Recommends a teaching approach to promote the internalization of rules as an extension of the grammar-translation method. Activities include imitation, interpretation, question and answer, normal foreign language conversation, independent speaking of sentences and using the "sentence making machine." (MLA)

Activities are cited of the five task forces for the promotion of language study. The task forces concern institutional language policy, the commonly taught languages, the less commonly taught languages, public awareness, and government relations. (SW)

Suggestions are made for increasing student interest and motivation for language learning. Classes should be settings for communicating the language and not for mere rote learning of pattern practices. Students should be aware of the roles languages play in the world, career opportunities, and different cultures in the community. (SW)

Two questions which need to be asked are: (1) What is really being accomplished in our national language training activities? (2) What needs to be accomplished, given the state of national and world needs for language competencies? Teachers should examine language competencies related to students' chosen careers. (SW)

A comprehensive study on error analysis was conducted to categorize problematic areas for French-speaking learners of English. "Faux amis" seemed to have been the cause of about 50 percent of the errors analyzed under lexis. Noun, adjective, and verb errors are illustrated. (SW)

Presents a methodology for dealing with grammatical mistakes made by African students for whom French is a second language and also the medium of instruction. (Text is in French.) (AM)

This article discusses different sources of motivation in language learning, and the categories of intrinsic and extrinsic motivation. Given this variety, the language teacher cannot accept full responsibility for student motivation, but must take on a major portion of the task. (CHK)

An interview with Jean-Claude Chevalier in which the advantages and dangers of eclecticism are discussed. Some topics covered are: the role of traditional grammar; recent linguistic research in French; the development of teaching methods; Chomsky's theory of universal grammar. (Text is in French.) (AMH)

This bibliography cites books and articles in English, French, Italian, German, Spanish, and Roumanian concerning the SGAV teaching method (structuro-global audio-visual) and the verbo-tonal method of teaching phonetics in a second language. (Text is in French.) (CLK)

There is evidence that the ability to produce syntactically complex structures in a foreign language can be accelerated through a different strategy for teaching writing. A writing strategy is outlined which introduces the student gradually and in a very structured way to the concept of sentence-combining. (CHK)

Discusses the difference in meaning and use of "both" and "the two.""Both" applies to related actors, "the two" to independent ones. (Text is in German.) (IFS/WGA)

Four distinct cases of the Russian imperfective-completive are examined, focusing on typical non-negated past-tense uses. One suggestion for improving the teaching of aspect is to draw simple parallels between English and Russian verb systems, both of which consist of the three aspectualities "completive,""habitual," and…

A complete lesson suitable for high school Spanish classes. A passage is presented, on which comprehension and vocabulary exercises are based. The grammar section deals with the subjunctive with "si" and the gerund and is accompanied by many exercises. (Text is in Spanish.) (AMH)

It is hoped that from learners' faulty use of the foreign language, clues may be found for foreign language teaching. Some "factors" are examined: negative transfer, learning and communication strategies, over-generalization. Also discussed are ways of dealing with various errors. (Text is in German.) (IFS/WGA)

Reviews two recent books on the role of linguistics in foreign language teaching, examining critically claims for the value of linguistics in teaching. Discusses the relation between theory and practice, sociolinguistic considerations, and measuring achievement. Considers what may reasonably be expected from applied linguistics. (Text is in…