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)

Examines validity of claims made for the Mannheim Rating (of teaching texts for German as a foreign language), as well as its criteria for judging textbooks. The nonexistence of a comprehensive grammar of contemporary German makes it difficult to discuss grammar; therefore, some ratings are seen as too harsh. (IFS/WGA)

This paper describes Leondard Bloomfield's contributions to the description and instruction of German. Bloomfield's approach is reflected in this textbook "First German Book" which appeared in 1923 and was revised in 1928. The organization and structure of the text are described here in detail, and the differences between the first and…

This is an alphabetized list of 400 frequent German words for rapid checking against the end glossaries of elementary German textbooks. The emphasis is on words that would not automatically be included in any such textbook as part of the structural and morphological inventory of German. Words on the list were selected from the list in order of…

Vocabulary in first-year high school and college level German texts was studied. It was suggested that textbook authors use published word frequency lists to develop teaching materials that are practical, useful, and relevant to the process of communication. A word list occurring in 12 textbooks is presented in descending frequency. (SW)

The textbook under discussion, "Ich spreche Deutsch" by Heinz Griesbach and Dora Schulz (London-Harlow: Longmans-Hueber, 1966), is intended to be a one-year introduction to German, particularly for less academic pupils and students. (FWB)

Portion of a paper presented at the annual meeting of the American Association of Teachers of German, Los Angeles, California, November 1970. (WB)

An evaluation design is provided to help teachers identify the most suitable textbook for cultural studies. The evaluation design is applied to five recent college German textbooks in order to determine the interaction of culture and language instruction. (SW)

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

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)