Address delivered at the Founding Conference of the Canadian Association of Second Language Teachers, Winnipeg, Manitoba, October 23, 1970. (DS)

Discusses problems Australian students face in learning to speak Spanish and recommends a detailed study of the varieties of languages taught in Australia. (SW)

Provides a general overview of factors affecting foreign language learning, and discusses how they are related to one another. (EKN)

States the hypothesis that a second language learner's motives for choosing a particular language for study are rooted in the depths of one's personality and that there is an effective relationship between the learner and the language being studied. Outlines the consequences for teaching methods of development of this hypothesis. (AMH)

Describes a computer-assisted learning system that was developed for use by second language students and remedial English students. These students are provided free access to a wide variety of instructional materials via the computer terminals. The workings of the computer programs are described along with sample input-output exchanges.…

Describes and gives example of use of national radio broadcast to administer English as a second language test in Israel. Purpose of program is to test listening as distinct from speaking. Results have been encouraging. (BK)

Suggests that while slavish, excessive memorization is a habit that hinders the development of critical skills while stifling originality and precision, in certain cases the best approach is to accept the memorization habit partially, in order to exploit it for its own eventual elimination. Capitalizing on students' intellectual curiosity…

Discusses the ineffectiveness of one-phase marking, i.e. direct correction of errors by the teacher, and the effectiveness of two-phase marking in which the teacher makes the student aware of an error but does not indicate what the error is. (CFM)

Discusses auditory practice (listening) as a factor in the learning process and as a goal area. Refers particularly to the "terminal" nine-year school. Motivation is high, because auditory skill can be developed to a higher point earlier than speech production. (IFS/WGA)

Sees word formation as an economical, important means of building vocabulary. Gives examples showing several different word-building patterns. Sees as a reasonable teaching goal the gaining of competence only in "receptive" word formation, i.e., recognition. The student can learn to build new words only from simple, frequently recurring…

Gives a series of quotations from various authors concerning speech-act theory. Stresses the importance of providing a glossary--hitherto lacking--of verbs which describe the speech act. (IFS/WGA)

Presents a method for fostering an understanding of and teaching certain time expressions in French to English-speaking students. (AM)

Discusses the use of word games, particularly puns, tongue twisters, and spoonerisms, in the French classroom. (AM)

Explains a classroom presentation of verb forms and tense functions based on the communicative needs of the students rather than on the full paradigm of each verb tense. Arguments for the use of this natural approach and an association model to facilitate vocabulary acquisition are presented. (PMJ)