Using a miniature linguistic system with five morphological rules and a 98-word lexicon, this experiment determined that explicit-deductive learning was more effective than implicit-inductive learning for the acquisition of categorical rules by 61 college student subjects. (87 references) (MDM)

Addresses the immediate needs of language teachers who want to develop their students' reading skills but have not been provided with the instructional information necessary to do so. It suggests a methodological sequence for using the students' background knowledge and strategy training for foreign language reading using authentic texts. (33…

The current concept of the "global village" is used as the basis for a discussion of new approaches to language acquisition, and particularly a new pedagogy. It is noted that the pedagogy of the language classroom of the 1990s does not call for a language "laboratory" but centers that focus on communicative competence or proficiency. (LB)

Two methods for presenting cultural information to elementary school students in a French language program are compared, using 56 fifth graders as subjects. The findings support the use of video to enhance the teaching of culture to the child foreign language learner. (28 references) (Author/LB)

Compares pair work to other modes of classroom interaction in a group of 20 mixed-nationality English-as-a-foreign-language students. The pedagogical, social, cultural, and psychological implications of pair work are questioned, and the use of pair work as an unquestioned "blanket" methodology is challenged. (13 references) (JL)

This article offers a practical application of a song for teaching both the subjunctive mood and Austrian cultural history. (JL)

Adults participating in an Ulpan method Welsh program were surveyed to determine their motivation for learning Welsh and for choosing an intensive course. Integration was found to be the major motivating factor for studying Welsh and the students believed that an immersion setting would result in superior language learning. (JL)

A discussion of the teaching of poetry begins with a brief look at attitude toward poetry within British educational institutions, followed by an assessment of the relationship between poetry teaching and teaching reading skills to children and foreign language learners. A new approach for teaching poetry is presented. (11 references) (Author/LB)

Highlights some of the more fundamental aspects of teaching English as a Second Language through three principles. Offers four classroom strategies to help establish a positive and comfortable learning environment. (MG)

A reciprocal teaching procedure is described that involves four strategies: clarifying, identifying the main idea, summarizing, and predicting. Benefits are illustrated from transcripts of teacher-student interaction during adult student second-language reading classes. (Contains three references.) (LB)

A Language Learning Experience course is described that includes authentic classroom context, hands-on participation, observation, and reflection/discussion, as well as a new dimension: focus on the language learners and their responses. As part of teacher education, it goes beyond the traditional diary studies. (Contains 18 references.) (LB)

Provides a rationale for a content-based vs. skills-based approach to second- and foreign-language instruction. A variety of in-class and community-related activities are presented that can be integrated in a content-based classroom. Focusing on "gender-role stereotyping," the activities are designed to develop students' language skills…

Discusses how the Instituto de Estudios Norteamericanos (IEN) in Barcelona, Spain has successfully met the challenge of developing an approach to teaching English that is both in step with current American methodology, yet fits the culture and logistical circumstances of an overseas program. (Author/VWL)

Suggests that language teaching involves the interaction of different rationalities, a rationality being the way in which a participant or group of participants perceives a teaching situation and the goal structure they pursue in this situation. Particular focus is on the rationality of methodology. (Author/VWL)

Illustrates how tasks can be used systematically as context for developing learners' knowledge about language, skill in using language, and teachers' ability to teach. Outlines role for tasks in language learning, identifies limitation in previous studies of tasks to promote learning, and suggests need for tasks to lead learners to integrate…