Proposes several guidelines for the communicative exploitation of translation with advanced foreign language learners at the tertiary level and suggests that the communicative basis for the use of translation as a language teaching technique is derived from the communicative nature of translation as a professional activity. (Author/CB)

Unless a clear distinction is made between the semantic time reference of the modal "perfect" and that of the present perfect aspect, these forms will remain confusing to students of English as a second language. A brief sequence is suggested for teaching modals which incorporates and clarifies these time relationships and simplifies the…

The author examines adjustment problems of Southeast Asian refugees in the U.S., noting conflict with their traditional orientation to learning and linguistic difficulties in acquiring English. Seven guidelines are offered for teaching, including an emphasis on survival skills and vocabulary and grammar rather than on pronunciation. (CL)

Examines foreign attitudes toward Chinese learning methods in the light of a course taught in China. Argues that there are a number of historical, psychological, and pedagogical reasons for the Chinese learning methods and that these methods are not necessarily unworkable alongside modern English-as-a-foreign-language teaching methods. (SED)

Presents a theory that all developing and developed bilinguals have a preferred and a second language (L2) and that the bilingual increases L2 competence through fluctuating activity between bilingual preferred L2 medium-oriented communication and monolingual L2 message-oriented communication. Discusses implications of the theory for language…

Argues that in order to revitalize foreign language learning, language teachers must make every classroom a place where students can mold their personal tastes or apply the language to their own background and interests. Argues that language learning has a humanistic value in and of itself. (SED)

Although foreign language education has much to offer this nation, few educators or parents support such programs. Possible reasons for this situation are discussed. Immersion programs for foreign language education have achieved success with elementary school children. (DF)

Defends: (1) the theory that correction of grammatical items in young learners impedes their ability to communicate, (2) the frequent use of trips and activities as ways of teaching natural communication, and (3) the use of story books as appropriate reading material for older children. (EKN)

Discusses why English for specific purposes (ESP) and the communicative approach are not closely related. Presents some ideas for making ESP more learner-centered and communicative. (EKN)

Discusses the use of corrective phonetics in the teaching of French as a second language and examines its relationship to various teaching methods. (Text is in French.) (CLK)

Underlines the importance of semantic, situational, and phonological factors such as intonation in the teaching of French as a second language. (Text is in French.) (CLK)

A method for individualizing the study of a literary text is presented. It emphasizes the need to develop the four skills while deemphasizing the traditional role of literary texts as a vehicle for acquiring critical literary skills. (Author/RM)

An attempt at summarizing current trends and ideas in first and second language teaching methodology. (Text is in French.) (AM)

Examines the accomplishments and merits of structural exercises in relation to other methods of language teaching. (Text is in French.) (AM)

Four major difficulties encountered by Iraqi learners of English when pronouncing English vowels are outlined and discussed, and suggestions for the teacher of English are made. (RM)