Rules are presented for the planning and acting out of "speaking games." Further, the methodical designing and the functioning of "speaking games" are discussed, using five actual examples as models. (Text is in German.) (IFS/WGA)

This article is directed to teachers of English as a second language and suggests sources of dialogues; ways to use dialogues in listening, speaking, reading and writing; using dialogues in personalized instruction and choosing dialogues. Dialogues should be short, natural conversations adapted to individual students. (CHK)

In foreign language classes, intonation is taught using as a basis for comparison the intonation of the standard dialect of the native language. It is argued here that the learner's native dialect should be used instead. Examples are given of transfer from Swabian dialect to English. (Text is in German.) (IFS/WGA)

Urges the use of the "Total Physical Response Approach" for the teaching of English to Japanese students, simultaneously reinforcing listening and speaking skills. (LG)

Vocabulary grouped according to subject matter is well-adapted to developing speaking competence. Even in the use of blackboard pictures for teaching vocabulary, systematic aspects should be observed. (Text is in German.) (IFS/WGA)

Eleven language teachers were videotaped teaching the same lesson to determine how they treated students' errors. Analysis showed types of errors treated and treatments used were similar; grammar errors seemed less important than incorrect meaning. Suggested alternative treatments are based on the importance to learning of contrasts, redundancy…

Though speaking ability receives priority in FL teaching, grades are given with little attention to it. Tests in current use are examined; a new one is proposed. The individual test is preferred to group tests. Various aspects of the individual oral test are discussed. (Text is in German.) (IFS/WGA)

Continues an article in No. 4, 1975. About 46 percent of the former students of the terminal junior high school are able to use their English in their occupation or leisure time. The conclusion is that compulsory English, emphasizing oral skills and everyday experiences, is justified. (Text is in German.) (IFS/WGA)

A radio course is useful in FL teaching, offering a basis for exercises in hearing and speaking, and with these, factual information. Examples are adduced, showing how to work with segments of the broadcast. (Text is in German.) (IFS/WGA)

Too many teachers have misguided ideas about the principles of the oral approach to teaching EFL. They are either too sure of themselves and of the theory and become complacent, or their confidence is shaken by the failure of a technique they thought to be infallible. (SCC)