The native speaker's knowledge of his language is characterized as a grammar of expectancy that incorporates pragmatic knowledge of the world. Thus, in teaching a second language, the student must be allowed to take advantage of previously acquired expectations about situations while learning a new grammar of expectancy. (Author/LG)

Foreign language teaching concentrates on phonology, morphology and syntax, to the neglect of semantics and vocabulary. The method of teaching meaning that is proposed here is based on the concepts of "contextual" semantics. An experiment in the use of the method is also briefly described. (KM)

Discusses the function of mediators (cues designed to elicit an explicit cognition-mediated process that generates new sentences), criteria for their construction, and experiments in their use. (KM)

The first "missing link is that between the linguist's rules and the rule component of performance; the second is between a student's competence as expressed in correct performance in the controlled language learning situation and spontaneous performance where selection of language is involved. (Author/FWB)

Evidence is presented to support the hypothesis that informal and formal environments contribute to different aspects of second language competence, the former affecting acquired competence and the latter affecting learned competence. Data is presented that suggests that the classroom can be used simultaneously as a formal and informal linguistic…

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)

Assesses the importance and implications of the 'critical period' in second-language learning, which occurs when second-language learning overlaps primary language learning, ages two to thirteen. (LG)

Special issue devoted to the second conference on structuro-global-audio-visual methodology, at Mons, Belgium, 1971; text of a talk which formed the basis of discussion during the conference. (VM)

This paper begins with a discussion of the meaning and importance of error analysis in language teaching and learning. The practical implications of what error analysis is for the classroom teacher are discussed, along with several possible systems for classifying learner errors. The need for the language teacher to establish certain priorities in…

Paper prepared under contract with the Defense Language Institute, English Language Branch, Lackland Air Force Base, Texas, and presented to the staff and faculty of the Institute in May 1972. (RS)

Supports the claim that grammatical explanation is important in expediting audiolingual instruction, especially at the adult level. (RS)

Supports and expands upon S. P. Corder's theory that all the utterances of a language learner are well-formed and appropriate. (PMP)