A number of devices for use in teaching foreign language conservation courses are described. Among them are hypothetical situations, group discussions, activities for improving oral comprehension, plays and skits, collective stories, dialogues, interviews, speeches, recorded songs, cartoon captions, television games, and card techniques. (RM)

Compares competence of the "native hearer" with that of the foreign learner. Refers to research in auditory comprehension, particularly to the "motor theory of speech perception" and sequential psycholinguistics. Presents exercises on various components and on the complex development of auditory competence. (IFS/WGA)

Discusses the use of puns, riddles and jokes in building vocabulary, beginning reading, and fostering discussion. Examples are presented and further source materials are suggested. (EJS)

Analyzes the difference between "ultimate-target language" (authentic English in all its varieties), "learner's language" (with its limitations), and "learning-goal language," this latter referring to differentiated instruction with graded "input" steps. Teaching suggestions are given. (IFS/WGA)

Compares the error-grading system of Zydatiss (in 'Linguistik und Didaktik', No. 24, 1975) with examples from the "Natural L2 (Second Language) Acquisition" project, and raises the question of how far it is possible for a teacher to utilize the approach of a self-guided language-learning process. (IFS/WGA)

This report deals with the function of a department of second language instruction at the University of Rhode Island, which could serve as a model for departments at other institutions. (CFM)

Presents a method which draws upon students' imagination, creativity, and associative abilities and engages them in the language learning process. (Author/AM)

Asserts that language teaching is introduced into the curriculum at precisely the wrong time: the point at which language acquisition has diminished and language learning is more dominant. It is also stated that compulsory language learning is destructive and that bilingualism provides another way of looking at the world. (EJS)

Discusses the place of the language laboratory in the audiolingual, situational, cognitive, and pragmalinguistic approaches to foreign language teaching. Finds that laboratory work can help in achieving some of the goals of "communicative competence," and suggests some criteria for judging such work. (IFS/WGA)

Discusses current theories concerning motivation, considering them in connection with practical teaching conditions. Misunderstandings arise from the difference between the concepts "teacher" and "pedagogical expert." (IFS/WGA)

Discusses the pedagogical uses, for a French class, of the following: a meteorological bulletin, seven classroom games, J. Anouilh's play "L'Alouette," and horoscopes. (AM)

Describes a method for teaching French writing skills which consists of answering written questions on a text, followed by a creative writing exercise based on the model text. (AM)

A language teaching record scheme that is intended to describe second language teaching as it occurs in a variety of teaching settings without reference to global methods is presented. (Author/HP)

The speech, half in French and half in English, is an endorsement of the association, an indication of political, social and educational reforms it might influence, a reminder that members of the association, Canadian Parents for French, were present and interested, and an appeal for good public relations. (AMH)

Discusses several English as a second language programs held at the students' job site, in particular the Tip Top Project in Toronto. Other projects in Toronto are discussed as well as similar programs in the United States, England, and Sweden. (CFM)