This journal is intended to be a vehicle for professional communication, discussion, and debate in the field of foreign language education, with a special emphasis on the instruction of adults in both commonly taught and less commonly taught languages, for functional purposes, in an intensive setting. Topics in this volume include the following: oral and written proficiency testing; second language acquisition research; teaching methods; the role of grammar in the development of communicative ability; training and use of new instructional technologies; the utility of objective measures of the fluency of speakers of English as a Second Language; instructional implications of gender differences in second language learning; sheltered initiation language learning; deviant English and the para-poetic; computer-assisted language learning in cooperative learning; reading versus grammar in second language learning; examining the value of language partner programs; pragmatics in interlanguage; sociolinguistic patterns of Arabic native speakers and the implications for teaching Arabic as a second language; validity issues in computer-assisted strategy assessment; the link between reading proficiency and native-like pauses in speaking; pedagogical intervention and pragmatic competence development; free voluntary reading as a predictor of TOEFL scores; an interactive model of vocabulary acquisition; pronunciation instruction for fossilized learners; and essay scores as instruments for placement and advancement in an intensive English program. Articles are extensively referenced. (KFT)