Four categories of statements are isolated in an attempt to analyze relationships between voice, tense and use of auxiliaries in French. The deep structure theory of generative grammar is questioned and a theory of semantic distinctions operating within the forms of a language is proposed. (Text is in French.) (AMH)

Examines perspectives on language transfer in the light of a body of data regarding a beginning learner of French whose native language was English but who also had some knowledge of Irish, Latin, and Spanish. (Author/CB)

Describes an innovative program that systematically exposes second-language learners to the phonetic elements of French, including prosodic features of the language. The first half of the 12 one-hour lessons introduces active listening exercises, delaying oral production until lesson seven. The program's goals and instructional units are included.…

Arbitrary, randomly-generated evaluative feedback given learners (such as "good,""great," or "fantastic") is pedagogically unsound. Programers of educational computer software should consider all the psychological effects of the evaluative feedback given in their programs. Programing alternatives that allow the…

Discusses some of the larger cultural obstacles to the transfer of computer-assisted language learning, including learner aspects as attitudes toward computer learning and administrative aspects such as perceived importance of second-language learning. (Author/CB)

Re-examines the function of second language acquisition and learning by redefining the terms "acquisition" and "learning" in the context of the classroom. This redefinition, known as the binding/access framework, has several advantages for instruction: it incorporates both lexical and grammatical acquisition, it clarifies the…

Argues that classical test theory cannot be used at the item level on "authentic" language tests. However, if the total score is derived by adding the scores of a number of different and independent parts, test reliability can be estimated. Suggests using the Classical Latent Additives model to examine test-part homogeneity. (Author/SED)

Discusses some basic theoretical perspectives in second-language learning and draws tentative links with underlying themes and processes in simulation gaming. It is argued that the application of simulation gaming to second-language learning encourages learners to play with language symbols and enjoy themselves while learning. (Author/MBR)

In light of (1983) World Communications Year, author suggests that international broadcasting is an underrated and neglected technology in modern language teaching/learning. Transmissions of this type offers a wide range of learning possibilities, not only for language teachers and the more advanced learners, but also for those needing to use…

Analyzes syntactic processes in three learning situations, Japanese reading English, Persians reading English and English speakers reading Hindi; discussed in terms of reading process and second language learning models. (Author/RM)

A study explored the combined effects of morphological clues and contextual clues in the interpretation of novel words while reading in a second language. More specifically, it examined the ability of 74 less-proficient English-speaking learners of Japanese (college students learning Japanese during a summer intensive language program in Japan) to…

Foreign language study and culture study are two important complementary subjects which have the outward direction of interest and human value necessary for students to develop their personal growth. Article describes a program for such growth. (Author/RK)

Presents a first-hand look at the Centro Intercultural de Documentacion, a Mexican experimental college founded by Ivan Illich. Considers the subjects taught, the school organization, types of students, and school philosophy. (Author/DN)

Author suggests how linguistics can be instrumental in understanding ourselves and other subjects. (Author/RK)

Course development funded by the Small Grants Program of the Council of Liberal Education at the Center for Educational Development, University of Minnesota. (DD)