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Richards, Jack C. – TESOL Quarterly, 1981
The progressive in English is a grammatical form which is based on a distinction between stative and dynamic situations. It is used for actions and events that are regarded as incomplete or developing. Suggests this distinction should guide organization of the teaching of the progressive in the ESL classroom. (Author/BK)
Descriptors: English (Second Language), Grammar, Semantics, Teaching Methods
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Bowen, J. Donald; McCreary, Carol Fillips – TESOL Quarterly, 1977
The modal system in English is unique among verbs and constitutes a considerable learning burden for ESL learners. Problems may be reduced by careful delineation of semantic functions for individual modals and understanding of semantic coverage of perfect constructions compared to simple forms. Instruction of modal perfects is discussed. (CHK)
Descriptors: Context Clues, English (Second Language), Language Instruction, Second Language Learning
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Thomas, Jimmy – TESOL Quarterly, 1976
This article discusses the nature of translation as a linguistic phenomenon, and the pros and cons of its application to second language instruction. (CLK)
Descriptors: Applied Linguistics, Bilingualism, Language Instruction, Linguistic Theory
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DeCarrico, Jeanette S. – TESOL Quarterly, 1986
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…
Descriptors: English (Second Language), Second Language Instruction, Second Language Learning, Semantics
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Wilson, Lois Irene – TESOL Quarterly, 1973
Paper presented at the 1972 TESOL Conference in Washington, D.C. (DD)
Descriptors: College Language Programs, English (Second Language), Grammar, Illustrations
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McKay, Sandra – TESOL Quarterly, 1980
Illustrates a stategy for teaching vocabulary, using a computer-held corpus of native speakers' contextualized utterances of each word. The purpose is for the learner to develop lexical competence, that is, the ability to use a word syntactically, semantically, and pragmatically. Verbs are the focus of these materials although other parts of…
Descriptors: Communicative Competence (Languages), Computer Assisted Instruction, Pragmatics, Second Language Instruction
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Richards, Jack C. – TESOL Quarterly, 1976
Linguistic, psycholinguistic, and sociolinguistic aspects of word knowledge are examined. Vocabulary techniques are discussed according to how they build up word frequency, vocabulary growth in native speakers, underlying forms, semantic structure, word association, and case relations. (SCC)
Descriptors: Associative Learning, English (Second Language), Language Instruction, Second Language Learning
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Paulston, Christina Bratt – TESOL Quarterly, 1971
Paper presented at the TESOL Convention, March 1971, New Orleans, Louisiana. (VM)
Descriptors: Communication (Thought Transfer), Language Instruction, Language Patterns, Learning Theories
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Crow, John T.; Quigley, June R. – TESOL Quarterly, 1985
Describes a study which compared a traditional approach to second language vocabulary instruction with the semantic field approach, which is based on the association between five related words and a key word that could be mentally substituted in context. Findings lend support to the use of the semantic field approach. (SED)
Descriptors: Adults, Associative Learning, English (Second Language), Higher Education
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Stanley, John A. – TESOL Quarterly, 1978
This report discusses some of the factors that account for students' failure to understand everyday spoken language. Classroom language may be misleading when compared to everyday language. Pace of delivery is an obvious but ignored barrier to comprehension. Students should, therefore, be exposed to uncontrolled language data in the classroom.…
Descriptors: Communicative Competence (Languages), English (Second Language), Foreign Students, Instructional Materials