This chapter presents the results of a study on interlanguage variation. The production of four L2 learners of Italian, tested four times at yearly intervals while engaged in four oral tasks, is compared to that of two native speakers, and analysed with quantitative CAF measures. Thus, time, task type, nativeness, as well as group vs. individual scores are the independent variables and complexity, accuracy, and fluency are the dependent ones. Results show how both L2 learners and native speakers display situational variation, but with clear differences amongst the two groups.

Social context, an often-neglected dimension in L2 learning/use, can play a vital role in sustaining learners' initial motivation. Using data on Welsh learners' experiences outside the classroom, the author argues that, to learn a foreign language, learners require regular interaction in the target language in a setting where they are comfortable.

Game Cards Vol. 1

These game cards were designed by Ridvan B. Saglam. They are similiar to Tabo game cards but actually much more than this. Each card has a picture on it related with the taboo word. The words were chosen according to learners. They are well designed, high quality cards. Also, there are some other game ideas that can be played with them. 

For learners of English, Design for Drama features a number of plays that are adapted from well-known American short stories and poems. The stories represented are “The Marriages” by Henry James, “The Furnished Room” by O. Henry, “The Devil and Tom Walker” by Washington Irving, “The Black Cat” by Edgar Allan Poe, “A Horseman in the Sky” by Ambrose Bierce, and “Richard Cory” by Edwin Arlington Robinson. Design for Drama is recommended for high-intermediate and advanced learners of English.

For teachers of English, The Children’s Response is based on Asher’s Total Physical Response (TPR) method. TPR takes into account that people learn best when they are actively involved and understand the language they hear. This is especially true of children, who have shorter attention spans. Each lesson in the text provides practice with specific grammatical patterns that are troublesome for young learners of English. These structures are introduced through TPR activities to give young learners a measure of control over form and function.