Examines a newspaper account of a court trial and demonstrates how this type of account may be used in a French language classroom. (AM)

Discusses the use of humor in the language classroom, and provides some sample activities in Italian. (AM)

Presents practice drills on verb forms, pronouns, prepositions, and comparatives for Spanish students. (NCR)

Presents a set of rules for learning grammatical gender in French. (AM)

Proposes a method for teaching reading comprehension in a second language that may be used on an individualized basis and that develops reading skill through inference. (AM)

Discusses a method that enables students of English to classify and organize their lexical capital by using triangles to diagram sentences. How to inscribe a sentence in a triangle is explained and illustrated. (CFM)

Discusses what cultural content should be taught in English classes at the university level and how this content should be taught. (CFM)

Using as examples two skills (semanticizing vocabulary and building first-phase exercises), presents a procedure for the practical training of foreign language teachers, based on the findings of empirical research. Describes five "observer's forms" and their use. Discusses the possibility of combining this form of skill training with systematic…

Discusses two approaches to the teaching of culture in the foreign language classroom, concluding that the more popular approach is that based on the teaching of culture through language. (AM)

Examines the trend in Germany, away from a strict avoidance of the mother tongue in second language instruction. (AM)

Items discussed include: setting of communicative goals, meaning of the target skill "reading comprehension," group work, correcting, games, the monolingual approach, and teaching materials. (IFS/WGA)

Finds that homework assignments should be based on considerations specific to the field of foreign language learning rather than on general pedagogical theory. (IFS/WGA)

Reviews current foreign language teaching methodology as it concerns the organization of the lesson into phases, and presents an alternate phase-sequence entailing linguistic environment, application, remedial, monitor, and feedback phases. (AM)

Is it worthwhile? "Mais oui," claims one teacher. Is it fun? "Oui, wheee!" exclaim youngsters who explore another language. (Editor)

Examines assumptions about dictionaries, especially the bilingual dictionary, and suggests ways of integrating the monolingual dictionary into the second-language instructional process. Findings indicate that the monolingual dictionary can coexist with bilingual dictionaries within a foreign-language course if the latter are appropriately used as…