Suggests teaching methodology for second language teaching which helps learners acquire forms of linguistic system, link forms with meanings they communicate, and progress toward point where they can produce language forms while focusing on the meaning, not the forms themselves. (Author/BK)

Describes process and gives examples by which contradiction is introduced in a course using Total Physical Response approach. Gives students opportunity to say "no" and come up with an alternative while demonstrating understanding of original command. (BK)

Discusses assumptions of natural approach for second-language instruction, including belief that the classroom should be devoted to activities which foster acquisition; student speech errors should not be corrected directly; and students should be allowed to respond in target language, native language, or both. Posits stages of language…

Describes a method for teaching German adjective endings using a simple syntagmatic approach that predicts the endings on the basis of relevant linguistic features supplied by the context. (EKN)

Discusses use of cognates and common loan words as way to teach German vocabulary to English speakers to help build new passive vocabulary more rapidly in target language. (BK)

Suggests foreign language teachers can use comparison of physical life in the relevant country with that in the United States as way to sharpen understanding of other cultures and encourage participation in foreign study programs. Uses Germany as an example. (Author/BK)

This paper describes a combining arrangement in which language learners work in teams and are forced to communicate with each other to obtain correct information to complete certain work. Active participation helps develop language and communication skills. Several variations on the technique are described. (CHK)

Describes use of teleprompter to assist foreign language instructor in stimulating coversation in classroom. (BK)

Presents a learning transfer principle, based on transfer theory and contrastive analysis, as a solution to the inductive-deductive controversy in second language teaching methodology. (AM)

Reviews current foreign language teaching methodology as it concerns the organization of the lesson into phases, and presents an alternate phase-sequence entailing linguistic environment, application, remedial, monitor, and feedback phases. (AM)

Describes use of computer aided instruction and designing of computer programs to teach verb tenses to students of French at the University of Waikato. Basic limitation of present program is lack of variety in sentences it produces. (BK)

Explores special problems posed by idiomatic expressions for learners and teachers of second languages stressing need to integrate idioms into teaching. Presents program providing a classification of idiomatic expressions based on contrastive analysis of Spanish and English. (BK)

The social psychological constructs postulated by Garner, Clement et al. are integrated into a proposed new framework of second/foreign language (L2) learning motivation. The proposed model comprises three levels: language, learner, and learning situation. Practical examples for motivating L2 learners are presented. (55 references) (LB)

A theoretical basis for a first-/second-language link is presented along with an explanation of why current global theories of language are incomplete. Implications for foreign language (FL) methodology and instruction for students with FL learning problems are addressed. (123 references) (LB)

A brief history of foreign language study in the U.S. is given and several popular language teaching theories described. Emphasizing the importance of learning communicative skills in the foreign language, various procedures for stimulating communication in the classroom are suggested. (CHK)