Describes a method which uses the language laboratory to help the teacher correct individual students' pronunciation and which assists the student in memorizing dialogues. (AM)

This article is directed to teachers of English as a second language and suggests sources of dialogues; ways to use dialogues in listening, speaking, reading and writing; using dialogues in personalized instruction and choosing dialogues. Dialogues should be short, natural conversations adapted to individual students. (CHK)

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…

Dialogue learning as a tool in teaching conversational skills to lower-level language students is discussed. The use of an outline of the day's dialogue to assist the student to learn the material without complete memorization is recommended. (Author/RM)

The current approach in teaching Japanese as a second language is questioned as inefficient. The forward-looking approach does not condition students to expect that they must learn all the items of a set before being able to learn anything else. (HP)

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)

Recordings of various sound effects may be used to stimulate dialogue in foreign language classes. Examples are given. (CHK)

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)

This article focuses on two elements of the dialogue: the "real-life" quality of the language (where to find "real-life" language, how to check its authenticity, how to record it) and the element of unpredictability (how to create "real-life" dialogues with unexpected responses which necessitate well-developed listening skills). (CFM)

Interesting dialogs which involve the student emotionally are advocated as a means of introducing new structures and idioms to the language student. (FWB)

For bringing students to the point of free discourse, the dialog is especially suitable. The various types of dialog are discussed, and the various steps through which the student must go. Hints are given for producing dialogs useful for teaching FL. (Text is in German.) (IFS/WGA)

Distinguishes between structure-oriented and situational dialog, suggesting methods and materials. The following are recommended: Jerrem and Skutznik, "Conversation Exercises in Everyday English" (Longman); M. Ockenden, "Situational Dialogues" (Longman); Jupp, Milne and Plowright, "Talk English" (Heineman); and M. Underwood, "Listen to This"…

Describes a study of 50 hours of English instruction in People's Universities. Observers kept records of classroom procedures, trying to assess the role of the textbook, classroom use of dialogs and exercises in the textbook, and the practicality of the exercises. Results are given in detail. (Text is in German.) (IFS/WGA)

Some features of "persuasion dialogue" are examined, and suggestions are offered for ways in which persuasion might be used as a topic in the language class to stimulate the use of realistic language through appropriate role playing. Three dialogues are presented that illustrate different kinds of persuasion. (SW)