Demonstrates an effective method of teaching the use of the relative pronoun in French. (CK)

Proposes a method for French language instruction that uses an unidentified object, that is, an object constructed in such a way as to represent different things to different students. (AM)

Provides examples of: (1) forms to be filled out on French daily life; (2) personal announcements in the newspaper; and (3) problems in municipal government, for use in an advanced French class. (Text is in French.) (AM)

Discusses the possibilities and desirability of using French popular music and folk songs in teaching French as a second language. (RM)

By studying another language, a student's view of his own environment is expanded. (LG)

Outlines the methods of using football in teaching French in the American classroom by using French Canadian newspapers and other visual media available in the United States, in addition to specific language activities. (LG)

Discusses the teaching of qualitative and quantitative comparison expressions in French, specifically the various notions and functions that must be taken into consideration and the various pedagogical phases that should be followed. (AM)

Recommends the "distributional" and transformational grammar approach as especially suitable for developing a teaching grammar for dealing with the French simple infinitive and infinitive with "de". (IFS/WGA)

Describes the experience of a teacher involved in a program for teaching beginning French to prison inmates with a high school education. (AM)

A study conducted in a Canadian secondary school found that students with a larger inventory of native English vocabulary were better able to recognize cognates in French language instruction. (MLA)

Examines syntactic and semantic constructions of French verbs denoting and causing emotions; and lists these verbs according to infinitive, "active" adjective, and "passive" adjective. (Text is in French.) (AM)

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)

Examines syntactic difficulties encountered by the student of French in expressions requiring the use of the relative pronouns "qui" and "que". (RL)

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)

The foreign learner should be taught standard French, but also something about the principal social variants (plus perhaps one regional--southern French, because of its importance). He should use a restricted standard French at first, moving cautiously toward the appropriate variant, according to circumstances. (Text is in French.) (IFS/WGA)