This article discusses sociolinguistics and how certain of its norms bear a direct relationship to the teaching objectives of EFL. (CLK)

Reviews current trends in French language teaching methodology, and demonstrates how psychology and sociology have influenced the trend away from methods based on linguistic theory. (AM)

Focuses on the teaching of English as a foreign language (EFL) in Japan and describes Charles Fries' influence in the field, the teaching methods used, and the preservice and continuing education of EFL teachers there. The article expresses the hope that this experience will improve cross-cultural understanding between Australian educators and…

Argues the need for an updated and explicit description of language teaching areas generated with reference to a detailed model of communicative competence. Describes two existing models of communicative competence and proposes a pedagogically motivated construct, which includes discourse, linguistic, actional, sociocultural and strategic…

This paper explores issues of linguistic and cultural continuity in vernacular education in the south pacific state of Papua New Guinea (PNG). It draws from an ongoing ethnographic study of the introduction of vernacular teaching in elementary and lower primary schooling where English has recently been replaced as the medium of instruction making…

Language learning is more than linguistic interaction and knowing vocabulary; it involves social interaction and knowledge of mores. This communicative competence is the topic of this paper, which also discusses implications for classroom teaching. (CK)

Serious basic research leading to adequate descriptions of English and other languages of wider communication around the world in their sociolinguistic contexts is needed. This must be accompanied by applied research in second language acquisition and innovative research in teaching methodology and curriculum and materials development. With the…

This text contains 62 lessons in Hausa for the student of Hausa as a second Language. The principal emphasis of the lessons is in developing skills in the spoken language, and study is preferable with a native speaker of Hausa. The use of English is to be avoided except when absolutely necessary. Because of the attention given to oral skills, the…

The oral communication skills of bilingual students in Wales were examined in a study reported in this paper. Oral facility was treated according to five indices: quantity and quality of words in the oral response, time taken to complete the response, length of pauses and number of corrections and repetitions. Pictorial frames provided a visual…

Generalizations were formulated about the appropriate use of "excuse me" and "I'm sorry" and were used to explain the inappropriate use of these expressions by nonnative speakers. The use of these expressions in English as a second language texts is reviewed and suggestions for teaching are offered. (SW)

"Directed conversation," involving a functional approach and role playing, is recommended for English as a second language classes instead of unstructured conversation groups. The student practices not only syntax and vocabulary but the specific sociolinguistic rules appropriate to the speech situation. (SW)

Investigates why graduates of Arabic courses in English-speaking countries are so few in number and why they so often compare poorly in spoken language performance with graduates of other language courses. The most important factor in this phenomenom is the gap that separates written Arabic from spoken Arabic. (SED)

Offers a classification of conventionalized language forms that can be of use to classroom teachers, curriculum designers, and materials developers. Discusses the role played by these forms in the development of communicative competence, and related linguistic, sociolinguistic, and pedagogic issues. (Author/MES)

Examines the issue of appropriate methodology for teaching English as a foreign language for differing sociocultural contexts. The article, based on the experiences of a team of teachers from a wide variety of teaching backgrounds, also examines the extent of the need for awareness raising in relation to learner backgrounds and teachers' varying…