Describes the forms of foreign language learning in adult education in England and a selection of the more common teaching, learning, and organizational factors and problems associated with them. (JOW)

Gives history of use of language laboratories in second-language learning and suggests ways to make time spent by language students in the language laboratory more worthwhile. Claims technological advancement needs effective hardware combined with an understanding of how students learn languages. (Author/BK)

The effectiveness of the mnemonic keyword method was examined in four experiments with college students learning lists of pairs of Spanish nouns and their English equivalents. Implications for the further study and application of the keyword method are discussed. (Author/GK)

Argues for the use of computer systems in language classrooms. One of the major advantages is that the student can move at his own pace. The computer thus provides the time needed for individualized instruction that the teacher cannot afford. A sample computer curriculum is detailed. (PJM)

Two hypotheses explaining the cause of errors in second language production are reviewed and compared. Classroom techniques related to each are described. The viewpoint of each theory on which errors should be corrected, when, by whom, and how is summarized. (PMJ)

Discusses methods for encouraging advanced language students to learn on their own. Successful learning results from the high stimulation and continuous activity of conscious and unconscious observation. If the learner is enabled to observe consciously outside the classroom, he will do it unconsciously and learning will be constant. (PJM)

An attempt to refute the opinion that true bilingualism is acquired only in early childhood. The discussion arises from experience with bilingual adults. The results of the study lead to recommendations on the production of materials for the teaching of foreign languages. (Author/AMH)

In lieu of language lab attendance, second-year language students had the option of attending a drama lab. This program has met with great success. The objective of the lab is to improve skills in pronunciation, intonation, and stress patterns. Also, an environment is created in which the student feels at home with the target language. (PJM)

Discusses an approach to teaching note-taking to students of English as a second language who will go on to study at the university level. (CFM)

A preliminary set of principles of judging the pedagogical utility of proposed grammar rules is offered. The goal is the inclusion in teaching materials of only those rules which are linguistically accurate, pedagogically sound, and relevant to specified instructional objectives. (Author)

Presents an analysis of the various concerns that must be addressed in modern language syllabus design. A questionnaire on students' communicative needs is included. An attempt is made to differentiate among different syllabus forms. (AM)

Presents suggestions and activities for teaching the imperfect and the "passe compose" in French second year classes. (AM)

In an attempt to make dialog learning in a FLES Spanish class easier, the use of the "integrated story" is suggested that exposes the children to new phrases and sentences of the dialog prior to the formal introduction of the dialog. (NCR)

Discusses the controversy between the supporters of communicative competence and those of situational teaching. Considers the so-called "mechanical" colloquial speech, which is not adapted to situational teaching, and shows the latter can be brought into harmony with classroom reality. (IFS/WGA)

Suggests that children learning English as a second language will profit more from interaction in meaningful situations with native speakers of English than from separate language instruction with other nonnative learners. (DD)