The foreign language teacher cannot rely simply on linguistic theory as it stands today. Foreign language teaching calls for its own linguistic theory. However, it should be possible, in constructing a FL teaching grammar, to integrate such a teaching theory with current linguistic theory. (Text is in German.) (IFS/WGA)

Oerberg's "Lingua Latina" was first used at Columbus Academy in 1973 as a textbook for teaching Latin to beginning eighth grade student. Student interest and enrollment increased, and students achieved greater facility with Latin than under more traditional methods. (RM)

Discusses the teaching of qualitative and quantitative comparison expressions in French, specifically the various notions and functions that must be taken into consideration and the various pedagogical phases that should be followed. (AM)

Recommends the "distributional" and transformational grammar approach as especially suitable for developing a teaching grammar for dealing with the French simple infinitive and infinitive with "de". (IFS/WGA)

Describes the experience of a teacher involved in a program for teaching beginning French to prison inmates with a high school education. (AM)

A study conducted in a Canadian secondary school found that students with a larger inventory of native English vocabulary were better able to recognize cognates in French language instruction. (MLA)

Examines syntactic and semantic constructions of French verbs denoting and causing emotions; and lists these verbs according to infinitive, "active" adjective, and "passive" adjective. (Text is in French.) (AM)

Supports Cheng's conclusions and points out that changes in Chinese teaching in this country must reflect the rapid changes in written characters in China itself. (CHK)

Discusses the concept "situation," as distinct from "context," distinguishing also between real and fictious situations. Types of situations are discussed, and methodological suggestions are offered as to which types to introduce at which stages of instruction. (Text is in German.) (IFS/WGA)

This bibliography cites articles, primarily from journals, on the individualized instruction of foreign languages. Most of the journals cited are covered for the ERIC system. (KM)

A discussion of proper Latin names that can be confusing for the student. (RM)

Discusses the suitability of functional syllabuses as a basis for general course design, and means whereby functionally oriented materials may be integrated within existing language programs. (Author/AM)

A procedure is outlined for teaching spelling to students of English as a second language. (RM)

Informational texts are useful for teaching fundamental linguistic structures, because their stylistic variables can be ignored, and because they provide information about aspects of the world which the student will encounter in literary texts. Literary texts speak directly to the reader, and have high motivational value. (IFS/WGA)

Using as an example Lesson 21 of the textbook "Lebendiges Englisch" ("Living English") (Munich, Hueber 1976), some hints are given on how to work on the lesson. The suggestions for discussion bear on the treatment of dialogs and reading texts. (Text is in German.) (IFS/WGA)