Relates the shared whole language experiences of a native college student majoring in education and a third-grade Korean student who was learning English, concluding that both learned from the experiencing-writing-reading activities. (DD)

Inadequate student learning is encountered in an assessment of English teaching in German "terminal" nine-grade schools. Criterla is derived for teacher training, for setting priorities in research, and for redefining teaching goals and suitable methodology (e.g., measures to individualize instruction). (IFS/WGA)

Discusses the merits and limitations of programed learning and its use in teaching English as a foreign language. Emphasizes the need for testing such programs and offers suggestions on how to test. (IFS/WGA)

Criticizes attempts to incorporate transformational grammar into foreign language teaching, citing specific failures in experiments with the transformational grammar model. (IFS/WGA)

Discusses general strategies and specific devices to motivate intermediate and advanced students to use the language laboratory frequently and efficiently. Suggests types of materials most effective for language laboratory use. (PMJ)

This article discusses the various definitions that have been given to English for Special Purposes (ESP) and concludes that ESP should refer to programs designed for groups of learners who are homogeneous with respect to aims and whose specific learning objectives have been quantified and stated in communicative terms. (Author/CFM)

This article gives many suggestions for using drama in the foreign language classroom. (CFM)

Discusses ways of teaching complementary pronouns in Spanish, includinq pronouns of direct objects, reflexive verbs, and indirect objects. (NCR)

Discusses various experiments involving the teaching of vocabulary through the use of mnemonics, and describes an experiment which sought to test the effectiveness of the mnemonic method in acquiring writing skills in the foreign vocabulary. (AM)

Examines the elements of a successful intensive language program, including areas such as staffing, scheduling, and recruitment of students. (AM)

This inaugural address given at the first national convention of the Association of Teachers of English to Speakers of Italian (ATESI) discusses the scientific status of language teaching methodology. (CFM)

Defines the practical functions of various types of grammars, and theoretical functions of linguistic grammars. Points out some differences between the two (stressing contrast between native and foreign languages), as well as differences in defining, finality, or variation of categories, and in psycho- and sociolinguistic components. (IFS/WGA)

Discusses problems and techniques in the teaching of literature in the context of the teaching of foreign language and culture. (AM)

Describes a language teaching method which stresses the communicative and pragmatic functions of language. (AM)

Examines the positive and negative features of traditional, transformational, and notional grammar as they relate to the teaching of French as a foreign language. (AM)