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Download full textChicago Univ., IL. Dept. of Anthropology. – 1957
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…
Descriptors: Audiolingual Skills, Language Instruction, Sociocultural Patterns, Spanish
Peer reviewedDreher, B. B. – Hispania, 1973
Descriptors: Audiolingual Skills, Elementary School Students, Language Instruction, Language Research
Irving, Evelyn Uhrhan – NALLD J, 1969
Descriptors: Audiolingual Skills, Language Laboratories, Language Tests, Modern Languages
Beinhauer, Werner – Yelmo, 1972
Part 1 of a continued article. (DS)
Descriptors: Audiolingual Skills, Language Instruction, Pronunciation, Pronunciation Instruction
Peer reviewedBlomberg, John – Hispania, 1969
Descriptors: Audiolingual Skills, Experimental Teaching, Instructional Materials, Language Fluency
Peer reviewedHall, Wendell H. – Hispania, 1977
Recordings of various sound effects may be used to stimulate dialogue in foreign language classes. Examples are given. (CHK)
Descriptors: Audiolingual Skills, Dialogs (Language), Language Instruction, Second Language Learning
Peer reviewedSavaiano, Eugene – Hispania, 1969
Descriptors: Audiolingual Skills, Cultural Context, Institutes (Training Programs), Secondary School Teachers
Peer reviewedFeeny, Thomas – Modern Language Journal, 1977
Use of challenge questioning is an approach to stimulating classroom conversation in a foreign language. Students ask questions, based on a reading selection, whose answers are not clearly given in the text. The instructor or other students are challenged to respond, and spontaneous conversation is facilitated. (CHK)
Descriptors: Audiolingual Methods, Audiolingual Skills, Classroom Techniques, Language Instruction
Peer reviewedKalivoda, Theodore B. – Hispania, 1978
Describes a language drill that provides for the interplay of sight, sound, and motor activity to allow learners to hear the foreign language utterance through a command, see their instructor act it out, and then participate in the motor activity. The drill assures practice with comprehension. (EJS)
Descriptors: Audiolingual Methods, Audiolingual Skills, Communication Skills, Communicative Competence (Languages)
Bradley, D. – Audio-Visual Language Journal, 1978
Recommends the use of recorded passages in the source language, English, for translation into the target language, Spanish. Oral comments about linguistic difficulties are in Spanish. (MLA)
Descriptors: Audiolingual Skills, Audiovisual Aids, Contrastive Linguistics, Error Analysis (Language)
Peer reviewedBoyd, J. A. – Canadian Modern Language Review, 1976
Offers suggestions toward making the conversational language course more valuable, with particular reference to Spanish. (AM)
Descriptors: Audiolingual Skills, Communicative Competence (Languages), Conversational Language Courses, Higher Education
STEINER, FLORENCE – 1966
APPLIED LINGUISTICS CAN ASSIST TEACHERS OF FRENCH AND SPANISH IN DETECTING ERRORS IN PITCH, INTONATION, RHYTHM, WORD COMBINATION, AND SOUND REPRODUCTION, AS WELL AS IN ENABLING THEM TO DO A PROFESSIONAL JOB OF TEACHING STUDENTS MORE ACCURATE SPEECH HABITS. AS THE TEACHER CONCENTRATES ON THE SOUND OF THE LANGUAGE, HE MUST VALUE THE SIGNIFICANCE OF…
Descriptors: Applied Linguistics, Audiolingual Methods, Audiolingual Skills, Auditory Discrimination
PDF pending restorationLADU, TORA TUVE – 1963
TO ENCOURAGE UTILIZATION OF THE LANGUAGE LABORATORY AS A TEACHING TECHNIQUE, THIS BULLETIN DESCRIBES SUCH POSSIBLE USES OF THE LABORATORY AS PROGRAMING LESSONS, RECORDING, AND TESTING LANGUAGE SKILL DEVELOPMENT. ONE OF THE MOST IMPORTANT FUNCTIONS OF THE LABORATORY IS THE PATTERN DRILL, DESCRIBED HERE FOR FRENCH, GERMAN, AND SPANISH. EXAMPLES ARE…
Descriptors: Audiolingual Skills, Audiovisual Aids, Electronic Classrooms, French
NEWMARK, GERALD; AND OTHERS – 1966
TO HELP ADMINISTRATORS PLAN A SPANISH PROGRAM, AN 18-MONTH PROJECT WAS CONDUCTED TO EVALUATE THREE DIFFERENT METHODS OF TEACHING SPANISH TO SIXTH GRADERS. FOR THIS EVALUATION, SUCH INDEPENDENT VARIABLES AS STUDENT, TEACHER, CLASSROOM, AND DISTRICT WERE CONSIDERED, ALONG WITH DEPENDENT VARIABLES OF STUDENT ACHIEVEMENT IN DIFFERENT SKILLS. PART I OF…
Descriptors: Audiolingual Skills, Course Objectives, Critical Path Method, Educational Television
JONATH, NORMAN; AND OTHERS – 1966
DESIGNED TO ASSIST SPANISH TEACHERS USING AN AUDIOLINGUAL APPROACH, THIS HANDBOOK DESCRIBES AND ILLUSTRATES TEACHING TECHNIQUES SUITABLE FOR FIRST-LEVEL CLASSES IN SECONDARY SCHOOLS, AND SUGGESTS PRACTICAL SOLUTIONS FOR SOME OF THE PROBLEMS ASSOCIATED WITH SUCH CLASSES. MAJOR SECTIONS DEAL WITH MANAGING THE PREREADING PHASE, TEACHING THE FOUR…
Descriptors: Audiolingual Methods, Audiolingual Skills, Homework, Language Laboratories
