Sets up a model in which the functioning of the brain is seen in terms of a computer's operations; then considers the applications of such a model to foreign language teaching and learning, with particular emphasis on feedback and simulations. (KM)

Tests to discover the nature of the second language learner's language are discussed. Such tests are based on the assumptions that the development of the system of the foreign language in the learner follows certain regular patterns, and that the learner's grammar is essentially systematic at any stage of his learning. (RM)

A contrastive analysis should describe the different processes of conceptualization in the languages under consideration. Furthermore, a detailed semantic analysis of linguistic items should be undertaken to discover perceptual strategies which force the speaker to use these items. Research in psycholinguistics is valuable in these tasks. (DB)

This article offers insights into mnemonic strategies ("mental elaboration") of foreign-language learners, with implications for vocabulary learning in the target language. (DB)

Supports and expands upon S. P. Corder's theory that all the utterances of a language learner are well-formed and appropriate. (PMP)

Portion of an address delivered at the Annual Meeting of the American Association of Teachers of German, November 27, 1970, in Los Angeles, California. (WB)

A brief discussion of the role of contrastive linguistics and transformational generative grammar in studying transfer and interference in language learning. The base language is not necessarily the mother tongue. It is the language known by the learner which most closely resembles the new language being learned. (AMH)

Argues against the teaching of foreign languages to children under the age of ten, basing conclusions on empirical and theoretical evidence. (CLK)