Abstract: For the many categories of EFL teachers throughout the world, this book examines the main principles which concern them. By drawing upon their experience the authors have indicated a modern and practical approach.

Abstract: Along with the development of language itself, there emerges a capacity to attend to language and speech as objects of reflection. The development of language awareness is, of course, part of the general development of consciousness and self-consciouness. One can distinguish levels of metalinguistic capacity, from the dimly conscious or preconscious speech monitoring which underlies self-correction, to the concentrated, analytic work of the linguist. Much of this route is traversed in the preschool years. The following aspects of language awareness appear, between the ages of two and six: (1) self-corrections and re-phrasings in the course of ongoing speech; (2) comments on the speech of others (pronunciation, dialect, language, meaning, appropriateness, style, volume, etc.); (3) explicit questions about speech and language; (4) comments on own speech and language; (5) response to direct questions about language.

Abstract: PSYCHOSOCIAL FACTORS INFLUENCING THE LEARNING OF A SECHOT OR A FOREIGN LANGUAGE

Abstract: The main purpose behind this study is to provide information that can be utilised in the improvement of the teaching of English to university students in Egypt, especially to those specialising in English in the Faculty of Arts and the Faculty of Education. Written data was collected from approximately 10% of the total number of entrants to all the faculties in the University of Alexandria in October 1974. Further data was collected in October 1975 and October 1976 from the same two groups of students specialising in English in the Faculties of Arts and of Education, in an attempt at a developmental study alongside the afore-mentioned cross-sectional one. The aim of the cross-sectional study is to pinpoint areas of difficulty found in the written language of the university entrant. An attempt is made at finding out if these areas are the same or different in the language of the nonspecialist and the specialist in Stage I of the developmental study. This gives an indication as to the state of the language of the university entrant in general, and whether students who are accepted for specialisation in English are better equipped to do so than the non-specialists. The developmental study will point to errors which tend to persist in the specialist's English at different stages of language acquisition. If errors persist after three years of university English, these will present difficulties for the non-specialist as well. It is hoped that the results of the developmental study will enable teachers and textbook writers to know what to expect, and thus make a better selection and gradation of teaching material at each level, as well as to adjust existing teaching methods to suit the particular nature of the problem areas. The data is analysed for grammatical and lexical deviations from Standard British English. Typical errors are isolated, classified, described and explained. A frequency count is compiled from the figures of the various errors. The basic assumption is that after investigating the causes of the problem encountered by these students, this can give an indication as to the learning problems of Egyptian foreign language learners, the learning processes they employ, and the assumptions they make as regards various English constructions. On this basis suggestions are made toward a better teaching method. The method used for the analysis is that of Error Analysis, with Contrastive Analysis used at the explanatory stage when necessary. Since these students hardly reach a stage of complete free writing at the end of their secondary school, we have limited ourselves to the level of the sentence and its parts. Only in the last stage of the developmental study a note on organisation and style was found necessary. We are here concerned with written language only and the phonological level has been excluded. As in the case of linguistic investigations in general, this study is limited by the fact that it uses a corpus and only one kind of test, that of free production. The outcome of the analysis is proportionate to the amount of information we have about the learners. It is hoped that a sufficiently large number and variety of errors are included, to provide material for a qualitative analysis.

Abstract: It’s over four years since I began teaching English grammar at the KwangchowInstitute of Foreign Languages. Thanks to the concerted efforts of my comrades, I amgetting on quite well. For several years before taking up grammar teaching, I had been responsible forintensive reading. In the course of teaching, I came to realize how hard it was formy third-year students to go on with their studies without an adequate knowledge of

Abstract: The communicative aspect of the reading skill resides in the ability to interpret culturally authentic messages in the foreign language environment, that is, to be functionally literate in the second language. A task-analysis procedure is useful in three areas: identification of appropriate communicative materials, strategies effective for the decoding process, and evaluation techniques that capitalize on the communicative aspect of the situation. Within thematic units developed in textbook lessons, teachers can provide guidelines that expand the reading materials to exploit communication between written messages and learners by encouraging the guessing process that the independent reader must develop. This type of activity serves to bridge the gap between controlled and liberated reading situations. A combination of language skills and contextual expectations works together so that the reader interprets the realia of the foreign culture.

Abstract: (1978). Politics, Education, and Language Policy: The Case of Japanese Language Schools in Hawaii. Amerasia Journal: Vol. 5, No. 1, pp. 39-56.

