THE AMBIGUITY AND AMBIVALENCE THAT CHARACTERIZE ALL DISCUSSIONS AND RECOMMENDATIONS PERTAINING TO LANGUAGE TEACHING METHODOLOGY ARE DERIVED FROM THE "DOUBLE NATURE" OF THE SUBJECT. TO COMPLICATE THE SITUATION FURTHER, THERE IS NO CERTAINTY THAT EITHER THE "CONDITIONED" OR "CONCEPTUAL" MODES OF LANGUAGE LEARNING REALLY COMPLEMENT EACH OTHER. THE…

Presented in this book for prospective and practicing foreign language teachers is an historical review of language teaching and teaching techniques--some new, some traditional. Presentation and method in relation to scholastic level and pupil interest are discussed, as well as language teaching in the elementary school, the use of audio-visual…

This review of research in foreign language instruction summarizes and interprets selected studies produced during the period 1963-66. Topics covered include the psychology of learning, comparisons o f methods, language skills, visual-auditory relationships, vocabulary, grammar, and FLES, as well as programed instruction, technological media,…

Trends in foreign language teaching are indicated through an examination of studies and projects conducted during the period 1953-58. Areas covered are the FLES programs, the problems of articulation, the language curriculum in secondary schools and colleges, teacher education, research interpretation, and testing as a key to evaluation. The…