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This list, written in Czech with some English translation, contains over 900 items on foreign language teaching methods published outside Czechoslovakia during 1966. It represents the third volume of a bibliography, the first and second volumes having been issued in 1965 and 1967 respectively. Only the first and second sections of this volume provide data on some works published before 1966. Major categories are identified as (1) bibliography, (2) periodicals, (3) reports, (4) methods, (5) teaching pronunciation, spelling, vocabulary, and grammar, (6) teaching language skills, (7) technical (audiovisual) aids, (8) teacher training, and (9) teaching cultural context. Some 98 sources representing the leading world language teaching journals are given. An author index is included. (DS)

This booklet comments on the second dialect teaching situation with special emphasis given to the role of the native dialect, the definition of the standard dialect, special factors affecting the pupil, teaching methodology, and teacher training. The first section examines dialects associated with the influence of a specific foreign language, pidgin or creole, and social or regional substandard varieties of English with particular emphasis on the latter and its pedagogical implications. The second section discusses the definition of standard English, and the third section focuses on special considerations concerning the learning situation of the pupil, that is, integrative versus instrumental motivation and differences between the theories of cultural deprivation and cultural differences. Teaching methodology, especially foreign language teaching, is discussed in section four. Finally, teacher training recommendations stressing the need for teachers to possess an attitude which recognizes that substandard dialects are regular systems of communication in their own right are discussed in the last section. (HOD)

Part one of a two-part series. (DS)

A comparative analysis of foreign language teaching methods considered within the framework of the author's EBTA Cube (Eight Basic Approaches to Teaching) contrasts methods of instruction in three categories: (1) non-programed versus programed instruction, (2) mass versus individualized instruction, and (3) traditional versus compensatory instruction. The primary objective of this paper is to delineate the major characteristics of the distinct methodologies. The author elaborates reasons for making a shift from a mass-traditional to compensatory-individualized methodology. A diagram of the EBTA Cube is included. (RL)

Project 5 of the GUME study on foreign language teaching methods continues the work of the previous projects concerning the relative effectiveness of a habit-formation (implicit) method and a cognitive-code learning method, with explanations in either the source or target language. The educational problem of Project 5 is teaching the English passive voice to Swedish students in Class 8. The teaching procedures and design differ slightly from the first three projects. The time for explanations varies between the source-language and target-language methods. The source-language method uses comparisons with corresponding structures in the source language where applicable. No significant differences in the learning effects of the three methods are evidenced; interesting trends, however, are noted and discussed. This report presents details on project design, lessons, and evaluation instruments. A statistical description of the experimental population is provided along with a statistical analysis of the results and a correlation study of the variable factors. A discussion of the results and their implications follows. A bibliography is included and appendixes provide details on the English grammatical explanations and on some of the evaluation instruments used. Related documents can be found through the following reference numbers: Project 1, ED 034 172; Project 2, FL 002 818; Project 3, FL 002 819; Project 4, ED 045 969; Adult Project, FL 002 868; statistical synopsis of Projects 1-3, FL 002 816. (VM)

A summary and comparison of the statistical analysis and results of the first three GUME research projects investigating foreign language teaching methods are presented in this report. The methods investigated are the habit-formation or implicit theory and the cognitive-code learning or explicit theory with either source-language or target-language explanations. Design problems, measuring instruments, statistics, background variables, and the outcomes of the teaching methods themselves are all considered for the three projects. Tables illustrate the variables and the statistical findings of the projects. According to the analysis, there are no significant differences between the results of the three teaching methods. Appendixes provide descriptions of the oral drills and instructional explanations as well as an account of the pedagogical principles used in structuring the teaching materials. A bibliography is also provided. Related documents can be found through the following reference numbers: Project 1, ED 034 172; Project 2, FL 002 818; Project 3, FL 002 819; Project 4, ED 045 969; Project 5, FL 002 814; Adult Project, FL 002 868. (VM)

