Describes a teaching method for teaching French which uses samples of recorded oral discourse to familiarize students with French as it is actually used. (Text is in French.) (CLK)

A complete methodology, based on a linguistic analysis, is given for teaching French pronouns to migrant workers in France. (Text is in French.) (TL)

This article criticizes the use of translation from English into French as a method of teaching French, and proposes alternative methods, including a variation on the language experience approach. (CLK)

A method for enlivening an English conversation class is suggested wherein the goal is to get every student to participate by saying something in English, and learning corrections until later. Class periods are divided into controlled language practice, free language practice and a short period of listening comprehension. (CHK)

This article states that affective learning is important to prevent boredom and stimulate language use. Use of affective learning activities in the language classroom is outlined and a teaching technique, the open-ended sentence is described as a method that elicits responses charged with personal opinions, feelings and humor. (CHK)

This article discusses the use of word puzzles in the teaching of English as a second language. Example puzzles involve exercises in verb inflection, word meaning, and idiomatic expressions. (CLK)

Describes a three-month French workshop for teachers and doctors in Shanghai, the goals being the improvement of speaking, comprehension and writing skills. (Text is in French.) (CLK)

Discusses the teaching of French at the secondary level in Tanzania, in terms of the role of French, the methods and materials used, and evaluation. (Text is in French.) (CLK)

This article describes an approach to second language teaching known as Threshold Level, specifically in its application to French instruction. The approach centers around functional language usage. (Text is in French.) (CLK)

Problem-solving is a necessary stage for all learning. Students who are learning English must pass through such a stage. The teacher must isolate problem-solving activities for use in the classroom. Role-playing, music and games (language puzzles, verbal or board games, action games) are suitable activities. (CFM)

Examines an area study unit from a French course for Grades 9 and 10 of a Realschule, dealing with "getting acquainted with Paris." Suggestions are made about choice of items for emphasis and for methodology in classroom use. (Text is in German.) (IFS/WGA)

Describes use of the pop song "Suzanne" in a Secondary Grade 2 class of girls. This song by Leonard Cohen is regarded as superior to most pop songs, appropriate for the group because of its themes (love, religion), and as a good example of lyric poetry. (Text is in German.) (IFS/WGA)

Pattern practice must not be regarded as the only approach to language teaching, but it has a place therein. Those who oppose its use on scientific-theoretical grounds tend to ignore the actual form of present-day pattern practice. (Text is in German.) (IFS/WGA)

ESL (English as a Second Language) teachers must keep several things in mind when preparing materials. Linguistics is still a major descipline to turn to for insights. Recent language research too is valuable. Teachers should be aware of the many good materials already in existence which can be adapted. (CFM)

More colleges should offer a FLES methods course. Through student teaching, language teachers encounter typical situations with administrators and classroom teachers. Courses should provide techniques, materials and assistance. Teachers would support FLES and become more creative in teaching if given such a methods course. (CHK)