Examines current sociolinguistic theories concerning nonstandard English in an effort to help teachers of standard English to understand the problems facing their students and to apply their new knowledge in the classroom. (PM)

Presents a method for teaching grammar through an understanding of the content of a written text, using a three-fold approach: sociolinguistic, linguistic, and logico-syntactical. (Text is in French.) (AM)

Proposes a method for teaching grammar to the adult remedial learner which is inductive in nature and which allows the student to form generalizations about grammar. (AM)

Throughout the fifties and sixties the methodology of second-language teaching underwent a radical change in response to new communication needs, and under the influence of structural linguistics and behavioral psychology. Unfortunately, the effort did not produce all of the results expected, and this probably for two reasons: on the one hand, it…

Recent theories and experiementation running the gamut from the absolute necessity of grammar to its uselessness in teaching a language form the basis of this article. Topics covered are: a typology of the grammar exercise; explicit grammar and linguistic competence; grammar exercises responding to real needs. (Text is in French.) (AMH)

The present paper, a general survey of modern foreign language teaching as it is influenced by applied linguistics, discusses some of the outstanding works and foremost theories in the areas of psycholinguistics, sociolinguistics, programmed instruction, and contrastive analysis. In discussing the methodology involved in foreign language teaching,…

Describes an experimental intersession program in which American undergraduates were taught Quebec French in Quebec. (AM)

A presentation of the French electoral process in the form of a drama. The acts are: the rules of the game, the electoral laws; a short analysis of the "plot," the campaign; and an imaginary account of a campaign. The intention was more methodological than informative. (Text is in French.) (AMH)

Following a summary of various theories of language levels, a limited number of textbooks are examined according to their orientation toward either a descriptive analysis of the language or encouragement of expression and creativity among students. A bibliography of textbooks, books and articles is included. (Text is in French.) (AMH)

Underlines the importance of semantic, situational, and phonological factors such as intonation in the teaching of French as a second language. (Text is in French.) (CLK)

Defines the practical functions of various types of grammars, and theoretical functions of linguistic grammars. Points out some differences between the two (stressing contrast between native and foreign languages), as well as differences in defining, finality, or variation of categories, and in psycho- and sociolinguistic components. (IFS/WGA)

The desirability of learning the foreign civilization in conjunction with learning a foreign language is discussed, and an approach to civilization study to be incorporated in foreign language study is set out. (RM)

"African French" exists because linguists are beginning to describe it. This discussion, intended for teachers of French, focuses on its linguistic and sociological bases. Pedagogical implications for the French class in Africa and for foreign language classes elsewhere are discussed. (Text is in French.) (AMH)

The relevance of anthropological theory, methodology, and literature to language teaching is discussed. It is argued that culture should be taught explicitly in the language classroom, and that the anthropological theory of cultural relativity is useful in creating a judgment-free atmosphere. (Author/RM)