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)

Discusses the Lozanov Method of teaching foreign languages developed by Lozanov in Bulgaria. This method (also known as Suggestopedia) uses various techniques such as physical relaxation exercises, mental concentration, classical music, and ego-enhancing suggestions. (CFM)

As a reissue of a popular book written in the 1920's on the principles of language study, this work is included in a series of publications devoted to language and language learning. The methodology prescribed centers upon nine fundamental principles: (1) initial preparation, (2) habit forming, (3) accuracy, (4) gradation, (5) proportion, (6)…

Examines the learning strategies successful language learners employ and suggests that teachers can help their less successful students by paying more attention to learner strategies already seen as productive. (PMP)

ERRORS (NOT MISTAKES) MADE IN BOTH SECOND LANGUAGE LEARNING AND CHILD LANGUAGE ACQUISITION PROVIDE EVIDENCE THAT A LEARNER USES A DEFINITE SYSTEM OF LANGUAGE AT EVERY POINT IN HIS DEVELOPMENT. THIS SYSTEM, OR "BUILT-IN SYLLABUS," MAY YIELD A MORE EFFICIENT SEQUENCE THAN THE INSTRUCTOR-GENERATED SEQUENCE BECAUSE IT IS MORE MEANINGFUL TO THE…

A remedial approach involving review, contrast, and re-review for remedying second language learners' errors is suggested. (RM)

IN ORDER TO DETERMINE WHETHER EXTENSIVE PRIOR LISTENING PRACTICE IN A LANGUAGE COURSE WOULD HAVE ANY BENEFITS IN DEVELOPING SPEAKING AND AURAL COMPREHENSION SKILLS, 19 U.S. ARMY OFFICERS SCHEDULED TO GO TO VIETNAM WERE DIVIDED INTO TWO GROUPS THAT PARTICIPATED IN A SELF-INSTRUCTIONAL PROGRAMED COURSE IN ELEMENTARY VIETNAMESE LASTING 83 HOURS. THE…

This paper presents a model for learning a second language developed on the basis of existing models for taxonomies of learning objectives. Three interrelated domains of language learning are examined: (1) the affective domain (willing), (2) the cognitive domain (thinking), and (3) the psychomotor domain (doing). An attempt is made to develop a…

In this paper two questions are raised: (1) Is there any meaning to current research? (2) Is meaning important to the language acquisition process? It is necessary to explore the nature of research in general to evaluate what kind of research we are doing. This leads us to consider next the content of research on human learning and on the…

First language and second language learners have to learn through making mistakes. Foreign language learners do not have to learn, to anything like the same extent, in this way. Foreign language teachers should study students' mistakes in order better to understand how they are learning and mislearning. Teachers should try to avoid language…

Parts 1 and 2 appeared in "Deutsch als Fremdsprache," n3 and n4 1971. (DD)

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

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

Language learning and language teaching are discussed in terms of H.E. Palmer's theory that language can be divided into primary matter (units learned by heart integrally) and secondary matter (units built up or derived by the pupil from primary matter). Excerpts from the "Nuffield German Teaching Materials" are used to illustrate how…