Summarizes various theories of transformation and examines the influence of such theories on the preparation of new grammar texts. Suggests ways in which transformation theory can be applied in the classroom. (PM)

Current emphasis on communication in FL teaching should not rule out the use of literary texts, for these reveal segments of human life and patterns of language. The treatment of such texts is discussed. (Text is in German.) (IFS/WGA)

A discussion of the cultural context of language teaching. (HB)

Reviews four approaches to selecting language textbooks and outlines points to be considered before selecting. (CK)

Proposes abandoning textbook dialogs "manufactured" for teaching grammar, taking instead, as learning goals, communicative functions, for which suitable speech forms are presented. Using the dialog "Hopeless" from the textbook "English for You" (Hueber, Munich), methods are described. The student acquires active communication and transfer ability.…

This issue of the Yazigi Institute's bimonthly newsletter is devoted to a discussion of the importance of humor in the teaching and learning of a foreign language. It begins with several quotations from well-known linguists, humorists and teachers about the need for humor in the language class. Several examples of humor in the textbooks of the…

Examines two recent English teaching texts, with accompanying tapes, workbooks and visual materials. Concludes that the "progressive" teacher, using one language only, will prefer "Englisch fuer Erwachsene," while "Lebendiges Englisch" will appeal to the tradition-conscious teacher who is nevertheless open to methodological innovations. (Text is…

First discusses the use of the concept of "register" in ESL texts and then lists possible objections to and limitations of both the theory and practice of English for Special Purposes. (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)

Using the text "Fog May Spoil the Show," from the teaching text "How Do You Do," Stages 4 and 5, a strictly language analysis (rather than a literary, cultural or text analysis) is demonstrated. But structure and type of text and area study are also considered. (Text is in German.) (IFS/WGA)

Language teachers can also provide cultural instruction. Language texts may be adapted for such use by relating language structures to cultural background and providing cultural reading in English and the target language. Basic patterns of living such as work, play, time, religion, economy can be used to organize language teaching. (CHK)

Describes and compares five basic German texts for high school students and includes the evaluative criteria used. (CK)

Discusses the use, in courses for adults, of texts whose content stimulates thought concerning the solving of problems - social, political, etc. - because they are of interest to the participants; thus is created an excellent basis for conversation. (Text is in German.) (IFS/WGA)

Proposes a system that can be used to analyze and evaluate any language teaching method at any level, by breaking down a particular method and comparing it to another, in terms of linguistic and sociocultural content, methodological organization; and physical quality. (AM)

An inventory of grammatical and lexical units expressing the notion of place in "Le Francais fondamental," Level One. Interrelationships are discussed from the point of view of vocabulary patterns and syntax. There are numerous tables and examples of interrelated verbs, adverbs, nouns, and prepositions. (Text is in French.) (AMH)