Various ways of incorporating area studies into the curriculum are examined. The three approaches mentioned in the title are found impractical. The best approach for the foreign language teacher is to put the language first, and bring in area study items where appropriate. (WGA)

Students have a right to use the dialect and language of their own cultural heritage. Language and dialect rights have many advantages for the user, including prestige, self-confidence, group identity, opportunity to project personality and style, appreciation and respect of cultural heritage, and self-awareness. All dialects are equal and are…

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)

Considers the functions that norms might have in the context of foreign language teaching and learning, with special reference to teaching English. (IFS/WGA)

Discusses the "francais fondamental" treatment of vocabulary, and proposes modifications for improvement of this tool. (AM)

Outlines the theoretical assumptions and pedagogical implications of error analysis and attempts to show the relevance of error analysis to language teaching practice. (CFM)

Discusses the progress of the "authentic" or primary tool, especially audio materials, in French language instruction. (AM)

Describes the Lozanov Method and recommends it as a source of renewal for the language teacher. (AM)

Surveys current practice in teaching translation and finds it faulty. An almost mathematical model of translation strategy is suggested for upper-level students of English who can use a monolingual dictionary. Two sample texts for testing the model are appended. (IFS/WGA)

Rejects the semantic analysis of the English progressive form proposed by Konrad Macht in 1973. Citing performance data from tenth grade classes and reviewing the contents of school grammars in use at the intermediate level, a teaching grammar for the progressive form is developed. (IFS/WGA)

Examines the question of the general decline of language instruction in various countries, suggesting possible reasons and remedies for the decline. (AM)

Provides guidelines for the high school professor of French literature, including materials selection and teaching methods. (AM)

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)

Discusses auditory practice (listening) as a factor in the learning process and as a goal area. Refers particularly to the "terminal" nine-year school. Motivation is high, because auditory skill can be developed to a higher point earlier than speech production. (IFS/WGA)

Items discussed include: setting of communicative goals, meaning of the target skill "reading comprehension," group work, correcting, games, the monolingual approach, and teaching materials. (IFS/WGA)