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Presents an instructional model, using Kleist's story "Das Erdbeben in Chili" and Christa Wolf's novel Kei Ort. Nirgends" as a basis. The model clearly distinguishes itself from quantitative models and mediates solid literary knowledge through an inductive approach. Learning takes place in a multidimensional space that makes possible multiple connections between the pieces of the content to be learned.(DK)

Current methodologies of foreign language instruction have, for different reasons, proven to be lacking. This article makes a plea for computer-supported instruction that can efficiently take over purely cognitive and mechanical tasks (pronunciation and listening comprehension exercises, grammar and reading lessons). Difficulties that hinder computer-supported instruction are discussed. (AP)

Presents a theoretical framework for an empirical analysis of subject matter based on conceptual definitions of instruction and schooling. Discusses relating a period of instruction and the subject matter to other facts such as the students' experiences, curricular regulations, and the teacher's didactic routines. Illustrates the "local topography" method with teacher education. (DK)

School foreign language texts should use dialogs oriented to likely actual needs of the learners. Learning goals in schools, unlike those of language courses for adults, should include social competence and personality building. The following are discussed: course content, methodology, and the use of media for developing speaking and receptive competence. (WGA)

Analyzes significance of new information and communication technologies for university research and teaching, and consequences that its use has for research, teaching, and service/administration with reference to the discovery learning concept. The possibility of structural changes in service sector is noted together with lack of impact on research and instruction. (Author/MBR)

In analogy to the circular flow model of economic exchange, the author develops an instructional paradigm which is based on Parsons and Luhmanns theories of generalized interaction media. Concludes with a discussion of the implications of the new paradigm for educational research and classroom teaching. (Author/JDH)

Surveys current practice in teaching translation and finds it faulty. An almost mathematical model of translation strategy is suggested for upper-level students of English who can use a monolingual dictionary. Two sample texts for testing the model are appended. (IFS/WGA)

Analyzes the difference between "ultimate-target language" (authentic English in all its varieties), "learner's language" (with its limitations), and "learning-goal language," this latter referring to differentiated instruction with graded "input" steps. Teaching suggestions are given. (IFS/WGA)

Maintains that pedagogical practice must take into account the principles of moral philosophy. Claims that current pedagogical research on ethics is determined by the teleological and deontological paradigms associated with Aristotle and Kant respectively. Discusses these two paradigms and their relationship to educational practice. (RW)

Various ways of incorporating area studies into the curriculum are examined. The three approaches mentioned in the title are found impractical. The best approach for the foreign language teacher is to put the language first, and bring in area study items where appropriate. (WGA)

The "theme-rheme" division leads to certain problems for Germans learning English--e.g., the greater importance of intonation in English, or the freer word-order of German. Various types of errors are discussed (systemic, context, and rule); also pedagogical treatment of "theme-rheme," including precise definition of teaching goals, and methodology. (IFS/WGA)

Criticizes attempts to incorporate transformational grammar into foreign language teaching, citing specific failures in experiments with the transformational grammar model. (IFS/WGA)

Discusses the merits and limitations of programed learning and its use in teaching English as a foreign language. Emphasizes the need for testing such programs and offers suggestions on how to test. (IFS/WGA)

Discusses the concept of the demand for foreign language teaching in various types of West German schools. An account is given of the methods by which data were obtained. One conclusion reached was that currently accepted teaching goals are questionable. (IFS/WGA)

Considers the need for meaningfulness in people's impressions of their experiences and discusses this need as it appears in various aspects of foreign language teaching. Discusses learners' failure to learn foreign vocabulary as taught monolingually and learners' resistance to correction. Explains the behaviorist psychology terms "set" and "attitude." (IFS/WGA)

Undertakes to evaluate the Conference of the International Association of the Teachers of English as a Foreign Language, and adds a trend report of a general discussion of learning goals. (IFS/WGA)

Discusses the linguistic and social significance of titles and forms of address. Mentions the frequently occurring variants in American usage and laments the neglect of the topic in textbooks. (IFS/WGA)

Since the new form of the People's University Certificate English 1 does not include dictation, course directors and specialists in foreign language teaching query whether dictation still has a place in teaching English as a foreign language, and what its pedagogical function might be. (IFS/WGA)

Discusses aspects of the revised People's University Certificate English 1, including: (1) function of catalogs in setting forth learning goals (topics, situations, intentions) for textbook writers and course directors; (2) advantages of authentic exercise texts; (3) weighting linguistic skills; (4) vocabulary work; and (5) developing grammatical awareness. Adds some hints on the use of media. (IFS/WGA)

