Second/Foreign-Language classroom. Specific sections address the following: the idea of language-as-skills; segregated-skill instruction; forms of integrated-skill instruction (content-based, and task-based); advantages of the integrated-skill approach; and integrating the language skills.…

Focuses on the contents of foreign language texts and the types of foreigners who learn French. The article notes the tone of didactic discussions in these manuals and questions the usage of two terms appearing there--"methodology" and "selection." (Author/CK)

Focuses on nonverbal and extralinguistic activities as an aide to learning. Body language, movement, and action, simultaneously simple and omnipresent, are useful at the level of comprehension. These activities suggest images or result from verbal instigation. This visual imagery fills in the gaps between one's mother tongue and a foreign…

Discusses the use of critical pedagogy in an English-as-a-foreign-language (EFL) context. In many EFL contexts, the teaching of English is far from a neutral enterprise. The EFL classroom can serve as the ideal arena for students to voice their concerns about the role of English. Critical pedagogy has shown that many issues outside the purview of…

Responds to Trosborg's (2000) discussion on a new process-oriented approach to textual analysis and translator training, examining whether this new approach works. (Author/VWL)

Responds to Trosborg's (2000) discussion on a new process-oriented approach to textual analysis and translator training. (Author/VWL)

Responds to Trosborg's (2000) discussion on a new process-oriented approach to textual analysis and translator training. (Author/VWL)

Responds to Trosborg's (2000) discussion on a new process-oriented approach to textual analysis and translator training. (Author/VWL)

Responds to Trosborg's (2000) discussion on a new process-oriented approach to textual analysis and translator training. (Author/VWL)

Reacts to five responses provided by peers on a discussion carried out by the author on a new process-oriented approach to textual analysis and translator training. (Author/VWL)