This doctoral dissertation identifies certain factors which influence the attitudes of Florida modern language teachers toward contemporary teaching methodology. The study begins with a philosophical and historical view of methods of teaching modern foreign languages. Data, collected from 10 percent of the modern foreign language teachers in secondary schools in Florida by means of a personal questionnaire and an attitudinal scale related to foreign language teaching methods, are analyzed. Five salient factors which evolved from the scale are correlated with characteristics in the respondents' personal and professional backgrounds. Conclusions indicate that teacher attitudes toward modern foreign language teaching methodology are not significantly related to sex, age, foreign language teaching experience, academic degree, how the second language was learned, experience with the language laboratory, or whether the teacher has had training in special foreign language workshops and programs. (RL)

There are three approaches to the nonstandard dialects of Negro inner-city children: eradication; biloquialism, sometimes called functional bidialectism; and appreciation of dialect differences with no attempt to change speech patterns. The essays in the present volume are all written from the biloquialist point of view, which advocates that inner-city children be taught standard English to facilitate their functioning in the greater society without being encouraged to give up their home language. Whereas most past biloquialist discussions have offered only more-or-less programmatic suggestions of philosophies and possible methodologies, the articles in this volume attempt to offer practical solutions to the language problems of inner-city Negro children. The articles, most of which are printed here for the first time, are: William A. Stewart, "Foreign Language Teaching Methods in Quasi-Foreign Language Situations"; Joan C. Baratz, "Educational Considerations for Teaching Standard English to Negro Children"; Ralph W. Fasold and Walt Wolfram, "Some Linguistic Features of Negro Dialect"; Irwin Feigenbaum, "The Use of Nonstandard English in Teaching Standard: Contrast and Comparison"; Walt Wolfram, "Sociolinguistic Implications for Educational Sequencing" (ED 029 280); Roger W. Shuy, "Teacher Training and Urban Language Problems" (ED 030 116). (FWB)

This document brings together three papers dealing with the teaching of standard English to speakers of substandard varieties of the language, as well as of English-based pidgins or creoles. The first two papers are by linguists. The essay "Foreign Language Teaching Methods in Quasi-Foreign Language Situations" by William A. Stewart is intended to serve as a general introduction to the problem. "Non-Standard Negro Speech in Chicago" by Lee A. Pederson is a summary of a partial study in depth of the Chicago situation and supplies a more detailed illustration of one specific case. The last paper, "Some Approaches to Teaching English as a Second Language," is by an English teacher, Charlotte K. Brooks. Her practical concern with the teacher's attitudes toward non-standard speech and its users becomes especially meaningful once the linguistic aspects of the situation are understood. What is especially noteworthy, however, is that all three papers express the same basic conclusion as to what should be done. Number 1 of the Language Information Series, "Second Language Learning as a Factor in National Development in Asia, Africa, and Latin America," dates from 1961 and is available from the Publications Section of the Center for Applied Linguistics, 1717 Massachusetts Avenue, NW, Washington, D. C. 20036, for $0.50. (Editor/DO)

