Maintains that role-play should not become the pre-eminent method in foreign language teaching, since it does not reach the broad goals of learning, such as the systematic acquisition of language material, achievement measuring, or the expression of personal views of many participants in adult education (Text is in German.) (IFS/WGA)

Describes a role-play exercise in which several groups, of varying ability and of six members each, acted out a crime story, with the help of written information. Preparation included vocabulary and pronunciation exercises. After performance, errors were corrected and the play performed again, with roles re-distributed. (IFS/WGA)

A study based on recordings of oral information given to the public at information desks. On the basis of the study, sociolinguistic rules valid for the manner of initiating conversation in like situations are derived. Suggestions are offered for the use of such data in foreign language classes. (AMH)

Text is in German.

This paper describes two specific applications of discourse analysis in English as a second language classes. At the advanced level it provides the tools for students as they interpret contemporary fiction. At the intermediate level, it provides tools for the teacher to establish bases for clarity of communication with students. (SW)

A study of the evolution of audiovisual methods with particular emphasis on verb usage and indirect discourse. Early texts were totally language-centered; newer texts are student-centered and, in spite of grammatical difficulties introduced, make authentic oral communication possible and attractive earlier in the course. (Text is in French.) (AMH)

Four points in first versus second language teaching practices are contrasted: (1) order of mastery of linguistic structures and fluency; (2) ordering of presentation of linguistic structures; (3) teacher's role; (4) order of acquisition of linguistic form and function. Ways to use first language teaching practices in ESL are suggested. (CHK)

Use of challenge questioning is an approach to stimulating classroom conversation in a foreign language. Students ask questions, based on a reading selection, whose answers are not clearly given in the text. The instructor or other students are challenged to respond, and spontaneous conversation is facilitated. (CHK)

Interdisciplinary foreign language and literature courses can be taught within the framework of a traditional course by using texts from related disciplines and providing socio-historical context for the literary text. Courses can be team taught by staff within an individual department or by staff from various departments. (Author/SW)

Discusses the use of extensive silent reading, its purpose, place in the course, methodology and choice of appropriate texts. (Text is in German.) (IFS/WGA)

A simplified formula for teaching German word order to American students is suggested. Other formulas in a few manuals are reviewed; suggestions for application of this one are offered. Consistent use of the formula has resulted in quicker development of a native feeling for the structure of the language. (AMH)

A discussion of error analysis understood as the differences between the way people learning a language speak and the way adult native speakers use the language. The inevitable errors can be turned to pedagogical advantage if the teacher provides appropriate feedback to help the learner modify his grammar. (AMH)

Immediate reinforcement of what has been learned is of prime importance. Ideal testing procedures are those that show students at once the rightness or wrongness of their answers. For reading comprehension, multiple choice is recommended; for production (oral or written), constructed responses (an example is given) are recommended. (IFS/WGA)

The "theme approach" can be used by a teacher who has a class of students of different ages and varying abilities. A "theme" or topic is chosen which all of the students will work on individually at their own levels. Guidelines are given, using "Pioneer Life" as a sample theme. (CFM)

This article attempts a compromise between the additional time often required for a student to "master" the curriculum and the pressure to finish the material on time. The article suggests some steps in teaching a typical grammar unit and illustrates how the method may be carried out in the classroom. (Author/KM)