Discusses foreign language methodologies since World War Two and critiques their objective, of forming near-native speakers. Some less restrictive alternatives are suggested favoring acceptance of diversity and encouraging the social development of the learners. (AMH)

Nonbilingual teachers of Spanish-speaking students can become more effective through cultural understanding and respect, learning to speak Spanish, team teaching, using bilingual teacher aides, involving parents, and peer teaching. (DD)

Three groups of Grade 7 students participated in a study to examine the personality and language exposure factors associated with learning French as a second language. (CFM)

A study was conducted to examine the changes in students' attitudes, motivation and French achievement during a five-week, residential, summer program. Sixty-two students were administered a battery of attitude and motivation tests as well as a test of oral French proficiency prior to, and upon completion of, the course. (CFM)

States that Erich Kastner's novel "Der kleine Grenzverkehr" affords German teachers four approaches to bringing the culture of Salzburg into the classroom: geographical exploration; investigation of specific sights and sounds; historical-cultural search; sampling of specialities, shops, cafes. (EJS)

Presents a method which involves the students in the creation of dialogues, thereby yielding dialogues which are interesting to the student and contextually appropriate. (AM)

Describes strategies used at Christopher Newport College to encourage enrollments in intermediate and advanced foreign language courses. The college offers language minors to students in most other majors; these minors offer individualized specialization in the student's area of interest. (RM)

This article discusses the teaching of English at the Institut Universitaire de Technologie (I.U.T.) at Creteil, in terms of a student's language needs regarding his chosen career, texts, and teaching methods. (Text is in French.) (CLK)

Flowcharts have proved to be a useful technique for structuring dialogues in the ESL (English as a Second Language) classroom. They can chart a transactional relationship between two people, staring at the first linguistic encounter, providing alternatives to what happens next while proceeding to the end of the encounter. (CFM)

Recommends using short nonsense texts, containing as many contradictions as possible, to further the students' acquisition of free-speaking competence. The nonsense sentences are to be corrected by the students, and are to be labeled: "practically impossible,""impossible in the context," or "strange." Four short nonsense texts are given. (IFS/WGA)

In pattern drills, the context must be clear. Frequent repetition is necessary, and spontaneity must be sought. Intonation must be considered as well as content and structure. Pattern drill should start with one sentence, but progress beyond the sentence level, to free use of the materials. (Text is in German.) (IFS/WGA)

Seven textbooks for teaching Business English are examined with respect to the following criteria, for their suitability in a Business English course: (1) Vocabulary, (2) Structures, (3) Communication situations and practical operations, (4) Taped materials, (5) Variety of text material, and (6) Written production. (Text is in German.) (IFS/WGA)

This paper describes a course in English as a second language developed primarily for medical students. The format and methods could be adapted, however, to any program concerned with teaching students to function in a profession involving a great deal of oral communication. (Author/CFM)

Discusses student evaluation in foreign-language courses and argues that passing a multiple-choice test should not be a course objective. Suggests that achieving such an objective does not ensure that students understand the topic or that they will use their new knowledge in new situations, nor that they know how to analyze to the appropriate…

Reviews the relationship between pedagogy and interaction by analyzing extracts from second-language (L2) classrooms using a conversation analysis methodology. Points out that the relationship between the two is necessarily reflexive and concludes that it would be preferable for pedagogical recommendations to harmonize with the interactional…