First part of a continued article. (RL)

Advocates the establishment of short preparatory courses for the English language assistants going overseas, especially to France and Germany. (AM)

In contrasting the extent to which different language teaching techniques produce the anatomical arousal considered necessary for learning, it was discovered that drill formats resulted in depressed levels of arousal whereas free conversation produced considerable arousal. Implications are drawn for the instruction of intermediate and advanced…

The "missing link is a method of instruction which bridges the gap between drill situations in the classroom and actual communication situations outside the classroom. (Author/FWB)

Stressing that advanced foreign learners of English must be exposed to spontaneous speech if they are to develop their powers to speak and comprehend under conversational conditions, the author presents suggestions for preparing tape recordings which will give students the chance to hear natural conversation in the language laboratory. (FB)

Interesting dialogs which involve the student emotionally are advocated as a means of introducing new structures and idioms to the language student. (FWB)

A method for enlivening an English conversation class is suggested wherein the goal is to get every student to participate by saying something in English, and learning corrections until later. Class periods are divided into controlled language practice, free language practice and a short period of listening comprehension. (CHK)

Based on a paper given at the Fourth Annual Conference of the International Association of Teachers of English as a Foreign Language, December 30-January 2, 1971. (DD)

This article discusses the use of authentic oral documents such as radio or television programs as instructional materials for teaching English to native French speakers. Sample transcriptions are included, and teaching methods are discussed. (Text is in French.) (CLK)

This paper describes a formal communication game which requires the students to process other players' utterances for implicit meaning before responding. The game can be adapted for content and difficulty level. Students choose between two alternatives on dimensions such as structure and style. Sample games are included. (SW)

Describes a "preliminary" course for English as a foreign language in Grades 5-6, including games and situational conversations. An outline is given, ordered on the basis of increasing difficulty. Hints are given for extending the repertoire of games. Finally, the value of written texts is discussed. (IFA/WGA)

This article discusses the content of a conversation course designed for adult students of English as a Second Language at an advanced level in which the emplasis is on pronunciation and fluency. Correct stress and intonation must be taught as well as new vocabulary and idioms. (CFM)

Conversation is not easy to teach because of the absence of natural stimuli. Role-playing is seen as the best way to practice natural and interesting conversation. (IFS/WGA)