The equipment and use of language laboratories are described, and their advantages and disadvantages are discussed. Comparisons are made between the use of a language laboratory and the use of tape recorders. (RM)

Elementary Russian textbooks are criticized generally as failing to supply sufficient specific syntactical information. A method for teaching sentence subordination is described. (RM)

A seminar held in the Soviet Union on the linguo-stylistic analysis of a literary text is described. This approach focuses on the linguistic code and cultural context of the text. The applicability of this method in the classroom is discussed. (RM)

Lexical selection is often difficult for second language students. When, in the case of errors not covered in grammar books, the teacher is able to work out the explanation (feature cooccurrence, for example), the student will have a means of avoiding the error in the future. (POP)

Knowledge of a foreign language should be required for study abroad to allow students to take best advantage of opportunities offered. Language skills are necessary for students studying abroad in the humanities, sciences, arts and political sciences. (CHK)

A study conducted with secondary level students in a Swiss school shows that the future of the language laboratory cannot be disassociated from other aspects of second language teaching. (Text is in French.) (CDSH/CLK)

The construction, equipment, and operation of a new language laboratory facility at the University of Louisville is described. (RM)

"Oral skills" are defined in detail. A survey is given of the kinds of oral skills which should be taught in foreign language courses, with some discussion of appropriate methods. (Text is in German.) (IFS/WGA)

Suggests using slides with the language laboratory program "English for Today" (Dortmund/Hannover: Lensing Schroedel). The teacher may assemble his own slides. As an example for introducing slides, "the Sights of London" (Chapter III of "English for Today") is suggested. (Text is in German.) (IFS/WGA)

Observing that foreign learners of English rarely use question tags in normal conversation, whereas native speakers of English make great use of them, the article recommends greater attention to question tags in teaching English as a foreign language. (IFS/WGA)

A unit intended for self-instruction developed in 1974 at the University of Minnesota Work-In in Besancon, France is given. The goal of the unit is to enable the student to use the metro for transportation in Paris. (RM)

Foreign language teachers must be able to correct pronunciation errors that go beyond the level of the segmental phoneme. Extending a technique used with students, it was found that teachers can deal with a number of problems more efficiently if they separately consider single features or aspects of the continuum. (Author/KM)

Problems and proper usage of German locative prepositions "an,""auf,""in,""nach," and "zu" are discussed. (CHK)

Describes the efforts made at one school to provide language students with contacts with international visitors. (KM)

Area/cultural studies have not enjoyed their rightful place in foreign language teaching because of their lack of orientation. They should not only be seen as revealing "sets" of data; they should be analyzed for patterns in terms of the target area rather than the native culture. (Text is in German.) (IFS/WGA)