An analysis of available primers and textbooks used for the teaching of Danish in grades 1 through 7 is presented. Topics such as the criteria used to group the texts, the authors who are represented, and the histories of some of the texts are discussed in 18 chapters. An attempt is made to classify contents according to genres, and a register of…

Later editions of Volumes 3 to 6 of "English for You" are presented. (Text is in German.) (IFS/WGA)

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)

Part (1) appeared in "Russisch" 1974/4. Discusses the uses of the prepositions "na" and "v," using many examples taken from current texts for teaching Russian. (Text is in German.) (WGA)

Informational texts are useful for teaching fundamental linguistic structures, because their stylistic variables can be ignored, and because they provide information about aspects of the world which the student will encounter in literary texts. Literary texts speak directly to the reader, and have high motivational value. (IFS/WGA)

The current effort to produce realistic "problem texts" is here subjected to criticism. One controversial text is offered to stimulate criticism and opinions on the suitability of such texts for teaching foreign languages. (Text is in German.) (IFS/WGA)

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)

The Mannheim Rating (of teaching texts for German as a foreign language) is criticized from the standpoint of choice of texts considered and for vagueness of criteria. Several of the texts rated "good" are considered from the standpoint of criteria proposed by the writer. (IFS/WGA)

Criticizes the goals stated in the Mannheim Rating (of teaching texts for German as a foreign language) as being vaguely defined, and the criteria as being faultily formulated. Not considered are: text science, learning psychology, and psychology of motivation. Actual classroom teaching experience is insufficiently considered. (IFS/WGA)

Criticizes the Mannheim Ratings (of teaching texts for German as a foreign language) for judging texts for their intrinsic excellence alone, omitting considerations of acceptability to teachers and students. There is no clear statement of teaching goals. However, the ratings are considered valuable for the questions and problems they discuss.…

One of the collaborators on the Mannheim Rating (of teaching texts for German as a foreign language) answers criticisms (in particular, the assertion that the ratings are based on purely theoretical considerations) and criticism of the evaluation criteria. It is hoped that a new version will profit from the criticisms. (IFS/WGA)

Describes the use of the Cloze Test measuring the difficulty of textbooks. After testing six English textbooks, a ranking for difficulty is given, the progression of difficulty within the text is described, and the relation between basic and supplementary texts is discussed. (Text is in German.) (IFS/WGA)

Ninety-three French textbooks were examined to produce this overview of content and methodology; the analysis indicates the books have introduced few innovations and follow traditional modes of presentation. (CK)

Referring to contributions by P. Mohr and H. G. Hoffmann, six authors discuss the problem of the content of textbooks and reading texts. (Text is in German.) (IFS/WGA)