Examines the hypothesis that certain errors occurring in oral foreign language tests are due to the recurrence of phonological features both in the questions and in the answer. (AM)

Students of French are now more fluent orally than their counterparts of a few years ago. They are using, however, a more anglicized French. The causes are three: (1) unawareness of the value of words; (2) infrequent use of reference material, specifically the dictionary; (3) lack of adequate knowledge of basic rules. (CFM)

A detailed analysis of errors in French composition of French-speaking secondary school students in Ontario. A general conclusion is that these students do not possess a mastery of formal written French. It is hoped that the analysis will help teachers of minority Francophones elsewhere. (Text is in French.) (AMH)

A procedure involving dialogue and an oral paraphrase of a text is suggested as a means of developing communication skills. Student errors in communicative exchange compared with their errors in structural and prepared exercises, recurring sources of errors, and utilization of these sources in productive learning situations are discussed. (AMH)

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

Studies are reported which attempt to discover the exact level of second language proficiency reached by students in second language immersion programs, with emphasis on analysis of error. (RM)