Outlines a lesson in a college Spanish class in which the students were shown the close relationship between Spanish and Portuguese. This kind of class not only makes the students more conscious of the relatedness of languages but also can stimulate their interest in studying another language. (CFM)

This article outlines the final lesson of a foreign language class based on the theme "Going Out," which provides a review of the entire course work and at the same time provides new vocabulary to the students. (CFM)

Reports results of a survey undertaken to determine: (1) the general attitude among secondary school superintendents toward foreign language study on the secondary and college levels, (2) forces operating within the secondary schools which deter foreign language study, and (3) perceived reasons for second language study. (Author/AM)

Offers a model for research in second language acquisition. The model is based on implicational analysis and attempts to account for individuals and groups, systematicity and variability. An analysis of the use of grammatical morphemes by Spanish-speaking students of English illustrates the model. (Author/AM)

Reports on the early progress of a teaching experiment at Glendon College, a bilingual undergraduate university college in Toronto, Canada, in which learners of both English and French as second languages learned each other's languages by meeting in mixed groups twice a week. (RL)

Makes the point that literature should be an integral part of programs that teach English as a second language by considering six reasons for studying poetry in language classes. Illustrates those reasons with poetic works from around the world. (RL)

Reports on an examination of 50 French school grammars from the last 30 years, to ascertain how thoroughly they clarified the difference between "written code" and "spoken code." Substantive plural marking was investigated. It was found that most texts treated the topic inadequately. (IFS/WGA)

Describes the elaboration, over a period of three years, of a French language and civilization program consisting of linguistic and cultural preparation in England, followed by a one-week intensive linguistic and cultural experience in France. (AM)

This article discusses the use of books, concrete experiences, and poetry as springboards to creative writing in the foreign language classroom. Examples are given for each of the three techniques. (CFM)

Reports on using amateur theatricals in fifth-grade English classes as a motivating device. The project developed into a "show," which was performed publicly. Practical problems are discussed. The project is evaluated and suggestions are offered for other teachers. (IFS/WGA)

Examines: (1) correlations between attitudes of Japanese students toward various variables, and their proficiency in English; and (2) the validity of attitude measures. (Author/AM)

Examines the research on affective variables as they relate to language learning, with particular attention to anxiety. (Author/AM)

Briefly summarizes the history of language instruction in the United States, and offers statements and recommendations with regard to language instruction at the university level. (AM)

A brief discussion of language-teaching games is provided that includes suggestions for further research and a description of the game "Happy Face." (HP)

A comparison of three models of language learning: the Creative Construction Hypothesis, the Interlanguage Hypothesis and The Approximate Systems Model. Evidence is provided to support the hypothesis that the third model which incorporates both functional and linguistic analysis describes second language learning and explains why learners progress…