Selected language acquisition research findings are examined in the light of the language teacher's daily needs. Research results are reported that provide an empirical basis for selecting and grading materials, determining skills to be taught and their order of presentation, deciding on classroom presentation and procedures, and formulating…

Suggests and gives examples of how a few advanced skills and concepts are related to successful reading and writing and can be introduced in low-level ESL classes. Examples include generality-specificity distinction, relevance-irrelevance distinction, underlining and making notes, paraphrasing, and summarizing. This conceptually integrated…

Describes a Trinity College (Dublin) training program for language teachers based on a foreign language learning experience, in this case attendance at a 12-week course in beginning Russian. Discusses course design and trainees' course evaluations, drawing from comments contained in their class journals and final reports. (MES)

Discusses research supporting the contention that listening fluency should be taught first and oral response delayed because languaqe acquisition takes place without any overt performance. Includes extensive bibliographic references. (PMJ)

Describes a course that uses translation of literary French into English to heighten students' awareness of the two languages and of literary composition. (AM)

Discusses the value of the mystery story in the language class as a source for a variety of exercises and assignments in which students can use grammatical constructions in a natural context. (CFM)

Describes a study/travel program, offered at Cleveland State University, which combines a quarter-long topical course devoted to the study of a country, followed by a two-week visit to the country. The course is designed to teach both language and culture. (Author/AM)

Discusses theories behind the shift in emphasis from drill to communication practice. Concludes that students' awareness of their learning process helps bridge this gap. Includes communication exercises promoting natural information exchange which motivate students to take responsibility for improving their communicative skills. (PMJ)

Undertakes to classify the various types of questions occurring in everyday speech for the use in foreign language teaching. (IFS/WGA)

Discusses the use of recordings from Radio Canada and Radio France in advanced high school or college French classes. Techniques for using the recordings, particularly interviews, are suggested. A 16-item selective bibliography is appended. (AM)

Discusses the benefits of introducing the culture of the target language into the second language classroom via the mass media -- newspapers, magazines, television, and popular music. (AM)

Reviews the literature on the native language approach and the direct method of reading instruction for bilingual children in several countries. (MKM)

Presents a model of second language teaching which attempts to describe the categorical components of teaching styles, and to identify the sociological, educational, and personal factors which determine individual teaching styles. (AM)

Audiolingual and translation exercises are presented that were designed to correct syntax of junior high school French language students. The exercises were given to eliminate translating the present progressive and the imperfect word for word, and to develop more awareness of reflexive construction and the imperfect tense. (SW)

The cognitive approach to foreign language teaching is discussed, and practical guidelines for classroom application of error analysis are presented. The cognitive approach seeks to develop a competence approximating that of native speakers without explicit reference to previously memorized material. (SW)