Describes methods for teaching students to converse in a second language, focusing on games and themes. (BK)

Believes current audiolingual approach to foreign language teaching lacks opportunities for spontaneous speech. Author shows why this is and offers suggestions such as oral exercises and games to compensate. (Author/BK)

Describes conversational language course of exercises designed to single out mistakes students kept making in language lab and concentrate on exercises to correct them to enrich English with more complex structures not used by students spontaneously. Method can be used to proceed from closed to open conversation exercises. (Author/BK)

Presents procedure for designing a course in directed conversation in a second language, including choosing topics and developing workbooks that become the psychologically accepted replacement for an official text and a tool for the teacher. Gives two sample units. (Author/BK)

Describes attempt to give English-as-a-second-language students the opportunity to practice their English in a relaxed but productive way. Gives example of a conversational leaflet developed to guide conversation. (Author/BK)

Discusses a three-stage approach for teaching advanced conversation. Students master related course material, write and perform a miniplay based on that material, and then "survive" in a situation based on the material. Use of the videotape recorder can bring added motivation and better performance. Its advantages and disadvantages are discussed.…

Describes the suggestopedic method and an experiment using it in an American college elementary language class. The class organization, the way suggestopedia works, the classroom program, and results of suggestopedic courses are discussed. (AMH)

The guide to Hebrew language learning is a set of lessons and activities with a functional, conversational approach. It contains 16 units presenting language patterns and expressions typical of everyday Hebrew usage, with exercises and opportunities for simulation of familiar situations, role-playing, and dramatization. Each unit contains a…

Issues regarding the development of student's speaking skills and English as a second language (ESL) techniques designed to improve the teaching of conversation are described. Ten true and false assumptions about the teaching of conversation are considered: (1) everyone enjoys talking and participating in class discussion; (2) discussion topics in…

Memorization and recitation of dialogues are an important part of English as a second language (ESL) courses. However, if the goal of using dialogues is to promote free conversation, the practice of reciting dialogues must entail more than the rote memorization of another's thoughts. Therefore, the talk-and-listen method is a good technique for…

A guide for teachers of conversational Spanish is intended for the elementary school (grades 4-6) or beginning level. It is designed to introduce students to the sounds and pronunciation of Spanish, and uses the audio-lingual method. The guide contains introductory notes on the scope and sequence of skills and concepts, suggestions for classroom…

Suggestions for using the Paris counterpart of the yellow pages and telephone book front matter in French language and cultural instruction include ad illustrations and specific cultural information, general information about the French telephone system, and observational techniques. (MSE)

This approach utilizes a communications model, individual and group problem-solving activities and class discussion for mastering communication skills. Understanding communications principles and feeling secure in the classroom are essential. Students also deliver short informative and demonstration talks to prepare them for content area class…

Six exercises intended to promote conversation skills are presented, including five survival games situated in space, caves, the middle of the ocean, the Sahara desert, and the North Pole; and a game to select a prison parolee from a group of candidates. The games involve role playing and decision-making activities. (MSE)

Discusses the use of cooperative experiential learning as a method to help non-English speakers improve their English communication skills. Cites such factors as the necessity for cooperation and communication among students, the motivational character of natural conversation, and the "mainstreaming" of the limited English speaker. (PGD)