Is it feasible for nonfluent instructors to teach Biblical Hebrew by communicative principles? If it is feasible, will communicative instruction enhance postsecondary learning of a classical language? To begin answering these questions, two consultants representing second language acquisition (SLA) and technology-assisted language learning led 8…

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)

Disparages the mentalist view of language (generative and transformational grammar theories) and those people who represent it. (DS)

Paper presented at the Fifth Annual Meeting of the American Council on the Teaching of Foreign Languages, November 27, 1971, Chicago, Illinois. (DS)

Airs pros and cons of direct method, grammar translation method, and audiolingual method in foreign language teaching. Suggests that the eclectic method which does not follow one principle, but combines three methods and follows psycholinguistic issues, is most effective. (DS)

The bilingual method establishes meaning immediately through the mother tongue and, initially, the printed word. The eight steps of the bilingual method can be applied to any text. Teachers must be bilingual and must develop facility in the steps of the method in order to provide rapid cuing. (Author/SW)

This article briefly examines structural and transformational theories and their associations with other theories, particularly learning psychology. The implications of each position for FL teaching are examined, and it is suggested that teachers enrich structurally based audiolingual techniques with experimental infusions from the…

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)

Paper presented at the Third Annual Meeting of the American Council on the Teaching of Foreign Languages (ACTFL) on November 29, 1969 in New Orleans, Louisiana. (DS)

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)

Describes a prototype multi-channel college language course in which instruction depends on the latest findings of psycholinguistics and on the systematic use of television. (KM)