Based on a paper delivered at the Canadian Linguistics Association Congress held in Toronto, Canada, June 10-13, 1969. (DS)

Proposes a methodology for teaching comprehension of a foreign language in both the reading and the listening domains. (Text is in French.) (TL)

This article discusses the first draft of three objective tests given to students of English as a foreign language in a high school in Rome, Italy. Students' answers on the tests (Listening Comprehension, Reading Comprehension, Grammatical Structures) are analyzed. The tests will be rewritten, based on these observations. (Text is in Italian.)…

Abridged version of Tolstoy's story, "A Shark," is used for reading and listening comprehension tests. The tests stress correct pronunciation, accent, and memorization of phrases. (HK)

Discusses a number of English publications on training in listening and reading comprehension; methodology is also discussed. Several requirements are mentioned for editing of such publications, since the mere compiling of texts which appear suitable is ineffective. (Text is in German.) (IFS/WGA)

The language teaching method presented here is an inter-related set of techniques for teaching target comprehension skills directly to students on both university and high school levels. Three elements of the method are discussed: (1) the basics of a comprehension-based classroom; (2) the expanded speaking component; and (3) the expanded reading…

This article discusses features of spoken and written language which are seldom systematically taught, and outlines a methodology for the teaching of reading comprehension. (AM)

Outlines the goals and content of the syllabus aimed at developing reading and listening comprehension in a beginners' course in German. Types of written and spoken texts; language register used; language structure patterns desired; lexis and vocabulary; and language function are discussed as they are included in the syllabus. (CHK)

In Beginning English classes for adults, to develop auditory and reading understanding, frequently occurring grammatical problems should be emphasized, such as simple present and simple past tenses of verbs (5 teaching units are presented). At first, less frequent grammatical problems should only be identified by name. (IFS/WGA)

This article criticizes the systematic use of audio-visual methods in second language teaching because of the imprecise semantic impression they may leave on the student. The use of translation exercises is proposed as an alternative. (Text is in French.) (CDSH/CLK)