Describes the difficulties of Japanese script (for both the Japanese and foreigners) and argues for the teaching of the reading skill. (PMP)

Correct spelling, punctuation marks, and spelling accents must be taught in the beginning Spanish course. Accent marks make a difference in the interpretation of the written word. Rules govern the placing of exclamation and question marks and make up an integral part of written Spanish. Teachers have a duty and a responsibility to teach these…

A modified version of the traditional dictation exercise is recommended in order to answer two unmet needs which caused such exercises to fall into disfavor: the systematic teaching of specific points, and the use of authentic linguistic samples. (JB)

Since the Japanese writing system seems to frighten secondary school students as a compulsory study, the author recommends teaching only Romanized Japanese at the high school level. (PMP)

This booklet describes the Urdu writing system, and is part of a series of teaching materials for teaching Urdu. A general introduction outlining the main characteristics of the system is followed by a presentation of the alphabet. Letters symbolizing the same sound are then discussed, followed by the vowels. Non-connectors, or letters not having…

Maintains that written work should not be subordinated to oral; the two should be given equal status and treated as supplementary to each other. Presents, with rather full discussion, a number of examples for teaching written work, at both school and university levels. (IFS/WGA)

THIS COMPANION BOOK TO "FORMAL ARABIC, PART 1" CONTAINS THE GRAMMATICAL NOTES AND AN INDIVIDUAL VOCABULARY LISTING FOR EACH OF THE 26 SELECTIONS INCLUDED IN "PART 1." ALL WORDS ARE GLOSSED EXCEPT FOR THE FIRST 500 WORDS OF LANDAU'S "A WORD COUNT OF MODERN ARABIC PROSE," AMERICAN COUNCIL OF LEARNED SOCIETIES, NEW YORK,…

"FORMAL ARABIC, PART 1" PRESENTS 26 READING SELECTIONS WRITTEN IN THE LITERARY STYLE OF DOCUMENTS AND FORMAL ADDRESS. EXCEPT FOR FOUR SELECTIONS WHICH ARE EXCERPTS, ALL ARE REPRODUCED IN THEIR ENTIRETY AND IN UNEDITED FORM, CLASSIFIED INTO THE FOLLOWING SECTIONS--(1) SPEECHES, (2) DIPLOMATIC NOTES, (3) CONSTITUTIONS, (4) TREATIES, (5)…

This bibliography cites books and articles pertaining to the teaching of composition to students of English as a second language. Entries include publications from various countries, and most have been published since 1965. A select list of English and American textbooks for teaching composition is also included. (CLK)

Special issue devoted to teaching Level II French. (DS)

Describes experiments in grades 8 and 9 of university-preparatory schools, using television programs to stimulate students to write English texts. Writing a review-story of the program was assigned as homework, and a corresponding class presentation was required. Various aspects of television in instruction are discussed. (IFS/WGA)

There are several practical reasons for preferring syllabic writing in teaching the Eskimo language to non-Eskimos: (1) the use of syllabic writing avoids the Roman letters t, l, n, s, g, and r, which stimulate the pronunciation habits of French or English; (2) syllabic writing is well-suited to Eskimo because of its small number of vowels; (3)…

Volume Two contains Units XXI through XXX of the Baluchi course. Unit XXI introduces the Arabic script as adapted for Baluchi. Special conventions, abbreviations, numerals, and punctuation symbols are discussed next, and several sections are devoted to the orthography of certain substantive and verbal affies. A series of reading drills which…

Results of a study involving an experimental and a control group of first-semester, college students in a required language course concern the use of the French dictee in the classroom as a testing and teaching technique. Performance on written and oral examinations indicates that dictation practice stimulates awareness of the written language,…