The rhymes and songs hitherto used in foreign language teaching such as nursery rhymes, carols, hymns, etc. belong almost exclusively to England's older culture. Since they are too difficult at least for Secondary grade 1, both as to language and as to content, school children's rhymes are suggested for teaching - that is, rhymes made by children…

Provides examples of: (1) forms to be filled out on French daily life; (2) personal announcements in the newspaper; and (3) problems in municipal government, for use in an advanced French class. (Text is in French.) (AM)

(Text is in German.)

A unified, coherent pedagogical treatment of stress in all inflected words in Russian is elaborated here, using three notational symbols: the acute, the crossed acute and the wedge. (CHK)

Reports on the introduction of video recorders at various branches of the Goethe Institute. The characteristics of video are compared with those of films, tapes and printed matter. Video's advantage is that through it authentic, unprepared material can be presented, and it provides strong motivation. (Text is in German.) (IFS/WGA)

This article consists of an inventory of games useful as instructional materials for the instruction of French as a second language. (Text is in French.) (CLK)

A discussion of the use of comedy as a television program format for teaching English as a second language. (HB)

Gives a typology of various possible approaches to grammar teaching, involving grammars for learning, for skill acquisition, and those which look at course organization, media and teaching aids. (Text is in German.) (IFS/WGA)

Examines two recent books on the French chanson, and finds that the chanson is a desirable item in teaching French, specifically at Secondary Grade 2, for various reasons, including the students' interest in the subject. (Text is in German.) (IFS/WGA)

Defends the audiovisual CREDIF course "De Vive Voix" against criticism by J. Firges maintaining that not the method but the working conditions are to blame for the poor success of the course. (Text is in German.) (IFS/WGA)

Aural comprehension is analyzed and seen as active, not passive. A catalog of interference factors leads to a catalog of learning objectives. These have primacy over questions of method. Hence media must be examined with respect to attainment of learning objectives. Lab work is especially useful here. (Text is in German.) (IFS/WGA)

Consists of a detailed description of reel-to-reel tape recorders and their applications in second language instruction. (Text is in French.) (CLK)

Describes a presentation of lyric poetry in English (as a foreign language) classes, using filmstrips and a daylight projector. The aim is to develop a procedure for interpretation. The article shows how one can examine the various "strata" of a poem, differentiating according to intrinsic and extrinsic structures. (Text is in German.) (IFS/WGA)

Items discussed include: setting of communicative goals, meaning of the target skill "reading comprehension," group work, correcting, games, the monolingual approach, and teaching materials. (IFS/WGA)