Whilst the communicative approach advocates the use of the target language and implicit/incidental learning in vocabulary teaching, recent literature suggests that there is a need for these methods to be reconsidered. This is motivated by studies which suggest that for effective vocabulary learning process to occur explicit learning should be…

Reading and understanding a text presents a variety of processing problems for L2 learners. The organizational pattern of a text has been considered by some researchers to have an important influence in this process. This article describes an experimental study of a group of Hong Kong schoolchildren and presents evidence that learners reading in…

Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second…

Foreign language teacher candidates learn to bring literacy in second languages (L2s) to children through a standards-based task in which they develop a thematic instructional unit, implement the lessons in foreign language enrichment classes in an urban school, and reflect on student learning. To teach reading in an L2 requires knowledge of…

This article focuses on the process of promoting academic achievement for second-language learners by imaginatively connecting expository comprehension. The goals of this article are: (1) to increase understanding of instructional strategies among teachers at all levels that impact on reading comprehension in the content areas for second language…

In the verbal linguistic systems, the target for English learners in China is educated native speaker accuracy. The target for more socially embedded interchange is yet to be established. Its basis needs to be formed from "what members of the target culture consider appropriate for foreigners and attitudes of learners themselves"…

In this article, the author talks about guided reading which she incorporated to second-language learners. First, she gives a brief description about guided reading and current myths about second-language learners. Then, she presents her goals whether she could integrate second-language learners into guided reading. She discusses what reading…

This article gives the perspectives of three teachers of intensive French (IF) as they adjusted their thinking to teaching in a French as a second language (FSL) classroom that was very different from the core French classroom and developed teaching strategies to facilitate effective learning of communication skills by the students. Four major…

This study investigates Chinese immigrant high school students' perceptions of cooperative learning and their interactions during cooperative learning activities in English as a second language (ESL) classes. The findings present a complex picture of cooperative learning in the ESL classroom. The interview results demonstrate that the Chinese…

In foreign language education, new professional demands are made on teachers. Foreign language teaching can no longer be regarded as a mainly linguistic task. Teachers are now required to teach intercultural communicative competence. Internationally, the assumption seems to be that teachers are already moving in the advocated direction and are…

This article describes how Guided Language Acquisition Design (GLAD) teaching strategies can help English language learners (ELL) with science. GLAD is a model for planning science, social studies, and literature-based units. It includes a collection of innovative strategies designed to help all levels of ELL students' access core curriculum while…

The "teaching point" persists, and will no doubt persist further, but this article reviews decades of thinking to challenge it as prime unit of "planning" for language teaching and proposes instead the "learning opportunity" as a unit of "analysis" with major implications for planning. This proposal leads me to advocate practitioner research…

Empirical studies are essential to improving our understanding of the relationship between accent and pronunciation teaching. However, the study of pronunciation has been marginalized within the field of applied linguistics. As a result, teachers are often left to rely on their own intuitions with little direction. Although some instructors can…

"Extensive" reading has been discussed in the recent research literature as a viable, indeed preferable, means of helping learners develop fluid, more native-like reading skills in a foreign language. But extensive reading texts, in order to be comprehensible at the beginning/intermediate level, are either "diluted" authentic texts, or…

This study examines interviews with 46 undergraduates to explore if participants with differing language and cultural backgrounds view plagiarism or textual appropriation primarily as a) a language problem because of a lack of words of one's own, or b) a cultural challenge as a result of either some first language (L1) cultural training to…