An experimental "oral survival" French course is described. Role playing, discussions of reading assignments, a taped mystery thriller and educational games were used to force students to speak French and to lose their inhibitions against speaking. Testing showed students' French speaking ability to be much improved. (CHK)

Revised version of a paper read at the Third International Conference of the New York State Association of Foreign Language Teachers and the Ontario Modern Language Teachers' Association, Rochester, New York, March 29-31, 1973. (RL)

A student survey indicating interest in second language learning is discussed, as well as the success of an "assisted self-taught" approach to uncommonly taught languages at the University of Aston, Birmingham. (AM)

Presents a model of second language teaching which attempts to describe the categorical components of teaching styles, and to identify the sociological, educational, and personal factors which determine individual teaching styles. (AM)

Describes a method used to identify and correct errors made by French Canadian learners of English, studying at a total-immersion summer program. (AM)

Describes an experience in using videotape recordings as an aid to developing conversation skills in a university language class. (AM)

A study is reported evaluating the effects on the development of bilingual reading skills of a second language--native language sequence of reading instruction as opposed to a native language--second language sequence in elementary grade French immersion programs. (RM)

Describes application of cooperative-learning techniques to a translation course, using small group discussions to collectively arrive at more in-depth understanding of source texts and greater grammatical correctness, accuracy, and faithfulness. Argues that social support is important as participants share difficulties, gain confidence and…

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…

A study compared students' orientations toward learning Spanish to their orientations toward learning English or French as a second language, and examined other variables, including interethnic attitudes and contact, motivation, self-confidence, and Spanish competence. Results do not permit a clear delineation of a sociomotivational basis for…

In a French study based on Spanish research, the communicative effectiveness and grammatical accuracy of foreign language students in generating appropriate classroom questions was investigated. Despite language differences, similarities were found in communication errors, especially incorrect interrogative words and structures, verb tenses and…

A study of college students' motivation for learning, and other social-psychological aspects of second language learning, found students learn German for instrumental, friendship, travel, identification/influence, and knowledge reasons. Fluency was related to motivation, and students of German heritage had higher self-confidence in the German…

The patterns of second grade French immersion students' spontaneous reading in English during the first and second year of their immersion program are reported and compared with their French reading performance. (MSE)