Content and Language Integrated Learning signifies studying a core subject (Mathematics, Physics, Chemistry, Engineering and so on) while simultaneously studying a language. It means integrating the two, with each serving the purpose of the other. Content and Language Integrated Learning (CLIL) is increasingly being used worldwide as it centers…

Why should second and foreign language teachers tune into instructed second language acquisition (ISLA)? There are many reasons, several of which have already been addressed in this forum. This paper examines one important benefit of keeping abreast of the field, namely, the opportunity for classroom instructors to extract pedagogical insights…

The purpose of this survey was to ascertain Korean teacher-trainees' perspectives on the awareness, likability, perceived usefulness and prospective application of varied language teaching methods that they had been taught in a sixteen-week language teaching methodology course. What did the students think about these methods? Will students…

Is it feasible for nonfluent instructors to teach Biblical Hebrew by communicative principles? If it is feasible, will communicative instruction enhance postsecondary learning of a classical language? To begin answering these questions, two consultants representing second language acquisition (SLA) and technology-assisted language learning led 8…

Reasons are given for restoring grammatical study to a more central place in second language study. One reason given is the limitations inherent in the objectives of an audiolingual approach; another is the indirect impact of the enormous advances being made in modern linguistics. (RM)

This article discusses the use of the image in audiovisual structural exercises, on the lexical and on the grammatical level. (Text is in French.) (AM)

THE OVERLY STRINGENT APPLICATION OF THEORIES OF RULE-GOVERNED GRAMMAR TO LANGUAGE TEACHING CAN CAUSE PROBLEMS FOR THE LEARNER. ELABORATION OF A RULE OF GRAMMAR IN ADVANCE OF DRILL HOLDS THREE DANGERS--(1) THE FALSE SECURITY WHICH RESULTS WHEN THE STUDENT FEELS THAT HE HAS LEARNED SOME ELEMENT OF VERBAL COMMUNICATION BECAUSE HE CAN STATE THE RULE,…

Supports the claim that grammatical explanation is important in expediting audiolingual instruction, especially at the adult level. (RS)

An account of comparative method studies in teaching English grammar to Swedish learners, conducted by the GUME/Adults Project in Gothenburg. Cognitive code learning is superior to the audiolingual habit theory for teaching second language grammar to adults but a meaningful synthesis of both methods should be sought. See FL 507 969 for…

These six volumes are designed for use in the Foreign Service Institute's basic audiolingual course in Dari (Kabuli or Afghan Persian). The course consists of 60 lessons, each having three main parts: (1) basic sentences and drills, (2) dialogues, and (3) an English-Dari vocabulary list. Many of the later lessons include additional sentences that…

Paper presented at the TESOL Convention, March 1971, in New Orleans, Louisiana. (DS)