Reviewing 45 years of language teaching, the article discusses, anecdotally, successive methods which had their vogue: "Direct Method,""Play Way,""Limited Vocabulary,""Pattern Practice,""Situational Approach,""Communicative Competence." A balanced middle position is favored. The article warns against dogmatic attachment to unproven linguistic…

Discusses the problems associated with teaching Dutch to Belgian executives, and proposes a philosophy of increasing motivation by stressing communication. (Text is in French.) (AM)

The learning goal "communicative competence" needs to be made concrete. Philosophy of language, communication sociology, and communication psychology must all contribute to this. The pedagogical claim of pragmadidactics regarding founding its own school, and its relation to pragmalinguistics, are discussed. (Text is in German.) (IFS/WGA)

Answering the question "How does pragmadidactics compare with traditional teaching?," the article discusses the "success criterion," i.e., judging successful communication as opposed to language correctness. Considers also the concept of a functional learner's grammar, "idiomatic language," and pragmadidactic…

The article attempts to show that the emphasis in foreign language teaching should not be on developing communicative competence but on developing reading skills. (CFM)

This article presents and discusses some exercises designed to help the second language learner develop both receptive and productive sociolinguistic competence. (Author)

The Dartmouth/Rassias method of foreign language instruction, which is used in many American colleges and universities, has inspired much comment in the media. This annotated bibliography describes 17 books, articles, and monographs, as well as a film, which focus on the method. (JB)

Describes the acquisition of grammar in a beginning English course for adult students organized on an experimental basis at the C.R.A.P.E.L. (Text is in French.) (AM)

Discusses second language learning in the context of linguistic and societal needs of the learner. (AM)

Describes a language teaching method which stresses the communicative and pragmatic functions of language. (AM)

Discusses the facets of "communication capacity" most important in foreign language teaching. Paralinguistic means of communication are particularly emphasized. The main goal is application ("transfer"). These observations are based on an instructional model from beginning courses in French. (Text is in German.) (IFS/WGA)

Asserts that, if the aim of foreign language teaching is to be communicative competence, then some of the sociocultural determinants of usage of some forms should not be overlooked. The Spanish pronominal address forms, "tu" and "Ud.," are discussed as an example. (EJS)

The efficient use of the telephone by non-native speakers of English is discussed. (HP)

A study conducted in El Salvador was designed to: determine which kinds of errors may be most frequently committed by learners who have reached a basic level of proficiency: discover which high-frequency errors most impede comprehension; and develop a procedure for eliciting evaluational reactions to errors from native listeners. (SW)

A thorough revision of present syllabus-design practices is necessary to achieve the goal of enabling the learner to use the target language with relative fluency in simulated speech transactions. Four new orientations are suggested that lead more directly to language use than do monolithic and paradigm-oriented linguistic features. (Author/RM)