From theoretical-linguistic and psycholinguistic viewpoints, semanticizing procedures--audiolingual, audiovisual and situational--are discussed. The methodological standpoint forms the frame of reference of this critique. (Text is in German.) (IFS/WGA)

Pessimism regarding pedagogical applications of contrastive studies, and reasons therefore, are described. Several misunderstandings believed to contribute to this pessimism, and several areas of controversy concerning uses of contrastive studies, are discussed. See FL 508 197 for availability. (RM)

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…

In 1973, a survey was conducted among 100 businesses and government agencies that employ speakers of other languages. Thirty-nine out of fifty-eight organizations that employ German speakers reported over 8,000 job opportunities. Combined with additional skills, knowledge of German is highly practical for finding employment. (SC)

Offers a humanistic rationale for the study of Latin and recommends the adoption of modern language teaching methods as better suited than the traditional approach to the realization of humanistic and aesthetic goals. (KM)

Describes the use of the verbo-tonal method of phonetic correction and the Suvaglingua synthesizer in Spanish courses at the International School of Interpreters at Mons, France. (Text is in French.) (PMP)

States that the building of English vocabulary is the most important contribution foreign language study can make to an education. (CK)

This essay is an overview of the state of language arts and sciences, or theory and applied skills, and it surveys literacy levels, ability in both native and second languages, language education and linguistic theory. (CK)

Contradicts a theory that second language learning is necessarily an identical process to native language learning, and cites some of the differences, with relevance to language instruction. (CK)

The framed dialogue method which has been used for improving the teaching of the Chinese language at the University of Wisconsin since 1968 is described, and examples are given. The advantages of this method over pattern drill are discussed. (RM)

Deals with the Spanish influence in the Philippine Islands and the necessity of teaching the Spanish language. (Text is in Spanish.) (DS)

Illustrates how a number system in a foreign language can be taught and learned in a cultural context. (PMP)

This study briefly outlines research into some linguistic notions about gender, and then examines and categorizes some approaches to the introduction of gender in a number of American beginning French textbooks intended for use in high schools. (TFP)

Proposes a system of ceritfication of career-related language skills based on voluntary examination. (CK)

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)