THE TWELVE LESSONS IN STANDARD SPOKEN BIKOL WHICH COMPRISE THIS TEXT WERE WRITTEN FOR PEACE CORPS VOLUNTEERS WORKING IN THE PHILIPPINES. THE STUDENT IS TO CONCENTRATE ON ACQUIRING AURAL-ORAL SKILLS RATHER THAN ON READING AND WRITING. LESSONS CONSIST OF SHORT DIALOGS AND NUMEROUS DRILLS TO TEACH THE PRONUNCIATION PATTERNS AND GRAMMAR POINTS.…

THERE ARE 15 LESSON UNITS IN THIS INTRODUCTORY LANGUAGE TEXT PRESENTING BASIC CEBUANO GRAMMATICAL STRUCTURES TO THE SPEAKER OF ENGLISH. THE MATERIAL IS SO PRESENTED AS TO ENCOURAGE EXTENSIVE PRACTICE IN HEARING AND SPEAKING THE NEW LANGUAGE. A COURSE TAUGHT WITH THIS TEXT CAN BE COMPLETED IN APPROXIMATELY 350 CLASSROOM HOURS SUPPLEMENTED BY…

The 14 lessons (311 pages) in this text are designed to teach the basic elements of the Tzeltal language of Mexico to speakers of Spanish. The format follows an audio-lingual approach, including basic sentences and dialogs (with Spanish equivalents), pattern drills and exercises, extensive grammatical notes and examples, and related vocabulary…

The two volumes comprising this text represent the beginning and intermediate levels of a course in the Quechua language for speakers of Spanish. Based on the "Audio Lingual Materials" format, the ten lessons in the the first volume generally contain: (1) a short dialog and a supplementary vocabulary section or adapted dialog which…

BOOK I, PART 2 CONTAINS LESSONS 15 TO 25 AND REVIEW LESSONS OF THE INTRODUCTORY THAI COURSE "FOUNDATIONS OF THAI." AS IN BOOK I, PART 1, AUDIO-LINGUAL SKILLS ARE EMPHASIZED AND EXTENSIVE USE IS MADE OF ORAL PATTERN DRILLS. THE SAME FORMAT IS FOLLOWED IN BOTH VOLUMES, WITH INCREASING USE OF THE THAI ALPHABET IN PART 2. THE AUTHORS'…

THIS STUDENT TEXT AND THE ACCOMPANYING "INSTRUCTOR'S HANDBOOK" WERE DEVELOPED FOR USE IN A ONE-YEAR, SEMI-INTENSIVE COURSE FOR NATIVE SPEAKERS OF ENGLISH. THESE MATERIALS ARE NOT DESIGNED FOR SELF INSTRUCTION, BUT ARE FOR CLASSROOM USE WITH A NATIVE SPEAKER OF PASHTO AND AN INSTRUCTOR WITH SOME KNOWLEDGE OF LINGUISTICS. THE DIALECT OF…

A study compared the relative values of listen-respond and listen-respond-compare language laboratory methods. College-level language students were examined and it was determined that the listen-respond method caused greater comprehension gain. Student recording was found ineffective for first-year students, and may be a definite hindrance. (CHK)

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…

MUCH OF THE DEFICIENCY IN PRONUNCIATION INSTRUCTION IS DUE TO EXCLUSIVE RELIANCE ON THE EAR AS A GUIDE FOR THE CORRECT RECOGNITION AND PRODUCTION OF FOREIGN SOUNDS. THE CORRECT ARTICULATION OF GERMAN DEPENDS VERY MUCH ON ANTICIPATORY ACTION OF THE LIPS AND JAWS (VOWEL ANTICIPATION), AND MUST BE IMPARTED BY VISUAL DEMONSTRATION AND IMITATION OF…