The opinions of second language learning (L2) theorists and researchers are divided over whether to use authentic or simplified reading texts as the means of input for beginning- and intermediate-level L2 learners. Advocates of both approaches cite the use of linguistic features, syntax, and discourse structures as important elements in support of…

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)

The lack of adequate pedagogical material for the teaching of Italian in North America is criticized. Presently available grammars and textbooks are listed with brief descriptions. Criteria, guidelines and requirements for satisfactory elementary and intermediate Italian textbooks are presented. (MS)

Assesses linguistic accuracy and clarity of grammar presentation of 11 college foreign language textbooks according to six linguistically based criteria. The French determiner system is used as the basis for comparison. The need for linguistic insight in pedagogical texts to facilitate development of students' communicative competence is…

The three major Latin textbooks published since 1968 are analyzed and they are shown to employ the latest theories of learning and of second language acquistion. (CK)

Some recent studies on question formation in formal and informal spoken French are summarized and evaluated, and a number of first- and second-year textbooks published since 1986 are evaluated regarding their treatment of question formation. Recommendations are offered for teaching strategies. (Contains 33 references.) (LB)

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

This article presents a survey of textbooks for second-year college Spanish courses published in the last ten years. (CFM)

Addresses the problem of the scarcity of instructional materials for teaching Italian and contemporary Italian culture to beginning college students. Looks at current practices and materials. Argues the need for preassessing cultural content of structural materials and suggests some criteria for devising supplementary cultural materials, along…

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

Based on an examination of numerous manuals, the current content and approaches to the study of French contemporary civilization are presented. Analytic commentary is provided of the books considered. (SW)

Presents findings from a study that established a series of criteria for assessing the equity of gender representation in foreign-language textbooks, applied the criteria to a number of Russian textbooks to compare them on a basis as a case study, and considered the criteria as a basis for the examination of gender representation in…

A simplified formula for teaching German word order to American students is suggested. Other formulas in a few manuals are reviewed; suggestions for application of this one are offered. Consistent use of the formula has resulted in quicker development of a native feeling for the structure of the language. (AMH)

Suggests there is a need for a new teaching model which will enable second-language students to integrate the formal, cultural, and informational features of the language on which competency is based. This model should be based on the use of authentic texts which reflect the values of the foreign population. (SED)

A survey was made of 112 readers earmarked for students ranging from the beginning level in the secondary school to the intermediate level in college. The readers intended to be read by beginning and intermediate students are described, following a brief discussion of what reading involves. (Author/RM)