Most modern language teachers consider commercial films prepared for native speakers of the target language useful as a teaching device only for advanced students. The results of an analysis of the vocabulary content of "High Tide at Noon" seem to indicate that any student with a basic English vocabulary could follow the script. (CFM)

It is often taken for granted that speaking a foreign language is more important than writing it. Writing is, however, important and paradoxically we can only improve our spoken language by writing. Vocabulary and structures are more important than pronunciation and these aspects are, by and large, common to both speaking and writing. (Author/CFM)

A linguistic analysis of a prose text from Somerset Maugham's "On a Chinese Screen" is made under the following four heads: (1) Content and Organization; (2) Lexis; (3) Grammatical Structure; and (4) Typographical Features. (CFM)

Regular debating can be an effective way of improving the performance of ESL pupils and of assessing their language-learning propensities. It requires a lot of listening as well as speaking and generally seems to foster confidence in language use. The relationships set up in debating are pupil-pupil rather than pupil-teacher. (CFM)

Instances where drilling is useful for advanced language are discussed. Several types of drills are recommended, with the philosophy that advanced level drills should have a lighter style and be regarded as a useful, occasional means of practicing individual new items. (CHK)

Verb patterns are arranged into the five following groups: Intransitive, intensive, monotransitive, ditransitive, and complex transitive. Each type is explained and illustrated. (CHK)

Advocates the use of dictation in teaching English as a second language. The steps in preparation, administering and correcting classroom dictation are outlined, and a method of organizing material on a language laboratory tape is suggested. In this procedure, students administer the dictation and correct it themselves. (CHK)

The uses of error analysis in teaching English as a second language are discussed. Error analysis can pinpoint areas of difficulty for an individual or an entire class. Materials and methods to use in error analysis are detailed, and use of a card file to catalog errors is suggested. (CHK)

Questions in the title refer to reasons for learning a second language, the best time to begin, what language to choose, and methods most likely to succeed. Using examples from Danish language experience, the author urges that language teaching relate more closely to learners' desires, needs, attitudes and mental capacity. (CHK)

Language teaching and learning methods are not satisfactorily developed. This article explores ways in which language instruction and several other disciplines are interdependent. Understanding this intertwining can facilitate learning in all these areas. (CHK)

Describes how slides combined with a tape recorder can stimulate and motivate students of English. Classroom procedures, advantages and disadvantages of the use of this type of audiovisual aid are discussed. (CHK)

English study in secondary schools in Kuwait is discussed. There seems little motivation for students to study English unless they plan to attend a British or American university. Students are guaranteed job security regardless of academic success. Better teaching material and better qualified teachers could help remedy this situation. (CHK)

This article proposes use of one aspect of transformational-generative grammar as a simple explanation of the use of English articles. In this method, nouns are analyzed to determine their definiteness and whether they are countable, as tests for using "a" and "the." (CHK)

This article examines the relationship between linguistic analysis and the psychology of language acquisition in current language teaching practice and illustrates how an awareness of this relationship may lead to new classroom approaches and techniques. (CHK)

The use of the interview is described as a technique to integrate skills of listening, reading, writing and speaking for students of English as a second language. Coordinated use of these skills is important for natural conversation and language fluency. (CHK)