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"Punctuation Has Nothing to Do with Pauses."
Pearce, John – Use of English, 1983
Suggests that by reading aloud, students may come to a greater awareness of the three subsystems of the English punctuation system--inclusion, sentence stops, and sentence marks. (HOD)
Descriptors: Language Patterns, Oral Reading, Punctuation, Secondary Education
Actions Speak Louder Than Words: Paralanguage, Communication, and Education.
Peer reviewed Peer reviewed
Pennycook, Alastair – TESOL Quarterly, 1985
Discusses the components of paralanguage, that is, kinesics, proxemics, and paraverbal features. Argues that paralanguage plays a crucial role in human interaction and is highly culture-specific. Discusses its implications with respect to second language learning and ways in which it can be included in the second-language classroom. (SED)
Descriptors: Body Language, English (Second Language), Paralinguistics, Personal Space
The Drama Workshop: A Lab Alternative.
Peer reviewed Peer reviewed
Cernyak, Susan E.; Reimer, Robert C. – Foreign Language Annals, 1980
In lieu of language lab attendance, second-year language students had the option of attending a drama lab. This program has met with great success. The objective of the lab is to improve skills in pronunciation, intonation, and stress patterns. Also, an environment is created in which the student feels at home with the target language. (PJM)
Descriptors: Class Activities, Dramatic Play, Intonation, Language Usage
Teaching Suprasegmentals to International Teaching Assistants Using Field-Specific Materials.
Peer reviewed Peer reviewed
Anderson-Hsieh, Janet – English for Specific Purposes, 1990
Reviews literature dealing with International Teaching Assistants and provides a rationale for teaching them pronunciation using cognitive-based field-specific methods. An account of the application of such a teaching method to instruct Chinese and Korean chemistry teaching assistants at a North American University is also given. (55 references)…
Descriptors: Chemistry, English (Second Language), Foreign Students, Higher Education
Teaching Pronunciation Communicatively.
Naiman, Neil – TESL Talk, 1987
The communicative approach used in the teaching of second languages is also effective in teaching pronunciation of English as a second language. Communicative principles and activities in the areas of consonants and vowels, contractions, recued expressions and linking, suprasegmentals, and monitoring are discussed. (CB)
Descriptors: Communicative Competence (Languages), Consonants, English (Second Language), Language Fluency
Nonverbal Communication in the Teaching of Foreign Languages.
Peer reviewed Peer reviewed
Richardson, Joanna P. – Babel: Journal of the Australian Federation of Modern Language Teacher's Association, 1979
Discusses the importance of all forms of nonverbal communication in the teaching of foreign languages, including body language, paralinguistics, cross cultural understanding, and visual aids in teaching. (AM)
Descriptors: Body Language, Classroom Communication, Cross Cultural Training, Language Instruction
ESL for Non-Academic Adults: Parallels in L1 and L2. CATESOL Occasional Papers, Number 5.
Bassano, Sharron – 1979
English as a second language for the non-academically oriented adult can be facilitated bY structuring their early linguistic input in a way similar to the way a parent structures input for a child learning a first language. The four components through which children learn their native language and which also concern adult learning are: (1)…
Descriptors: Adult Students, Adults, Class Activities, Educationally Disadvantaged