Asserts that the attainment of bilingualism is not the only valid objective for second language learning, and suggests that factors such as student attitude, needs and aptitude may be more important for learning success than the teacher's skill or the methods he employs. (FB)

Special issue devoted to foreign language instruction in adult education. (WB)

Paper adapted from a doctoral dissertation, The Linguistic Problems of Yoruba Learners and Users of English," 1968, London University, England. (DS)

Summarizes the most basic rules for indirect speech in English but claims that they are useless if taught strictly as rules; also insists on the necessity for contextualization in drills on indirect speech. (FB)

Presents data on the impact of oral and silent reading on reading comprehension. Hypothesizes that reading comprehension is enhanced significantly by silent, rather than oral reading, and that re-reading is an effective mode for increasing comprehension in either mode. (EKN)

Describes an experiment designed to determine which language errors interfere to the greatest degree with comprehension by native speakers of the language. For this purpose, an instructor prepared a list of most serious Spanish language errors which was submitted to native speakers for evaluation in terms of comprehension and acceptability. (MES)

High school students enrolled in a French course learned vocabulary words under conditions of either massed or distributed practice. Though performance of the two groups was virtually identical immediately after completion of the study, the students who had learned the vocabulary by distributed practice did substantially better on a second test…

A survey indicated that British teachers still use vocabulary learning in second language instruction. These two studies suggested that 11-year-olds are quite capable of using the keyword method, modified for group presentation, to learn English meanings of French words and vice versa, for both immediate and delayed tests. (Author/SJL)