Presents the notions that: (1) training in free expression skills in a foreign language can be systematized and integrated with the acquisition of fundamental language skills; and (2) that the principle of "re-expression" can be used by the teacher to yield "free expression" in the form of spontaneous oral summary. (AM)

This article discusses the advantages and disadvantages of conversation classes for learning a foreign language, and outlines three basic prerequisites for a successful conversation class: a small, homogeneous group, actual facts and ideas available for discussion, and a basic working vocabulary. (CLK)

Describes techniques for measuring and developing the syntactic fluency of students learning French. (P M P)

Paper delivered at the Annual Meeting of the American Association of Teachers of French, December 29, 1972, New York, New York. (DS)

Before asking how to teach French, one should ask what French to teach. It is suggested that everyday French, "la langue usuelle," should be the norm for American teachers and textbook writers and editers. Greater utilization of film scenarios and songs of good quality are among the means suggested. (Text is in French.) (AMH)

Paper presented at the Annual Meeting of the American Association of Teachers of French, December 27, 1970, in New Orleans, Louisiana. (DS)

The degree of teacher control in a language conversation class will determine the success of the class. Beginning language classes seem to require a great deal of control; advanced conversation groups achieve more if sessions are student-run. Intermediate classes require control inversely proportionate to their skills. (CHK)

Describes an experimental intersession program in which American undergraduates were taught Quebec French in Quebec. (AM)

Describes the Indiana University French Communicative Ability Test, developed to test communicative ability at a relatively low level (beginning university French), and in a large, multi-section program. (AM)

An analysis of questionnaires on the teaching of Francophone literature in colleges and secondary schools. Most studied is the literature of West Africa, Quebec and the Antilles. Teacher training in Francophone literature, establishing rationales, needs assessment and selected sources of information on Francophone literature are discussed. (AMH)

Describes a French diction and oral communication course conducted at Franklin and Marshall College. Originally envisioned as a "necessary evil" to train students to write and deliver seminar papers, the course unexpectedly appealed to students as a practical experience while developing increased student interest in French language and literature.…

This article discusses the factors related to successful achievement on advanced placement tests in French, and reports evidence showing that students with a bilingual home environment or having lived abroad, do better than students simply exposed to language instruction in American schools. (CLK)

Students must be familiar with current abbreviations, especially their appropriateness at varying levels of language. This paper discusses their formation and use, and includes a list of the abbreviations, initials, and acronyms most common in contemporary French. (Text is in French.) (DB)

This article discusses the use of commercial television programs as a tool for teaching French. (CLK)