A study was conducted to determine if informal learners of ESL had the same acquisition order of morphemes as formal learners have and to find out what would happen to the established order if only certain of the grammatical morphemes were explained and drilled. Instruction did not change acquisition order. (Author/KM)

Suggests that the Contrastive Analysis Hypothesis (CAH) be revised to incorporate a notion of degree of difficulty which corresponds to the notion of typological markedness. (Author/CFM)

A procedure is described for using a visual aid to elicit from a student a relatively elaborate mental image. In the context of that procedure, certain aspects of what happens inside and between people in a language classroom are explored. (Author/RM)

Revised version of a paper presented at the TESOL Convention, March 1971, New Orleans, La. (VM)

Advanced second language students' listening needs call for improvement in processing spoken discourse. Psychological data on memory span and linguistic discourse analysis findings are cited in support. A three-phase approach to listening instruction is proposed. (CHK)

A study of certain aspects of second language learning among three university students, all in an advanced ESL class at UCLA. An error analysis of written verb forms was undertaken. An examination of correction revealed that it was neither systematic nor enlightened enough to actually influence error production. (Author/RM)

If literature is to be a useful vehicle for the teaching of second language skills, that literature must first succeed as a literary experience for the student. The failure of literary texts in second language teaching is often the result of a failure to encourage or even to allow students to receive such texts as literature, that is, as a…

Report of an investigation which examined the relationship between measured English-language proficiency, years of English-language study and the use of English as a medium of instruction for samples of Arabic-speaking Egyptian and Lebanese university students. (Author)

Revised paper read at the seminar on Programmed Learning, 23rd University of Kentucky Foreign Language Conference, Lexington, Ky., April 23-25, 1970. (DS)

Presents a theoretical perspective of second language learning which explains cross-cultural problems in terms of conflicting culturally determined definitions of reality. The article contends that students' difficulties in learning a second language often stem from a lack of understanding of the social context of the language. (Author/POP)

Describes a research project carried out in Sweden to study the acquisition of Swedish syntax of negation by adult second language learners. (CFM)

The French language competence of two groups of English-speaking pupils who are educated via French was investigated. Third and fifth grade English-speaking pupils were compared with French-speaking children of the same age. Results of the study are discussed. (Author/RM)

Contrastive analysis a priori predicts facts of possible errors in learning a second language that contrastive analysis a posteriori cannot explain. In a study of relative clause formation, the latter approach shows that students have no trouble, whereas the former approach shows the task to be so difficult that they avoid it. (AG)

Symmarizes some of the most significant features of the theory of Transactional Analysis and applies the theory to drill and exercise activity in the language classroom. (PMP)