Discusses differences in second language students which account for differences in success. Four factors--intelligence, parental support, previous experience and language aptitude--were used in the York study to predict language learning success. Results of those tests are discussed. (RM)

The construction of algorithms to present grammatical rules is advocated on the basis of clarity and ease of memorization. Algorithmic procedure is demonstrated for the introduction of subordinate clauses by conjunctions in German, and the formation of plural nouns in English. (AF)

A study conducted in a Canadian secondary school found that students with a larger inventory of native English vocabulary were better able to recognize cognates in French language instruction. (MLA)

Describes the new syllabus used for teaching English to secondary school students in Israel. (Author)

Two kinds of objective tests are discribed which are fairly easy to construct and which stress overall language ability and language predictability. Cloze tests involve filling in passages from which every nth word is missing; noise tests the interpretation of recordings on which noise is superimposed. (RM)

A definition of objective test items is given. The disadvantages and advantages of objective tests are discussed, and some examples of objective items are given. Hints on writing objective items are offered, and some non-objective items are discussed. (RM)

Suggests new approaches to the problem of listening comprehension for advanced foreign language learners. (Author)

The author emphasizes the importance of the distinction between "true programs" (i.e., programs which are completely self-instructional) and "pseudo-programs" (i.e., those which are not). On the basis of this distinction, he outlines a 25 point instructional program for the teaching of a foreign language, discussing the relationship of the teacher…

The author expresses his belief that language learning opportunities should be offered to all levels of ability and discusses the development of strategies to meet the problems which the less-able child may encounter in untracked, mixed-ability language classes. (FB)

Contradicts a theory that second language learning is necessarily an identical process to native language learning, and cites some of the differences, with relevance to language instruction. (CK)

Discusses diversity which has arisen in testing of productive skills at GCE O level. Criteria to apply in assessment of foreign language acquisition, and writing and speaking tests in particular, are discussed, as well as the weighting of writing and speaking at O level. (RM)

Discusses the importance of pronunciation in teaching English as a second language. The role of stress in English is emphasized in particular. (KM)

Recommends starting the study of French at 13 rather than the usual 9 in British schools. Discusses the problems of trying to merge pupils from a variety of middle school classes into one upper school French class. (MLA)

Argues that sixth form students should be involved in teaching languages to younger students as well as learning the language themselves. The tutorial procedure created enthusiasm for both older and younger students. (CHK)