Describes a language drill that provides for the interplay of sight, sound, and motor activity to allow learners to hear the foreign language utterance through a command, see their instructor act it out, and then participate in the motor activity. The drill assures practice with comprehension. (EJS)

The purpose of this article is to focus attention on the need to teach language students not only what to say, but how to say it and when. A theoretical discussion provides linguistic background and analysis of data and a sample lesson to illustrate how sociolinguistic theory can be applied to the development of teaching materials. (Author/NCR)

This paper discusses problems of intensive language instruction and suggests improvements. Discussed are daily contact time, class duration and size, student selection and program structure. (CK)

Discusses some of the problems encountered in listening to and understanding a second language, and some means to overcome these problems. Addresses particularly three areas: (1) the difficulty in remembering messages contained in extended speech, (2) the impact of speed and slurring on comprehension, and (3) the student's lexical knowledge. (MES)

Some concepts to help teachers adhere to classroom instruction in the target language are presented and discussed. These include ideas related to the teacher's speech (visual cues, speed, and repetition and rephrasing), student speech (teacher-assisted and student-dominated communication), out-of-class assignments, and teacher assessment of…

Suggests some considerations crucial to maintaining and improving the current acceptance and promotion of foreign language instruction, focusing particularly on notions involving functional language learning and oral language skills. (CB)

Foreign language teachers who study abroad need language instruction that will increase language proficiency and develop fluency and refinement in language use. Cultural learning can be part of study abroad through community assignments. Literature and other courses must be preceded by courses which establish a certain level of proficiency in…

Advocates teaching the foreign language methods course in the target language. (DS)

Proposes a combined implicit and explicit approach to Spanish grammar teaching, in which the instructor would exclusively use Spanish for grammar teaching over most of the class time, with limited explanation followed by supporting practice, and then use English at the end of the class to confirm and clarify understanding. (CB)