One of the most salient aspects of speech is accent--either dialectal differences attributable to region or class, or phonological variations resulting from L1 influence on the L2. Our primary concern is with the latter, because of the strong social, psychological, and communicative consequences of speaking with an L2 accent. The decline of…

The Silent Way emphasizes knowing the student and supporting the development of his self-awareness as a learner. Silence serves two purposes. The student learns to sharpen his listening skills because the instructor gives the model once. Silence eliminates interference so that short-term memory of an utterance is not destroyed. (CFM)

Proposes an organizationally simple teaching procedure, wherein every fourth hour is devoted to individualized instruction. The criteria involved are auditory understanding, speaking skill, and understanding of structure. The procedure is explained, and examples of the teaching of various items are sketched. (Text is in German.) (IFS/WGA)

Suggests use of dramatic sketches and conversation sequences for introducing new language material. With situational and stage material, the teacher can avoid the fragmentation of language knowledge, and also join imitative with cognitive learning. (Text is in German.) (IFS/WGA)

Maintains that aural comprehension does not develop automatically in FL teaching, but must and can be systematically trained and improved. The inner processes in aural comprehension are set forth. Suggestions are given for the actual teaching situation. (Text is in German.) (IFS/WGA)

A number of devices for use in teaching foreign language conservation courses are described. Among them are hypothetical situations, group discussions, activities for improving oral comprehension, plays and skits, collective stories, dialogues, interviews, speeches, recorded songs, cartoon captions, television games, and card techniques. (RM)

Recordings of various sound effects may be used to stimulate dialogue in foreign language classes. Examples are given. (CHK)

A paper reviewing the psychology and physiology of listening, the importance of attention to the listening skill in the foreign language curriculum, and strategies intended to engender in the learner the ability to listen with comprehension. Many sample exercises and a lengthy bibliography are included. (AMH)

Comments from students are given on the teaching of French in British primary and secondary schools where the initial emphasis is on listening and speaking, and where texts and English explanations are not used. (RM)

This teaching technique for the foreign language class is designed to encourage cooperation among students and distribute speaking time equally. Materials to be discussed are cut apart in jigsaw fashion, and students must work together speaking the second language to assemble the correct information. (CHK)

Proposes the use of stenography in the foreign language classroom to improve speaking ability. (AM)

Report of a group project in German designed to increase students' aural-oral skills: Borchert's short story "Das Brot" was read and rewritten as a radio play and the results were recorded. Reading and writing skills were employed, extensive oral practice was possible, and tapes were used. (SCC)