Discusses one approach to teaching French grammar in a university second year communicative-oriented course. (EKN)

Discusses using structure drills in the foreign language classroom including use of same grammatical structure with slight variation, notional/functional drills, and situational dialogs. Suggests necessity of looking more closely at techniques in order to better understand teaching operation. (Author/BK)

Discusses a compromise between functionally based material and traditional grammatical approaches by suggesting the adoption of a more communicative approach to structurally based material. Using the present continuous tense as an example, the unnaturalness of traditional classroom dialog is shown; sample remedies are given. (PJM)

The problem of teaching the use of the verbs "ser" and "estar" in Spanish can be only partially addressed by current linguistic explanations. In the absence of rules that will enable the student to predict correct sentences using the verbs, the most effective teaching technique is to use a situational-functional approach providing students with…

Three approaches to language curriculum design are outlined: structural, functional, and experiential. A three-level model is proposed for a second language curriculum that integrates the three approaches and their goals into an adaptable curriculum meeting varied needs with consistent methodology and theory. Both linear and cyclical applications…

Many teachers feel that the primary goal of language education is the development of communicative rather than linguistic competence. This shift in focus has affected syllabus design. However, no single syllabus appears satisfactory by itself. The grammatical syllabus is effective to instill in learners automatic production of accurate structural…

Describes the functional/notional approach to language instruction, discussing key features, misconceptions, and practical applications of the model. (AM)

In Iran, English second language (ESL) instruction is increasing rapidly. Generally, the instruction is structural and the focus is on grammatical features. Structural and grammar-translation methods of teaching are most common, and change is resisted. Against this background, however, some college instructors of the new generation have begun to…

Sets out the advantages of a functional/notional syllabus as opposed to a grammatical syllabus. Presents topics around which to build a functional/notional syllabus in teaching college-level French. Makes suggestions, based on students' perception of their communicative needs, for the sequencing of these materials. (PMJ)

The annotated bibliography provides information on commercially prepared materials that can be used in classrooms at all levels where English is taught as a second language. Twenty-four textbook series are described, arranged alphabetically by title. The listing is preceded by a categorization of the series by their content and focus:…

Three issues of the journal "TEAM" are presented. Each issue contains feature articles, a section on teaching techniques, book reviews, English Language Center news items, and announcements. The articles in these three issues deal with the following topics: the freshman English course at the University of Minerals and Petroleum, a course in…

The manual is intended for teachers in workplace English-as-a-Second-Language (ESL) programs, and contains ideas and techniques that both experienced and less experienced teachers in a wide variety of workplace ESL classes might find helpful. Sections address the following topics: (1) helpful hints for creating a successful educational environment…

This classic study is one of a series of reports of investigations carried out during 1936 and 1937 under the "Project in Research in Universities" of the Office of Education. The report describes work done during a 6-year period (1930-36) in a school for Spanish-speaking children where English (language, spelling, writing, reading) was…

A discussion linking theory and practice in second language instruction focuses on ways of providing opportunities for meaningful interaction in language classrooms. The first part lays a theoretical foundation, looking at: the variety and evolution of instructional approaches from grammar-based to communicative; the classroom as environment for…