A foreign language learning activity is described in which second-through fourth-year French students write, cast, produce, direct and perform well-known fables for their language classes. The performances are recorded on videotape and shown to other classes and to parents. (Author/RM)

Portions of Mendoza-Harrell's article, which is a rebuttal of an earlier article by Allen, are mentioned and criticized. Allen's earlier article discussed the efficacy of language laboratories and proposed student use of cassette recorders. (RM)

Describes an approach to teaching the Spanish subjunctive. The approach is organized for use with most first-year textbooks. (RM)

Presents a method for teaching grammar through an understanding of the content of a written text, using a three-fold approach: sociolinguistic, linguistic, and logico-syntactical. (Text is in French.) (AM)

Describes various language courses organized by the Commission of European Communities as part of their personnel training program. (Text is in French.) (AM)

The continuation of articles on the passive voice appearing in the "Grammaire vivante" section of the periodical. The production of the passive sentence is considered under two headings: the simple verb and the complex verbal group. (Text is in French.) (AMH)

Discusses the teaching of Russian aspect in terms of the use of the perfective and the social ramifications and perceptions conveyed by its use. The student must be made aware of the importance of implications of statements in Russian. (CHK)

The career option of translation and/or interpretation is described. The history of the occupations, potential employers and salaries, the work done, training and places it is given, and the demand for different languages are discussed. (RM)

This article describes an experiment conducted at the University of Copenhagen's Department of Romance Languages with first-year students. It was concluded that the language laboratory could best be employed to improve aural comprehension and to permit a more direct approach to contemporary French civilization. (Text is in French.) (Author/POP)

Reports on the introduction of video recorders at various branches of the Goethe Institute. The characteristics of video are compared with those of films, tapes and printed matter. Video's advantage is that through it authentic, unprepared material can be presented, and it provides strong motivation. (Text is in German.) (IFS/WGA)

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)

Recommendations for new course leaders at People's Universities include: consistent emphasis on oral work, maximum use of the target language, varied approaches to the teaching process, active participation by the learners (reduction of "teacher talking time"), modest expectations, simplified explanations (examples are given), and adult-level…

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)

Describes the development, activities and evaluation of a mini-course for advanced-level high school Spanish students. (KM)

Recent research has worked out a system for French orthography which is useful in teaching foreign learners, especially as regards errors due to confusing similar words and to native language interference. Grammar-related errors are discussed, with suggestions for combating them. (Text is in German.) (IFS/WGA)