This paper discusses an approach to foreign language teaching and learning that is being used to teach Russian to students at Bradley University in Peoria, Illinois, and English to students at Moscow State University in Russia. The approach relies on an alphabetical list of nearly 4,000 cognates and semi-cognates recognizable in both languages,…

After a discussion of cognitive schemata, identified as representing a "gestalt" stored in human memory, this paper explores three pedagogical modes: the use of drama, humor, and suspense in the classroom. Ways that each pertain to cognitive and communication theory are discussed, and classroom examples of how each mode provides…

An experiment was conducted using the suggestopedia method to learn German vocabulary words. Four students who had failed, or nearly failed, tests during the regular university term, took part in two tutoring sessions in which the following procedure was used. First, a pretest of 72 lexical items was given. The students cooperated with the teacher…

This article explores the relationship of literature to foreign language teaching. Five levels or perspectives are defined for literary works and their place in language instruction is defined. The five levels also provide criteria for the selection of appropriate texts. (CLK)

Reviews the relationship between linguistic theory and language teaching. The suggestion is made that a teaching approach should not be based completely on one theory, be it structuralist or generative. In selecting an approach, the teacher should draw selectively on various linguistic theories, on educational psychology, and on practical…

The text for an intensive reading program should be interesting, introduce vocabulary and contain special comprehension activities. This paper discusses a teacher's introduction of such a text, its reading in class, and subsequent question and answer sessions. (Available from English Inspectorate, Ministry of Education and Culture, P. O. Box 292,…

The first section of this annotated bibliography cites works concerning the formal study of civilization from the viewpoints of historians, sociologists, anthropologists and semiologists. The second section cites teaching manuals and instructional materials, books and articles useful in the teaching of French culture. (Text is in French.) (CLK)

This article discusses the usefulness of French courses designed for voice majors. Basic areas of instruction, including phonetics, prosody, and French literature, are discussed, and a model course is described. (CLK)

This article stresses the need for combining language instruction and cultural education, and outlines a teaching model designed to accomplish this goal. (Text is in French.) (CLK)

Criticizes current theory in the GDR, which sees three stages in FL learning: acquisition, solidifying, automatizing. Steps 1 and 3 need modifying. This is shown in the threefold division of a class hour ("Development of oral practice through variation of a dialog"). (Text is in German.) (IFS/WGA)

Shows the limitations of current foreign language teaching methods, particularly the audiolingual one. Unites certain findings of psycholinguistics, cognitive psychology and transformational grammar to construct a language teaching model. Examples of English verbs and nominals being taught to French children illustrate the…

One approach to language learning unites insight into explicit rules, systematic drill and contextual communication. By thinking, creating and speaking, language rules are created and transferred to other situations. Repeated remodelling of sentences seems to yield fastest learning. (CHK)

Eight different activities are suggested for the foreign language conversation class in order to vary the textbook emphasis. Among the suggested situations are a "last people on earth" session, sensitivity sessions, descriptions of paintings or photos, an improvised drama, and a mock trial. (CHK)

This article deals mainly with the pedagogical application of error analysis and error correction, and directs itself to foreign language and second language teachers and to teachers of speakers of nonstandard dialects. (CLK)

A learning program centered around the individual student developed for teaching Chinese is described. The program includes two tracks, a humanities track and a specialist track, to meet the needs of different students. The use of peer teaching is explained. (RM)