Special issue devoted to the second conference on structuro-global-audio-visual methodology, at Mons, Belgium, 1971; text of a talk which formed the basis of discussion during the conference. (VM)

Based on a paper given at the Third Annual Conference of the International Association of Teachers of English as a Foreign Language, London, England, December 30, 1969 to January 2, 1970. (VM)

Discusses problems Australian students face in learning to speak Spanish and recommends a detailed study of the varieties of languages taught in Australia. (SW)

A modified version of the traditional dictation exercise is recommended in order to answer two unmet needs which caused such exercises to fall into disfavor: the systematic teaching of specific points, and the use of authentic linguistic samples. (JB)

Advocates the integration of foreign language instruction into the broader curriculum and education as a whole. (JB)

Discusses the ineffectiveness of one-phase marking, i.e. direct correction of errors by the teacher, and the effectiveness of two-phase marking in which the teacher makes the student aware of an error but does not indicate what the error is. (CFM)

This concluding article in a series concerning the use of the comma in Spanish gives specific examples of its use from Spanish literature. Concluding remarks outline the major purposes of the comma. (NCR)

Discusses the importance of the humanities, particularly language study, to the pursuit of knowledge. (AM)

Describes EXERCISE, a computer program developed to permit the beginner in a modern foreign language to drill himself in the language and to undertake self-instruction. An example of the program's application in the teaching of beginning and intermediate Dutch is given. (RAO)

Discusses auditory practice (listening) as a factor in the learning process and as a goal area. Refers particularly to the "terminal" nine-year school. Motivation is high, because auditory skill can be developed to a higher point earlier than speech production. (IFS/WGA)

Conversations with secondary pupils reveal their reasons for not electing foreign languages: lack of knowledge concerning the amount of work involved, fear of difficulty, and underrating the value of a second or third foreign language. Students need to know that the authoritles regard foreign languages as important. (IFS/WGA)

Examines a newspaper account of a court trial and demonstrates how this type of account may be used in a French language classroom. (AM)

Discusses the use of humor in the language classroom, and provides some sample activities in Italian. (AM)