Recognizes three kinds of motivation: Societally induced, native, and motivation acquired in early life. Implications for teaching are discussed, both in general and specifically in foreign language teaching. (Text is in German.) (IFS/WGA)

Stresses the need for all language teachers, and second language teachers in particular, to suit the content and the methodology of their lessons to their particular group of students. (PM)

Motivational variables associated with second language acquisition are discussed. (Author/PMP)

Urges the practice of providing optional assignments within the framework of any given course in order to sustain student interest in foreign language learning. Specific lesson plans are provided. (LG)

Discussed the striving for improvement in foreign language teaching programs through use of innovative instructional processes. (Author/RK)

A pilot study was conducted with German students utilizing the campus amateur radio station. Contacts were maintained with five German-speaking stations. Students expressed enthusiasm for the radio station and appeared more interested in German language and culture classes. (Author/SW)

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)

Discusses the characteristics of three types of Italian students (called "newly arrived,""nostalgic," and "uprooted") and their motivation. (RM)

Gives suggestions for a sample lesson concerning a filmstrip on the issuing of "Le Monde." (DD)

This report discusses a program designed to teach English to German children in Munich, Germany. (CFM)

Discusses the use of audiovisual aids for the teaching of French in Japan. (Text is in French.) (CLK)

Discusses the goals of the learner with respect to foreign language instruction and ways in which teachers can help in the achievement of these goals. (PM)

As a supplement to the available games for use in teaching, two writing games are presented, with suggestions for their use. They are recommended as a motivating device. A list of pertinent works on the subject is also provided. (IFS/WGA)

Suggestions are made for increasing student interest and motivation for language learning. Classes should be settings for communicating the language and not for mere rote learning of pattern practices. Students should be aware of the roles languages play in the world, career opportunities, and different cultures in the community. (SW)