This volume provides a technical summary of research conducted at the West New York (New Jersey) Adult Learning Center with adults in English as a second language classes. The study was conducted in order to determine the relation of teaching strategies and performances to the acquisition of skills in spoken English. Student proficiency was measured at two points in time, and the intervening instruction was measured daily. Measures of speaking facility were either direct measures of proficiency, such as the Oral Proficiency Test, developed specifically for this project, or were other measures of knowledge of English. Classroom observations provided a continuous record of both teacher and student behavior during class sessions and between the two tests assessing the students' speaking proficiency. Factor analysis and canonical discriminant function analysis were used to reduce both student-performance data and teacher-performance data to their underlying dimensions. Multiple regression, canonical correlation, and factor analytic methods were used to relate the dimensions of teacher performance to those of student performance. This study revealed the interactions among student characteristics, initial proficiency, classroom interaction patterns, and final achievement. The classes with higher achievement fell into three distinct groups which used different methods of instruction, and whose students shared similar background characteristics. (Author/MV)