Examines two recent English teaching texts, with accompanying tapes, workbooks and visual materials. Concludes that the "progressive" teacher, using one language only, will prefer "Englisch fuer Erwachsene," while "Lebendiges Englisch" will appeal to the tradition-conscious teacher who is nevertheless open to methodological innovations. (Text is…

Following a summary of various theories of language levels, a limited number of textbooks are examined according to their orientation toward either a descriptive analysis of the language or encouragement of expression and creativity among students. A bibliography of textbooks, books and articles is included. (Text is in French.) (AMH)

Presents several new series of booklets for English, Secondary Grade 2, examining each of them as to scope, variety, real-life quality, explanations of words and things, study questions, and the instruction models in the teacher's manual. Teaching aims and emphasis of each series are critically discussed. (Text is in German.) (IFS/WGA)

Criticizes the three leading Russian textbooks used in West Germany for not basing their phonetic teaching on a firm knowledge of Russian phonemes. Suggestions are made for incorporating a "minimum phonetics" into a basic Russian course. Authentic language situations, imitation, and theory are important. (Text is in German.) (IFS/WGA)

Based on a paper given at the Third Annual Conference, International Association of Teachers of English as a Foreign Language, in London, England, December 30, 1969 to January 2, 1970. (DS)

This paper is a by-product of a pilot program in high school Latin which the author supervised during 1966-1970 for the Washington Foreign Language Program under a grant from the Ford Foundation. (DS)

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)

A preliminary set of principles of judging the pedagogical utility of proposed grammar rules is offered. The goal is the inclusion in teaching materials of only those rules which are linguistically accurate, pedagogically sound, and relevant to specified instructional objectives. (Author)

Types of answers to "yes/no" questions are categorized according to their use of "yes" or "no," use of verbs in the question, use of additional information, and use of affirmative or negative expressions. EFL textbook exercises seldom correspond to real conversation; suggestions are made for improvements. (CHK)

Discusses the extent to which five popular English teaching texts distinguish between active and passive vocabulary in learning English, and pleads (offering concrete suggestions) for more attention to the vocabulary aspect in constructing teaching textbooks for junior high schools. (Text is in German.) (IFS/WGA)

The course material "En Avant" for the Primary French Project in Britain is analyzed. Rationale, content and methods of presentation are viewed as inadequate and language styles and verbal expression stilted and unreal. The materials will not help teachers achieve what is expected. (CHK)

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

Expanded version of a paper presented at a regional meeting of the German Modern Language Association (Allgemeiner Deutscher Neuphilologen-Verband) on June 2, 1971 in Iserlohn, West Germany. (WB)