Maintains that aural comprehension does not develop automatically in FL teaching, but must and can be systematically trained and improved. The inner processes in aural comprehension are set forth. Suggestions are given for the actual teaching situation. (Text is in German.) (IFS/WGA)

A paper reviewing the psychology and physiology of listening, the importance of attention to the listening skill in the foreign language curriculum, and strategies intended to engender in the learner the ability to listen with comprehension. Many sample exercises and a lengthy bibliography are included. (AMH)

This teaching technique for the foreign language class is designed to encourage cooperation among students and distribute speaking time equally. Materials to be discussed are cut apart in jigsaw fashion, and students must work together speaking the second language to assemble the correct information. (CHK)

This syllabus for a five-year course in German outlines instructional objectives beginning with eighth grade and continuing through twelfth grade. Teaching methods, materials, minimum requirements, and "guiding principles" relating to specific skills are included. A list of recommended books includes: (1) teacher's reference books, (2) course…

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)

The teaching method described, developed by S.C. Mangiafico, emphasizes transcription of complete sentences early in the program as a means of reinforcing oral language skills. (RL)

Paper, together with a presentation of audiovisual materials, read at the Second International Congress for Applied Linguistics at Cambridge, England, in 1961. (DS)

The different learning abilities of senior citizens and ways that older students can successfully maximize their learning effort in a class essentially designed for younger learners are discussed. Because of a regressed transformational drill behavior, the pedagogical hypothesis and the teaching strategy must de-emphasize a consistent audiolingual…

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)

Suggestions for the effective use of the dialog in audiolingual language classes include descriptions of (1) planned preliminary activities, (2) method of presenting and drilling dialog lines, and (3) the instructional potential of mastered material. Significant emphasis is placed on practices advocated by Gaarder. (AF)

Discusses various approaches to the successful conversational language course at the advanced level. (AM)

This paper constitutes an analysis of the audiolingual concept in terms of what it was originally intended to mean and what it has come to mean in second language teaching. Basic to the concept is the notion that language was originally a matter of oral communication, and that although writing and writing systems are central, they have secondary…

Discusses the process of native language learning and explores the relationship between it and second language learning. It is suggested that in a language curriculum, the initial emphasis should be on receptive skills. Accuracy, appropriateness, and fluency in communication are discussed, as well as instructional modes for training in these…

Describes a method designed to increase language skills in the advanced student through French-English or English-French translation and interpretation exercises. (AM)

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…