Presents a tentative framework for a checklist for language simulation evaluation, which is meant as a practical device for improving success in simulations by analysing factors militating against completely successful simulations. Suggests four categories to be used in evaluating simulations: the simulation itself, the participants, the setting,…

Discusses the use of microcomputers in language teaching by addressing two questions: (1) What can computer-based techniques do that cannot be done by any other technique? (2) Is it desirable or necessary to do so? Concludes that computers are capable of creating learning environments with which the learner can interact. (SED)

Presents guidelines for organization of conversation groups and suggests conversational activities for first year of language study including directed dialogs, use of questions, telephone vocabulary, and restaurant activities. Emphasizes importance of teacher supervision of, rather than participation in, conversational activities. (Author/BK)

Surveys recent trends in language teaching thinking in terms of the distinction between the technological and ecological perspectives on teaching and learning. Attention is given to the strategies involved in the practical realization of an ecological approach to language teaching. (Author/VWL)

Considers the rationale for using a focus on form approach to teaching form as opposed to the more traditional focus on forms approach where linguistic features are treated sequentially. Describes methodological options for attending to form in communication. (Author/VWL)

Presents use of dialogs as way of implementing functional/notional approach in second language instruction. Steps in methodology include presentation and discussion, oral practice, questions and answers, examination of structure, transfer to oral or written activity, and summary of lesson's purpose. (BK)

Describes conversational language course of exercises designed to single out mistakes students kept making in language lab and concentrate on exercises to correct them to enrich English with more complex structures not used by students spontaneously. Method can be used to proceed from closed to open conversation exercises. (Author/BK)

Describes reasons for the difficulty nonnative speakers of English have in acquiring the English article system and reviews five pedagogical methods for teaching it. Discusses results of a pilot study in which three groups of nonnative English speakers were taught the English article system using either information structure as a framework, by a…

Suggests reasons why beginning second-language students try to translate into their primary language as they listen, even though this strategy is recognized as problematical, and proposes some teaching techniques to avoid their adopting it. (22 references) (GLR)

Shows how observation of a second-language classroom activity can be used to assess student, teacher, and materials performance. The classroom activity involves the key skills taught in the course and mirrors the overall methodological approach of the course. (Author/CB)

Discusses the results of a questionnaire sent to experts in the field of computer assisted language learning. Covers such topics as: 1) points to consider before buying a microcomputer; 2) recommended brands and peripheral equipment; 3) software; 4) utilizing programming languages; and 5) literature and contact organizations. (SED)

An example of an integrated sequence is provided that demonstrates how language learners are autonomous in their language use and are responsible for the pace, direction, and outcome of their work. It is suggested that establishing a principled connection between tasks modelled on natural sequences of language use is a key element in providing for…

Investigates and outlines three approaches for foreign language writing instruction. It is argued that a combination of computer-assisted language learning and conference teaching would best provide a maximally goal-directed writing course tailored to the specific needs and learning styles of individual students with authentic material input and…

Discusses how the English-language-learning needs of a development project in Thailand were met. Describes how the language program that emerged became a critical episode that has subsequently informed work in various professional contexts. (Author/VWL)

Argues for research on teacher cognition in grammar teaching. Such research focuses on understanding how teachers approach formal instruction and why, and reveals much about the nature of grammar teaching as teachers perceive it. This information can be put to effective use in teacher education and development programs. (Author/VWL)