The second language learner, in acquiring grammatical rules, must draw hypotheses about language from exposure to examples and use these hypotheses for creating further utterances. Mistakes which force the formation of new hypotheses are a natural part of this process. A sample lesson taking these factors into consideration is presented. (FWB)

This paper discusses the acquisition of second-language skills through the use of visual aids. In teaching English as a second language, pictures, slides, and film loops are usually presented with appropriate, and more or less predictable, spoken or written English. These visual images, however, may arouse interests beyond the answers provided by…

Testing of Spanish students revealed that students preferred to learn vocabulary through use of synonyms or devices using similarity of implied class membership. (CK)

Discusses the role of speed in second language learning, specifically the idea that speech in teaching leads to speed in learning. (Text is in French.) (AM)

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

Argues that literature should have a place in the language learning process. Since colloquial and literary styles overlap, it is felt that the two styles should not remain separated in actual life. (Text is in German.) (IFS/WGA)

Practical suggestions are given for teaching German students two difficult problems in French grammar, including structuring the material to be learned and acclimating the student to the foreign structure. (IFS/WGA)

The question whether second languages should be taught by the deductive or inductive method is discussed, and an argument is made for a middle ground between the two extremes. (RM)

In the 1960's, two medical doctors, Georgi Lozanov and Alfonso Caycedo, discovered independently that certain yogic techniques of physical and mental relaxation could be used to produce not only analgesia but also improved memory and concentration. Systems originally used in medicine and psycho-therapy were applied to education, in particular to…

The suggestopedic technique of second language instruction is sketched. Recent efforts to adopt the technique in parts of the American West are reviewed. The historical precedent of suggestopedia and the interpretation of the technique by two linguists at the 1979 TESOL convention are investigated. Hypnosis is compared to suggestopedia, and…

A thorough investiqation is attempted of efforts to apply hypnosis and suggestive learning techniques to education in general and specifically to second language learning. Hypnosis is discussed in terms of its dangers, its definition, and its application. Included in this discussion is a comparison of auto- and hetero-hypnosis, an overview of the…

Cites experience from a project (in Kiel) teaching German as a second language to show that second language acquisition proceeds not haphazardly but in a well-defined order of stages. As yet not enough is known about what determines these stages to warrant conclusions for teaching purposes. (Text is in German.) (IFS/WGA)

Sets up a model in which the functioning of the brain is seen in terms of a computer's operations; then considers the applications of such a model to foreign language teaching and learning, with particular emphasis on feedback and simulations. (KM)

In the university French program discussed here, students paraphrase literary passages. The analysis of their errors is used to measure their language competence and to indicate the level of language instruction needed. (Text is in French.) (MS)

It is hoped that from learners' faulty use of the foreign language, clues may be found for foreign language teaching. Some "factors" are examined: negative transfer, learning and communication strategies, over-generalization. Also discussed are ways of dealing with various errors. (Text is in German.) (IFS/WGA)