Behavioral objectives are discussed in relation to second language learning. They are broken down into cognitive and affective objectives, and difficulties in setting such objectives are discussed. (RM)

This collection of 10 essays on the nature of second language learning focuses mainly on distinctions between the audiolingual and the cognitive-code theory of learning and also on the interrelationships between psychology, linguistics, and second language learning. A synthesis which cuts across divisions in methodology, caused by superficial…

This paper comments on an article by Tracy Terrell in this journal. Terrell is praised for his contribution to the debate over teaching communication versus structure in second languages. It is pointed out, however, that study and analysis of language structures requires understanding and memorization essential to cognitive development. (CHK)

Paper presented at the TESOL Convention, February 29, 1972, in Washington, D.C.

Proposes a learner-centered model of different levels of graded objectives for teaching foreign languages from the elementary-beginner stages through the public examination level in the United Kingdom. (PMJ)

This study was an investigation into instructional strategies considered to be the most efficient in the achievement of defined educational aims. Specifically the purpose was to determine teachers' ratings of the importance of certain cognitive, psychomotor, and affective objectives of foreign language (English) instruction in Finland. These…

The experiments outlined in this paper assess the relative effectiveness of two approaches to teaching foreign language grammar to adults. One approach, called the "Implicit Method," is based on the audiolingual habit theory of language learning. Grammar is taught inductively through the reading of dialogues and practice with carefully…

Affective learning, psychomotor learning and cognitive learning are three objectives of education; they cannot be completely separated and often one type of objective may be a means of achieving another. This study attempted to begin bridging the gap between the affective objectives and the cognitive-psychomotor objectives in foreign language…

Guided Design is an approach to course design aimed at developing a student's decision-making skills as well as teaching specific principles and concepts. A seven-point hierarchy of educational needs is defined, including: (1) self-preservation, (2) safety, (3) belonging, (4) respect, (5) knowledge, (6) sensitivity-sensibility, and (7)…

This text describes a Swedish research program (GUME Project--the Swedish equivalent of the Gothenburg/Teaching/Methods/English Project) carried out during 1968-71 within the field of second-language instruction and learning. A number of comparative experiments were performed in order to assess the relative merits of two different approaches to…

Educational accountability, as linked to changing socioeconomic attitudes and conditions, is noted to have contributed to the decline of the audiolingual method of language instruction. Following a discussion of the pedagogical implications and inadequacies of audiolingual theory, the author analyzes the nature of this teaching methodology, first…

Behavior modification techniques that can be used to overcome fears and anxieties of students and to further achievement in second language learning are discussed. The following techniques are covered: systematic desensitization, cognitive restructuring, and modeling and guided participation. (SW)

This general review of language learning theory focuses on criticism of the audiolingual method of instruction which reached its peak in the mid-1960's. Recent trends in teaching methodology, supported by linguistic theories developed by transformational-generative linguists, are examined. Various models of learning are discussed which lead to a…