Discusses the use of corrective phonetics in the teaching of French as a second language and examines its relationship to various teaching methods. (Text is in French.) (CLK)

Underlines the importance of semantic, situational, and phonological factors such as intonation in the teaching of French as a second language. (Text is in French.) (CLK)

Regardless of different points of view, culture has taken an important place in foreign language teaching and learning studies. It has been widely recognized that culture and language is used as a main medium through which culture is expressed. However, "pure information" is useful but does not necessarily lead learners' insight; whereas the…

Contemporary metaphor theory here provides a framework for an initial exploration of metaphoric language used by pre-service mathematics teachers to describe mathematical knowledge and learning. Taking metaphoric expressions used by student teachers in early course assignments I'll begin to consider the affordances and constraints that arise from…

Presents ideas for preparing preservice teachers for language instruction with fieldwork which progresses through several stages. (RB)

Advocates teaching the foreign language methods course in the target language. (DS)

It is proposed that etymological information, usually provided in native speaker's dictionaries but eliminated from learners' references, can serve several important functions such as disambiguate, relate words that are alphabetically far apart, illuminate by providing an image or reference, and motivate with interesting information. (Author/MSE)

Describes a program for introducing nonstandard speakers to standard English syntactic patterns that involves three steps: (1) introducing the new pattern, (2) providing practice, and (3) manipulating the new pattern. (JL)

Points out problems associated with the language of textbooks and the development of reading-related skills (e.g., reading maps and charts). Discusses specific teaching strategies for coping with textbook language and facilitating text comprehension and memory. (JM)

Provides evidence of students' varying cognitive styles. Notes the implications of these differences for English teachers, especially those teaching students from various cultural backgrounds. (JT)

In a study of advanced shorthand students, the following were the most frequent transcription errors: punctuation errors, substitutions, spelling or English usage errors, poor corrections, omission in notes, and incorrectly written figures. Constant reviewing, testing, and drills in these areas were recommended. (CT)

Explains how haiku was used in fourth and fifth grade classes to help the children acquire needed discipline in their use of language. (RL)

In lieu of language lab attendance, second-year language students had the option of attending a drama lab. This program has met with great success. The objective of the lab is to improve skills in pronunciation, intonation, and stress patterns. Also, an environment is created in which the student feels at home with the target language. (PJM)

Discusses problems with using debate as a way of stimulating spontaneous speech in the ESL classroom. Presents six steps to aid in eliciting "controlled spontaneity," where the debate topic is known beforehand and students can prepare. The listeners, after asking the debaters questions, choose a winner. (PJM)