Modern Language Journal

Havens, George R.

doi: 10.1111/j.1540-4781.1939.tb02847.xpmid: N/A

Author's Summary— Since American students on the average study foreign languages but a short time, it is necessary, if their work is to be fruitful, for them to arrive quickly at the ability to read and to enjoy foreign literature. For the beginning course in this field, the nineteenth century seems the most suitable. Methods and aims.

Martinez, Enrique Naranjo

doi: 10.1111/j.1540-4781.1939.tb02848.xpmid: N/A

Author's Summary— Historical background of Spanish in the New World; Spanish in the United States; unity of the Spanish language; future inter‐American relations and the teacher of Spanish; two great Colombian philologists; the Pan American Student Union.

Bontempo, O. A.

doi: 10.1111/j.1540-4781.1939.tb02849.xpmid: N/A

Yeiser, Idabelle

doi: 10.1111/j.1540-4781.1939.tb02850.xpmid: N/A

Author's Summary— This article is based on six years' experimental work in a private studio in Philadelphia, and was delivered as a lecture to a class in methods at Teachers College, Columbia University, in October, 1937.

Forchheimer, Paul

doi: 10.1111/j.1540-4781.1939.tb02851.xpmid: N/A

Maronpot, Raymond P.

doi: 10.1111/j.1540-4781.1939.tb02852.xpmid: N/A

Author's Summary— In the first place, this article points out that pupils of low‐linguistic aptitude may be discovered by a study of three factors: the I.Q., the general scholastic average, and the score in a reliable prognosis test. Secondly, it suggests a course of study for these language risks.

Craighead, Elizabeth MacGowan

doi: 10.1111/j.1540-4781.1939.tb02853.xpmid: N/A

Author's Summary— Foreign language power may be derived from “pupil‐made questions and answers,” if these are based on Understood Text, controlled by a memorized Group of Interrogatives and kept within the limits of the Language Under Consideration, without recourse to the Vocabulary or Constructions of English.

Handschin, C. H.

doi: 10.1111/j.1540-4781.1939.tb02854.xpmid: N/A

Breazeale, Elizabeth

doi: 10.1111/j.1540-4781.1939.tb02855.xpmid: N/A

Coss, Joe Glenn

doi: 10.1111/j.1540-4781.1939.tb02856.xpmid: N/A

Author's Summary— Languages are more vital when taught as speech. Learning word‐groups, or collocations, is important. Making these collocations and their variants habitual is the task of the speech teacher. The oral question and answer technique promises results.