Suggests that the use of video material is an innovative method for teaching French because of the interaction of the audio and visual aspects it affords. Gives brief history of video development in teaching. (BK)

Notes that literary discourse plays only a marginal role in French foreign language instruction. Suggests why the literary text is closely related to the process of learning a foreign language, which is work on and with the language. Discusses specific didactic processes that are internal and external to the work. (AMH)

Two women and three men speak about their profession as French teachers. Coming from five different parts of the globe, these teachers represent five expressions of experience that in many respects cannot be compared with one another. (For related article see FL 514 004). (AMH)

Three articles about Victor Hugo and his work focus on commemorative publications and exhibits in recognition of the 100-year anniversary of his death and on his theatrical works. (MSE)

Proposes a modification of the rule for the position of adjectives in French and indicates a method for applying the modified rule. The method can be used with any textbook. It is recognized to be useful but not infallible. (AMH)

A description of a course in French composition at the University of Essex, which is based on "Exercices de style, " by R. Queneau. The course consists of writing variations of a single model story or paragraph. Six variations are presented and discussed to clarify the method. (AMH)

Discusses the correspondence between French phonology and spelling with regard to the role of accents. Refers the reader to the first part of the essay (n162, Jul 1981), then analyzes vowel harmony, free variation, the diacritic function of the grave accent, and the etymologic function of the circumflex accent. (MES)

Describes a college language teaching technique in which students keep track of their own progress in a notebook, recording work done, problems encountered, and accomplishments made. (MSE)

French university faculty experiences in supervising foreign students' doctoral thesis writing are transformed into suggestions for assisting students in foreign language technical writing tasks. These include: noting special needs in the course of the research; drawing on linguistic, rhetorical, and communication theory for help with composition;…

Analyzes the expressive and stylistic role of punctuation in French literary works, pointing out that this aspect of language deserves more attention by teachers of advanced French courses. Suggests that students should be gradually sensitized to the value of punctuation as a tool for interpretation and production of creative writing. (MES)

Describes the French language television program conducted during the last 10 years at Sarre University and evaluates its results. Emphasizes that the TV courses are the main component of the spoken French curriculum and discusses the teaching methods evolved specifically for television instruction, especially those intended to develop…

A class activity for any instructional level or age, involving production of a radio program, is described. These stages are suggested, with variations for real or simulated broadcast: sensitization to the radio broadcast phenomenon, choice of program type, preparation of broadcast, production, reworking, and further use of the tape recordings.…

Describes the BBC French language program and the activities that have resulted from BBC's collaboration with institutions such as the Brighton Polytechnic. These activites include the organization of intensive courses, the publication of instructional materials for teachers, and the development of correspondence studies. (MES)

Describes a guidance and information dossier compiled at the University of Lyon-II to assist foreign students working under an "au pair" arrangement. Explains how the dossier is used as instructional material in French language and civilization classes, suggesting that such training should take place in the country of origin. (MES)

Seven profiles were synthesized from responses to a worldwide questionnaire and 14 interviews were held based on these profiles. An analysis of the interviews appears here in an attempt to sketch a composite of the French teacher with emphasis on reasons for teaching French. (For related article see FL 514 004). (AMH)