Characterizes the intermediate second language learner, taking into account the Gestalt nature of language. (HOD)

Examines five biliterate (reading/writing mastery in two languages) educational settings for their functional approaches to language instruction and their different teaching methods. Notes the implications of such examinations and comparisons regarding regular English instruction and teaching English to speakers of other languages. (RL)

Discusses methods devised by a Soviet psychologist for facilitating foreign language learning among adults. The method involved the assimilation of a great number of speech units, developing communicative abilities (i.e. developing an ability to use acquired vocabulary to communicate and understand), and creating powerful motivation to study. (DB)

Presents the results of three studies that support the hypothesis that there are two types of proficiency in second language learning, "compartmentalized control" and "integrated control." Relevance to the Monitor Model and a method of teaching for integration are discussed. (Author/AM)

Presents an overview of old and new apparatus which has been useful in providing visual and auditory feedback and feedforward in the teaching and learning of pronounciation. Includes extensive bibliographic references. (PMJ)

A kindergarten teacher recounts her experiences with a southeast Asian student as he progresses with the English language. The "beautiful book," in which the boy would illustrate words and dictate appropriate stories for the teacher to transcribe, was instrumental in the boy's language acquisition. (HTH)

Describes the teaching methods of the Yazigi Institutes of Brazil, which offer Portuguese instruction to foreigners. (JB)

Reports on the objectives and phases of a research project seeking to discover the relationship between grammar as learned in the native language and as learned in a second language. (AM)

Discusses some practical ways in which mail-order catalogues may be used in teaching English as a second language in order to promote vocabulary acquisition, induce cultural awareness, and encourage conversation in English. (Author/CFM)

Students' interests, inherent textual difficulty, and intentions of the writer are considered in designing questioning strategies for student analysis of foreign language literature. Throughout the analysis, students express personal feelings, justify motives, find generalizations, and evaluate the quality and significance of the work. (PMJ)

Pleads for proper consideration, in teaching French, of the continuing process of evolution of the language. Discusses, as an example of language change, the past participle construction in respect to distribution, morphology, and syntax. (IFS/WGA)

This article affirms the pedagogical validity of using radio commercials in English as second language listening classes and offers suggestions on how to introduce this type of material. (CFM)

Four essays provide practical guidelines for (1) conducting an analysis of supplementary pedagogical materials prior to their use; (2) playing a French card game; (3) using French horoscope columns in the classroom; and (4) teaching idiomatic expressions containing animal terms. (AM)

Presents guidelines for the preparation of language teachers planning to use a language laboratory. (AM)

Recommends the use of expressions of encouragement and confirmation (teacher to student), and shows in detail how these may be formulated without giving the impression of merely routine confirmation. (IFS/WGA)