Discusses the role of hearing and speaking in learning a classical language. Presents several examples of oral-aural techniques for the Latin classroom. (EKN)

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 new approach to use of audio-motor unit as listening comprehension strategy composed of a series of oral commands which elicit physical responses. Proposes using these units in language lab in order to conserve time and have an objective means of evaluating units. (Author/BK)

Advocates the use of good teaching practices in Russian language teaching. Specific recommendations are made regarding class preparation, motivation, and pattern drills. Attention is called to bad practices that are to be avoided. (AM)

Discusses a semi-independent eclectic teaching model, designed to alleviate some of the problems of intermediate-level language classes. It attempts to capitalize on the virtues of a variety of approaches by combining features of each that best accomplish specific language teaching goals. (EKN)

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…

Use of challenge questioning is an approach to stimulating classroom conversation in a foreign language. Students ask questions, based on a reading selection, whose answers are not clearly given in the text. The instructor or other students are challenged to respond, and spontaneous conversation is facilitated. (CHK)

Examples of worksheets are given and their use discussed in teaching an audiolingual course in French on the junior and senior high school levels. Activities on the worksheets involve auditory discrimination and reading and writing skills. Tape recordings are used. (RM)

On the basis of evidence from general linguistic theory and psycholinguistic research, it is argued that the working hypotheses of the audiolingual habit theory are inconsistent with studies of human verbal learning tasks, and that transformation grammarians have shown convincingly that structuralist views of language are too narrow in scope. It…

This teaching guide is based on Paulo Freire's "Pedagogy of the Oppressed" and is intended for use with Haitian migrant workers. The first chapter enunciates the general principles of foreign language teaching; chapters 2-5 illustrate actual use of the principles of control, sequence, reinforcement, and total physical response. Chapters…

Surveys some of the principal theories and methodologies in second language instruction. (EKN)

Examines directions suggested by studies in communicative competence, cognitive mapping of learning styles, and classroom interaction, seeking integration with a basically audiolingual approach to second language instruction. Suggests alternate ways of conducting classes to help teachers meet students' individual learning needs while still using…

Audiolingual and translation exercises are presented that were designed to correct syntax of junior high school French language students. The exercises were given to eliminate translating the present progressive and the imperfect word for word, and to develop more awareness of reflexive construction and the imperfect tense. (SW)

Any discussion of English as a Second Language (ESL) literacy should address three critical areas: who the learners are, what is to be taught, and how the literacy skills are to be taught. Three distinct groups of students can be classified as "non-literate" in their own language: pre-literates, illiterates, and semi-literates. Two approaches are…

The methodology reported in this paper argues for a synthesis of various theories and methods. First, a synopsis is given of the pedagogical and linguistic approaches that should underlie a successful attempt to teach the contrast in two verb tenses in Portuguese. Secondly, a contrast unique to Portuguese is examined and a multistage approach for…