Provides an overview of the 1995 EUROCALL conference and gives short descriptions of some of the papers presented. (CK)

Argues that research invoking Brown and Levinson's theory of politeness in order to determine "rules of politeness" should not form the basis of the teaching of "politeness phenomena" in foreign- and English-as-a-Second-Language pedagogy. Maintains that a refocusing is called for that views politeness as appropriateness, a view…

Discusses the connection between second language acquisition (SLA) research and second and foreign language (S/FL) teaching from the viewpoint that such a relationship is desirable and that it is advantageous to see it as one mediated by various factors. Argues that the relationship is presently often weaker than it should be, particularly owing…

Rhetorical strategies employed in three intercultural negotiations between British and Singaporean businessmen are examined. Communication breakdowns are attributed more to a lack of the will to adapt and understand, rather than intercultural differences, pointing out the importance of sensitivity and flexibility in adapting to different…

Discusses the need to enhance United States/European Union (EU) commercial and educational cooperation. Differences between US and EU language and trade policies are explored and the importance of plurilingualism in the global economy is examined. The role of the French Language, especially "Le francais des affaires," in facilitating…

Considers the most recently published or re-edited North American textbooks for Italian with a view to discussing the current methodological trends they illustrate. Findings indicate that all except one of the seven textbooks reviewed have been upgraded to reflect an integrated or eclectic approach and that they differ mainly in the authors'…

Argues that intensive and extensive reading are needed in an English for Academic Purposes reading curriculum to prepare students for the task and texts they will encounter in college. Notes that a principled curricular approach in combining both is through Task-Based Language Teaching (TBLT), which allows students to acquire relevant skills and…

Presents a tentative cognitive-psychological model of language attrition, which draws on information from studies in second language attrition, neurobiology and psychology. Notes that this model is presented to demonstrate that a model based on consideration of the brain has the potential of providing a plausible account of the process of language…

Presents a case study that focuses on effects of an extensive reading program on an adult English language learner. Describes subject's reactions to the extensive reading approach using a qualitative framework. Discusses implications for the teaching of adult literacy. (RS)

Lists the factors to be considered when planning an effective second-language study program in the United Kingdom. These factors include important new vocabulary words, language skills and grammatical structures; student ability; basic, core and extension material; student evaluation; timings for each activity; and extra resources and materials…

Suggests that language shift among nonnative English speakers can co-occur with positive attitudes toward the heritage language. Discusses results of a study of Hmong-speaking children in California. (Author/VWL)

Investigates university students' expectations of foreign language teachers cross-culturally. Japanese, American, and Chinese college students chose five important qualities in a teacher from a list. Results indicate that students of all groups placed importance on some qualities, and that Japanese and Chinese students had some similar…

Investigated the process of stereotyping in the representation of the content of narrative texts through visual reformulations. Subjects were Argentine college students enrolled in an English course at a university in Argentina. Reveals students' inability to transcend heir cultural biases and points to an urgent need to address stereotypes in the…

Results from a longitudinal study with 52 Bosnians learning French supported the hypothesis that effective interlingual transfer of reading skills requires attainment of a particular threshold of second language knowledge. Results suggest failure to maintain first language (L1) reading does not prevent transfer of reading skills but maintaining L1…

Interviewed students in an English-as-a-Second-Language (ESL) teacher education program to gain input for course and program revision. Lists 12 suggestion for improvement based on students' comments. (Author/VWL)