English grammar, as a formal subject, distinct from other branches of instruction in the vernacular, made but sporadic appearances in the American schools before 1775. After the Revolution its rise was extremely rapid. English grammar gained momentum as the hold of Latin grammar weakened, and by the end of the first quarter of the nineteenth…

Presents a longitudinal study of teacher talk that examines the use of affective particles in the language of the university-level elementary Japanese as a foreign language classroom. Results reveal that affective particles are used far less frequently in the classroom language analyzed than in ordinary conversation and that significant…

Examines three English oral language proficiency tests in terms of whether the tests measure basic interpersonal communication skills or cognitive-academic language proficiency. Suggests that oral language proficiency tests should be academic in nature if their purpose is to determine whether language-minority students can meet the demands of…

A study of two English-Hebrew bilingual children's productive vocabulary loss in oral Portuguese after discontinued contact with the language investigated lexical loss in Portuguese storytelling behavior. Analysis focused on the nature of attrited productive lexicon, compensatory lexical production strategies, and lexical retrieval process.…

This paper reports the findings of an investigation of university students' attitudes toward the study of literature and culture in a foreign language program. Discussion centers on why language students consistently rate the study of literature below other aspects of their language courses. (19 references) (JL)

This paper describes the home and school experiences of 12 children from bilingual (mostly Chinese/English) homes who, before beginning first grade, demonstrated advanced ability to comprehend written English. Results demonstrate that lack of fluency in oral English should not exclude children from advanced instruction in reading. (Author/JDD)

Uses recorded data from a recent classroom research project by an English-for-Academic-Purposes class in South Australia to describe an interview process that allows nonnative-speaking learners to experience authentic oral interaction with native speakers. The interview process also provides opportunities for reflecting on the linguistic and…

A study analyzed classroom interaction between language learners in the United States and France using international videoconferencing, focusing on the American learners' Zone of Proximal Development and the differences between learners' capabilities and native speakers' language use. A videotape of the teleconference was found useful in providing…

Describes the investigation of South African English-as-a-Second-Language high school students perceptions of classroom activities in terms of their feelings toward the activities as well as their value in current and future learning. Using questionnaires, interviews, and classroom observations, results found that the learners' perceptions often…

Encourages those whose use of technology now extends no further than the language laboratory to examine what can be done with some of the simpler computer-based technologies inside and outside the classroom. The article argues that the computer is the best tool available for taking tedious grammar drills out of the classroom while keeping them in…

Following publication of the National Languages Strategy on 18 December 2002 the teaching of foreign languages (FL) in the primary school is again high on the agenda in England as in other parts of Europe. Research has shown in the past (Burstall "et al.," 1974) that an early start in FL does not necessarily result in any long-term…

The present study examines pragmatic production of monolingual (L1 Castilian) and bilingual (L1 Catalan, L2 Castilian) learners of English in a foreign language learning context, that of the Valencian Community in Spain. We particularly focused on proficiency-level effects and on the role of the task type in the use of request acts peripheral…

Context of learning, such as whether a learner studies a second language (L2) in a formal classroom--"at home" or abroad--may be a key factor in developing grammatical and lexical abilities. Yet, little empirical data is available comparing the effects of study abroad (SA) and formal instruction "at home" (AH) experiences on…

It is argued that language learning ought to be interactive. The traditional language classroom provides a favourable interactive situation for language learners. By contrast, the distance education mode is limited in some ways regarding language learning. Necessarily, distance education involves, primarily, self-learning. Face-to-face learning…

This document consists of the two issues of "English Teachers' Journal (Israel)" issued during 1991. Contents include: "Introduction for English Teachers"; "Announcements for Bagrut Teachers and Examiners"; "News from E.T.A.I. (English Teachers' Association of Israel)" (Ephraim Weintroub); "Learning…