Describes the new syllabus used for teaching English to secondary school students in Israel. (Author)

Is phonetics essential in the learning of pronunciation? It is taught in the hope of aiding muscular-motor function and is therefore essential. The problem arises then of designing a course which supplies the learner with all relevant phonetic information during pronunciation teaching in the most effective way. (CFM)

Describes the philosophical bases of confluent education, and provides examples of this method in language instruction. (AM)

Foreign language enrollment at every level is dropping, and French courses in particular have felt the effects of this reduction. Teachers must begin to see the importance of considering the students' basic attitudes, and they must actively seek to get the students interested in learning a language. Success depends on the teacher's ability to…

The need to broaden the perspective of foreign language study in order to make it available to the majority of secondary students and the place of foreign languages in the curriculum are discussed. This paper suggests that foreign language study be considered a social study. The evidence cited here supports such a conception of foreign language…

Basic assumptions implicit in course design for foreign languages are examined. The course must first satisfy the basic needs of the learner, later his sociolinguistic or psycholinguistic needs. Relevance of materials is looked at in terms of framework of a course, role of situational teaching, and conduct of the lesson. (SCC)

A thorough revision of present syllabus-design practices is necessary to achieve the goal of enabling the learner to use the target language with relative fluency in simulated speech transactions. Four new orientations are suggested that lead more directly to language use than do monolithic and paradigm-oriented linguistic features. (Author/RM)

Courses in linguistics should be included in teacher training programs for future teachers of English as a second language but they must be taught with the practical needs of the classroom teacher in mind. (CFM)

German as a Foreign Language Philology is a new subject developed at the New Philology Faculty of the University of Heidelberg. Students whose native language is not German can earn a Master of Arts in this field. The study plan, educational goals, and the content and organization of the curriculum are described. (Text is in German.) (TL)

This article discusses the three ways in which language teaching and content teaching may be related. (CFM)

The relation of communicative skills to language syllabus planning is discussed. The most important part of the foreign language syllabus is course content. Foreign language teaching is primarily a matter of starting with the world of everyday knowledge which the learner already possesses. The foreign language syllabus should be designed to take…

In order to make decisions about the continuation or alteration of different segments of a foreign language program, teachers must know what the student feels he needs and what he thinks he wants. The Edmonds, Washington, School District has, in the past several years, gathered this kind of information by means of surveys and studies of enrollment…

This paper focuses on a discussion of the following questions: (1) Why do American students want to study abroad? (2) What types of programs are available? (3) Is financial assistance offered? (4) What is European university life like? (5) Should a student receive credit for courses taken abroad? (6) How long should a student plan to study abroad?…

A pilot course in mastery learning in a survey course in English literature at the Beirut University College is described. The course was designed to increase the retention of knowledge and skills of students of another culture, utilizing the lecture-discussion method and the mastery learning concepts. (Author/RM)

The cognitive approach to language learning has a definite influence on syllabus design. The spiral approach is suggested for the presentation and gradation of materials. Grammatical or formal criteria are preferred to semantic or notional ones for selection and arrangement of materials. See FL 507 969 for availability information. (TL)