Discusses the role of written French both in traditional and contemporary teaching methods. (AM)

Presents a method for teaching grammar through an understanding of the content of a written text, using a three-fold approach: sociolinguistic, linguistic, and logico-syntactical. (Text is in French.) (AM)

Dodson, in "Language Teaching and the Bilingual Method" (London; Pitman 1967, 1972), described a controversial, new bilingual method that involves the use of the mother tongue and introduction of the printed word along with the first auditory presentation. Dodson is interviewed about certain controversial points. (Text is in German.) (IFS/WGA)

Correct spelling, punctuation marks, and spelling accents must be taught in the beginning Spanish course. Accent marks make a difference in the interpretation of the written word. Rules govern the placing of exclamation and question marks and make up an integral part of written Spanish. Teachers have a duty and a responsibility to teach these…

A modified version of the traditional dictation exercise is recommended in order to answer two unmet needs which caused such exercises to fall into disfavor: the systematic teaching of specific points, and the use of authentic linguistic samples. (JB)

This concluding article in a series concerning the use of the comma in Spanish gives specific examples of its use from Spanish literature. Concluding remarks outline the major purposes of the comma. (NCR)

Even English speakers do not always know when to use a hyphen. Examples are given of some fairly clear-cut cases where the hyphen should be used, leading to the formulation of some usable rules. (IFS/WGA)

The question of whether apparent similarity of two languages really facilitates the learning process is raised. Linguistic and pedagogical problems involved in the instruction of languages which resemble each other are discussed. (Text is in French.) (TL)

Describes analysis made of the results of candidates in 1973 Mode 1 examination in French of the North Western Secondary School Examinations Board which showed that less able language students performed disproportionately badly on tests of written self-expression. Implications for teacher and examiner are discussed. (RM)

The use of the paragraph is recommended in teaching composition, provided that heuristic rather than mechanical techniques are used. Some such techniques for advanced level teaching are discussed. (RM)

Demonstrates that proper reading comprehen sion in a foreign language involves more than the printed sequences of the text, and that meaning is not tied to one element in the sentence structure but to a wider context. (FWB)

Opposes the proposed simplification of phonetic transcription for English ("Zielsprache Englisch," 1978/4), on substantive and methodological grounds, finding that it cannot be made to reflect the facts of the language, and that it would cause learning problems. (IFS/WGA)

(Text is in French.)

Discusses how writing can be used as a learning tool in language classes where oral production is stressed. (Text is in French.) (PMP)

Some of the difficulties of developing a student's ability to write in aforeign language are discussed, and specific suggestions are made of ways to teach this skill. (RM)