Presents the notions that: (1) training in free expression skills in a foreign language can be systematized and integrated with the acquisition of fundamental language skills; and (2) that the principle of "re-expression" can be used by the teacher to yield "free expression" in the form of spontaneous oral summary. (AM)

The injection of conversation/discussion sessions into English language laboratory exercises could help to achieve the major objective of teaching English as a foreign language--helping the learner to express himself in English. Steps in developing the method are outlined. (SW)

Offers suggestions toward making the conversational language course more valuable, with particular reference to Spanish. (AM)

This paper considers the importance of teaching "register" in the Spanish as a second language classroom. Generally speaking, register means "variety according to use." A register is what you are speaking at the time determined by what you are doing (the nature of the social activity being engaged in), and an expression of…

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

Describes a French diction and oral communication course conducted at Franklin and Marshall College. Originally envisioned as a "necessary evil" to train students to write and deliver seminar papers, the course unexpectedly appealed to students as a practical experience while developing increased student interest in French language and literature.…

Describes a one-semester conversational course taught at Harvard University designed to teach basic oral communication skills in French with the main emphasis on teaching students to pause while speaking. (AM)

Suggests five techniques to be used by the teacher of English as a second language to initiate communication in the classroom: (1) the interview; (2) the mutual interview; (3) the class story; (4) the journal; and (5) role-playing and problem-solving. (CFM)

Conversation classes have three goals: (1) to introduce and practice elements of spoken language; (2) to bring passive knowledge of the language into active use; and (3) to create a situation in which the two other goals may be realized. The place, the material, and the topic are important in achieving these goals. (CFM)

This special issue consists of the following seven articles on communicative competence: (1) "Psycholinguistics and Language Teaching," by Elisabeth Ingram; (2) "Current Trends in Language Teaching at the C.R.A.P.E.L.," by Philip Riley; (3) "Who Needs a Teacher? - An Alternative to the 'Conversation Class'," by Ken…

Criteria for developing an advanced conversation course for second language learners are examined. It is suggested that the teacher needs to approach the development of the course with an awareness that most students enrolled will probably be suffering from an acute lack of self-confidence when conversing in the target language. The proposed…

Second language learning in small groups with creative student-centered activities is discussed. A rationale for teaching for communication is offered, along with classroom management procedures that encourage communication in the target language and some communication activities that have been successfully implemented in the classroom. Three…

Suggestions for improving conversation groups in the intermediate and advanced English as a second language classroom are considered with attention directed to design of the activities, preparation of the individuals involved, and selection of the subject matter. In addition, factors that cause conversation groups to fail are discussed. A…

This paper describes the method adopted in a short course to improve group interaction in the foreign language classroom by giving students the opportunity to engage in group interaction and in this way sensitizing them to group dynamics. It provides the outline and rationale of the course, a detailed description of one unit, and evaluation…