Recent linguistic data support the thesis that overt correction is unnecessary and, indeed, inadvisable. (Author)

Using practical examples, such as the language experience of foreign tourists, it is shown that the "natural method" (using target language only) hinders learning. Use of the mother tongue is necessary for learning foreign structures (e.g., arranging native words according to the foreign syntax). (Text is in German.) (IFS/WGA)

This article discusses foreign language teaching in terms of communicative competence as a goal. Learning materials and media are discussed, as well as student participation in the learning process. (Text is in German.) (Author/AM)

A number of exercises for promoting communication and self-expression in the classroom are described. (RM)

An account is given of a teacher's experience with a new approach to language learning, the Silent Way. The teaching tools used in this method are few: colored rods, wall charts of words and signs in color, a pointer, the fingers of the teacher's left hand, and silence. Teaching is subordinated to learning, that is, teaching must not interfere…

Argues that the monolingual method in foreign language teaching is not the best for imparting the meaning of new words. A more flexible approach should be followed, so that valuable time may be saved for more difficult tasks. (IFS/WGA)

Teaching, as a communicative process, ranges between purely message-oriented communication (the goal) and purely language-oriented communication (a means). Classroom discourse ("Close the window", etc.) is useful as a drill but is also message-oriented. Skill in message-oriented communication is acquired only through practice in this kind of…

The relation of communicative skills to language syllabus planning is discussed. The most important part of the foreign language syllabus is course content. Foreign language teaching is primarily a matter of starting with the world of everyday knowledge which the learner already possesses. The foreign language syllabus should be designed to take…

This article discusses nonverbal communication in its relation to teaching of foreign languages. Nonverbal communication is defined, evaluated, and discussed in terms of function, teacher personality, training techniques, and class arrangements. (CHK)

A number of conversation exercises are described for use in second language teaching which are intended to promote communication in the foreign language by creating among the students a need to talk and a need to listen. (RM)

Presents a 417-item Chinese-English glossary of terms about language and class and school activities (called here "classroom metalanguage") to enable teachers of Chinese to use the target language more often in the classroom. An appendix, the varieties of definition format, and an English index are provided. (KM)

Describes classroom language as used in teaching an FL, recognizing it as belonging to an artificial rather than a real-life situation; this fact must be kept in mind and "the game played" in the classroom. Examples are given. (IFS/WGA)

Role-playing develops communicative competence on the pupil-to-pupil level. This activity deserves more study, particularly in regard to demands on the teacher, preparation and performance, correcting the learners' efforts, and certain psychological aspects. (Text is in German.) (IFS/WGA)