Linguistic, psycholinguistic, and sociolinguistic aspects of word knowledge are examined. Vocabulary techniques are discussed according to how they build up word frequency, vocabulary growth in native speakers, underlying forms, semantic structure, word association, and case relations. (SCC)

Considers various approaches to teacher education (with focus on the teaching of English to speakers of other languages) which attempt to bring about the gradual development and understanding of the process of effective teaching, including microapproaches, macroapproaches, and their applications for teacher preparation. (Author/CB)

Presents results of a questionnaire survey regarding the nature and role of the teaching practicum in graduate teachers of English to speakers of other languages (TESOL) programs in the United States. The report covers objectives, context or setting, curriculum, logistics, and student teacher supervision. (Author/CB)

The phonemic-based view of teaching second language pronunciation is contrasted with a discourse-based view comprising segmental, voice-setting, and prosodic features. Research is surveyed on first language influence, the acquisition processes operative in second language phonology, psychosocial and individual factors, and the role of instruction.…

Discusses the differences between language-centered teaching and learning-centered teaching methods with reference to recent trends in language program and syllabus design and innovative proposals. Also considers the reasons for the adoption and influence of methods. (SL)

Paper presented at the TESOL Convention, February 28, 1972, in Washington, D.C. (VM)

Three dimensions in the teaching of listening comprehension are outlined: (1) a theory is presented that takes account of the cognitive processes used (approach); (2) listeners' needs are analyzed and a taxonomy of microskills and objectives for teaching them are proposed (design); and (3) classroom exercises and activities are suggested…

Offers a model which can be used to describe any given second language teaching method, as well as analyze different methods for their internal adequacy, similarities, and differences. (EKN)

The progressive in English is a grammatical form which is based on a distinction between stative and dynamic situations. It is used for actions and events that are regarded as incomplete or developing. Suggests this distinction should guide organization of the teaching of the progressive in the ESL classroom. (Author/BK)

Reviews various approaches to the description of conversation and discusses the role of conversational discourse dimensions. Mentions the participants' assumptions about conversation and strategies, in relation to the acquisition of conversation skills in a second language. Also examines the effects of transfer of L1 conversational norms into a…

Discusses a technique for teaching the usage of the present perfect tense to students of English as a second language. (CFM)

Using Zahorik's framework, which classifies conceptions of teaching into three categories (science/research, theory/philosophy, and art/craft), this paper reviews different conceptions of second-language instruction prevalent in the English-as-a-Second-Language teaching field. The aim is to shift the focus of discussion from behavior/activity to…

Focuses on the nature and role of teaching principles. The article discusses the nature of teachers' maxims through analysis of teachers' accounts of their teaching and lesson protocols. Findings indicate that these maxims reflect cultural factors, belief systems, experience, and training. Understanding the importance and influence of these maxims…