It is asserted that students can discover the rules of German grammar, or any grammar, by asking the right questions about a text; they can write grammars and compile vocabulary lists. Classes that were taught in this way are described. (Author/RM)

Self-instructional programs in the commonly taught languages are recommended for: (1) those who cannot get to classes, (2) classes with individual learner needs, and (3) learners advanced enough to take on self-directed tasks. The roles of teacher and learner in self-instructional programs are discussed. (JB)

A number of second language learning situations are described which are divided into these categories: students pacing themselves; teacher pacing students; students pacing teacher; no one pacing anyone; the "system" pacing everyone; shared responsibility for learning. (RM)

Individualized instruction, as distinguished from self-pacing, is defined as providing a different instructional system for each individual. Necessary steps leading to this goal are outlined. (RM)

This article discusses foreign language teaching in terms of communicative competence as a goal. Learning materials and media are discussed, as well as student participation in the learning process. (Text is in German.) (Author/AM)

Answering critics of language laboratory effectiveness, this article presents a methodology for laboratory work which includes working in partnership. Necessary technical equipment is described. Learning goals are proposed, and possible further developments in the method are suggested. (IFS/WGA)

The possibility of an optional time span for grammar systematization in second language learning is discussed, together with related difficulties in self-paced instruction. (RM)

This article considers some of the implications of the position developed by Allwright and Long in their respective papers, both of which are found in this issue of "ELT Documents." Basically the position is that methodological emphasis should be placed on the second language learner rather than on the teacher. Teachers faced with large, not…

Argues for a teacher role in research on learning processes and views a teacher's task as twofold: to discover what students do as they perform foreign language tasks, and to implement procedures in which strategies of skillful students provide a basis for remediation of strategies of unskillful students. (Author/EJS)

Sees the task of language instruction involving four staff roles: teacher, materials developer, coordinator, and linguist. Roles are separable even though one person may possibly perform all of them. (VM)

Proposes a method to be used in the language laboratory to develop audiolingual skills and at the same time give the student an active role in the use of the laboratory. (AM)

Peer-mediation, an approach whereby students take the responsibility for learning from and teaching one another, is presented as an innovation in ESL classes. A rationale for this approach is presented based on actual classroom situations in which small-group, peer-mediated instruction is utilized. (Author/RM)

It is argued that three misconceptions about language learning have limited the utility of performance objectives in individualized second language instruction. These misconceptions--confusion between competence and performance, inadequate identification of linguistic elements, and assumption that linguistic elements correspond to learning…

Discusses theories behind the shift in emphasis from drill to communication practice. Concludes that students' awareness of their learning process helps bridge this gap. Includes communication exercises promoting natural information exchange which motivate students to take responsibility for improving their communicative skills. (PMJ)