AURAL-ORAL METHODS IN THE EARLY STAGES OF LEARNING A SECOND LANGUAGE WERE COMPARED AND CONTRASTED. JAPANESE LANGUAGE LESSONS WERE PRESENTED ENTIRELY BY TAPE, WITHOUT THE CORRECTION OF A MONITOR, TO TWO GROUPS OF COLLEGE STUDENTS. ONE GROUP USED A TEXT OF TRANSLATIONS THE OTHER DID NOT. EACH OF THESE GROUPS WAS FURTHER DIVIDED INTO THREE SECTIONS…

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…

In the first of two TES articles on mixed ability teaching, the author described one school's methods of teaching French to a wide range of pupils. (Editor/RK)

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)

Research supported in part by grants from the Protestant School Board of Greater Montreal, the Canada Council, and the Defense Research Board. (RS)

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)