In this article we report on an 8-year process that included three successive iterations of the following cycle: (a) development of instructional technology, (b) formative evaluation, and (c) modification of the technology. From the first formative evaluation to the last, our students told us that they found heavily contextualized language…

Paper presented May 1973, Dresden, East Germany. (DD)

Author considers relationship between linguistics and language teaching in reference to how linguistics can provide information (grammar, error analysis, acceptable deviations, standard performance, semantic theory, and test measurements) for language teacher. With a good linguistic background, the teacher is in a position to assess implications…

Questions the value of teaching grammar to children on theoretical and practical grounds, and proposes an emphasis on teaching usage in varied communication situations. (RN)

Special issue devoted to the second conference on structuro-global-audio-visual methodology, at Mons, Belgium, 1971; text of a talk which formed the basis of discussion during the conference. (VM)

States that language teaching materials aimed at producing competence in a language must be based on a knowledge of the rules underlying the language and considers transformational generative grammar as essential in developing such materials. (FB)

This paper begins with a discussion of the meaning and importance of error analysis in language teaching and learning. The practical implications of what error analysis is for the classroom teacher are discussed, along with several possible systems for classifying learner errors. The need for the language teacher to establish certain priorities in…

Special issue devoted to research and the teaching of French in the elementary school. (VM)

The "dictee" as a method of language testing is discussed. Commonly made mistakes are described, and ways to help the student perform well discussed. (RM)

Relates the central ideas of Wilhelm Vietor to their historical context, since he was the dominant figure of his time, in the history of applied linguistics. Author shows how Vietor's reforms of foreign language teaching found acceptance in subsequent language teaching, particularly in Germany. (SL)

Reviews the relationship between linguistic theory and language teaching. The suggestion is made that a teaching approach should not be based completely on one theory, be it structuralist or generative. In selecting an approach, the teacher should draw selectively on various linguistic theories, on educational psychology, and on practical…

The Cooperative Principle posits four general ways in which a speaker is expected to be cooperative: (1) quantity--make a contribution no more and no less informative than is required; (2) quality--say only that which one both believes and has adequate evidence for; (3) relation--be relevant; and (4) manner--make a contribution easy to understand.…

Though much time and energy are spent expanding foreign language programs, students are often unable to use a language in its environment. This article stresses the need for a sociolinguistic framework in foreign language teaching to correct this situation, suggesting ways to incorporate linguistic competence and performance awareness in language…