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Coste, Daniel – Etudes de Linguistique Appliquee, 1975
Discusses the linguistic and non-linguistic contributions of visual aids in the foreign language classroom. (Text is in French.) (AM)
Descriptors: Audiovisual Aids, Educational Media, Illustrations, Language Aids
Huybrechts, Ingrid; Wildenhahn, Bernhard – Fremdsprachenunterricht, 1975
Communicative motivation is necessary for exercises leading to conversational ability; therefore "micro-conversation" is offered (and explained) as a replacement for traditional exercises for stimulating students to communicative response. (Text is in German.) (IFS/WGA)
Descriptors: French, Language Instruction, Motivation Techniques, Responses
Jolly, Yukiko S. – Journal of the Association of Teachers of Japanese, 1975
Colleges are ranked based on results of a Spring 1973 survey on the number of full-time and part-time professors of Japanese and on the number of undergrad and grad students of Japanese. In the questionnaire circulated among 53 institutions, questions regarding textbooks and cultural materials were also asked. (SC)
Descriptors: College Faculty, College Language Programs, Higher Education, Japanese
Gregory, F. – Sprachmittler, 1974
Some general views on language teaching and language programs are expressed. Listening and reading comprehension, the receptive skills, and speaking and writing, the productive skills, are discussed. (SC)
Descriptors: Applied Linguistics, Language Fluency, Language Instruction, Language Skills
Bansal, R. K. – Newsletter, Central Institute of English and Foreign Languages, 1974
Oral work is considered the most effective way of laying the foundations for language proficiency. Recognition and production of vowels and consonants, use of a pronouncing dictionary, and practice in accent rhythm and intonation should all be included in a pronunciation course. (SC)
Descriptors: English (Second Language), French, Language Instruction, Language Proficiency
Peer reviewedKrashen, Stephen D.; Seliger, Herbert W. – Tesol Quarterly, 1975
For adults, there is a correlation between the years of formal study of English and English proficiency. Formal instruction in general is more beneficial for second language learning than exposure to the second language in natural situations. The essential contributions of formal instruction are investigated. (Author/ND)
Descriptors: Adult Education, Adult Students, English (Second Language), Language Instruction
Wieczorek-Prabucka, Urszula – Glottodidactica, 1975
A brief review of the theory and techniques of programmed instruction as it is implemented in the teaching of foreign languages in this country. (RM)
Descriptors: Language Instruction, Language Programs, Programed Instruction, Pronunciation Instruction
Krumm, Hans-Jurgen – Unterrichtswissenschaft, 1974
This article discusses foreign language teaching in terms of communicative competence as a goal. Learning materials and media are discussed, as well as student participation in the learning process. (Text is in German.) (Author/AM)
Descriptors: Classroom Communication, Communication Skills, Educational Media, Instructional Materials
Flegel, T. W. – PASAA: Notes and News about Language Teaching and Linguistics in Thailand, 1974
A number of recommendations are made for the teaching of English to Thai students of science. (RM)
Descriptors: English (Second Language), English for Special Purposes, Language Instruction, Science Education
Broderick, John P. – RELC Journal, 1974
This article illustrates how data on second language learning can contribute to linguistic theory and to teaching procedure. (AM)
Descriptors: Classroom Observation Techniques, Classroom Research, Language Instruction, Language Research
Bishop, Lloyd – French Rev, 1969
Descriptors: Career Opportunities, Cultural Context, Educational Objectives, Language Instruction
Howe, Michael J. A.; and others – Peabody J Educ, 1969
Descriptors: Cultural Awareness, Language Instruction, Learning Motivation, Second Language Learning
PDF pending restorationKIRKWOOD, HENRY W. – 1966
LANGUAGES SHOW CHARACTERISTIC DIFFERENCES IN THE WAY IN WHICH THEY ORGANIZE OBJECTIVE EXPERIENCE AND THESE DIFFERENCES ARE REFLECTED IN THE FORMAL AND SEMANTIC PATTERNING OF EACH LANGUAGE. A CONTRASTIVE APPROACH TO LANGUAGE LEARNING WHICH PAYS PARTICULAR ATTENTION TO POINTS OF FORMAL AND FUNCTIONAL DIFFERENCE BETWEEN ELEMENTS OF THE NATIVE…
Descriptors: Advanced Students, Applied Linguistics, Contrastive Linguistics, German
Download full textFIKS, ALFRED I. – 1965
IN ORDER TO DETERMINE WHETHER EXTENSIVE PRIOR LISTENING PRACTICE IN A LANGUAGE COURSE WOULD HAVE ANY BENEFITS IN DEVELOPING SPEAKING AND AURAL COMPREHENSION SKILLS, 19 U.S. ARMY OFFICERS SCHEDULED TO GO TO VIETNAM WERE DIVIDED INTO TWO GROUPS THAT PARTICIPATED IN A SELF-INSTRUCTIONAL PROGRAMED COURSE IN ELEMENTARY VIETNAMESE LASTING 83 HOURS. THE…
Descriptors: Aural Learning, Discrimination Learning, Language Instruction, Programed Instructional Materials
BOUNIOL, EILEEN C. – 1967
A SUMMARY IS GIVEN OF AN INFORMAL SURVEY MADE OF STATE FOREIGN LANGUAGE SUPERVISORS TO DETERMINE THE EXTENT AND NATURE OF LANGUAGE CAMPS IN THE UNITED STATES. DATA FROM QUESTIONNAIRES RETURNED BY THE SUPERVISORS REVEALED INFORMATION ABOUT THE NAMES AND LOCATIONS OF 12 SUMMER CAMPS, PERTINENT DETAILS OF EACH PROGRAM, SPONSORING INSTITUTIONS, DATES…
Descriptors: Cultural Context, Elementary School Students, Language Instruction, Second Language Learning
