Recent interest may indicate increasing use of radio in foreign language learning despite some of the very realistic obstacles that face the beginner. Shortwave radio can be used imaginatively in a variety of ways, including: (1) increasing the reality, currency, and accuracy of listening comprehension skills; (2) actual communication with…

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)

This article describes a study of the novel "Le Grand Meaulnes" following a new methodology for directed reading consisting of three phases: introductory, analytical, and creative. (Text is in French.) (CLK)

This article discusses the use of radio broadcasts in foreign language teaching and outlines a specific methodology to be followed. (Text is in French.) (CLK)

The ESL student who is ready to write is similar to the student of a regular English composition class, so we can look to the research done in English composition classes for use in ESL. Approaches to language from a composition side rather than a grammar side are pointed out. (SCC)

This article discusses the psychology of second language learning, and specifically comments on Gantier's book on the teaching of foreign languages. (Text is in French.) (CLK)

This article discusses the use of gestures in foreign language instruction, particularly in the teaching of intonation, stress, and consonant and vowel sounds. (Text is in French.) (CLK)

Learning the standard (foreign) language is not enough for the mastering of German material encountered in research work. The article offers suggestions for the teaching of word-formation in scientific texts. Typical examples are given for composite adjectives. The notes include a useful reading list. (Text is in German.) (IFS/WGA)

Suggestions are made for the achievement of an interesting and successful language laboratory to the student as well as the instructor. (RM)

This article consists of a survey designed to determine language teachers' attitudes and assumptions concerning foreign language learning and teaching. (CLK)

Presents a tagmemic matrix of cases in German and describes the advantages of using it for ease of student recall. The tagmeme is described as a function-form unit or a slot-class correlative. (TL)

Argues that literature should have a place in the foreign language classroom even at the beginning level. It aids in clarifying vocabulary, grammatical structures and certain cultural idiosyncracies. (Text is in German.) (TL)

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)

Discusses the use of puns, riddles and jokes in building vocabulary, beginning reading, and fostering discussion. Examples are presented and further source materials are suggested. (EJS)

Analyzes the difference between "ultimate-target language" (authentic English in all its varieties), "learner's language" (with its limitations), and "learning-goal language," this latter referring to differentiated instruction with graded "input" steps. Teaching suggestions are given. (IFS/WGA)