Three aspects of foreign students' resistance to learning English are examined: (1) preconceived ideas of learning and teaching; (2) attitudes to the culture and its effects on the student; (3) effect of the teacher and teaching techniques on motivation. (CHK)

A teacher training technique is discussed involving a demonstration class given by a local teacher and observed by prospective teachers. After the class a discussion is held analyzing lesson content and teaching techniques. (CHK)

Techniques for presenting English songs to teachers attending inservice seminars are discussed. Various types of songs are noted, both for teacher entertainment and to teach pupils. Use of records, tapes, printed lyrics, and presentation methods are discussed. (CHK)

The author suggests the addition of the word "dared" to Harold Palmer's original list of anomalous finites. (CHK)

Tape-recorded conversations provide a basis for analysis of fixed expressions, cliches, filled pauses and false starts in spontaneous speech. The meaning of these findings for second language learning and instruction is discussed. (CHK)

This article advocates use of everyday colloquial English in the ESL classroom to give students the most exposure to the language and the ability to use English as a tool for real communication. (CHK)

The attitude and motivation of the second language student and their importance for the teaching of English as a second language are discussed. (RM)

The nature of literature as well as its importance in language study and teaching are discussed. (RM)

The Egyptian educational system uses examinations to determine qualification for university study in various disciplines. This system results in lack of motivation for English study while using English as the medium of instruction in certain disciplines at university level. Suggestions for improvement are made. (RM)

Factors to be considered in selecting a text for a foreign language classroom are divided into five categories--student/text relationship, curriculum/text relationship, class size/text relationship, teacher/text relationship, and internal construction of the text--are discussed. (RM)

Five ways are described in which the language laboratory can be used with students who have passed the stage at which they can profit from drills and other repetitive material. (RM)

The need for students of English to learn the question pattern "What is X like?" is described, and techniques for teaching this pattern are discussed. (RM)

A procedure is outlined which is designed to enable teacher trainees to put into practice certain teaching techniques early in their training in order to make concurrent lectures on principles and methods more meaningful. (RM)

Some of the problems encountered by elementary grade second language pupils when they do uncontextualized written exercises in numbered lists from a course book are discussed. Ways to partially overcome such problems are suggested. (RM)

Language learning motivation is discussed, and some impressions are given of conditions affecting willingness to learn English well enough for purposes it is required to serve. (Author/RM)