Examines reasons for dissatisfaction with audiolingual methods for language instruction (LG)

This article opposes drawing a sharp distinction between different methods when discussing language teaching and considers the possibility of a fruitful synthesis of the three conceptions of teaching discussed here (audiolingual, audiovisual and conventional). (Text is in German.) (IFS/WGA)

FOREIGN LANGUAGE TEACHERS WHO STRESS THE AUDIOLINGUAL APPROACH, ESPECIALLY IN PUBLIC SCHOOLS, NEED TO BE AWARE OF CURRENT PROBLEMS, PRACTICES, AND PHILOSOPHIES. USE OF THE FOREIGN LANGUAGE IN THE CLASSROOM MUST NEITHER OVERRIDE STUDENT COMPREHENSION OR PERMIT NEGLECT OF ANY OF THE FOUR BASIC SKILLS. CONTINUOUS INSERVICE TRAINING CAN DEVELOP MORE…

IF AN EFFORT WERE MADE TO HAVE STUDENTS CONTINUALLY HEAR AND PRODUCE THE LANGUAGE BEING STUDIED IN A FAIRLY REALISTIC WAY FROM THE BEGINNING, THEY WOULD BE MORE MOTIVATED TO LEARN AND WOULD MAKE THE TRANSITION FROM THE CLASSROOM TO PRACTICAL SITUATIONS AND MORE ADVANCED STUDY MORE EASILY. THE TRADITIONAL KINDS OF STRUCTURE DRILLS INCORPORATED IN…

Compares three methods, "Lecons de Transition C.R.E.D.I.F.,""Le Francais et la Vie," and "La France en Direct," in their transition from level one to level two. (Text is in French.) (AM)

A mock trial weighs the pros and cons of the pattern drill as it is commonly used in audiolingual methods. (RL)

Paper delivered at the November 1969 Annual Meeting of the American Association of Teachers of Slavic and East European Languages in New Orleans, Louisiana; reprinted from Pingry Review," p13-15, Oct 1970. (DS)

Gives a history of traditional and audiolingual methods of language teaching. Reports on one Swedish and two U.S. long-term experiments. The two methods are found to be of about equal value. The most recent publications reveal a tendency to synthesize the two. (Text is in German.) (IFS/WGA)

Critical remarks are directed toward recent articles on foreign language instruction in American journals. (RL)

Defends the direct method in teaching Chinese. Paper presented at the Annual Meeting of the Chinese Language Teachers Association, November 27, 1971, in Chicago, Illinois. (DS)