Explores some of the important aspects of language learning in the teaching of English in the United Kingdom. (RB)

Discusses "theses" of the Soviet theory of speech activity, e.g.: speech usage rather than language system must be the basis of grammar teaching. Some instructional plans are offered for teaching grammar through this approach. (Text is in German.) (IFS/WGA)

Describes a synonym exercise--composing an essay without using the verbs "be,""have,""go," or "get"--which increases students' awareness of at least six different language features. (MM)

Discusses the critical role vocabulary knowledge plays in metaphorical processing and gives teaching suggestions on dealing with metaphors and similes. (FL)

Discusses the idea of using graffiti as a technique for teaching a poetry course and improving classroom communication. (RB)

Results of a study using the keyword method of vocabulary learning showed increased comprehension of English vocabulary in context, as well as usage of that vocabulary in a novel context. (MKM)

Considers the low incidence of active questioning by students in elementary school and points out techniques teachers can use to encourage active questioning. (Author/RH)

Explores the child's use of language and suggests way to promote language development in the classroom. (MKM)

Suggests two techniques to help students look carefully at language. The first involves students in reacting favorably, unfavorably, or neutrally to a list of words and then discussing the list; in the second, students create a brand name and an advertising campaign for green beans. (TJ)

Illustrates opportunities to improve students' English in the course of teaching elementary and intermediate German. Four examples are presented: lie vs lay, who(ever) vs whom(ever), reflexive vs intensives, and plural formation. (EJS)

Our everyday language is full of images drawn from animal life. Looking at such images can provide young people with insights into the creative use of language. (Author/RK)

Introduces the concept of an "integrated" approach to the teaching of drama. Contends that arguments against dualism, which writers have advanced run the risk of moving drama towards an arid form of behaviorism. Uses the writing of Wittgenstein to elucidate the concept of "integration." Concludes that an appropriate approach to teaching drama will…

Notes that, although linguistics has had little influence on composition pedagogy, the study of functional grammar or linguistic performance (how language is actually used) is of direct value to composition theory. Offers an extended discussion of a functional approach to punctuation instruction, and proposes a functional approach in other areas…

Presents theoretical bases for making language (and its study) the essential agent in the generation of thought and meaning. Suggests strategies to engage students (and instructors) in the creation of meaning and the negotiation of knowledge. Argues that such epistemological uses of language can empower developmental students to become early and…