The article defines the word-ordering problems that American students encounter while studying Russian, and underlines the necessity and feasibility of presenting basic concepts of word-order to beginning students. A specific method which stresses oral drill is outlined. Some results are discussed. (CLK)

Using as an example indirect discourse in English, the article shows in detail how the introduction of "pragma-linguistic dimensions" requires a different approach from that of the traditional pedagogy, for teaching FL with communicative ability as the chief goal. Concrete teaching suggestions are given. (Text is in German.) (IFS/WGA)

NEW ANALYTICAL INSIGHTS INTO THE FOREIGN LANGUAGE BEING TAUGHT CAN BE HELPFUL TO THE LANGUAGE TEACHER. TWO SUCH CONCEPTS, "ENATION" AND "AGNATION," ARE PRESENTED IN H.A. GLEASON'S "LINGUISTICS AND ENGLISH GRAMMAR.""ENATION" IS THE GRAMMATICAL RELATIONSHIP OF TWO SENTENCES WHICH HAVE THE SAME GRAMMATICAL STRUCTURE BUT ARE UNRELATED IN MEANING. ONE…

The author discusses claims that linguistics can solve the problems of language teaching. Linguistics is either a theory of language or a description of a particular language, and both vary greatly from investigator to investigator, both as to scope and substance. Linguistic "analysis is the business of the linguist" but it is not essential to the…

Suggestions are made on the inclusion of historical linguistics in beginning or intermediate German classes in an attempt to show why the prospective teacher ought to have a knowledge of the history of the language. Appropriate levels are cited for the instructional suggestions given. (AF)

In each of three historical periods, an effort was made, conscious or otherwise, to unite the prevailing knowledge of language into a pattern of language teaching. In the "pre-linguistic" period, emphasis was on encyclopedic formal knowledge, grammar-translation, reading , and writing. During the "linguistic" period, the study of language became…

The purpose of this paper is to analyze the role of error analysis in specifying and planning remedial treatment in second language learning. Part 1 discusses situations that demand remedial action. This is a quantitative assessment that requires measurement of the varying degrees of disparity between the learner's knowledge and the demands of the…

This article discusses the psychology of second language learning, and specifically comments on Gantier's book on the teaching of foreign languages. (Text is in French.) (CLK)

This article discusses the problems invovled in presenting grammar in a threshold approach to French as a second language. (Text is in French.) (CLK)

This article outlines the elements that make up face-to-face interaction, and the role of language in such interaction, using as an example the kind of interaction that could take place in a post office. (Text is in French.) (CLK)

This article outlines and comments on the system of "capitalizable units" and the threshold level approach to the teaching of second languages. (Text is in French.) (CLK)

The author presents guidelines and suggests interview questions for principals to use in selecting foreign language teachers who are well versed in proven language teaching methodology. (DS)

It is proposed that a remedial introduction based on linguistic principles of the English language should be incorporated into first-year college German courses. The purpose of the proposal is to make students consciously aware of their native English before studying any foreign language. (SW)

Discusses the effects of American structural linguistics on beginning-level foreign language teaching. In the framework of applied linguistics, generative transformational grammar is evaluated. Psychology of learning is discussed, as are current conceptions of communicative competence and speech-act theory and possible effects of theoretical…

This article criticizes the earliest applications of linguistic theory to second language teaching (behaviorism and structuralism, for example), and presents the major linguistic and pedagogical orientation of the new multi-media methods which focus on the actual needs and abilities of students. (Text is in French.) (CDSH/CLK)