Recognizes three kinds of motivation: Societally induced, native, and motivation acquired in early life. Implications for teaching are discussed, both in general and specifically in foreign language teaching. (Text is in German.) (IFS/WGA)

In 1973 a commission of the FMF (Modern Foreign Language League, Federal Republic of Germany) published a proposal for a taxonomy of activity characteristics of the FL teacher. Kurt Otten criticized this proposal in the weekly "Die Zeit" (19 April 1974). Here, members of the FMF commission reject four of Otten's assertions. (Text is in…

Discusses the relation between the linguistic and the FL-teaching aspects of grammatical problems, using as an example "parler a quelqu'un" vs. "penser a quelqu'un." Recent attempts by linguists to differentiate between the two verb groups are discussed and suggestions are given for teaching. (Text is in German.) (IFS/WGA)

A poll of the various West German state Culture Ministries revealed that 24,000 students in Grade 5 were taking French as their first foreign language; 14,000 took French in the primary schools (first four grades). The report is helpful in considering further FL offerings. (Text is in German.) (IFS/WGA)

Attacks the "tendency toward a technocratic pragmatization of scientific work" which is seen in the catalog "Guidelines for the FL teacher" by Bludau et. al. in this journal, 1973 No. 4. Takes a position in the controversy between these authors and K. Otten, English philologist. (Text is in German.) (IFS/WGA)

Compares the phonetic transcription systems of Jones (EPD), Gimson, Windsor Lewis and Abercrombie. Discusses the usefulness of transcription systems for foreign language teaching, both in interlingual dictionaries and in teaching contrasts between the target language and the native tongue. (IFS/WGA)

After analyzing the speech-act theory (Austin & Searle) with examples from French, the article attempts to state the teaching goals more precisely. Studying the findings of pragmalinguistics can help to minimize the discrepancy between the communication situation in the foreign country and the classroom situation. (Text is in German.) (IFS/WGA)

Refers to a critique of FL teaching at Secondary Grade 2; discusses questions of teaching objectives, organization and content of curricula, sequence of foreign languages taught, and effects of the upper level reforms on Secondary Grade 1. (Text is in German.) (IFS/WGA)

Argues that literature should have a place in the language learning process. Since colloquial and literary styles overlap, it is felt that the two styles should not remain separated in actual life. (Text is in German.) (IFS/WGA)

French enrollments are losing ground in all regions of West Germany. It is suggested that emphasis should be placed on French as a second foreign language, after English. Various aspects of the situation in schools and universities are discussed. (Text is in German.) (IFS/WGA)

Discusses a "rational concept" of integration of audiovisual teaching aids into the foreign language teaching process that would be based on a positive evaluation of teacher-centered instruction. Offers a model for integration of human and technical media. (IFS/WGA)

Considers the functions that norms might have in the context of foreign language teaching and learning, with special reference to teaching English. (IFS/WGA)

In recent years, the amount of time allotted to foreign language teaching has tended to even up in the various types of schools in West Germany. The Hauptschulen (grade 9 "terminal" schools) have shown a marked increase, the Realschulen (secondary schools) some increase, and the Gymnasien (university-preparatory) a decrease. (IFS/WGA)

A detailed use of this play during five class hours is offered, including goals, method, organization and homework assignments. A detailed text analysis follows, which considers the play's plot, character development, and message. (Text is in German.) (IFS/WGA)

Two articles discuss educational policy in Germany regarding foriegn language teaching. One pleads for giving French a fair chance along with English. The other agrees that no one language should be favored, and says that the whole question needs thorough consideration and that adequate planning is required. (IFS/WGA)