Describes the intonation visualizer, a machine which permits a model sentence to be presented aurally to a student who sees simultaneously the intonation pattern being traced on an oscilloscope screen. The student then repeats the sentence and sees on the screen the intonation curve that he is generating. (Author/CFM)

A method is outlined for using works of Spanish literature at the intermediate level. This approach is illustrated, using three novels: "El Rapto" (Ayala), "El Tunel" (Sabato), and "Nada" (Laforet). A key passage is studied in depth, topics are assigned for extension of the content, and a composition is written. (CFM)

This article maintains that the generative analysis of English phonology can fill a long-empty and little-recognized gap in ESL (English as a second language) pronunciation instruction. One must understand where generative phonology fits into the teaching of pronunciation and how generative insights can be translated into a pedagogically useful…

Analyzes the sources of spelling errors made by English children. These are found to be not only linguistic but also psychological and social in nature. English ideas of teaching spelling are discussed. Parallels to the German school situation are drawn, and possibilities for solution are suggested. (Text is in German.) (IFS/WGA)

Comments from students are given on the teaching of French in British primary and secondary schools where the initial emphasis is on listening and speaking, and where texts and English explanations are not used. (RM)

Illustrations are given of ways in which cultural and social information can illuminate the literary texts used in foreign language teaching. (RM)

Discusses the questions of which pronunciation model should be used in German courses and how closely students should be expected to duplicate it. After a short history of efforts to standardize German, it is suggested that the new "Aussprache Duden" is a good basis for teaching pronunciation. (Text is in German.) (TL)

Methods used to attract students in a secondary school foreign language department in which the enrollment represents 66 percent of the student body are described. The quality and personality of the teacher are emphasized. (RM)

This article outlines ways of helping students to develop informal or expressional features at the non-verbal level of communication. (DB)

This article explains why students should be aware of cultural difference between the source and the target language if they are to make effective use of the latter. (Author/DB)

Analysis of errors made by students learning a second language often reveals active attempts to master the L2 rules. Awareness of error patterns can help language teachers make correction a positive experience and an aid to learning. (CHK)

Discusses types of "play-work" in the preschool group, typical difficulties, problems of space and time, desirable requisites with respect to the children, and cooperation with parents. Positive in tone, the report ends with recommendations to use every opportunity for foreign language learning in preschool. (Text is in German.) (IFS/WGA)

This section, "Le Planetaire," contains an interview with Anne Slack on the American Association of Teachers of French and contemporary French culture, a review of a dictionary of familiar French for students, dates to remember, events of interest to French teachers and a general bibliography. (Text is in French.) (AMH)

A discussion of the predominant foreign language methodology, the Practical-Conscious Method, used in the Soviet Union. The principles underlying the method are the cognitive mastery is primary to learning and that automatic habits are developed on that base. Both learner's intellect and teacher are essential in the process. (AMH)

An investigation of the differences between first and second language acquisition and the relationship between age and second language learning. The stages in native language acquisition and the advantages of an early start in second language learning are discussed. (AMH)