Discusses the lack of emphasis on writing skills in elementary and intermediate language classes, the purpose and process of writing, and general recommendations for the incorporation of writing into the language curriculum. Contains specific examples of writing tasks, including the composition of telegrams, recipes, postcards, directions, and…

This article describes a university language and research program which focuses on the instruction of modern languages to non-language majors. The facility, personnel, teaching methods, and evaluation procedures are described. (Text is in French.) (CLK)

The decline in foreign language study in New South Wales is described, and suggestions are made for change in course content and organization to make foreign language study interesting and helpful to a larger number of students. (RM)

A series of discussions among members of the language departments at SUNY/Buffalo was held to examine ways of improving language teaching methodology in the college, particularly at the second-year level. The suggestions resulting from these meetings are offered as a practical response to the decreased enrollment in language courses. The…

This article discusses the advantages and disadvantages of conversation classes for learning a foreign language, and outlines three basic prerequisites for a successful conversation class: a small, homogeneous group, actual facts and ideas available for discussion, and a basic working vocabulary. (CLK)

A course using films and readings for intermediate Spanish students is described. Selection and types of films and coordinated reading materials are discussed. (CHK)

The primary task of teacher educators must be to offer foreign language teachers the means to better conceptualize and carry out their task and thus to regain confidence. The present situation is assessed; needs are analysed in terms of teachers, students, the culture and society; and conclusions are drawn. (AMH)

Research results of some difficulties of teaching English as a second language at the University of Compiegne (France) indicate that the target group was not well researched, their motivations and needs were not precisely analyzed, and the pedagogical approach used was nearly equivalent to that of the secondary school system. Includes response to…

Examines the techniques and strategies that have been found helpful in making the transition from heavily structure-based English courses to a more communicative approach in Sri Lankan schools. Stresses that the teachers throughout the system need to be reoriented, citing that however strong their knowledge of structure, the students are unable to…

Emphasizes that although computer technology opens the door to great possibilities for teaching language, it will only be as powerful as the programs developed to go with the machines. Since the language lab remains one of the principal tools in foreign language education, it is hoped that computer assisted instruction will reflect back onto tape…

Focuses on basic principles that can be followed in planning a language course, by observing examples from a course designed to teach English as a second language to newly arrived adult migrants in Australia. In addition, the importance of identifying both long-term goals and immediate objectives is stressed, in terms of communicative proficiency…

When developing large computer-assisted instructional (CAI) courseware packages, it is suggested that there be more attentive planning to the overall package design before actual lesson development is begun. This process has been simplified by modifying the systems approach used to develop single CAI lessons, followed by planning for the…

Explains that the speech compressor/expander is a piece of electronic equipment useful in second language learning laboratories. Considering the relationship between technology and its use as an aid in achieving fluency in comprehension, the theory of rate alteration in second language learning is supported as a viable tool to enhance any…

Discusses positive and negative aspects of teaching language use--the Communicative Approach. While the Communicative Approach is learner-centered and develops the students' communicative competence, the design and current tactics of this methodology are criticized as being "decontextualized" and "abstracted." (SL)

Discusses the reasons that students need foreign civilization courses, and briefly outlines what should be taught and what the teaching methods should be. (CLK)