Several hundred military terms in Vietnamese are contained in this pamphlet. Terms pertaining to army, navy, and air force weaponry and procedures are presented on aural comprehension enrichment word cards with English translations on the reverse side. (RL)

A teacher describes an intensive Spanish course and the methods used to create the kind of exposure to total culture a student would have visiting a Spanish country. Pronunciation and speaking are practiced through use of songs, records, tapes, and poetry; students write essays; and language and culture are interrelated. (CHK)

Findings and conclusions of three studies are reported: (1) comparison of two variations of a French core program, (2) an enrichment program attempting to change attitudes, and (3) a comparison between an immersion program and an intensive program. Three guest analysts comment and criticize. (Author/RM)

A study investigated the rate of vocabulary acquisition in English-Japanese word pairs among college-age Japanese learners in a classroom situation. Subjects were 41 students in an intensive program of English for academic purposes. Three groups of students were given word pair lists of different lengths, and guided in studying them over a period…

The need for a better understanding and better treatment of learning disabilities (LD) in adult learners of English as a second language (ESL) is discussed. Such an effort should draw on both existing knowledge of LD in the first-language context and new research on LD and second language learning. The ethical implications of teaching ESL to…

Discusses the format and adaptability of the intensive language course for various instructional levels. (RS)

Examines the impact on the second language skills of advanced high school Spanish students of Indiana University's 20-year-old intensive program abroad. Evidence indicates that resulting language skills exceeded those which might be expected in one full year of high school language instruction. (EKN)

Describes the Dartmouth-Rassias language instruction model emphasizing its reliance on audiolingual techniques and on the intensive approach. Discusses classroom techniques, unique teacher selection methods, and importance of teacher attitudes. Reviews the results achieved by this model and expresses the hope that it will receive more attention…

It was considered that students of intensive scientific Russian courses could learn vocabulary more efficiently if they were taught word stems and how to combine them with prefixes and suffixes to form scientific words. The computer programs developed to identify the most important stems is discussed. (Text is in German.) (FB)

The Middlebury Undergraduate German Language Program is described as a model for a Total Immersion Foreign Language Training program. German is the language of communication, both in and outside of the classroom. Lesson structure, materials and testing are described. (CHK)

Evaluates differences between immersion and non-immersion university-level students' willingness to communicate, communication apprehension, perceived competence, and frequency of communicating . Also examines elements of integrative motivation. Differences between immersion and non-immersion groups are observed in the communication-related…

Describes and evaluates a two-week intensive French course designed to rebuild the eroded language skills of university students who had had at least two years of high school French. The program, which could be implemented for other languages, provides a complete review of major grammar points and vocabulary. (CB)

A study compared the English-as-a-Second-Language (ESL) performance of secondary school students who had participated in intensive ESL instruction in grade five or six and those following regular ESL instruction in elementary school. Students with early instruction maintained the English language superiority acquired during the program. (eight…

Reports on a study that examined the extent to which learners can make explicit first language rules that appear to influence their second language performance. The learners were 11- and 12-year-old francophone students learning English in intensive communicative English-as-a-Second-Language classes in Quebec. (Author/VWL)

Examines the degree to which gender differences manifest themselves in a literature class for international students. Results of the study about gender differences in writing assignments in a multicultural classroom are explored as they relate to the gender preferences in reading materials. (Author/VWL)