Discusses the suitability of functional syllabuses as a basis for general course design, and means whereby functionally oriented materials may be integrated within existing language programs. (Author/AM)

Offers a systematic statement of the lexical differences between "noch" and "schon," which should serve teachers better than their intuitive feelings for those words. (IFS/WGA)

Discusses a technique for teaching the usage of the present perfect tense to students of English as a second language. (CFM)

Discusses the importance of the nonverbal component in second language learning, and describes research on the role of kinesics in language. (AM)

Cloze testing and language performance is discussed as are two techniques for awarding partial credit: the quick performance measurement and feedback technique and the three-stage scoring hierarchy for partial credit. A figure and tables are included. (EJS)

Two golden rules for teachers of young children are (1) work, speak, and act with complete naturalness, and (2) never try to teach language per se; rather, teach life (joy, sorrow, work, play, differentiation, self-awareness, etc.) by involving the children in situations and activities that are highly significant to them. (NQ)

Discusses the use of pictures in the language classroom and presents controlled and non-controlled activities incorporating pictures. (AM)

A foreign language learning activity is described in which second-through fourth-year French students write, cast, produce, direct and perform well-known fables for their language classes. The performances are recorded on videotape and shown to other classes and to parents. (Author/RM)

Second language learners must acquire a generative system of grammar. There is, as yet, no way of describing notions in generative terms. Long-term syllabuses will have to continue to be syntactically based, but the incorporation of notions from a checklist is acceptable. (Author/JB)

Discusses the effectiveness of a treasure hunt as an educational language-activity for students of English as a second language. Instructions for the treasure hunt and a sample list of items are included. (CFM)

Self-instructional programs in the commonly taught languages are recommended for: (1) those who cannot get to classes, (2) classes with individual learner needs, and (3) learners advanced enough to take on self-directed tasks. The roles of teacher and learner in self-instructional programs are discussed. (JB)

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)

The following easy games for the German classroom are described: around Germany, map identifications, fast response, bingo, memory training, geography college bowl, find the object, descriptions, pronunciation perfection, acrostics, simple board games, art lesson, treasure hunt, and miscellaneous games. (SW)

Describes the use of the pieces and movements of chess to teach French vocabulary of direction and motion. (CHK)

The value of the language laboratory of self-instruction is stressed. Methods of using multi-phase drills are given, proceeding from cue repetition to open-ended situations. The presentation of prose texts in the laboratory is examined. (Author/JB)