Compares three methods, "Lecons de Transition C.R.E.D.I.F.,""Le Francais et la Vie," and "La France en Direct," in their transition from level one to level two. (Text is in French.) (AM)

A discussion of the current enthusiasm for the French song and the popularity of French singing artists. The song as poetry opening the door to the culture of the people and as a means of making repetition and grammar learning more enjoyable is discussed. (Text is in French.) (AMH)

This section is concerned with the French song in the classroom. Subjects treated are: students writing their own songs; suggestions for using songs; adolescence and song; the song as culture. Many exercises using all skills are included. (Text is in French.) (AMH)

A discussion of the difficulties one experiences in understanding a foreign language in song. The difficulty comes from the rhyme and rhythm, and from the medium, the form of linguistic expression, itself. (AMH)

A study of the evolution of audiovisual methods with particular emphasis on verb usage and indirect discourse. Early texts were totally language-centered; newer texts are student-centered and, in spite of grammatical difficulties introduced, make authentic oral communication possible and attractive earlier in the course. (Text is in French.) (AMH)

Abridged version of an article which appeared in Langue Francaise", n8 Dec 1970. (DS)

Description of a French course whose objective was to teach students the four skills as effectively and agreeably as possible. Topics covered are: general description of the materials, students and facilities; teacher preparation; detailed lesson plan of an article from "Quoi de Neuf". (Text is in French.) (AMH)

Reviews the evolution of foreign language teaching methods from the audiovisual methods of the 60s through the notional-functional and communicative approaches of the 70s and 80s. It is recommended that the role of oral language be reviewed and that the value of writing in second language learning be recognized. (JLR)

The communicative approach has brought second language instruction a long way from strict grammar-oriented pedagogy, carrying with it a return to meaning, less repetition, emphasis on the learner, and attention to the social and pragmatic aspects of communication. (MSE)