The Garrison approach to teaching composition has been successfully adapted to second language writing instruction. This approach is based on three principles: individualization, instant feedback, and inductive learning. First, the individualized tutorial approach is used because each student has different needs. Secondly, the method demands that…

This article discusses an English course based on correspondence teaching and self-instructional materials offered by the University of Linkoping in Sweden. A fundamental feature of the program is the telephone tutorial, which supplies the spontaneous discussion that should be an essential part of any language program. (CFM)

A language laboratory component became an integral part of the ESL (English as a second language) program at Sacramento City College when student enrollment increased and a freeze on hiring new teachers went into effect. While the number of class hours of each ESL course was reduced, an hour or two per week of laboratory work was added. The term…

A two-phase survey was conducted by the Center for Applied Linguistics Clearinghouse for Self-Instructional Language Materials to (1) identify modern language departments of U.S. colleges and universities using programed materials, and (2) describe the extent of the departments' use and development of such materials. A brief description of the…

A new program developed during 1975-76 as part of the English as a second language curriculum at the University of California, Davis, is designed to enable students to listen to their oral English for pronunciation and grammatical self-correction. Students are aided in identifying and correcting their errors through tape-recorded sessions with a…

The 62 selections in this volume, all written since 1963, describe the latest developments in modern language teaching at both the elementary and secondary school level. The book is designed for both preservice and inservice personnel. Individual chapters include essays on the trends and issues and the linguistic, psychological and organizational…

This paper discusses two experiments with autonomous learning strategies for learners studying English as a second language in France, one for non-specialist adults and the other for university students. The first group consisted of 26 adults who were mostly professionals and had opted for autonomy not out of preference but for lack of any other…

The questions investigated in this study concern the adequacy of the current comprehensive English as a Second Language (ESL) programs, the need for a separate but complementary reading program, the relative merits of a classroom-based or an independent reading laboratory method, and the relationship between native language reading proficiency and…