First discusses the use of the concept of "register" in ESL texts and then lists possible objections to and limitations of both the theory and practice of English for Special Purposes. (RM)

Principles for constructing listening comprehension exercises for ESL classes are discussed. (RM)

This article suggests that language teachers should be aiming at a proper balance between the two extremes of language "taught" and language "caught." (RM)

The limitations of both methods, and their practical applications, are discussed. (RM)

Suggests several specific examples of ways in which one can teach from wall-pictures in ESL classes. The stages of teaching from these pictures are given as presentation, repetition, question and answer, and practice. (RM)

An experiment was conducted to investigate follow-up procedures for ETV programs. The study was conducted in Glasgow with a series designed to teach English to immigrant children. One group received a linguistically-oriented follow-up; another a situationally-oriented follow-up. The latter group performed better in the evaluation. (RM)

Reviews some of the current literature on the sociolinguistic aspects of ESL. (RM)

A discussion of language judgments, particularly negative judgments of nonstandard variations of English, and the "errors" of speakers of English as a second language. (RM)

Discusses the phonology and spellings of five major types of vocalization, which indicate hesitation, request for repetition, affirmation or denial, disgust or pain, and excitement of surprise. Other types of semi-voluntary noise are also classified. (RM)