Finds that teaching textbooks are becoming more complex and difficult, and less interesting. A procedure is suggested for measuring these qualities in a textbook, based on the "Reading Ease" and "Human Interest" indices of R. Flesh, in Volume 6 of his work "The Good Companion". Two samples from texts are appended. (IFS/WGA)

Finds three faults, from the teacher's viewpoint, in the phonetic transcription in English textbooks used in German People's Universities: many unfamiliar symbols, many irrelevant distinctions, and failure to mention important variations. Suggests improvements in vowel treatment based on Hornby, "Oxford Progressive English" (London,…

Argues for a progressive method of teaching German attributive adjective endings based on textbook analyses, other techniques, and tasks involved in processing these endings. The progressive method first presents the weak endings and introduces their cases, then presents strong endings as a special form of the der- words. (Author/JL)

Focuses on how to teach English-speaking students of Spanish the practical distinction between the verbs, "saber" (to be cognizant of) and "conocer" (to be acquainted with). This article describes a solution proposed by K. Taylor for explaining the limits of the two verbs and examines similar proposals delineated in three other Spanish textbooks.…

This paper explores the changing attitudes concerning sex-role stereotyping and discusses the part played by textbooks in the formation of sex-role attitudes. It examines in this regard a widely-used textbook for the teaching of French. (Author/CFM)

Debates the suitability of introducing a text containing cliches into a foreign language class. The article emphasizes that before using such a book, it is necessary to decide whether it is possible to teach with such a text and what purpose would be served in doing so. (Author/CK)

Suggestions are offered for improving the content of beginning English-as-a-Second-Language texts, which often reflect low expectations of students and limit both the rate and scope of language learning. Methods for engaging the learner and stimulating dialogue are discussed. (nine references) (LB)

Most basic German textbooks seem to be geared toward white males. This article examines three recently published textbooks in terms of the portrayal of females and people of color. Suggestions are offered for better representing the pluralistic U.S. society. (Author/LB)

Presents information regarding how North American teachers of Spanish can use authentic texts in Spanish to introduce some measure of cultural authenticity to their students. The article suggests that instructors need to use strategic orientation to reading tasks in order to overcome any possible cultural mismatches. (seven references) (Author/CK)

Examines the degree to which Latin words and phrases are integrated into English and American legal texts. Compares introductory and advanced textbooks to legal documents for relative frequency of Latin words and phrases and level of integration into the text. Examples of each level are presented. (Author/LMO)

Despite some exceptions in recent years, most elementary foreign language texts continue to be organized in a typical "twenty-five lesson" format bound by an old-fashioned idea of continuity. It is argued that this format is a major source of student frustration and a barrier to optimum second language acquisition. As one possible alternative, an…

Focuses on the best methods and activities for promoting competence in the reading of a foreign language, especially French. The article maintains that French language teaching has a pioneer role in advancing second-language reading strategies and suggests activities that can supplement instruction in this field. (Author/CK)

This article considers the role of textbooks in terms of normal day-to-day use in teaching English as a Foreign Language (EFL), challenging the commonly held assumption that textbooks are of little value in EFL instruction. It argues that the textbook has a vital and positive part to play in EFL instruction on a daily basis. (20 references) (MDM)

Discusses the notion of personal response, which is a method in English-language teaching that aims to elicit learner production of discourse in the target language. The article distinguishes between reader-response and personal response approaches and demonstrates how the inclusion of reader response in literature-based communicative language…

Reviews current approaches to second-language syllabus design in the United Kingdom and proposes a model for planning a five-year course of study within the national curriculum framework that will take account of both the meanings a learner may wish to express and the grammatical knowledge needed, i.e., a model reconciling the semantic and…