Describes the computer-aided program in first-year German at the University of Minnesota. (PM)

In the majority of cases, advanced students of foreign language progress more in composition by using different types of structured exercises than by writing essays of the traditional type. (Author/LG)

Outlines the methods of using football in teaching French in the American classroom by using French Canadian newspapers and other visual media available in the United States, in addition to specific language activities. (LG)

Reviews the literature in teaching reading as a second language. (RB)

Includes a review, rebutting the arguments in the subject book, W. Butzkamm's "Aufgeklaerte Einsprachigkeit..." ("Enlightened Monolingualism. Toward the Un-Dogmatizing of FL Method"). A bibliography is also provided of all titles on the subject of monolingualism which have appeared in "Praxis des Neusprachlichen Unterrichts" from 1955 to 1974.…

In a discussion of the relation between profession and science, it is concluded that the main field for the future language teacher is precisely language teaching. Reasons are given for this conclusion. Eight specific areas in foreign language teaching are named which merit special attention. (Text is in German.) (IFS/WGA)

Comments on the article cited above emphasize that in media-aided instruction the main things to remember are the methodological and pedagogical aspects, and not the physical equipment, which leaves untouched the content and the concept of modern foreign language teaching. (Text is in German.) (IFS/WGA)

A list of about 130 Russian words beginning with the prefix ABTO-. The German equivalents are given. (Text is in German.) (TL)

The fifteenth in a series of workbook lessons, this consists of a passage in Spanish concerning the Spanish city of Avila. Following are exercises on vocabulary and passives in English and Spanish to be completed by the student. (Text is in English and Spanish.) (CK)

(Text is in German.)

It is argued that it is easier for Thai students of English to learn the difference between similar forms--for instance "interested/interesting"--if they are taught separately, rather than by contrast, so that different forms have different associations. (RM)