English study in secondary schools in Kuwait is discussed. There seems little motivation for students to study English unless they plan to attend a British or American university. Students are guaranteed job security regardless of academic success. Better teaching material and better qualified teachers could help remedy this situation. (CHK)

Questions in the title refer to reasons for learning a second language, the best time to begin, what language to choose, and methods most likely to succeed. Using examples from Danish language experience, the author urges that language teaching relate more closely to learners' desires, needs, attitudes and mental capacity. (CHK)

Students should be prepared psychologically before they begin studying a foreign language to make them disposed to practice the language rather than study it. More emphasis should be placed on the functional/notional aspect of a language than on the structural aspect. (CFM)

Three aspects of foreign students' resistance to learning English are examined: (1) preconceived ideas of learning and teaching; (2) attitudes to the culture and its effects on the student; (3) effect of the teacher and teaching techniques on motivation. (CHK)

Student motivation is one of the chief factors in success in second language learning. The role of the language teacher in fostering this motivation is crucial. The teacher must offer a good language model, be a good technician of language teaching, and inspire mutual confidence and sympathy in the classroom. (CHK)

An experiment attempted to measure and analyze motivation of students studying English as a second language in London. A language course was designed around culturally oriented material, which had a positive effect on student motivation. Research is needed on measurement of attitude components and methodological problems of teaching multinational…

Language teaching involves many paradoxes and the language teacher has more handicaps than teachers of other subjects. The language teacher's way of overcoming his own problems of personality and psychological balance has a lot to do with the success or failure of his students. (CFM)

This article examines the teaching of English as a foreign language at the intermediate stage in Kuwait. It observes that a great deal of student interest and motivation depends on the teacher and the kind of material used, and suggests ways to improve these factors. (CHK)

The attitude and motivation of the second language student and their importance for the teaching of English as a second language are discussed. (RM)

Describes and gives results of sample questionnaire used to determine priorities in reading techniques of both students and teachers when confronted with reading material in a second language. What students report as their reading activities and what teachers believe they should be are not the same. (Author/BK)

A systematic procedure is described that the teacher of a remedial English-language program at the university preparatory level can follow to identify what learning attitudes, habits, and skills need to be remedied and/or developed. A set of learning objectives are developed to correct these deficits. (SW)

Presents case supporting an interaction-centered approach in teaching second languages to young children by illustrating problems caused by a teacher-centered approach, such as concentration on the referential function of language, fear of error, task-centered learning strategies. (BK)

Motivation is probably the most important single factor in successful language learning. Provided the student feels he can use the knowledge gained in the course, his motivation will probably sustain him. Thus, student course evaluations are important. A questionnaire that was distributed to students to gain such an evaluation is described.…

Describes experiment in self-directed learning using Bloom's Taxonomy of Educational Objectives to establish six levels of cognitive ability. Children in four classes in a Belgrade school selected the task they felt most appropriate and completed it with others who had chosen the same task. (Author/BK)

Presents a method for devising short routines for presenting written material to a whole class and in which the learner who has been left behind can succeed in front of his classmates. The encouragement for achievement dispels his negative feelings about himself and for English. (Author)