Shortened version of a paper given at the fifth annual conference of the International Association of Teachers of English as a Foreign Language, London, England, January 1972. (HW)

Too many teachers have misguided ideas about the principles of the oral approach to teaching EFL. They are either too sure of themselves and of the theory and become complacent, or their confidence is shaken by the failure of a technique they thought to be infallible. (SCC)

Group work in language classrooms has the advantages of involving a more natural type of language and letting each student participate more. Effectiveness of this method is not certain, however. Questions of size and composition of groups and types of group activities are discussed. (CHK)

A method for enlivening an English conversation class is suggested wherein the goal is to get every student to participate by saying something in English, and learning corrections until later. Class periods are divided into controlled language practice, free language practice and a short period of listening comprehension. (CHK)

The work of Harold E. Palmer during his stay in Japan from 1922 to 1936 is described. The focus is mainly on his oral method, a contribution which influenced English teaching in Japan. (Author/SW)

The use of the interview is described as a technique to integrate skills of listening, reading, writing and speaking for students of English as a second language. Coordinated use of these skills is important for natural conversation and language fluency. (CHK)

Use of classroom improvisations and role-playing can help the second language learner speak quickly, naturally, and spontaneously. The technique is discussed and illustrated. (CHK)

A step-by-step description is presented of how the teacher of English as a foreign language can add a question-and-answer period to the oral report. The technique allows for the participation of all students and brings the exercise closer to real conversation. (SW)