The English habitual progressive is analyzed and its pedagogical implications discussed. Oral drills and blank-filling, illustrated here, may be used to teach the construction. (CHK)

This article discusses different sources of motivation in language learning, and the categories of intrinsic and extrinsic motivation. Given this variety, the language teacher cannot accept full responsibility for student motivation, but must take on a major portion of the task. (CHK)

This article surveys numbers and types of immigrant children in the provinces of Canada and outlines types of English classes and language programs available to them. Problems include the great variety in quality of classes, organization and funding. (CHK)

The teacher of English as a second language can perform valuable language research in the classroom. Types of research include: natural language acquisition; small-scale pedagogical intervention; and large-scale methodology in long-range studies. Procedures for formulating research questions, hypotheses and design are outlined. (CHK)

Liberian English differs from standard educated English. English teachers in Liberia are attempting to teach standard spoken English rather than the Liberian dialect, using TEFL strategies. This article discusses the phonological, syntactic, morphological, lexical and semantic characteristics of Liberian English and the consequences for English…

This contrastive analysis of English and Persian final consonantal clusters attempts to categorize and define the nature of the kinds of English final clusters likely to create problems for Iranian students of English. (CHK)

Group work in language classrooms has the advantages of involving a more natural type of language and letting each student participate more. Effectiveness of this method is not certain, however. Questions of size and composition of groups and types of group activities are discussed. (CHK)

Based primarily on observation of university English courses in Ethiopia, this article concludes that service courses in English are ineffective. ESL courses in Hawaii and California are compared with Ethiopian programs for learning time and results. (CHK)

A test instrument which can be economically administered and scored is described here. The test was used for research purposes in Nigeria to measure proficiency in English of Yoruba-speaking students. (CHK)

Use of classroom improvisations and role-playing can help the second language learner speak quickly, naturally, and spontaneously. The technique is discussed and illustrated. (CHK)

It is proposed that speech rhythm, adapted to needs of written language, should constitute the basis of sound punctuation. It is the failure to recognize this principle that has led some writers to recommend a punctuation system that is mechanical rather than natural and meaningful. (CHK)

This paper reports evidence supporting the use of the cloze procedure technique as a reliable way of assessing the listening proficiency of foreign students of English. Evidence was gathered from two small-scale experiments. (CHK)

A study demonstrated that reading skills are transferable from one language to another. Suggestions are made for increasing facility in reading a foreign language. (RM)

Four major difficulties encountered by Iraqi learners of English when pronouncing English vowels are outlined and discussed, and suggestions for the teacher of English are made. (RM)

The development of an advanced English course emphasizing communication skills for adult students is described. The course was intended to foster a broad range of conceptual and interpersonal abilities. (RM)