THE AUTHOR STATES THAT BEFORE PRESENT FOREIGN LANGUAGE TEACHING METHODS CAN BE DISCUSSED INTELLIGENTLY, THE RESEARCH IN PSYCHOLOGY AND LINGUISTICS WHICH HAS INFLUENCED THE DEVELOPMENT OF THESE METHODS MUST BE CONSIDERED. MANY FOREIGN LANGUAGE TEACHERS WERE BEGINNING TO FEEL COMFORTABLE WITH THE AUDIOLINGUAL APPROACH WHEN NOAM CHOMSKY, IN HIS 1966 NORTHEAST CONFERENCE REPORT, UPSET WHAT HAD BECOME FOR THEM THE STATUS QUO BY SERIOUSLY QUESTIONING MUCH OF THE WORK DONE IN LINGUISTICS IN RECENT YEARS. IRVING SALTZMAN ALSO DOUBTS THAT MUCH MORE IS KNOWN ABOUT FOREIGN LANGUAGE TEACHER THAN BEFORE THE "REVOLUTION" WHEN THE GRAMMAR-TRANSLATION METHOD WAS PROMINENTLY USED. INSTEAD OF DEBUNKING THE RATIONALE SUPPORTING EITHER METHOD, OR WAITING FOR SOMEONE TO SOLVE THE PROBLEMS WITH A RIGID SET OF METHODOLOGICAL RULES, THE TEACHER CAN BE SUCCESSFUL IF HE WORKS OUT HIS OWN OBJECTIVES WHILE DILIGENTLY KEEPING UP TO DATE ON THE RESEARCH BEING DONE IN HIS FIELD. THE TEACHER'S PROFESSIONAL ATTITUDE AND ACTIVITIES WILL HELP HIM REFINE HIS OWN TECHNIQUES. THIS ARTICLE IS PUBLISHED IN "FOREIGN LANGUAGE NEWS AND VIEWS IN NEW HAMPSHIRE," VOLUME 12, NUMBER 1, FALL 1966. (AS)

Discusses the empirical analysis of experimental and non-experimental foreign language teaching methods and materials, based on the view of the teaching/learning process as a set of causative relationships among psychological, linguistic, and educational phenomena. (AM)

A language proficiency survey showed the inability of French students to be creative in a second language learned in high school. The article reviews current foreign language teaching methods in the French national school system and suggests that narration might be an effective exercise and that language instruction should begin at the elementary level. (Text is in French.) (TL)

Shows the limitations of current foreign language teaching methods, particularly the audiolingual one. Unites certain findings of psycholinguistics, cognitive psychology and transformational grammar to construct a language teaching model. Examples of English verbs and nominals being taught to French children illustrate the "psychogenetic" model under construction. (Text is in French.) (TL)

Project 3 of the GUME research project on foreign language teaching methods, in line with Projects 1 and 2, questions whether the best effect in language teaching is achieved solely by intensive drilling of the structure in question (the implicit method) or if grammatical explanations further the assimilation of the patterns so that, within the same period of time, the student learns better with fewer drills because explanations are added (the explicit method). Whether the explanations should be in the source language or the target language is also investigated. The educational problem of the experiment is teaching the English passive voice to Swedish students, aged 13 to 14. The main results of this experiment show that there are no significant differences between the three teaching strategies used. Details on the experiment are provided here; project design, subjects, teaching materials, evaluation techniques, student and teacher attitudes, and statistical results are discussed. A bibliography is included and appendixes provide details on grammatical explanations provided and on evaluation and attitude measurement techniques and results. Related documents can be found through the following reference numbers: Project 1, ED 034 172; Project 2, FL 002 818; Project 4, ED 045 969; Project 5, FL 002 814; Adult Project, FL 002 868; Statistical synopsis of Projects 1-3, FL 002 816. (Author/VM)

Project 2 of the GUME research project on foreign language teaching methods considers whether the structures "some" and "any," and their combinations in English, are best taught by adherence to the habit-formation (implicit) theory or by adherence to the cognitive-code learning (explicit) theory. The experiment also investigates the effectiveness of using explicit English or explicit Swedish for the explanations. Details on project design, selection of the 13- and 14-year-old subjects, teaching material, and evaluation are presented here, and the results of the statistical analysis are discussed. The superiority of one teaching method over another is not proven. There are no statistical differences between the teaching strategies as they are defined. The lack of significant results seems to indicate a procedure akin to one suggested by W. Rivers, where she advocates that the student should be made aware of the crucial element in the new pattern. A bibliography is included, and appendixes provide detailed information on the grammar lessons and tests. Related documents can be found through the following reference numbers: Project 1, ED 034 172; Project 3, FL 002 819; Project 4, ED 045 969; Project 5, FL 002 814; Adult Project, FL 002 868; statistical synopsis of Projects 1-3, FL 002 816. (Author/VM)