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)

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)

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)

A study to evaluate seven commonly employed reading comprehension testing techniques in terms of predictive validity, difficulty and discriminability is described. (Author/RM)

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)

Describes an innovative method for teaching reading in French to adult students. The method consists of literal translations in English with the English words, gradually replaced by French. (Author/AM)

Reaction of the target language speaker to the second language learner's errors may play an important role in developing awareness of norms of correctness. A model for corrective feedback has been developed. Its use helps isolate ambiguities, highlights features of corrective interaction effective in eliciting correct performance. (CHK)

A study of the French immersion program in Quebec, in which English reading is introduced in some schools at Grade 2 and in some at Grade 3. The stage at which English reading was first taught was found not to affect reading grade level. (Author/RM)

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