The formal-functional contrastive analysis approach is suggested as an alternative to both the structural and the transformational contrastive approaches. A theoretical explanation and a practical contrastive technique for the formal-functional approach are given. (CJ)

Rules for determining word stress for verbs, nouns and adjectives are given as a useful tool for foreign learners of English. (CJ)

Describes problems faced by non-native teacher trainees in London and emphasizes necessity of EFL teachers to be aware of these problems. RSA courses in EFL have successfully prepared non-native trainees from many countries. Six centers outside the UK are training mostly non-native teachers for the RSA certificate. (CJ)

Language-teaching techniques must induce primary motivation in the learner and must provide for repetition with attention. Suggestions and examples of techniques are given. (CJ)

Suggests four criteria or levels for adapting and rewriting fables for ESL classes: vocabulary, structure and phonology, cultural appropriateness, and skills of living. (KM)

The author discusses the advantages and the disadvantages of being a non-native teacher of English. The requirements of a successful teacher of English are a thorough knowledge of the language and a mastery of teaching skills. (CJ)

Although stressing that continuing research by no means ensures better teaching," the author briefly discusses certain areas of research in linguistics and related fields which might prove profitable to the language teacher. (FB)

Stressing that advanced foreign learners of English must be exposed to spontaneous speech if they are to develop their powers to speak and comprehend under conversational conditions, the author presents suggestions for preparing tape recordings which will give students the chance to hear natural conversation in the language laboratory. (FB)

Identifies different types of tests and then treats evaluation tests at some length. Emphasizes that there is no such things as a universal test, which can be used to measure the second-language competence of any group of people," and that tests are only useful for the group they were designed to measure." (FB)