Reports on a discussion between the editors of "Zielsprache Englisch" and three language teachers from a London language school, regarding games, role-playing, partner and group work, and the use of songs in teaching English. (IFS/WGA)

Discusses the problems of Japanese students learning to read German; their two years of German at the university are inadequate. A "profile" of minimum reading competence is presented, followed by suggestions for teaching, including vocabulary, sentence structure, and types of text exercises. (IFS/WGA)

Only regular word-building patterns are considered. Patterns are chosen for their communicative value, degree of difficulty, and applicability. Examples of word-building exercises are given, taken from actual texts. Work in word formation is recommended even for the beginners' level. (IFS/WGA)

Describes work at an American college with students who are receiving an introduction to colloquial German. Role-playing and picture stories prove useful in learning, in both productive and receptive aspects. Describing a picture on three levels--factual, psychological and contemplative--is shown to be very useful. (IFS/WGA)

Sees the problem of individualized teaching in the Hauptschule (a nine-year "terminal" school) as involving essentially methodology and the use of media. Discusses the "motivation complex", and derives criteria, from practical considerations, for the teaching of English in the Hauptschule. (IFS/WGA)

Gives a series of quotations from various authors concerning speech-act theory. Stresses the importance of providing a glossary--hitherto lacking--of verbs which describe the speech act. (IFS/WGA)

Analyzes the English teaching situation at the vocational school, as well as the target group that was interrogated. Describes the contents of the questionnaire and the results obtained. Attempts to draw conclusions. (IFS/WGA)

Discusses the controversy between the supporters of communicative competence and those of situational teaching. Considers the so-called "mechanical" colloquial speech, which is not adapted to situational teaching, and shows the latter can be brought into harmony with classroom reality. (IFS/WGA)

Finds that foreign language teaching (except English) is endangered under the present revised curriculum of the university-preparatory upper grades. Laments the curricular separation of English teaching in grades 5-10 from grades 11-13. Augmented courses are not getting results. Teacher qualification is negatively affected. (IFS/WGA)

Draws upon recent publications dealing with brain function (particularly F. Vester, "Denken, Lernen, Vergessen", Munich, 1978) for ideas for foreign language teaching. These include constant use of the foreign language in the classroom, frequent repetition, and avoidance of false associations by explanation in the native language. (IFS/WGA)

"The Man Who Escaped," a radio crime drama with 25 episodes, was used in a ninth-grade English class. Two class hours are described. The texts used are given and suggestions for teaching are added, along with evaluative commentary. (IFS/WGA)

Considers the functions that norms might have in the context of foreign language teaching and learning, with special reference to teaching English. (IFS/WGA)

Argues that a course-syllabus design based on grammatical structures is more effective in developing communicative skills than the use of "projects" leading to the establishment of a threshold level. (IFS/WGA)

Discusses auditory practice (listening) as a factor in the learning process and as a goal area. Refers particularly to the "terminal" nine-year school. Motivation is high, because auditory skill can be developed to a higher point earlier than speech production. (IFS/WGA)

Rejects the semantic analysis of the English progressive form proposed by Konrad Macht in 1973. Citing performance data from tenth grade classes and reviewing the contents of school grammars in use at the intermediate level, a teaching grammar for the progressive form is developed. (IFS/WGA)

Analyzes a segment from the Austrian radio series "Grammar with a Smile," dealing with the future tense. Criticizes the dialog as not true to life and lacking in motivating power. Ends with suggestions for alternatives. (IFS/WGA)

The emphasis on spoken language tends to diminish attention to writing. As examples, three currently used German teaching texts are cited. This situation is seen as unfortunate, in view of the importance of writing ability in the most important examinations in German as a foreign language. Some teaching hints are given. (IFS/WGA)

Proposes the use of the song "Deportees," by Woody Guthrie and Martin Hoffmann in the English as a Second Language classroom. (IFS/WGA)

Discusses the polarization between the linguistic and the communicative approaches to foreign language teaching, and suggests a compromise. Illustrates this with the treatment of English verb tenses in teaching beginners, and outlines a teaching plan. (IFS/WGA)

Pleads for carefully designed learning activities and teaching-learning strategies for developing semantic and speech-functional competence, to improve the spoken English of German students. (IFS/WGA)

Presents results from a questionnaire concerning provision for foreign language teaching in the various states of West Germany. The questionnaire was based on the assumption that school radio is a valuable feature in the diversification of foreign language teaching. (IFS/WGA)

Finds that homework assignments should be based on considerations specific to the field of foreign language learning rather than on general pedagogical theory. (IFS/WGA)