Ten variables involved in learning a second language are listed and discussed and a bibliography on the subject given. (RM)

Discusses the function of mediators (cues designed to elicit an explicit cognition-mediated process that generates new sentences), criteria for their construction, and experiments in their use. (KM)

Different bases for an underlying strategy for the teaching of languages are discussed. (Available from Studia Anglica Posnaniensia, Adam Mickiewicz University, Poznan, Poland) (RM)

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)

This article discusses the psychology of second language learning, and specifically comments on Gantier's book on the teaching of foreign languages. (Text is in French.) (CLK)

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

A discussion of the predominant foreign language methodology, the Practical-Conscious Method, used in the Soviet Union. The principles underlying the method are the cognitive mastery is primary to learning and that automatic habits are developed on that base. Both learner's intellect and teacher are essential in the process. (AMH)

Fourth and final part of a continuing article; parts 1-3 appeared in "Deutsch als Fremdsprache" n3 1971, n4 1971, and n5 1973. (DD)

Suggests that the cognitive theory of language within the field of psycholinguistics, rather than a theory of linguistic description, should underlie language teaching materials. (DS)

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)

Suggests an eclectic approach to foreign language teaching where the learner's cognitive structures and capacities as well as his entire personality would be taken into consideration. See FL 507 969 for availability information. (TL)

In teaching adults (i.e., those with language competence between the levels of a high school graduate and a teacher or interpreter), one must consider psychological factors; six are listed, including logic and mental activity in memorizing. Suggestions for drill are given. (Text is in German.) (IFS/WGA)

This article discusses the historical background of bilingual education and the directions bilingual education has taken in the United States, Canada, Britain, France, and other European countries. Findings concerning the effectiveness of bilingual programs are reported. (CFM)

Shows the limitations of current foreign language teaching methods, particularly the audiolingual one. Unites certain findings of psycholinguistics, cognitive psychology and transformational grammar to construct a language teaching model. Examples of English verbs and nominals being taught to French children illustrate the…