Revised version of a paper read on June 17, 1969, at a conference at the Hessian Institute for Continuing Teacher Education. (DS)

Discusses the goals and implementation of the Oral-Aural-Visual Stimuli Approach to teaching written composition at the McNeill Model School, Bowling Green, Kentucky. (SW)

This article aims to outline the major development of psychological and linguistic theory, focusing upon those underlying features which have particular relevance in foreign-language instruction, and to suggest the direction which emerging strategies will take." (FB)

Demonstrates that valid comparative research into language teaching methods is possible when the scope of the research is limited. Discusses research findings on the use and effectiveness of language laboratory tapes. (EKN)

Describes the teaching methods of the Yazigi Institutes of Brazil, which offer Portuguese instruction to foreigners. (JB)

The need for cognitive style mapping and student grouping in order to enhance learning and retention in foreign language instruction is examined. The four components of classical audio-lingual language instruction, listening, speaking, reading, and writing, are discussed. Different learning modalities are considered, including visual, auditory,…

A guide for teachers of conversational Spanish is intended for the elementary school (grades 4-6) or beginning level. It is designed to introduce students to the sounds and pronunciation of Spanish, and uses the audio-lingual method. The guide contains introductory notes on the scope and sequence of skills and concepts, suggestions for classroom…

Approaches to the testing of foreign language proficiency have tended to mirror prevailing philosophies in foreign language teaching, and for many years, no serious effort was made to devise oral proficiency measures. However, after World War II, structural linguistics applied to the classroom produced audiolingualism, which was a method heavily…

A program currently in use by the military that gives instruction in the so-called "sensitive" languages is based on the "Army Method" which was initiated in military language programs during World War II. Attention to the sensitive language program initiated a review of the programs, especially those conducted by the military intelligence schools…

Advocates a methodology for teaching second languages which would combine the most effective aspects of the audiolingual habit theory and the cognitive code learning theory. (TL)

Part I reviews foreign language teaching methodologies and suggests extracting the most effective aspects of each to be synthesized into the Cognitive-Active-Situational (CAS) Method. Part II presents results of an experiment done to find the best way of achieving optimum balance between thinking and doing within the CAS Method. See FL 507 969 for…

This article briefly examines structural and transformational theories and their associations with other theories, particularly learning psychology. The implications of each position for FL teaching are examined, and it is suggested that teachers enrich structurally based audiolingual techniques with experimental infusions from the…