Discusses the concept "situation," as distinct from "context," distinguishing also between real and fictious situations. Types of situations are discussed, and methodological suggestions are offered as to which types to introduce at which stages of instruction. (Text is in German.) (IFS/WGA)

Reviewing 45 years of language teaching, the article discusses, anecdotally, successive methods which had their vogue: "Direct Method,""Play Way,""Limited Vocabulary,""Pattern Practice,""Situational Approach,""Communicative Competence." A balanced middle position is favored. The article warns against dogmatic attachment to unproven linguistic…

Individualized work in teaching English is highly desirable, and the overhead projector is particularly useful in such work. Three examples of its possibilities are given: Dialog treatment, working with basic ("kernel") texts, and comparison of the simple present, simple past and present perfect tenses. (Text is in German.) (IFS/WGA)

Discusses a number of English publications on training in listening and reading comprehension; methodology is also discussed. Several requirements are mentioned for editing of such publications, since the mere compiling of texts which appear suitable is ineffective. (Text is in German.) (IFS/WGA)

Finds that homework assignments should be based on considerations specific to the field of foreign language learning rather than on general pedagogical theory. (IFS/WGA)

Describes an experiment in two beginning English classes with simultaneous presentation of the material visually and aural-orally. The experiment and subsequent tests are evaluated. Concludes that the "visual-learning" type of student does well here, but that further research is needed before firm conclusions can be drawn. (Text is in German.)…

Discusses the news programs of "Landesbildstelle Berlin," as providing dialog material useful for the language classroom. The dialogs deal with news, rather than simply providing examples of language structures. Discusses also difficulties of using dialogs in the laboratory. Examples and hints for application are given. (Text is in…

Discusses the controversy between the supporters of communicative competence and those of situational teaching. Considers the so-called "mechanical" colloquial speech, which is not adapted to situational teaching, and shows the latter can be brought into harmony with classroom reality. (IFS/WGA)

Discusses the merits and limitations of programed learning and its use in teaching English as a foreign language. Emphasizes the need for testing such programs and offers suggestions on how to test. (IFS/WGA)

Laments the neglect of punctuation in English courses, even in university-preparatory schools. Emphasizes the greater importance that punctuation has in English than in German. Illustrates, with example sentences, the interference of the native language and shows how using or omitting a comma can change the meaning of a sentence. (IFS/WGA)

Proposes an organizationally simple teaching procedure, wherein every fourth hour is devoted to individualized instruction. The criteria involved are auditory understanding, speaking skill, and understanding of structure. The procedure is explained, and examples of the teaching of various items are sketched. (Text is in German.) (IFS/WGA)

Suggests use of dramatic sketches and conversation sequences for introducing new language material. With situational and stage material, the teacher can avoid the fragmentation of language knowledge, and also join imitative with cognitive learning. (Text is in German.) (IFS/WGA)

Discusses types of "play-work" in the preschool group, typical difficulties, problems of space and time, desirable requisites with respect to the children, and cooperation with parents. Positive in tone, the report ends with recommendations to use every opportunity for foreign language learning in preschool. (Text is in German.) (IFS/WGA)

Analyzes a segment from the Austrian radio series "Grammar with a Smile," dealing with the future tense. Criticizes the dialog as not true to life and lacking in motivating power. Ends with suggestions for alternatives. (IFS/WGA)