(Text is in German.)

It is argued that it is easier for Thai students of English to learn the difference between similar forms--for instance "interested/interesting"--if they are taught separately, rather than by contrast, so that different forms have different associations. (RM)

The construction of algorithms to present grammatical rules is advocated on the basis of clarity and ease of memorization. Algorithmic procedure is demonstrated for the introduction of subordinate clauses by conjunctions in German, and the formation of plural nouns in English. (AF)

The foreign language teacher cannot rely simply on linguistic theory as it stands today. Foreign language teaching calls for its own linguistic theory. However, it should be possible, in constructing a FL teaching grammar, to integrate such a teaching theory with current linguistic theory. (Text is in German.) (IFS/WGA)

Oerberg's "Lingua Latina" was first used at Columbus Academy in 1973 as a textbook for teaching Latin to beginning eighth grade student. Student interest and enrollment increased, and students achieved greater facility with Latin than under more traditional methods. (RM)

Discusses the teaching of qualitative and quantitative comparison expressions in French, specifically the various notions and functions that must be taken into consideration and the various pedagogical phases that should be followed. (AM)

Discusses the concept "situation," as distinct from "context," distinguishing also between real and fictious situations. Types of situations are discussed, and methodological suggestions are offered as to which types to introduce at which stages of instruction. (Text is in German.) (IFS/WGA)

Presents some of Earl Stevick's ideas on language teaching and learning in the form of an informal interview. (EKN)

A procedure is outlined for teaching spelling to students of English as a second language. (RM)

Using as an example Lesson 21 of the textbook "Lebendiges Englisch" ("Living English") (Munich, Hueber 1976), some hints are given on how to work on the lesson. The suggestions for discussion bear on the treatment of dialogs and reading texts. (Text is in German.) (IFS/WGA)

The desirability of the language laboratory as a teaching tool is argued, and productive ways to use it are described. (RM)

Five ways are described in which the language laboratory can be used with students who have passed the stage at which they can profit from drills and other repetitive material. (RM)

The paper focuses on facilitating students' autonomy. Though the main observed difference in the classroom often seems to be the student's level of language knowledge, this may have its roots in other reasons besides ability (previous teaching, motivation, etc.). Therefore, learners have not only different cultural and social backgrounds but also…

Address presented at the Institut voor Taalonderwijs de la Vrilje Universiteit Brussel in Brussels, Belgium, June 4, 1973. (RL)