Discusses the possibilities and desirability of using French popular music and folk songs in teaching French as a second language. (RM)

The desirability of the language laboratory as a teaching tool is argued, and productive ways to use it are described. (RM)

Disadvantages of the use of language laboratories in language teaching are pointed out. Ways in which the language laboratory can be used helpfully for the student are suggested. The conclusion is drawn that for secondary schools the language laboratory has little advantage over a tape recorder used in class. (RM)

A report is made of a study tour to Europe and Japan. The status of language laboratories and audiovisual education is discussed and machinery and methods described. (RM)

The lack of oral testing in second language learning and the reasons for this lack are discussed. Examples of oral tests which have been developed are given. (RM)

The desirability of learning the foreign civilization in conjunction with learning a foreign language is discussed, and an approach to civilization study to be incorporated in foreign language study is set out. (RM)

A criticism is made of introductory language courses at the secondary school level which consist of sociocultural studies or vague and general surveys of several languages and cultures. (RM)

Reasons are given for restoring grammatical study to a more central place in second language study. One reason given is the limitations inherent in the objectives of an audiolingual approach; another is the indirect impact of the enormous advances being made in modern linguistics. (RM)

Describes process involved in learning and procedures used in teaching an element of grammar, using Russian gender as an example. (RM)

Recommendations are made for a curriculum in first year language introductory courses in New South Wales high schools which would place greater emphasis on cultural understanding than on language itself. A sample course outline is given and suggestions for group and individual activity given. (RM)

Criticizes the tendency of language teachers to rely on the content and methods of the text and argues that teachers must themselves decide on the approaches appropriate to the objectives they have established. The audio-lingual method is examined critically, and the cognitive-code learning approach is briefly described. (KM)

Comments from students are given on the teaching of French in British primary and secondary schools where the initial emphasis is on listening and speaking, and where texts and English explanations are not used. (RM)

Illustrations are given of ways in which cultural and social information can illuminate the literary texts used in foreign language teaching. (RM)

A discussion of the predominant foreign language methodology, the Practical-Conscious Method, used in the Soviet Union. The principles underlying the method are the cognitive mastery is primary to learning and that automatic habits are developed on that base. Both learner's intellect and teacher are essential in the process. (AMH)

Factors affecting student listening comprehension include those inherent - age, IQ, hearing ability, knowledge of the foreign language, memory - and those relating to material - content, complexity, length, use of visual clues. Suggestions are made for adapting text material to effective listening exercises. (CHK)