This list contains 3,173 Italian words with indications of their relative difficulty. The collection was compiled from two earlier selections: (1) the "Knease List" of some 400,000 running words based on 40 Italian literary works published in Italy and scored according to range and frequency, and (2) the "Skinner List" constructed according to…

The cultural achievements of Italy are utilized to spur interest in the study of Italian. A weekly, multiple-choice type quiz posted on the Italian bulletin board questions curious passers-by in the areas of fine arts, literature, science, geography, history, and miscellaneous items. Sample items of this motivational device follow a description of…

A study of a first-year French course using programed instruction at the University of Kentucky is described. Attention is directed to the performance of average and below-average students in the class. An outline of the learning situation notes the use of inexperienced graduate assistants as teachers, the "Basic French" text, minimal steps,…

There are 452 idioms in this listing compiled from the 1,920 idioms in Gaetano Massa's work, "Italian Idioms and Proverbs." The study attempts to determine the range and frequency of each idiom by checking the master list against the end-vocabularies of 25 representative Italian texts consisting of novels, short stories, and plays. A bibliography…

Achievement of former FLES students is compared with a matched group of non-FLES high school students completing an intermediate French course. The Modern Language Association (MLA) Cooperative French Tests were used to determine proficiency in the four language skills. Special attention is given to data analysis and the matching of groups in…

An argument for taping pattern drills without pauses is advanced as a means for allowing students to learn at their own rate. Insertion of pauses by the teacher and advantages of a foot pedal to control pauses are discussed. Examples are provided for two, three, four, and five cycle drills. (AF)

Errors commonly made in mimicry pattern drills are identified, and suggestions made for the proper use of drills. The need for distinct gestures by the teacher to secure response, feedback of correct response, and retracing is emphasized. A step-by-step breakdown of the drill is offered as a model. (AF)

Suggestions are offered for teaching languages during the transitional period from the audiolingual level to the reading and writing proficiency level. The importance of developing listening comprehension is stressed, and it is suggested that traditional grammar and translation methods be integrated into the language program. Special attention is…

Designed for the inexperienced language teacher, this summary of effective language teaching techniques is based on observations made in high school French classes, but is applicable also to elementary school and beginning college language programs. Consideration is given to maintaining interest and classroom control, using realia, and giving each…

NDEA summer institutes at the Universities of Florida and Massachusetts, and at Arcachon, France during 1963 made use of parts of the Audio-Lingual Language Program (ALLP) French Program. Near native pronunciation and intonation habits and a command of the basic speech structures were the goals. Each institute used the Program differently and…

The view of some educational theorists that disadvantaged children with nonstandard English patterns have little to gain from the study of a second language is challenged. Rather, the study of a foreign language, with emphasis on communication and an audiolingual approach, is considered potentially beneficial for such students since the language…

A foreign language and culture program is advocated in place of the traditional language and literature program in today's schools. The potential importance of television and films in presenting cultural context is stressed, but the poor caliber of existing foreign language television programs in the United States (with a few notable exceptions)…

In a brief introduction, this article expresses the concern that the concentration on the external components in audiolingually-oriented foreign language programs has diverted attention from the instructional fundamentals of time, learning processes, environmental structure, and teacher and student roles. A review of such basic principles of the…

In this article the influence of linguistic science on language teaching is traced from the mid-nineteenth century through the present. The earlier concepts of universal logical grammar, formal discipline, and transfer of training are explained. Linguistic development is charted through behaviorism and formal analysis to the combination of…

Linguistic features of the reading process are described and used as a basis for some conclusions about the teaching of reading in a foreign language. For purposes of illustration, this discussion centers around the teaching of English reading skills to speakers of Japanese. The peculiarities of reading as a system of communication are outlined.…