Examines the ways in which different forms of interpreting can be practiced in the language laboratory, and implications for teaching strategies and laboratory design. (AM)

Recommends a teaching approach to promote the internalization of rules as an extension of the grammar-translation method. Activities include imitation, interpretation, question and answer, normal foreign language conversation, independent speaking of sentences and using the "sentence making machine." (MLA)

Discusses the usefulness of overt grammar teaching by explanation in language teaching, its role in a teaching course, and principles of presentation which might maximize its usefulness. (AM)

Describes several teaching techniques designed to develop students' verbal and reading skills in French. The aim is for practical skills of communication and reading rather than technical grammar. (CHK)

Alternatives to prose translation as a language test are discussed, and an experimental reorientation test in French given to 128 prospective A level candidates is described in detail. (RM)

Recommends the use of recorded passages in the source language, English, for translation into the target language, Spanish. Oral comments about linguistic difficulties are in Spanish. (MLA)

For ease of presentation, advanced grammar teaching techniques are briefly considered under the headings of structuralism (belief in the effectiveness of presenting grammar rules) and contextualism (belief in the maximum use by students of what they know in the target language). The structuralist's problem of establishing a syllabus is discussed…