Abstract: The ability of a learner to use the target language with relative fluency in simulated speech transactions is recognized as an important objective for today's American foreign language classroom. The adoption of that goal requires, in addition to modifications of classroom practices and the teaching environment, a thorough revision of present syllabus-design practices. A teaching syllabus is defined as the selection and ordering of the subject matter to be taught. Current syllabuses are based on linguistic features that bear no direct relationship to either learner processes or units of which communicative transactions are composed. The optimal pedagogical syllabus should lead the learner to participate in the largest number of communicative transactions in the shortest period of time. In the absence of knowledge about psycholinguistic processes that guide foreign language learners and about the organization and structure of speech acts, it is difficult to abandon linguistic features in the design of syllabuses. Four new orientations may be followed that lead more directly to language use than do monolithic and paradigm-oriented linguistic features: (1) frequency and utility indexes, (2) intralinguistic analysis, (3) language acquistion and processing universals, and (4) observation of second language learners. Syllabuses stressing the ability to use a language rather than knowledge of its structure should be guided also by the following principles: (1) drastic reduction of the number of features introduced, (2) the use of cyclical rather than linear ordering, (3) reduction of the complexity of the material presented (shorter utterances and use of analytical devices instead of inflectional material), (4) reduction of variants and alternants, and (5) tolerance of learner errors.

Abstract: English has achieved its present status as the world's most widely used language through a combination of three main reasons. As a first language English occupies second position in the world rankings. According to HARTMANN and STORK English is the mother tongue of about 320 million people. This total compares with 220 million native speakers of Russian (including Ukrainian and Byelo-Russian), 140 million of Spanish and 80 million of French. English speakers are therefore outnumbered only by the 500 million people whom the above authors estimate to be native speakers of Mandarin Chinese. As a second language English is way ahead of its UNO rivals, though in this case it is not possible to give comparative figures if only because of the absence of a generally agreed definition of what constitutes an adequate command of a foreign language. Whereas English is the official or chief service language in large areas of Africa, the Middle and Far East and in fields like air traffic control and information storage and retrieval, apart from their use by scholars and tourists Russian is largely confined to the minority language groups in the USSR, Spanish to the southwestern states of the USA and French to the former African territories and parts of the Middle East. Although the term working knowledge of a foreign language can be defined in as many ways as there are contexts in which that knowledge can be used successfully, it is nevertheless a widely accepted and valid concept. And there can be no doubt that many more non-native \"speakers\" (or perhaps more correctly \"users\") have a working knowledge of English than of any of the other UNO languages. English is also much more widely distributed than any of the latter. As the lingua franca of the USA, the UK, South Africa, Australasia, the other existing and former member states of the Commonwealth and increasingly of Western Europe, English spans most of the world. Russian, on the other hand, is restricted to the Soviet Union and certain East European countries, Spanish to Spain, Central and South America, French to France, Belgium, Switzerland, Quebec Province and the former French and Belgian colonies, while Mandarin Chinese is not even understood by well over 25 per cent of the population of the People's Republic. In short, as the British Council's annual report for 1974—75 says: \"English has become the chief language for international communication.\" The relative future .development of the world's main languages is dependent on so many unknown variables that any attempt to forecast it is bound to be a highly speculative exercise. The best one can do is to base one's predictions on an analysis of the existing situation and recent trends. At the present time the evidence suggests that English is likely to strengthen its position still further at the expense of its UNO rivals. Historically the spread of languages, and of European languages in particular, has been due primarily to conquest, colonization and the work of Christian missionaries. Nowadays this type of imperialism is, quite rightly, largely a thing of the past, having been superseded by more subtle methods of securing dependants such as financial, military and technical aid. The relationship is no longer that of ruler and subject but of — albeit unequal — partners and this naturally inhibits the imposition of a foreign language on a recipient nation. Thus Russian and Chinese activity in Africa has not so far been accompanied by a corresponding spread of these languages in the countries concerned and one suspects that Cuban involvement will have to be on a much greater scale for Spanish to make any real inroads. Modern imperialism is above all economic, resulting from the policy of commercial colonization pursued by big business undertakings and state enterprises with their headquarters in the richer countries of Europe, America and Japan. While the United States continue to be the foremost exponent of the art and Wall Street and the City of London remain the financial centres of the world, the position of English as its main trading language is not in danger. Trade marks like \"Made in Germany\" and \"Made in Japan\" are tiny but nonetheless important confirmations of this. As the influence of the missionaries has declined, their linguistic activities have, in a sense, been taken over by the new evangelists — beat groups and pop singers. The output is predominantly English and the vast majority of performers from non-English-speaking countries have a considerable English repertoire. Although the contribution which pop music has made to the spread of the English language cannot be accurately measured, the genre has helped to increase the popularity of English among young non-native speakers especially. One does not have to spend long with young visitors from abroad to realize that they are normally far more familiar with the British and American pop scene than native speakers a few years older. The growth of English as an international language has been accelerating in recent years, as reports by the principal agency for Teaching English as a Foreign Language (TEFL) testify. The British Council, which was formed with the aim of \"promoting a wider knowledge of... the English language abroad\", has been unable to keep up with the trend and can now no longer \"meet from its own resources more than a fraction of the rapidly increasing world demand for TEFL. Its policy is therefore to develop and service activities which have a multiplier effect, such as the preand in-service training of English teachers, curriculum formulation, and materials production. Direct teaching is usually undertaken only where pedagogical or representational advantages accrue to the Council\". (Annual Report 1974—75) Although currently one of the victims of the government spending cuts necessitated by Britain's dangerously high level of inflation,

