A DETAILED DESCRIPTION OF A LARGE SCALE, TWO-YEAR EXPERIMENTAL STUDY COMPARING AN AUDIOLINGUAL WITH A TRADITIONAL GRAMMAR-TRANSLATION METHOD OF TEACHING FOREIGN LANGUAGES IS PRESENTED. THIS EXPERIMENT WAS CARRIED OUT WITH STUDENTS IN FIRST- AND SECOND-YEAR GERMAN CLASSES AT THE UNIVERSITY OF COLORADO FROM 1960 TO 1962. RESULTS OF TESTS SEEM TO…

Suggestions are offered for teaching languages during the transitional period from the audiolingual level to the reading and writing proficiency level. The importance of developing listening comprehension is stressed, and it is suggested that traditional grammar and translation methods be integrated into the language program. Special attention is…

Implying the need for a reexamination of the theoretical bases for second language learning in the secondary school environment, this final report of a 2-year experiment, funded by the U.S. Office of Education and conducted in public secondary schools of Pennsylvania, involved 1,090 students of French or German in 1965-66 and almost 700 in…

Presented in this book for prospective and practicing foreign language teachers is an historical review of language teaching and teaching techniques--some new, some traditional. Presentation and method in relation to scholastic level and pupil interest are discussed, as well as language teaching in the elementary school, the use of audio-visual…

A College Entrance Examination Board (CEEB)-sponsored survey presents data derived from the questionnaire responses of a representative sample of 5,382 secondary school seniors who took the CEEB French, Spanish, or German achievement tests during the 1965-66 academic year. Written analyses of questionnaire data, along with many supporting graphs…