There is a void in instructional materials which extends basic patterns in jazz into individualized or creative channels. This article investigates the parallels between improvised music and normal speech and explores the possibility of applying the principles of linguistic methodology to the teaching of jazz improvisation. (Author/KC)

Describes a study using transformational generative grammar to demonstrate that the frequently used structure "verb a verb" in Spanish is to be interpreted in three ways. Conclusions are drawn for the teaching of Spanish as a foreign language. (AMH)

Reviews significant endeavors in the teaching of intonation, and outlines a specific technique of the instruction of suprasegmentals. (CLK)

The need for mastery of question forms by the English language learner is discussed. A system of techniques for use with a group of intermediate young adult learners familiar with question patterns but lacking oral practice is suggested. (RM)

Paper presented at the annual meeting of the American Council on the Teaching of Foreign Languages, November 1971, Chicago, Illinois. (DD)

Discusses how a class of slow eleventh-graders was motivated to write a novel; for part one of this two-part article, see "Media & Methods--Exploration in Education, vol. 6, no. 5 (January 1970), 35-6, 63-5. (SW)

Paper prepared under contract with the English Language Branch--Defense Language Institute, Lackland Air Force Base, Lackland, Texas, and delivered in 1971 to staff members of the Branch. (VM)

Teachers should build on students' existing speech patterns, helping students to gain aural understanding of standard English, and providing oral and written practice. (NH)

Revised version of an address presented at the Deutscher Neuphilologentag on April 2, 1970 in Munster, West Germany. (WB)

Summarizes the most basic rules for indirect speech in English but claims that they are useless if taught strictly as rules; also insists on the necessity for contextualization in drills on indirect speech. (FB)

It is suggested that although patterns learned as a part of native language acquisition may interfere with learning a second language, the use of metalanguages may promote an understanding of the native language that in turn contributes to learning others. Specific examples of classroom exercises are included. (MSE)

Describes the use of teaching approaches of English for special purposes (particularly recognition and rhetorical devices) for teaching reading and writing to native speakers. (HOD)