The movement to teach Latin orally as a living language is a recurring educational theme; this paper reviews the work of the Swiss Johann Heinrich Pestalozzi (1746-1827) in oral Latin. (CK)

Discusses differences between text and dialog. Characteristics of dialog--ellipsis, use of function-words, valence-reductions, specific sentence models, placement of sentence elements, sentence depth, internal sentence structure--set limits to the teachability of dialog. (Text is in German.) (IFS/WGA)

A teaching method should embrace the total process of utilizing language material down to the application of the newly acquired knowledge in speech. FL learning should be situationally based and divided into speech activity units, to each of which the corresponding teaching method should be applied. (Text is in German.) (IFS/WGA)

Discusses the concept "situation," as distinct from "context," distinguishing also between real and fictious situations. Types of situations are discussed, and methodological suggestions are offered as to which types to introduce at which stages of instruction. (Text is in German.) (IFS/WGA)

In language teaching, the speech process must be viewed as a whole. An important element is speech attitude. This changes with the "distance" between the speakers and with the degree of mastery of the language possessed by each speaker. (IFS/WGA)

Discusses "theses" of the Soviet theory of speech activity, e.g.: speech usage rather than language system must be the basis of grammar teaching. Some instructional plans are offered for teaching grammar through this approach. (Text is in German.) (IFS/WGA)

Discusses the role speech-act theory can play in foreign language teaching. (Text is in German.) (IFS/WGA)

A theoretical analysis of the reply (in conversation), from which, it is claimed, conclusions may be drawn for methodological work. (Text is in German.) (IFS/WGA)

Discusses the use of free conversation, especially with regard to vocabulary. Recommends group discussion in the FL, using, at the intermediate level, limited, familiar vocabulary. At a higher level, words from a special technical vocabulary may be introduced, aurally and visually. A teaching example ("Traffic") is given with thorough…

Discusses the direction in which language laboratory instructional practices should be developed. (Text is in German.) (Author/KM)

Reasons are given for introducing tapes of spoken English into the classroom. Using a brief example, 5 possible methods of dealing with the spoken language are discussed. The spoken language material may bring background information and may lead to subsequent activities. Some specific course material is mentioned. (IFS/WGA)

Raises the question whether "conversation groups," being necessarily artificial situations, can really be useful in teaching normal conversation. The second and final part of this article will appear in "Zielsprache Englisch" 4/1976. (IFS/WGA)

Briefly reviews the history and the goals of the French language organization, the Alliance Francaise. (Text is in French.) (CLK)

Discusses the audiovisual method today, as seen in the French C.R.E.D.I.F. courses. These are oral, situational, communication-oriented courses, utilizing various media. The phases of this procedure are explained. But these courses are found not conducive to creativeness and independence, which need new procedures, e.g., simulation. (Text is in…

The author suggests some methods to encourage the language student to improvise his oral answers to class questions. One way is to have the student make up fanciful answers, the other is to use key words in sentences relating to a text. (CK)