Research on adult learning shows that there is no decline in ability to learn as people get older, that except for minor considerations such as hearing and vision loss, the age of the adult learner is not a major factor in language acquisition, and that the context in which adults learn is the major influence on their ability to acquire a new…

This book on the theory and practice of language teaching and learning develops the argument that learning a language depends on "what goes on inside and between the people in the classroom." The material is presented in three parts. Part 1 is a nontechnical account of how teacher and students interact, and of how the mind deals with foreign…

A fundamental principle of second language acquisition is stated and applied to language teaching. The principle states that learners acquire a second language when they receive comprehensible input in situations where their affective filters are sufficiently low. The theoretical background of this principle consists of five hypotheses: the…

Two methods of teaching advanced English as second language reading were compared in a sample of 24 Asian college students who were non-native speakers of English. The subjects were divided into three matched groups, each with one of two different teachers using different teaching methods, but both using the same text. It was hypothesized that all…

A resource center of folios, supplies, charts, and a file cabinet has proved its value to a group of four teachers using Situational Reinforcement Methods to teach adult English as a second language. Through each teacher's contributions to the center, stimulus and variety are provided while meeting immediate student needs. (AG)

This paper discusses pedagogical devices designed specifically for use in the continuing education foreign language classroom. One technique involves a discussion of students' professions, a way of getting at vocabulary expansion. A discussion about national origin lends itself to an exercise in the various adjectives of nationality. The question…

This instructor's manual accompanies the student text, "Italian (Programmed), Volume 1," which covers virtually the entire sound system of the Italian language and introduces the basic grammatical categories (gender, number, unit noun markers, person, and tense). The manual contains the instructions on how to use the materials and the following…

The introduction reviews and compares the audiolingual and cognitive code-learning methods. An experiment was conducted using audiolingual methods to show that learning behavior diverges considerably from the expectations set up by that method. Several charts and diagrams present the analyzed results. (Text is in German.) See FL 507 969 for…

A survey using the Jakobovits 'foreign language attitude questionnaire' was conducted to determine the success of 3 new foreign language programs, one using multi-level grouping and two having individualized instruction. Each of the 3 schools in the study is described and the curricula contrasted. Individualized instruction proved generally more…

The cognitive-code theory of learning has influenced the field of language teaching. Increased use of communicative practice and contextualization, simulation, concept-based teaching methods and increased integration of language skills are the result of this influence observed in the classroom. (CLK)

The limitations of both methods, and their practical applications, are discussed. (RM)

On the basis of Soviet experience, types of work are sketched which are designed to develop the ability of the learner in dialogue and in group conversations. Russian and English examples illustrate the presentations. (Text is in German.) (IFS/WGA)

This paper discusses the prerequisites to programed language instruction, the role of the native language and the level of skill, and then explains materials and machines needed for such a program. Particular attention is given to phonetics. (Text is in Spanish.) (CK)

Analyzes a corpus of 360 errors made by Polish university students in the German department. Sets up categories of interference-induced and non-interference-induced errors. Relates error analysis to teaching techniques. (Text is in German.) (DH)

Discusses the empirical analysis of experimental and non-experimental foreign language teaching methods and materials, based on the view of the teaching/learning process as a set of causative relationships among psychological, linguistic, and educational phenomena. (AM)