The traditional approach in teaching the Japanese copula is shown to be linguistically and pedagogically defective. An alternative analysis of -da and -desu and a practical method of presenting them is demonstrated. (HP)

This article is a study of attempts made to adapt B. S. Bloom's taxonomy of educational objectives to foreign language teaching. (Text is in French.) (CDSH/CLK)

Paper presented at the Joint Meeting of the Ontario Modern Language Teachers' Association and the New York State Association of Foreign Language Teachers, Toronto, Canada, March 27, 1971. (DS)

Describes, using Teaching Unit 7 (Grade 9), the teacher's work in planning and preparing, as well as the designing of the instruction using teaching-aid units. Examples: teaching vocabulary, the development of speaking in dialogue, and teaching grammar. (Text is in German.) (IFS/WGA)

Language learning is not maximally efficient without intentional practice following tests that evaluate student achievement of an instructional objective. Post-evaluation practice must be at increasing intervals to maximize student retention, and must sometimes be unscheduled, to achieve automatic language usage. A distribution schedule and types…

Presents among other things the didactic-methodological procedure in Teaching Units 3 and 4, Grade 10; the development of (predominantly monologue) speaking proficiency and proper translation into the foreign language, with special attention to measures to be taken immediately before and after watching the television program. (Text is in German.)…

Discusses the function of mediators (cues designed to elicit an explicit cognition-mediated process that generates new sentences), criteria for their construction, and experiments in their use. (KM)

The lack of oral testing in second language learning and the reasons for this lack are discussed. Examples of oral tests which have been developed are given. (RM)

Oral work is considered the most effective way of laying the foundations for language proficiency. Recognition and production of vowels and consonants, use of a pronouncing dictionary, and practice in accent rhythm and intonation should all be included in a pronunciation course. (SC)

For adults, there is a correlation between the years of formal study of English and English proficiency. Formal instruction in general is more beneficial for second language learning than exposure to the second language in natural situations. The essential contributions of formal instruction are investigated. (Author/ND)