Abstract: Modern-day students of Spanish and other academic disciplines are reaching new dimensions in human understanding through the study of Afro-Hispanic literature As more educators become familiar with the large body of Hispanic literature revealing the contributions of various African ethnic groups, opportunities and materials are available to present authentic, positive images This article presents an approach toward the goal of incorporating Afro-Hispanic literature into traditional Spanish courses on all levels of foreign language instruction; both prose and poetry are treated A bibliography has also been provided as a means of introducing materials to those unfamiliar with Afro-Hispanic literature, while supplying additional sources for researchers in the field

Abstract: The occasion for this study was an awareness of a need for an isolated examination of the country parson figure in the English novel. Owing to the limits of time and space regulating this research, its scope has been limited to the seminal period of the novel in the eighteenth century, and even further limited to three novels whose publication spans the century. These novels are Joseph Andrews, The Vicar of Wakefield, and Pride and Prejudice. An attempt has been made to investigate the parsons in the other writings of these novelists. The country parson has always been a central character in English societYi successors to the "types" of country parson in the eighteenth-century novels can be found in Victorian novels such as Samuel Butler's The Way of all Flesh, and twentieth-century fiction. This study examines the nature of the relationship between the parson as portrayed in the eighteenth-century novel, the parson as portrayed in previous literature and the parson as a real figure in eighteenth-century society. The broad scope of this work has necessitated the use of a wide variety of historical, ecclesiastical and literary sources. It has been necessary to inquire into church history and social history of the eighteenth century, and also into the different theological factions of that age. The backgrounds of the country parson in English literature has been briefly

Abstract: ALL I COULD SEE in front of me was white. White walls, frozen white on the roof outside my window, icicles hanging from a nearby roof gutter like translucent chandeliers. Rows of houses filled with blank minds; people staring at blank paper trying to fill the pages with anything. To generate thoughts and transfer them to paper, an impossible task. But why? Do writing demons cloud the mind and make writing so painful? The final paper was due in a few weeks. It was to be our perfect paper. A month after handing it in we would be teaching composition to some poor kids. I had no energy to write it and nothing to write about. I disgustedly left the typewriter and sprawled out on the bed. The page was blank so I couldn't even crumple it to vent my frustration. I picked up a book of short stories by Woody Alien and begin reading about a Boston College coed who hired a detective to find out if God was dead. She needed the information for a term paper. This story gave me an idea for my own final paper. There have been many articles on why Johnny can't read or write. Why such a tremendous interest in this fellow Johnny? Just who is he? I was determined to find out and use the material in my final paper. I went back to my typewriter and began writing letters to some of the major publications in which Johnny's story had appeared. After a week of receiving no replies, I began calling the places on the phone. Everyone I spoke with laughed at me. I called the FBI but the most I could get from them was, "No comment." At this point I began to suspect conspiracy. There was no logical reason unless the government was now getting into conspiracy as an art form. Conspiracy for conspiracy's sake. One kid could not have any noticeable effect on the national average for standardized tests. My investigation had reached a dead end until one day I looked at a book titled Current Topics in Language (Nancy Ainsworth Johnson, ed.: Cambridge, Mass.: Winthrop, 1976) and came upon an article entitled "Juanito's Reading Problems: Foreign Language Interference and Reading Skill Acquisition," by Nancy Modiano. So the plot thickened; either Johnny was using an alias, or matters had been complicated by a new person (or should I say persona) entering the scene. Going on the assumption that Johnny and Juanito were one and the same, I hired a detective to find him. All we had to go on was his name and the fact that he supposedly couldn't read or write. The detective tramped around the Midwest through the snow, made numerous phone calls, and followed around certain literary editors. After two weeks the situation seemed hopeless and I could no longer afford her fees, that is, if I was to pay the next semester's tuition. It was at the back of

