Examines word "communicative" and nature of communication and suggests it should not be applied to a methodology. Draws distinction between "communicative" and "noncommunicative" activities while claims each has its place in balanced approach to language teaching. (Author/BK)

Suggests use of games, role play, and simulations as a way to involve learners in the second language and developing interaction with others in the target language for communicative purposes. Gives examples of teachers' questions and possible answers concerning these methods. (BK)

Explores the verbal and behavioral strategies necessary to participate easily in conversations in French and German. Suggests methods for teaching discussion skills through observation and analysis of seminar-type discussions between native speakers and listeners. (Author/BK)

Discusses five directions for integrating the notion of communicative competence in foreign-language instruction: functional orientation, focus on semantic notions, cyclical progression, inclusion of rhetorical device and discursive authenticity, and systematic treatment of language variation. (EKN)

Describes language practice at beginning level organized around concrete situations, classmates, school staff, students' friends, and family. (BK)

Radio would make a valuable tool for developing listening comprehension and speaking skills. A wide range of accents are available over commercial radio. Extensive listening would be done for pleasure; intensive listening would have a goal in mind, such as the use of a particular syntactic pattern. (PJM)

The role of grammar rules and their relationship to language teaching, learning, and communicating are discussed in an attempt to stimulate language teachers to examine the approach they take in teaching grammar rules. (Contains five references.) (LB)

Describes method for teaching conversational language by seeking to improve pronunciation, stressing the use of the target language during class meetings, presenting useful vocabulary, exposing students to certain customs, and instilling in them the confidence to use language skills. (BK)

Describes use of teleprompter to assist foreign language instructor in stimulating coversation in classroom. (BK)

Suggests teaching communication has led to wider use of communicative activities to create contexts for English uses. Cites use of music and photographs as valuable tools for stimulating conversation. (BK)

Suggests that microcounseling can be modified to include lexical, syntactic, and cultural components in order to teach ESL students to communicate effectively because it teaches language, culture, basic survival, and vocational skills. (BK)

Describes how use of short texts of narrative prose can provide practice in transforming from reporting to doing language particularly for intermediate students. (BK)

Presents data which shows, in a systematic and objective way, how the same speaker can express the same meaning in a variety of ways depending upon the social situation. Such data offer the teacher of English a basis for discussing some of the linguistic features involved in this variation. (Author/PJM)

In classes where the communicative approach to language teaching is taken and where learners are asked to form groups in order to communicate, the teacher should be ready to respond to requests, give immediate correction, and use a monitoring sheet to note errors. The sheet can also be used for individual students. (PJM)

Explains a classroom presentation of verb forms and tense functions based on the communicative needs of the students rather than on the full paradigm of each verb tense. Arguments for the use of this natural approach and an association model to facilitate vocabulary acquisition are presented. (PMJ)