In examining the titles of this year's conference presentations, the author noticed quite a few papers that focus on learner-specific issues, for instance, papers that address learning styles, learner needs, personality and learning, learner modeling and, more generally, pedagogical issues that deal with individual learner differences in…

The history and direction of foreign language instruction are briefly outlined, and the place of computer-assisted instruction is discussed. Special mention is made of the need and opportunities for individualizing instruction, equipment options for teaching, advantages and disadvantages of computer-based instruction, and the learning management…

The effectiveness of advanced learning technologies is discussed and the concept of Just-in-Time Learning Systems with the potential of multimedia for interactive learning is advocated. Five key elements of a multimedia learning system are presented, including the use of digitized video. (LB)

Illustrates an inexpensive use of videodisc technology in the foreign language classroom for proficiency, provides information on foreign language discs and instructions for combining disc materials with a given text to produce a proficiency-oriented syllabus, and shows a simple technique for individualizing videodisc instruction. (Author/CB)

Possibilities and limitations of a natural language processing technology, with its central engine, the parser, are discussed. Observations are drawn from a project by the U.S. Army Research Institute to develop a German tutor, the BRIDGE, which revolves around a parser. (Contains 19 references.) (Author/LB)

The computer has its own "niches" in language learning in which it functions well in helping students learn a foreign language. Such niches are discussed in the context of developing individualized courseware for developing skill in reading with explanations, speed reading and spelling, and inferencing. (Author/LB)

A computer-assisted university foreign language project using individualization is described. Its advantages include improved student attitudes and learning efficiency, active practice, student privacy, and increased opportunities for teacher innovation and learning. (MSE)

The opening address from CALICO '87 in Monterey, California, compares the potential of computer-assisted language instruction (CALI) as claimed in the 70s to the realities of CALI now. Discusses the language proficiency levels best suited for applications of CALI as it now exists. Enumerates six challenges for CALI. (LMO)

Describes a computer-assisted interactive video system designed to improve listening comprehension skills. The courseware makes use of a wide selection HELP OPTIONS as feedback to aid the learner's mastery of authentic natural Korean. (LMO)

Presents essential principles to consider when designing free-form remedial/tutorial program courseware for second language learning. They include: (1) adaptability, in terms of instruction requirements and user population needs; (2) user-friendliness, to reduce machine-induced fears; (3) sophistication in error analysis; and (4) flexibility, to…

Describes spatial and sequential learning strategies and how they affect student performance and progress in second-language learning. Briefly describes a test identifying preferred style. Suggests how instructors can then individualize instruction. Outlines the way VOCAL, a multilingual authoring system, can be used in a language laboratory for…