Interpreting, or oral translation, can be used in undergraduate second language study as a technique for developing oral skills. The technique can produce both sound linguistic judgment and confident oral and written performance that last beyond testing. It integrates four essential elements of oral/aural skills: comprehension, phonology/fluency,…

A description is presented of forty classroom-tested activities for motivating students to practice listening comprehension and speaking skills in any foreign language. Some of the activities include practical suggestions and follow-up activities. All the activities are preceded by a statement of purpose, categorized by proficiency levels…

This report, based on the recommendations of the Illinois Chapter of the American Association of Teachers of Slavic and East European Languages and intended to improve articulation, discusses the basic elements of each of the first three levels of foreign language learning. Desired student performance at the completion of levels 1, 2, and 3 of…

This report of a two-day meeting at Bloomington, Illinois in April 1969 discusses the basic elements of each of the first three levels of foreign language learning. Desired student performance at the completion of levels 1, 2, and 3 of French is enumerated for listening comprehension, speaking, reading, writing, grammar, and culture. Suggested…

This report of a two-day meeting at Bloomington, Illinois in April 1969 discusses the basic elements of each of the first three levels of foreign language learning. Desired student performance at the completion of levels 1, 2, and 3 of German is enumerated for listening comprehension, speaking, reading, writing, grammar, and culture. Suggested…

This report of a two-day meeting at Bloomington, Illinois in April 1969 discusses the basic elements of each of the first three levels of foreign language learning. Desired student performance at the completion of levels 1, 2, and 3 of Spanish is enumerated for listening comprehension, speaking, reading, writing, grammar, and culture. Suggested…

This text, intended to assist the individual teacher in developing the basic ingredients of his own repertoire of effective teaching skills, provides a wide-ranging examination of language instruction beginning with a critical review of both audiolingual and cognitive theory and practice and concludes with an extensive discussion of the four…

This basic textbook for Dutch contains 10 units. The text is adaptable for use in an academic institution (anticipated completion time is one academic year), in an intensive program (completion time is 90-120 hours), or in independent study. The vocabulary is limited, and only basic and essential grammar is included. A brief introduction contains…

The purpose of this study was to evaluate French programs in Alberta. Evaluation teams visited schools in four jurisdictions; each school jurisdiction provided a representative sample of 50 non-Francophone students at each of the grades 6, 9, and 11, and a sample of 25 dropouts from the program in each of the grades 6 and 11. Tests and…

This basic textbook for Latin American Spanish contains 10 units. The text is adaptable for use in an academic institution (Completion time is expected to be one year.), in an intensive program (Completion time is about 90-120 hours.), or in independent study. The vocabulary is limited and only basic, essential, grammatical structures are…

This manual is designed to offer teachers ideas that appeal to middle school students (ages 10-11 to 14-15) and give them short-term successful experiences in the foreign language classroom. The activities described here provide ideas for learning that involve the four basic skills of foreign language learning - listening, speaking, reading,…

A program designed to provide students with a fairly good command of English, including some knowledge of scientific and technical English, upon completing the five year middle school is discussed. The five year period is divided into three stages. In the first stage, first and second year students receive training in listening comprehension,…

Understanding spontaneous speech is a very difficult task for many foreign students. They must be taught to use all the ethnographic cues available to enable them to predict the likely content of a text. They must predict not only the factual content of spoken language but also the interactional structuring. (Author/CFM)

Proponents of the cognitive approach to language teaching list linguistic competence as the primary instructional objective and attribute considerable importance to listening comprehension. For the student, linguistic competence would be knowledge of grammatical components of the language and its vocabulary. Understanding oral messages is an…