An experiment in which prepositions are analyzed on a formal basis is reported. Results of the experiment are discussed. (RM)

A description of a study which tried to establish the sequence of language development in a language other than English (Farsi) and to measure the syntactic complexity of the first language against that of the second. Results indicate a direction toward the construction of better course materials and tests. (AMH)

A study of the functional aspects of Wernicke's and Broca's areas of the cerebral cortex and their relationship to second language learning and ability. Some implications are drawn regarding second language teaching and methodology. There seems to be a relationship between methodology and the neurological mechanism used by students. (AMH)

This article maintains that advanced language learning is inseparable from subject study in the foreign language in question, and that the teaching of specific disciplines in a foreign language should be the cornerstone of advanced language study. Curriculum and methods for advanced levels are discussed. (CLK)

A study based on recordings of oral information given to the public at information desks. On the basis of the study, sociolinguistic rules valid for the manner of initiating conversation in like situations are derived. Suggestions are offered for the use of such data in foreign language classes. (AMH)

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)

An exercise developed to aid an aphasia patient in relearning rules governing phonological changes in English was later used in a pilot study attempting to teach English pronunciation to French speakers by rule rather than by rote. The method used and the results obtained are reported. (RM)

The position here is that error analysis is inadequate, particularly from the language-teaching point of view. Non-errors must be considered in specifying the learner's current command of the language, its limits, and his learning tasks. A cyclic procedure of elicitation and analysis, to secure evidence of errors and non-errors, is outlined.…

A report on a study to identify the relationship between subjects' age and their ability to imitate critical sounds of German. By having 210 American subjects repeat 20 critical German sounds in a non-critical context, a hierarchy of these sounds was established. Methodological conclusions are indicated. (AMH)

Portion of an address delivered at the Annual Meeting of the American Association of Teachers of German, November 27, 1970, in Los Angeles, California. (WB)

Argues that it is possible for non-native learners of English to use English spelling to predict the correct pronunciation of words. Word stress and vowel quality are focused upon: their communicative importance, treatment in ESL instruction, prediction by rule, and presentation in new ESL materials. (KM)

A report on an experiment testing the hypothesis that reading comprehension in a foreign language is learned more quickly and improved if reading instruction follows instruction and practice in listening comprehension. Results indicate that there is a high degree of transfer from listening to reading comprehension. A bibliography is provided. (AMH)

Presents data which indicate that the language learning capability of adolescents and adults who are acquiring a second language differs from that of children who are acquiring their native language. Discusses consequences for second-language teaching methodology. (EKN)

The syntactic distribution and behavior of five English and Persian "measure" nouns and their adjectives are compared. From this, errors attributable to transference and those due to inconsistencies in English are enumerated. A unified analytic model of Persian errors in learning English suggests useful teaching strategies. (PMJ)