their training. He added the words for 'my' and 'your', together with two very brief grammar notes (see p. 75 ).
At this point, the lesson still consisted of a single Cummings device, which explored one small section of the vocabular of Telugu, and at the same time exemplified one very simple and very useful structure. Its two lines actually make up what might be considered to be an embryonic conversation. The question 'What is (this)?' can furthermore be used to elicit the names of other objects in which the student is interested. The adaption is therefore highly appropriate and was presumably successful.
Experience with Cummings devices in many languages has however raised the question of whether a two-line conversation is really viable as a 'sample of language use.' Certainly it can simulate communication within the confines of a classroom, but it is seldom adequate for genuine interaction in the outside world. Would it be possible to provide a closer approximation to genuine interaction without a prohibitive increase in the length and difficulty of the lesson? Such a 'sample of language use,' might take the form of a Telugu counterpart of the following English dialog:
Here you are.
Thank you.
Do you want the ________?
No, thanks.
This dialog adds five new sentences, but except for the list of tools, each sentence is to be treated as an indivisible unit.
Each of these sentences is extremely useful. The longest consists of 9 syllables. At least three of them provide opportunities
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