Discusses the Lozanov Method of teaching foreign languages developed by Lozanov in Bulgaria. This method (also known as Suggestopedia) uses various techniques such as physical relaxation exercises, mental concentration, classical music, and ego-enhancing suggestions. (CFM)

Examines the learning strategies successful language learners employ and suggests that teachers can help their less successful students by paying more attention to learner strategies already seen as productive. (PMP)

Presents a method which draws upon students' imagination, creativity, and associative abilities and engages them in the language learning process. (Author/AM)

Some characteristics affecting learning which vary with the individual are discussed. A rationale for individualized instruction is explained, as is its implementation through use of learning activity packages. (RM)

Teachers' attitudes toward language teaching trends were surveyed. Prospective teachers about to enter the profession believed that language programs should be self-paced and there should be a cooperative learning climate in classrooms. Experienced teachers were more moderate but used techniques for self-pacing and real communication often in…

Describes the Envelope Vowel Approximation System (EVAS), a foreign language pronunciation learning system which allows students to see as well as hear a pedagogical model of a sound, and to compare their own utterances of that sound to the model as they pronounce the same sound. (Author/CMV)

Reexamines the question of why pattern practice fails by hypothesizing about the information processing activities that they entail. (Author/CFM)

Two golden rules for teachers of young children are (1) work, speak, and act with complete naturalness, and (2) never try to teach language per se; rather, teach life (joy, sorrow, work, play, differentiation, self-awareness, etc.) by involving the children in situations and activities that are highly significant to them. (NQ)

Discusses the value of classifying the errors adult language learners make and of comparing them to errors made by children. It is suggested that teachers correct student errors in the same way parents correct children's errors in order to encourage successful learning. (CFM)

Describes dialogues and songs used to teach listening comprehension. (SW)

In order to derive the greatest benefit from French texts, instruction should be in three phases: Discovering the text and collecting information; sorting and practicing language items; integrating old and new vocabulary and language. Examples of discussion and test questions relating to certain texts are included. (CHK)

Discusses the use of pictures in the language classroom and presents controlled and non-controlled activities incorporating pictures. (AM)

A foreign language learning activity is described in which second-through fourth-year French students write, cast, produce, direct and perform well-known fables for their language classes. The performances are recorded on videotape and shown to other classes and to parents. (Author/RM)

Discusses the effectiveness of a treasure hunt as an educational language-activity for students of English as a second language. Instructions for the treasure hunt and a sample list of items are included. (CFM)

Discusses the need for both a "rule of thumb" grammar and more thorough grammatical rules in second language teaching. (AM)