It is asserted that students can discover the rules of German grammar, or any grammar, by asking the right questions about a text; they can write grammars and compile vocabulary lists. Classes that were taught in this way are described. (Author/RM)

The phonetic symbols in the "Advanced Learners Dictionary" (Oxford University Press, London) are discussed critically in articles by L. Alfes, H. Arndt, E. Bauch, G. Dahlmann-Resing, W. Friedrich, E. Germer, B. Haycraft, H. P. Kelz. Reference is made to an earlier article "Neue Zeichen", by H. G. Hoffmann. (Text is in German.)…

The mother tongue should not be used in the classroom. If the student is constantly allowed to translate he will never make the jump into the target culture. Translation is an aim that can be achieved only when considerable proficiency in the target language has been attained. (SCC)

Discusses the difficulty students of Spanish have in learning the correct articulation of the various allophones of the Spanish vowels. The main problem is that they assume there are no distributional variants. Lists of the allophones are given with their respective conditioning environments. (Text is in Spanish.) (TL)

Common internationalisms in Russian and German are listed. In general German loan-words underwent a phonetic assimilation. Even if there are overall tonal similarities, there are differences, especially in accentuation, that result from the different structures of the languages. (Text is in German.) (MS)

Describes the use of some modern German drama in 3rd-year foreign language classes. Following classwork and homework, the students improvised scenes. The handling of certain passages is discussed, including their use in intensive training in speaking. (Text is in German.) (IFS/WGA)

A program is described in which advanced high school language students acted as tutors in Spanish and French in a FLES program. (RM)

Finds that teaching textbooks are becoming more complex and difficult, and less interesting. A procedure is suggested for measuring these qualities in a textbook, based on the "Reading Ease" and "Human Interest" indices of R. Flesh, in Volume 6 of his work "The Good Companion". Two samples from texts are appended. (IFS/WGA)

Cautions against a "synonymic" or "structural-semantic" approach to constructing texts and in reading them. Concern over matching each foreign word with a native-language word results in limiting the vocabulary of the text and the student's knowledge. Speech-act theory suggests a more flexible approach. (IFS/WGA)

Reviews several publications dealing with comparison of Italian and German, with a view to ascertaining how useful their material might be in constructing an Italian textbook for Germans. The material is found to be too theoretical, or too limited to the standpoint of German as a foreign language. More error analysis is needed. (IFS/WGA)

Reports on the methods used in utilizing broadcasts of the British Forces Broadcasting Service in teaching English as a foreign language. (IFS/WGA)

Proposes an approach to French language instruction for adults which relies on materials of a political nature. (AM)

Discusses the role of written French both in traditional and contemporary teaching methods. (AM)

Argues that literature should have a place in the language learning process. Since colloquial and literary styles overlap, it is felt that the two styles should not remain separated in actual life. (Text is in German.) (IFS/WGA)

Discusses the question of whether to eliminate the longrespected but now disdained dictation from the foreign language classroom. It is concluded that the dictation may be saved if its purpose is changed. (CFM)