Language teaching methodology is defined and three representative instructional approaches are described. Definition of language teaching methods is attempted through comparison with approach and technique. The essentials of the translation, direct, and audiolingual methods of language instruction are outlined (with emphasis on the latter), and…

Reports on the 1971 International Conference of the Federation Internationale des Professeurs de Langues Vivantes in April 1971 in Budapest, Hungary. (DS)

This article on language instruction elaborates on assumptions, procedures, and techniques used in the implementation of various teaching methodologies. Equally critical of the grammar-translation method and the direct method, the author points out the strengths of the audiolingual approach. The lack of controlled, scientific investigation of the…

This paper explores problems discussed at various conferences which relate to the formulation and implementation of a national, professional policy concerning the instruction of Latin at all levels of education. Paramount in the discussion are the positions expressed at the Oxford Conference (Ohio, 1968), the Airlie House Conference (1965), and in…

An examination of the goals of Latin teaching leads the author to conclude that its primary objective is the development of the ability to read extant Latin authors A brief review of past designs for teaching meaning leads to a discussion of phonetic, lexical, structural, and cultural meaning. Teaching techniques to help develop a mastery of the…

Presented in this book for prospective and practicing foreign language teachers is an historical review of language teaching and teaching techniques--some new, some traditional. Presentation and method in relation to scholastic level and pupil interest are discussed, as well as language teaching in the elementary school, the use of audio-visual…