This article compares first and second language acquisition and applies conclusions pertaining to first language acquisition to second language learning, specifically that a command of grammar is essential and this grammar is independent of that associated with the written language. (CLK)

This article discusses the use of authentic oral documents such as radio or television programs as instructional materials for teaching English to native French speakers. Sample transcriptions are included, and teaching methods are discussed. (Text is in French.) (CLK)

The Finnish-Canadian Citizenship Project was organized to teach English to older Canadians of Finnish descent in British Columbia. The 24 enrollees had between one and ten years of formal schooling. The Finnish Canadians use a dialect of English words with Finnish pronunciations that must be unlearned in order to learn English. The students…

A description of two conversation courses (elementary and advanced) given during a summer session at Middlebury College. The materials used were tapes and slides made in France by the instructors to realize the course objectives--use of authentic spoken French and cultural education. (Text is in French.) (AMH)

This paper describes a formal communication game which requires the students to process other players' utterances for implicit meaning before responding. The game can be adapted for content and difficulty level. Students choose between two alternatives on dimensions such as structure and style. Sample games are included. (SW)

In order to ensure personal involvement in and eagerness for verbal communication, the German intermediate conversational course at Clemson University centers on love, marriage, and family life. Student proficiency in German improves, and the course generates enthusiasm as well as self-awareness and awareness of others. (Author/SW)

A system for developing students' conversational skills is described. The conversational practice is regular and systematic and can be handled by aides, substitutes or advanced foreign language students. It can also include humanistic or psychological techniques after the elementary phases. (KM)

Presents the notions that: (1) training in free expression skills in a foreign language can be systematized and integrated with the acquisition of fundamental language skills; and (2) that the principle of "re-expression" can be used by the teacher to yield "free expression" in the form of spontaneous oral summary. (AM)

Presents a language teaching method designed to increase communicative competence through an application of speech act theory and the use of dialogs and the source language. (AM)

Describes a "preliminary" course for English as a foreign language in Grades 5-6, including games and situational conversations. An outline is given, ordered on the basis of increasing difficulty. Hints are given for extending the repertoire of games. Finally, the value of written texts is discussed. (IFA/WGA)

The degree of teacher control in a language conversation class will determine the success of the class. Beginning language classes seem to require a great deal of control; advanced conversation groups achieve more if sessions are student-run. Intermediate classes require control inversely proportionate to their skills. (CHK)

This article discusses the content of a conversation course designed for adult students of English as a Second Language at an advanced level in which the emplasis is on pronunciation and fluency. Correct stress and intonation must be taught as well as new vocabulary and idioms. (CFM)

Conversation is not easy to teach because of the absence of natural stimuli. Role-playing is seen as the best way to practice natural and interesting conversation. (IFS/WGA)

This article describes the authors' experience of teaching conversational English to students in Baotou in Inner Mongolia. Teaching in Baotou confirmed that students do not need to be entertained through the use of computers or theatrics. Intrinsic motivation, particularly that which comes from understanding the value of an education in changing…

This textbook is aimed towards the beginning student of Swahili and is designed to cover almost all the main features of Swahili structure. The course is divided into 87 "cycles," each of which begins with an "M" phase (mimicry, meaning, manipulation, memorization), and ends with a "C" phase (conversation and…