Describes new approach to use of audio-motor unit as listening comprehension strategy composed of a series of oral commands which elicit physical responses. Proposes using these units in language lab in order to conserve time and have an objective means of evaluating units. (Author/BK)

Rather than learning just a series of responses to drills, a student can learn "real" French by using L2-L2 (second language) precis work in the language laboratory. The student listens to a previously unheard text and then reproduces it in a shortened form. (CFM)

Discusses research supporting the contention that listening fluency should be taught first and oral response delayed because languaqe acquisition takes place without any overt performance. Includes extensive bibliographic references. (PMJ)

Discusses an effective model for improving the English listening comprehension of Korean college students. To achieve this, the focus of the experimental model is on three kinds of listening experience: pre-listening, while-listening, and post-listening. (Author/VWL)

An argument for taping pattern drills without pauses is advanced as a means for allowing students to learn at their own rate. Insertion of pauses by the teacher and advantages of a foot pedal to control pauses are discussed. Examples are provided for two, three, four, and five cycle drills. (AF)

This study was conducted in an attempt to provide an alternative to the long-established method of tape listening and repetition drills, a method that has had disappointing results. It is suggested that the rate of speed of phonic presentation is not commensurate with the rate of comprehension. The proposed method seeks to prevent cognitive…

Presents guidelines for making individual cassette recordings for student homework from tape masters accompanying foreign language texts. Strategies for using and supplementing curricular material are also discussed. (LMO)

To assist FLES teachers, language teaching techniques are described and illustrated with sample materials in Spanish and French. These materials usually illustrate techniques for the middle and upper elementary school grades, and would also be pertinent for other languages. There are sections on listening comprehension, pronunciation, dialogs,…

The foreign language instruction in the United States has followed a paradigm commonly called the "audio-lingual" method for almost twenty years. This paradigm is basically response-oriented and based upon structural linguistics and behavioral psychology. It focuses attention on speaking as the primary skill. It has not lived up to expectations.…

This article explains, with specific examples, some of the newer audiolingual and cognitive approaches to the teaching of English as a second language (ESL). It is suggested that several of these methods can be integrated into an eclectic approach. Situational Reinforcement and the Audiovisual-Structural-Global Method are among the audiolingual…

The rationale for delayed oral practice in language teaching is that the same rules underlie both speaking and listening and that the student has to understand how a language works before being capable of creating a sentence in the language. Having to focus on speaking performance as well as on listening comprehension distracts the learner from…

An introduction to this teaching guide briefly explains the underlying theory of language, identifies behavioral objectives, and offers taxonomies of the four language skills. The major portion of the guide is composed of transcripts of Spanish listening comprehension tests. The tests are designed for use with audiolingual materials (ALM) and…

Effective individualized instruction and increased student participation in foreign language communication skills could be achieved by a team-teaching approach. A team, comprised of the regular foreign language teacher and a number of volunteer advanced students, could (1) present listening comprehension materials, (2) evaluate pronunciation and…