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Two studies are reported that investigated the views of Danish secondary school students studying German. The first, an observational study, revealed that the vast majority of questions Danish students posed during German lessons concerned grammar and vocabulary. The second study was a questionnaire that revealed that the Danish students were studying German for largely practical reasons. It is concluded that Danish students want more information on today's Germany, rather than its historical past or its culture, and that German instruction in Denmark needs to be more connected with the present reality of the students. (DMK)

To use computers as a medium to learn a language, there is need for some GUI-elements indicating and regulating the actual status of training. These elements have to be separated into obligatory ones, useful in almost all CALL-software, and facultative ones, necessary for most "teachware." Due to a general need of reducing the difficulties to get into the use of a training program for language learning, a standardization, as far as possible, of these GUI-elements should be aimed for. Suggestions for design and function are made on the basis of the training program "Verbindungsarten" (German as a foreign language/for special purposes: mechanical engineering). Pictures of actual computer screens are included. (Contains 3 references.) (Author)

This report describes a project that used the computer-assisted instruction in conjunction with a textbook in a 3-year beginning German language class at a British university. Students received 6 hours per week of German language instruction: 2 hours with a human instructor, 3 hours of self-study in the language laboratory, and 1 hour of self-access to use materials in the language laboratory such as computer programs, newspapers, videos, etc. Because of departmental budget cut-backs, use of a computerized instruction system was surveyed with both students and teaching staff as a possible replacement for teaching staff time. A computer system was suggested as 40% of students at the university had computers and one third had word processors; all instructors had computer access. The computer was a great language learning motivation tool for students, but its use should be limited as a helping tool for instructors in conjunction with textbooks and classroom instruction rather than as the only tool for student language learning. (Contains eight references.) (NAV)

Teacher-centered presentation is generally considered the only way of teaching in large classes, whereas a learner-centered communicative approach is not considered feasible. This applies even more to language teaching, where the difference between the native speaker's knowledge and the students' command of the language hinder communication. In teaching German as a second foreign language in Japan, new approaches have been used successfully. The notion behind them is to use the students' didactic competence by having them work in groups of four throughout the class. Instructors can apply available instructional materials to facilitate these groups. Students can be directed to use a wide variety of methods enabling them to gain active understand of the new language. A combination of group evaluation, homework check, and written testing provides sufficient basis for individual evaluation of students' ability and progress. (Author/MSE)

A description is provided of "Der Besuch," a written companion to the Houghton Mifflin Company's standard edition of the drama "Der Besuch der alten Dame (The Old Lady's Visit)," written in 1956 by the distinguished Swiss playwright Friedrich Durrenmatt. The drama is an excellent choice for any intermediate or advanced language course that seeks to reinforce or expand students' reading and listening comprehension, and build conversation and composition skills. "Der Besuch" is a study guide, a workbook, and a reference grammar and dictionary that provides students with useful information and study aids. It also offers the instructor helpful teaching suggestions and various materials for classroom utilization. The introductory section of the guide supplies general information about the author and the play. Next, 24 seminars dealing with Durrenmatt's entire text follow, forming the main part of the textbook. An overview of different interpretations of the play by prominent scholars is also provided, as well as a thorough bibliography pertaining to the play and a German-English dictionary of new vocabulary used in the play. The main part of the textbook consists of eight units, each containing three seminars and a review section. This part provides students with tools for preparation for class discussion and the instructor with suggestions for structuring each individual seminar. Several sample pages from "Der Besuch" (in German) are attached. (VWL)

"Deutsche Welle" broadcasts German television programs, which are becoming increasingly popular in the United States. Available around the clock every day of the year, these programs offer new and interesting opportunities to make German instruction lively and attractive. This report is concerned with practical considerations and is directed at teachers at secondary and postsecondary levels. (AP)

This article is for teachers who wish to introduce their advanced language students to literature but have not yet found an appropriate text. Five major reasons for choosing Georg Buchner's 1837 drama Woyzeck are given: the drama's brevity, uncomplicated language, contemporary relevance and the timelessness of its themes. (LET)

Describes how mental experiments can be used to turn expository writing into games and even self-exploration in an advanced language course. Through a class project on sex change, for example, learners acquire more knowledge about themselves as well as heightened language skills. (LET)

This article begins with an overview of the literature that establishes the value of sayings in foreign language teaching. It is argued that authors of textbooks should use sayings because they make up such an important part of a language. The most common sayings that should be found in any textbook are listed. (LET)

A comparison of four college-level elementary German textbooks reveals significant differences in the numbers of vocabulary entries in each textbook. Further comparison of three of the textbooks with the basic German vocabulary lists provided in "Kontaktschwelle Deutsch als Fremdsprache" and in "Das Zertificat Deutsch als Fremdsprache" reveal in all three categories of vocabulary comparison--(1) language learning, school, and literature; (2) employment and professions; and (3) current events and topics of general interest--that the three textbooks include many low frequency words and leave out many important high frequency words. Itemized vocabulary lists are included in the text. (DJD)

The "Zertifikat Deutsch als Fremdsprache," an examination developed by the Adult Education Centers in West Germany and the Goethe Institute to measure a student's proficiency in German as a foreign language, consists of two main parts, group testing and individual testing. The group testing section covers listening and reading comprehension, structural grammar and vocabulary, and written expression. The individual section covers communication in an everyday situation and a guided conversation. This survey covered almost all colleges and universities using the examination and sought information on: the number of students who had taken the test within the previous three years, the textbooks used in language courses, the bearing of the examination on students' decisions to continue in and/or major in German, and ways in which the test could be improved. Analysis of the responses revealed that: (1) the test is useful; (2) it serves as a more accurate measure of students' abilities than course grades; (3) some guidance is needed as to the appropriate time in the course for students to take the examination; (4) results should be on students' transcripts; (5) students should not be charged the $10.00 fee; and (6) the Goethe House and Institutes should train more test administrators. (AMH)

This brochure describes MIDASTA (Microcomputer gestutztes Datenverwaltungssystem fur Terminologie Arbeit), a computerized Chinese-German-English, German-Chinese-English, and vice versa, dictionary of reprography terminology. It also provides information on the uses of the system and the necessary hardware and software, and briefly describes possible adaptations by the user. Also described is the updated version of MIDASTA, which includes definitions and synonyms as well as the Chinese, English, and German terms. Four references are listed. (EW)

A guide to the use of radio and telecommunications to promote international student communication describes a project in which teenagers from Cologne (West Germany) and Edmonton (Alberta) discuss their concerns via radio as well as provide descriptions of life in West Germany and Canada. Transcripts from two radio programs--one in English and one in German--illustrate the exchange of ideas on how to solve international problems such as pollution, international warfare, and starvation in the Third World, and discuss topics such as lifestyles, school, leisure time, and hopes for the future. Other materials included are photographs of the students and production staff, teaching tips, worksheets, and newspaper articles about the project. The materials are suggested for use in German language teaching, social studies instruction, and promotion of German language study. (MSE)