Defends the direct method in teaching Chinese. Paper presented at the Annual Meeting of the Chinese Language Teachers Association, November 27, 1971, in Chicago, Illinois. (DS)

Language teaching methodology is defined and three representative instructional approaches are described. Definition of language teaching methods is attempted through comparison with approach and technique. The essentials of the translation, direct, and audiolingual methods of language instruction are outlined (with emphasis on the latter), and…

While not unreservedly recommending translating and the use of the mother tongue in language classes, this article illustrates the extent to which these techniques can be useful. Particular reference is made to the situation in vernacular-medium secondary schools in India. (FB)

Argues the need for a glottodidactic theory, or metaglottodidactics; describes how such a theory is to be formed and what its implication are. (AM)

A basic issue in second language (L2) teaching is whether the learner's first language (L1) should be used in the process. Differing views of language teaching authorities and various experiments carried out to test the use of translation in foreign language teaching are presented briefly. The author's experiment, involving teaching two groups of…

Recommends a teaching approach to promote the internalization of rules as an extension of the grammar-translation method. Activities include imitation, interpretation, question and answer, normal foreign language conversation, independent speaking of sentences and using the "sentence making machine." (MLA)

Presents an overview of the role of translation in foreign language teaching and learning. Argues that translation is useful for: (1) practicing grammatical structures, (2) explaining vocabulary items, (3) testing at all levels, and (4) developing communicative competence. Also, translation is to be taught as a skill in its own right. (SED)

Paper read at a joint seminar of two British groups, the Audio-Visual Language Association and the British Association of Applied Linguistics, held at Knuston Hall, England, October 29 - 31, 1971. (DS)

Questions the relevance of the traditional structural/grammatical approach to Russian course design. Suggests instead a functional notional approach and provides an overview of its rationale and principles. (EKN)