This essay is an overview of the state of language arts and sciences, or theory and applied skills, and it surveys literacy levels, ability in both native and second languages, language education and linguistic theory. (CK)

Condensed from "The Massachusetts Teacher, Volume 48 (January 1969), 10-11, 24.

Describes techniques for achieving emotional involvement and, therefore, better results on the part of his students in an intermediate level Russian conversation course. (Text is in Russian.) (DH)

An after-school activity offered by the Central Institute of English Language called "Games" is described. The purpose of the activity is to stimulate and increase oral fluency and production. Several games are commented on. (RM)

Discusses the problems of teaching Russian in American universities. (LG)

(Text is in Chinese.)

Some general views on language teaching and language programs are expressed. Listening and reading comprehension, the receptive skills, and speaking and writing, the productive skills, are discussed. (SC)

Offers tips on classroom techniques aimed at maintaining motivation among students while meeting their varied needs and fulfilling the requirements of an intermediate Russian course. (Text is in Russian.) (DH)

Describes an experiment at Birkbeck College, University of London, designed to encourage the spontaneous, uninhibited use of French by students. (PMP)

A question-answer technique is described that is based on authenticity of form and content and that has applicability at virtually all levels of instruction. After automatic responses, students provide definitions, rephrase content, or express opinions in the second language. (Author/SW)

Study abroad for language majors must be required, intensive and disciplined. Programs must insure continued use of the foreign language and interaction with natives, perhaps through field study and interview methods. Government action and support is necessary. (CHK)

Proposes the use of stenography in the foreign language classroom to improve speaking ability. (AM)

This article discusses the reality and benefits of language study programs in the Soviet Union for American students as compared to the expectations of teachers and students. Specific problems concern the areas of phonetics, grammar and conversation. (CLK)

Discusses the development of the ability to speak independently through the use of exercises which progress gradually from direct external guidance through indirect external guidance to self-directed utterance. (Text is in German.) (IFS/WGA)

Second language students are often discouraged in trying to acquire oral fluency skills. Four specific problem areas are: (1) timidity; (2) listening comprehension difficulties; (3) oral reading problems; and (4) difficulty in putting sentences together. An approach that emphasizes writing skills avoids these problem areas and uses skills the…