This study found that the three variables, suggestion, synchronized music and breathing, had a large positive effect on the learning and retention of 50 Spanish words. Available from: Society for Suggestive-Accelerative Learning and Teaching, 2740 Richmond Avenue, Des Moines, Iowa 50319. (CFM)

This article is a brief discussion of some exercises in guided translation and comparative analysis designed not only to increase students' competence in translation and knowledge of French but also to make them more attentive to their English. (CFM)

This article maintains that the generative analysis of English phonology can fill a long-empty and little-recognized gap in ESL (English as a second language) pronunciation instruction. One must understand where generative phonology fits into the teaching of pronunciation and how generative insights can be translated into a pedagogically useful…

Comments from students are given on the teaching of French in British primary and secondary schools where the initial emphasis is on listening and speaking, and where texts and English explanations are not used. (RM)

Illustrations are given of ways in which cultural and social information can illuminate the literary texts used in foreign language teaching. (RM)

Discusses types of "play-work" in the preschool group, typical difficulties, problems of space and time, desirable requisites with respect to the children, and cooperation with parents. Positive in tone, the report ends with recommendations to use every opportunity for foreign language learning in preschool. (Text is in German.) (IFS/WGA)

A discussion of the predominant foreign language methodology, the Practical-Conscious Method, used in the Soviet Union. The principles underlying the method are the cognitive mastery is primary to learning and that automatic habits are developed on that base. Both learner's intellect and teacher are essential in the process. (AMH)

Concentrates on the problems arising at the undergraduate level concerning elaborating strategies to teach interpreting skills. (CLK)

The use of maps in German classes to illustrate points of geography, history and culture is discussed. Slides and photocopies of maps are used, and map quizzes are taken with blank maps. (CHK)

This teaching technique for the foreign language class is designed to encourage cooperation among students and distribute speaking time equally. Materials to be discussed are cut apart in jigsaw fashion, and students must work together speaking the second language to assemble the correct information. (CHK)

Using the text "Fog May Spoil the Show," from the teaching text "How Do You Do," Stages 4 and 5, a strictly language analysis (rather than a literary, cultural or text analysis) is demonstrated. But structure and type of text and area study are also considered. (Text is in German.) (IFS/WGA)

A description of French instruction in kindergarten and primary grades in Louisiana by the method "Chantons avec Jeannot Lapin." It is an audio-visual approach whose goal is to sensitize students to the spoken language. A description of the methodology and a sample lesson plan are given. (Text is in French.) (AMH)

Advocates the use of dictation in teaching English as a second language. The steps in preparation, administering and correcting classroom dictation are outlined, and a method of organizing material on a language laboratory tape is suggested. In this procedure, students administer the dictation and correct it themselves. (CHK)

The uses of error analysis in teaching English as a second language are discussed. Error analysis can pinpoint areas of difficulty for an individual or an entire class. Materials and methods to use in error analysis are detailed, and use of a card file to catalog errors is suggested. (CHK)

The English habitual progressive is analyzed and its pedagogical implications discussed. Oral drills and blank-filling, illustrated here, may be used to teach the construction. (CHK)