Describes how the use of stamps from francophone and other countries may be an adjunct to the teaching of French language and culture. (AM)

Discusses the pedagogical advantages in using live dramatic sketches in the classroom. These include drama as an interactive activity, repetition of language points, use of body language as an effective visual aid, personalized messages to the students, and a display of language in action. (CK)

Examined the roles of learning method, word frequency, and cognate status in the learning of 80 Italian words by 56 adult Dutch learners previously unfamiliar with Italian. Two learning methods were contrasted: word learning, where the Italian word was presented with its translation in Dutch, and picture learning, where it was presented with a…

Presents a study of integrated computer technology which incorporates pace-controlled syntactic chunking in a captioned video presentation. In addition to increasing student motivation and learning efficiency over time, the program supplied the least able students with the means to better understand and respond to foreign language discourse. The…

The video-based exercises, designed at the Novice High to Intermediate High skill levels on the American Council on the Teaching of Foreign Languages language proficiency scale, are aimed at developing non-interactive listening comprehension. The tapes used contain authentic broadcast Russian. Nothing is adapted. The trick to using real Russian is…

In continuation courses for teachers, discussion of a picture course was found valuable, providing: nearness to actual teaching practice, expansion and solidifying of a topical vocabulary, possibility of guiding conversation, a favorable climate for conversation, and little financial (and technological) outlay. (Text is in German.) (IFS/WGA)

Attempts to show the importance of sociocultural "context," not only "text," in the use of visual aids in FL instruction. (Text is in French.) (AM)

This unit on Spanish proverbs for second year students includes five main lessons, each dealing with a different way of using proverbs to teach or reinforce certain grammatical points and vocabulary. Each exercise and suggested vocabulary list also has a corresponding transparency. Lesson one contains 18 Spanish proverbs which have a common…

A short analysis of four methods of instruction in writing, particularly the transition from the aural-oral to the writing stage. The question is raised as to the usefulness of pictures. They might be better used as a motivational aid than as an instructional tool. (Text is in French.) (AMH)

A description of two conversation courses (elementary and advanced) given during a summer session at Middlebury College. The materials used were tapes and slides made in France by the instructors to realize the course objectives--use of authentic spoken French and cultural education. (Text is in French.) (AMH)

The inability of foreign language students to produce acceptable approximations of new vowel sounds initiated a study to devise a real-time visual display system whereby the students could match vowel production to a visual pedagogical model. The system used amateur radio equipment and a standard oscilloscope. (CHK)

Describes the concept of "hypermedia," by which readers select and link segments of text, audio, video, or other media in a way that helps them to explore and understand information. A case is made for the use of "hypermedia" in helping students learn and understand language through its provision of massive doses of…

This paper argues that visual aids should be used in teaching and testing language. It has been scientifically demonstrated that visuals allow for greater cognitive mapping and navigating in an environment. Visuals are a good and useful tool for examination purposes, because they lead the learner to draw out language from their own knowledge and…

Aims to heighten teacher awareness of the semantic, syntactic, and phoneme-grapheme transfer problems that Chinese students face. Provides teaching suggestions involving phonology, vocabulary, syntax, and morphology. Urges reading teachers to use the visual modality to help make the transfer to the English script system more successful. (RS)

This is the second part of a two-part article. The first part looked at the learning-acquiring distinction put forward and subsequently developed by Krashen in the 1980s. The article examined the consequences of teaching at either end of the learning-acquiring continuum. Part two picks up the notion that spontaneous communication is not possible…