Associating a clear function with verb forms will minimize difficulties for ESL learners. One important function in most learning situations is description. An area of "core description" pivoting on the stem and stem plus "s" verb forms can be established and learners can express most concepts in core terms. (CHK)

The 1977 Northeast Conference on the Teaching of Foreign Languages is reported on here. Propositions dealt with were language acquisition, language application, and language appreciation. Several speeches are summarized and awards noted. New officers were named. (CHK)

A brief history of foreign language study in the U.S. is given and several popular language teaching theories described. Emphasizing the importance of learning communicative skills in the foreign language, various procedures for stimulating communication in the classroom are suggested. (CHK)

A system of grouping children by language ability was adopted by English as a second language teachers at an elementary school in Vancouver. Advantages of the level system are discussed. (SW)

The current approach in teaching Japanese as a second language is questioned as inefficient. The forward-looking approach does not condition students to expect that they must learn all the items of a set before being able to learn anything else. (HP)

Reasons that foreign languages have both cultural and pragmatic-vocational contributions are discussed. Reasons for the decline in foreign language study in Australia and ways to reverse the present trends are presented. (SW)

A general guideline is offered as a reference point to choosing the appropriate preposition (a or par) for French causative sentences with faire. Full noun phrase complements of infinitives are treated. (SW)

Reading currently has low priority in foreign language teaching. The uses and types of reading are discussed. It is asserted that reading deserves a high place among teaching goals. The possibility of individualizing the assignment of readings is discussed. (Text is in German.) (IFS/WGA)

Nine applications of the ordinary language laboratory to the training of simultaneous translators. Functional and technical descriptions of each application are given. These modes of interpretation practice in a university setting substitute for the more sophisticated facilities used by major professional schools. (AMH)

At Grade 11 and above, it is necessary to determine what deficiencies exist in auditory and reading comprehension and in speaking and writing skills, and to take compensatory steps. Suggestions are given for French teaching. (Text is in German.) (IFS/WGA)

Using concrete examples, it is shown how the language laboratory can be used for preparation for and follow-up of discussions (e.g., of the British educational system). This is meant to be an alternative to the customary use of the lab for language drill. (Text is in German.) (IFS/WGA)

A wide variety of competitions and activities to stimulate creativity and academic excellence is offered each year to German students and teachers from New York State when they participate in the Empire State Society for the Advancement of German Traditions and Studies Convention. (Author)

Discusses the rules governing the usage of the indefinite article in Spanish. (HP)

Two pilot studies were done to test the effectiveness of the Lozanov method, which emphasizes a visual and verbal suggestion format of delivery, relaxation, and listening to language instruction while soft music is playing. Available from: Society for Suggestive-Accelerative Learning and Teaching, 2740 Richmond Avenue, Des Moines, Iowa 50319.…

The purpose of this experimental pilot project was to evaluate the Lozanov suggestive-accelerative method of teaching with the conventional way of teaching beginning Spanish at the college level. Available from: Society for Suggestive-Accelerative Learning and Teaching, 2740 Richmond Avenue, Des Moines, Iowa 50319. (Author/CFM)