Presentation of a series of drills and suggestions on how to use them. According to the author, "the aim of these drills is not the inculcation of meaning, but fluency and skill in sentence manipulation." (FWB)

Describes new approach to use of audio-motor unit as listening comprehension strategy composed of a series of oral commands which elicit physical responses. Proposes using these units in language lab in order to conserve time and have an objective means of evaluating units. (Author/BK)

From theoretical-linguistic and psycholinguistic viewpoints, semanticizing procedures--audiolingual, audiovisual and situational--are discussed. The methodological standpoint forms the frame of reference of this critique. (Text is in German.) (IFS/WGA)

The author suggests some methods to encourage the language student to improvise his oral answers to class questions. One way is to have the student make up fanciful answers, the other is to use key words in sentences relating to a text. (CK)

THE AIMS, AREAS OF STUDY, SPECIFIC TEACHING PROCEDURES, ASSIGNMENTS, AND METHODS OF EVALUATION OF INSTRUCTION IN FRENCH, GERMAN, AND SPANISH IN GRADES 7 THROUGH 12 ARE PRESENTED. THE COURSE OF STUDY MAY BE PRESENTED AS A 6-YEAR SEQUENCE, A 4-YEAR SEQUENCE, AN ALTERNATE PROGRAM, OR AN ADVANCED LEVEL PROGRAM. A SUGGESTED SUMMARY FOR EACH GRADE…

THIS GUIDEBOOK DESCRIBES THE NATURE AND USE OF THE MATERIALS PREPARED FOR TEACHING THREE OF THE MAIN DIALECTS OF QUECHUA TO SPEAKERS OF ENGLISH INTERESTED IN WORKING OR DOING RESEARCH IN THE ANDEAN REGION. DESCRIPTIVE AND PEDAGOGICAL MATERIALS HAVE BEEN PREPARED FOR EACH OF THREE IMPORTANT DIALECTS--CUZCO AND AYACUCHO IN PERU, AND COCHABAMBA IN…

An historical, philosophical, and methodological overview of the Dartmouth/Rassias model of foreign language instruction is presented. The model, first developed by John Rassias at Dartmouth College, is an intensive adaptation of the traditional audiolingual approach. Great use is made of dramatic techniques to motivate students and help them…

This volume is the teacher's text for the first semester program on level two (fourth grade). See AL 001 718 for Volume I and ED 019 666 for Volume II. Text materials for the second level continue to introduce new structures systematically, according to the pupils' interest, ability, and rate of learning. Dialogs for level two, Volumes III and IV,…

Volume IV of this series is the second semester program for level two students. New materials are combined with some of the vocabulary and structural points introduced in the first three volumes to present a meaningful and interesting dialog for each lesson. (See ED 019 666, AL 001 718 and AL 001 743 for Volumes I, II, and III.) This text, a…

An analysis of the results obtained with "Basic French--A Programmed Course" taught to University of Kentucky freshmen in 1968-69 is presented. These results, which are compared with those of two traditional audiolingual courses, have led to the following conclusions: (1) results of the Programmed Course are significantly superior to…

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…

The performance criteria which are enumerated and briefly discussed in this booklet represent an attempt by foreign language teachers trained in the Stanford Teacher Education Program "to describe the essential features of the performance of the good and experienced language teacher." They are intended to be of use as a series of tentative…

Sixteen 9-18 month normal/superior infants "played" in their home cribs with a two-channel operant "toy" which allowed free choice between alternate audio feedbacks. With more than 300,000 seconds of listening time in the response record, 12 babies successfully discriminated gross differences in auditory complexity, while 10 discriminated fine…

The University of Birmingham is equipped with four language laboratories and thirteen private study booths. Use of the laboratories, but not the study booths, declines after the first term of each session. A survey was done gathering data about the users of the private study booths. (RM)