Abstract: There are undeniable signs of trouble in the foreign language teaching profession. Those of us outside the profession are sensitive to only some of the signs, but even so, in our research in academic and school settings, we do encounter widespread resentment among students and especially among parents toward the prospect of having their children subjected to even the most up-to-date programs of foreign language instruction. Clearly, they want something else, or something more, or something with a totally different conception. From those within the Foreign Language teaching profession, I have learned of other signs, such as a serious fall away of enrollments and interest in FL instruction. This apparently has worked its way up to the university level, where it now becomes difficult for FL departments to justify the expenses of staffing, laboratories and so forth when these departments typically cater to relatively small numbers of students taking introductory or intermediate courses. In the past year I have been asked by several professional societies of FL teachers to discuss with them the significance of these symptoms of disinterest. I don't pretend to have any simple interpretations to offer, but I am deeply concerned about the profession's apparent plight and the future of its dedicated members. Through discussions with FL teachers, however, I have formed some opinions about the purposes of the FL teaching profession and what appear to be its shortcomings. It is these opinions that form the basis of this paper and I present them in the spirit of an exchange of ideas and with the hope that in collaboration we can make improvements. An Alternative Profession

Abstract: Based on Royal L. Tinsley and David J. Woloshin's work, the authors developed a design to evaluate the presentation of deep culture in college foreign language texts. This instrument was applied to ten second-year college French texts published between 1972 and 1974. Of the ten textbooks evaluated, only one was considered adequate in conveying deep French culture to the intermediate French student. The implication is that the second-year French student is leaving his foreign language experience without fully comprehending the essential framework in which language functions, namely, culture. Very little self-actualization is going on at this level, for the student is being deprived of comparative materials through which he might develop self-awareness.

Abstract: THE CONTROVERSY over foreign language requirements in American colleges and universities has lasted for almost a decade, and there are at long last some fairly substantial signs that the debate is subsiding. There is no doubt that much vigor and strength have resulted from the discussion. There are some very hopeful signs throughout the academic scene which suggest that the thorough housecleaning, the reexamination of priorities, the re-evaluation of teaching methods, and above all, the healthy changes of attitude will contribute to future growth and expansion of foreign language requirements which will be both solid and positive. Perhaps somewhat overlooked in much of the debate were the implications for some of the professional schools, specifically, library schools.

Abstract: The bilingual method presents an attractive alternative to other methods. The direct method consumes much time in establishing meaning; the bilingual method establishes meaning immediately through the mother tongue and, in the initial stages, the printed word. It employs the mother tongue to cue foreign language responses, and it uses the printed word as an aid in accurate initial reproduction of the foreign language. Orthographical interference is avoided by never asking the student to read aloud. Experience in classrooms shows that students' motivation increases due to full comprehension, high retention, and flexible procedure. Teachers must be fluent in both foreign language and mother tongue, and must develop facility in the steps of the method in order to provide rapid cuing. The eight steps lead from imitation to free conversation.

Abstract: A common way of viewing the English language situation in Singapore is in terms of a continuum ranging from those with minimal ability (e.g. taxi-drivers) to those with near-native competence (e.g. the products of English-speaking homes and English medium education). This is obviously a methodological simplification but it has the disadvantage of over-emphasizing the similarity between the native English-speaking Briton or American on the one hand and the non-native English-speaking Singaporean on the other, so that, in effect, the Singaporean taxidriver with his little English is equated with the British or American child with his limited linguistic development. Both are seen as points on a single scale (fig. 1). In practice, however, this representation ignores what is obviously the most fundamental difference between them, namely that English for the Singaporean is a non-ethnic language and co-exists in the same speaker with other indigenous languages such as the various Chinese dialects, Malay, Tamil, etc. In the Englishspeaking countries there is for the average speaker (excluding minority groups) no dualism or pluralism of language use but only of stylistic variation (cf. the five-point scales of Joos, Gleason, Halliday et al.), whereas in multilingual societies other languages may function in place of some or even all of the functional varieties of any particular language (diglossia). However, the pattern is by no means uniform and some learning of stylistic variation. is likely to occur within each language as well especially as language proficiency advances. This will not necessarily be proportionate to the same extent as