This report discusses the "anchor" language learning method that is based upon derivation rather than construction, using Italian as an example of a language to be learned. This method borrows from the natural process of language learning as it asks the student to remember whole expressions that serve as vehicles for learning both words…

Discusses the question of whether to eliminate the longrespected but now disdained dictation from the foreign language classroom. It is concluded that the dictation may be saved if its purpose is changed. (CFM)

Stresses the importance of teaching not only the linguisti aspects of a foreign language but also the gestures used by native speakers of the language. Several examples (some accompanied by sketches or photographs) are provided of gestures used by native speakers of Italian. (CFM)

THE SUMMER 1966 NDEA INSTITUTE AT RUTGERS UNIVERSITY FOR 40 COLLEGE JUNIORS FROM HOME INSTITUTIONS WITH LIMITED RESOURCES IN ITALIAN INSTRUCTION IS DESCRIBED IN THIS FINAL REPORT. HIGHLIGHTED ARE THE UNIQUE FEATURES OF THE INSTITUTE--THE FLEXIBILITY OF SCHEDULES, THE SECTIONING OF CLASSES IN ORAL AND WRITTEN ITALIAN, AND THE USE OF AUDIOLINGUAL…

Suggests that one method to help advanced language students acquire new vocabulary is to study word formation and derivation. Suggests ways in which this can be done in the teaching of Italian. Discusses the process of derivation from three perspectives: (1) contrastive analysis, (2) lexical fields, and (3) etymology. (SED)

First part of a continued article. (DS)

Principles, objectives, and techniques that focus on the challenge to and the role of teacher and student in the Italian conversation course, with a view to greater efficacy, are presented. (AM)

Speakers of Italian often have problems mastering Spanish because they erroneously believe its great similiarity to Italian makes it easy to learn. One of the fundamental problems is the lack of ability to choose the correct verb, "ser" or "estar," both equivalents of the Italian "essere." (Text is in Spanish.) (CFM)

Looks at devices that stimulate intralinguistic thinking patterns, that is, patterns that can only be induced by the structures and forms of the target language without any dependency upon native-language patterns. Focuses on problem-solving activities that help the learner develop modes of thought that can be solved "Italian." (SED)

Discusses the use of humor in the language classroom, and provides some sample activities in Italian. (AM)

Presents two-role scenarios involving persons with conflicting needs or interests to enhance foreign language students' strategic intervention language skills in realistic situations. The scenarios not only encourage students to think through strategies to resolve a problem or conflict but also use their language skills to communicate effectively…

Swain (1985) pointed out the need for increased modified output in the classroom in order to encourage learners to engage in more syntactic processing and, thus, make more form-meaning connections. Research in content-based instruction (CBI) ( Musumeci, 1996; Pica, 2002) has revealed few occasions of pushed modified output from learners.…

Factors contributing to the renaissance of Italian and the goals of students who study the language are discussed. Alternatives to rote learning in the classroom and ways to generate interest in Italian in the community are suggested. (SW)

Italian teachers of English can be categorized in three groups, according to their attitudes in regard to innovative teaching techniques: (1) those who reject anything new, (2) those who accept only the new, and (3) those who accept the new while preserving what is good in the old techniques. (CFM)