Conversation classes have three goals: (1) to introduce and practice elements of spoken language; (2) to bring passive knowledge of the language into active use; and (3) to create a situation in which the two other goals may be realized. The place, the material, and the topic are important in achieving these goals. (CFM)

This article discusses an English course based on correspondence teaching and self-instructional materials offered by the University of Linkoping in Sweden. A fundamental feature of the program is the telephone tutorial, which supplies the spontaneous discussion that should be an essential part of any language program. (CFM)

Reading comprehension exercises are used more effectively as a teaching device than as a testing device. They can be used to teach students a variety of skills, such as the ability to discover specific facts, to see the writer's point of view, and to visualize what is described in words. (CFM)

Describes a novel suitable for university-level English as a foreign language (EFL) courses, Oliver Lafarge's "Laughing Boy." Students are interested in the personal drama of a young Navajo, as well as the broader question of the clash of Navajo and American cultures. Suggestions are given for using this book. (CFM)

University students in India generally dislike reading English classics, but some students well prepared in advance enjoyed Dickens'"Tale of Two Cities." They first read an illustrated comic book version, then read a dramatized version while listening to a recording, and then read an abridged version before reading the original. (CFM)

Outlines an approach to the teaching of English pure vowels to the Marathi learner, based on the phonetic "similarities" of the two languages. (CFM)

This bibliography on psycholinguistics and teaching English as a second or foreign language includes checklists, bibliographies, anthologies, readers, collections, books, monographs, and articles. (CFM)

This paper focuses on certain difficulties which arise when the first language culture is described in terms of the second language culture, in particular, when an attempt is made to describe Russian culture in English. (CFM)

If the study of foreign languages cannot be begun at the elementary level, it should be delayed until after adolescence, because adolescents between the ages of 10 and 18 have the greatest difficulty learning languages. At the tertiary level, emphasis should be on the reading skill. (CFM)

This paper outlines an approach to oral composition using wall pictures with a class of younger children in their second or third year of English as a foreign language. "Oral Composition" means the construction and sequencing of nine or ten sentences about the picture in question to form a spoken text. (CFM)

This article discusses the problem that arises in forming tag questions when the subject of the sentence contains "every,""none,""some," or "any." (CFM)

Skills and attitudes needed by language teachers, characteristics of a well-designed curriculum, and other aspects of teaching and learning in foreign language and second language programs are outlined. (SW)

English language teaching policies in England, and particularly those affecting children from Pakistan, India, and Bangla Desh, are influenced by the yearly immigration rate, the distribution pattern, reasons why immigrants come to England, and the host communities' conception of immigrants' reasons for coming. (SW)

Effective teaching of a foreign language to people who already have a command of their mother tongue requires surveying the main elements of the second language to determine differences from the first language. Phonological, lexical, and grammatical systems and cultural differences are considered. (SW)

A step-by-step description is presented of how the teacher of English as a foreign language can add a question-and-answer period to the oral report. The technique allows for the participation of all students and brings the exercise closer to real conversation. (SW)