An Englishwoman who had had no lessons in the Spanish language but had developed oral skills while on vacation in Spanish-speaking countries began reading Spanish newspapers and observed her reading processes. (CFM)

This article discusses the importance of the teaching of phonetics to students of English as a Second Language (ESL) and describes the place of phonetics in a course for Iraqi students of English at the University of Mosul, Iraq. (CFM)

Discusses the structuralist and the cognitivist theories of language learning, and emphasizes the importance of practice in second language learning. (AM)

A language school teacher explains some of his methods for teaching beginning French, including course content, use of drill and homework, pronunciation, and the use of choral speaking to teach stress and intonation. (SJL)

It is suggested that the American educational system's response to the growing need for international education is inadequate, with foreign language enrollments down, foreign study programs eroded, and government and foundation funding disappearing. The role of college trustees in improving this situation is discussed. (Author/JMD)

Presents a language teaching method designed to increase communicative competence through an application of speech act theory and the use of dialogs and the source language. (AM)

Examines the second language learning situation in the Federal Republic of Germany and makes recommendations for its improvement. (AM)

Describes the theory of "dependential grammar" and how it can be used in language teaching, specifically in the area of syntax. (AM)

Discusses various test types, and specifically the placement test for German as a foreign language at Bonn University, describing the segments: multiple-choice questions and "fill-in" dictations based on given texts. Test content varies according to students' nationality. Grading procedures are also described. (IFS/WGA)

To help close the gap between imitation of models and free expression, exercises are suggested, based on micro-dialogues with picture stories. Examples for pair and group work are given. (IFS/WGA)

Presents results of an investigation into the test-retest reliability of the short form of the Modern Language Aptitude Test, with Canadian samples. (AM)

Examines the learning strategies of one student of French grammar, and draws implications for curriculum writers and language teachers. (AM)

Describes a "preliminary" course for English as a foreign language in Grades 5-6, including games and situational conversations. An outline is given, ordered on the basis of increasing difficulty. Hints are given for extending the repertoire of games. Finally, the value of written texts is discussed. (IFA/WGA)

Introduces a special section on self-instructional language programs, and provides a brief list of materials, and their sources, for independent study of some uncommonly taught languages. (AM)

Argues for cooperation between university language departments and Self-Instructional Language Programs (SILP) coordinations, as well as for the recognition of the National Association of Self-Instructional Language Programs (NASILP) as a valuable center for standardization and evaluation. (AM)