This paper presents a model for learning a second language developed on the basis of existing models for taxonomies of learning objectives. Three interrelated domains of language learning are examined: (1) the affective domain (willing), (2) the cognitive domain (thinking), and (3) the psychomotor domain (doing). An attempt is made to develop a…

This article consists of a practical semantic explanation of the embedding process in French and English, and outlines a methodology devised to facilitate the teaching of this process. (CLK)

Gives teaching goals, necessary conditions and preparatory possibilities for guided original performance by pupils in foreign language classes. Using as an example collages made by the pupils themselves, the working procedure is described which formed the basis for the experiments in original written composition. (Text is in German.) (IFS/WGA)

Basic assumptions implicit in course design for foreign languages are examined. The course must first satisfy the basic needs of the learner, later his sociolinguistic or psycholinguistic needs. Relevance of materials is looked at in terms of framework of a course, role of situational teaching, and conduct of the lesson. (SCC)

This article discusses problems involved in teaching reading to students of Chinese, stressing the fact that reading instruction should be given as much attention as speaking skills. (CLK)

A number of exercises for promoting communication and self-expression in the classroom are described. (RM)

Adaptations of and variations on the grade contract system are described with emphasis on individualized instruction, fair evaluation, and learner-oriented classes. The method used is described, and results are assessed. (Author/RM)

Part I (in English) introduces the drama "Lear," its author and his previous works. Part II (in German) offers suggestions for teaching the material, both as to foreign language instruction and as to content. Part III (in German) offers approaches to interpretation. (Text is in German and English.) (IFS/WGA)

Describes a method of vocabulary prompting where the initial letter of each word in a phrase serves as a cue. Vocabulary recall is often difficult, but if the instructor uses whole words or phrases for cuing this leads to loss of creative effort from students. Letter cuing is a compromise between no help and too much help. (TL)

This paper provides a brief survey of the uses of videotape recording (VTR) in the field of foreign language education. Points in favor of VTR are: 1) it reproduces the totality of the speech act, and 2) it is ideal for individualized instruction. (TL)

Reviews some technological advances and classroom games which may be used to increase listening comprehension skills in the foreign language classroom. These include the Random Access Memory (RAM), the Sens-it-Cell, and the SCUCHO game. (AM)

Describes a laboratory structure based on the open classroom model, consisting of various "skill stations," such as the "listening comprehension and pronunciation station," and designed to allow for flexibility, stimulation, variety, and contact between teacher and student. (AM)

Recommends, for English teaching at advanced levels, equating English participial constructions with German participial constructions rather than with paraphrases, in order to develop an analytic approach on the part of the student. (IFS/WGA)

Describes how foreign stamps can be collected, catalogued, photographed, and arranged in thematic areas in order to be incorporated into a language curriculum or culture cluster. (Author/AM)

Reports on a game devised for teaching English to German seventh graders, consisting of a series of 12 letters, containing instructions for carrying out specific assignments of varying degrees of language difficulty. The assignments were geared to the students' capacity at each stage. (IFS/WGA)