Recommends "collective speaking" as a means of giving students as much opportunity as possible to practice speaking in the foreign language classroom. (FWB)

Describes a study of the effectiveness of "clozentropy, which combines a variation of "cloze procedure (for measuring readability) with an "entropy measure (for indexing the compatibility of one's responses with those of a criterion group). (Author/RD)

Faulting the audiolingual method for concentrating primarily on manipulative skills in language learning, the author stresses that the development of true communicative competence involves the learner's conscious awareness of grammar rules and language context. (FWB)

A survey of secondary students' attitudes toward French as a second language in two schools analyzed how students' choice or rejection of the subject was related to career choice, sex, social class, travel in France, and success in French. A secondary intent was to refine attitude study techniques. (MSE)

A five-week summer course which combined art, drama, and language instruction for non-English-speaking children of Indonesian, Vietnamese, and Cambodian backgrounds is described. Serving children from ages 6 to 17, the program encouraged artwork as a basis for conversation and for introducing grammatical concepts. (KC)

Proposes that foreign language teaching can operate as a factor in the formation of interlanguage-specific rules either (1) by presenting the learner with foreign language material which deviates from target norms, or (2) indirectly by triggering off psycholinguistic processes, which in turn lead to interlanguage-specific rule formation. (EKN)

Presents results of research on the second-language proficiency of children participating in an experimental bilingual school, where children used mother tongue 75 percent the first year, 40 percent the second. Children attended neighborhood schools from the third year on. Supports the claim that mother tongue teaching does not harm…

Quotations from immigrants to Canada are used to illustrate some of the processes of second language learning within a very different culture: awareness of the environment's newness, first impressions, sense of nationality, broken images, initial confusion and bewilderment, concepts of nearness and remoteness, gradual understanding, and emotional…

Responding to O. Weininger's concern about Early French Immersion (EFI) programs, the author declares that evaluations from all over Canada have shown that EFI students achieve high levels of French proficiency at no apparent academic cost. Other objections to Weininger's conclusions are also raised. (PP)

Presents the theory that to understand himself/herself in humanity, the college student must encounter cultural diversity on the campus through language, sharing of sub-cultures and the presence of diverse cultures. The college degree is not the end goal but establishes the need for life-long learning and growth. (RC)

Discusses the active contribution a learner/user must make in using a dictionary and breaks the look-up process into seven main steps. (EKN)

The six-week immersion Summer Language Bursary Program is designed for post-secondary students wishing to study English or French as a second language. A two-year evaluation of students immediately after and eight months after indicated students had improved oral-aural language skills and increased knowledge of the second culture. (Author/BRR)

Discusses the amount of influence that a learner's native language has on the acquisition of a second language. Suggests that some important properties of a learner's interlanguage (IL) can be predicted, as shown by the different IL rules that Cantonese and Japanese use in dealing with English word-final voice contrasts. (Author/MES)