A unit intended for self-instruction developed in 1974 at the University of Minnesota Work-In in Besancon, France is given. The goal of the unit is to enable the student to use the metro for transportation in Paris. (RM)

This issue begins with a description (by Henri Niedzielski) of 10 performance objectives devised for a course in French phonetics at the University of Hawaii. The other articles in this issue are concerned with the following topics: (1) a self-instruction approach that allows colleges to offer courses in nearly every language to as few as two…

Two new strategies in computer-assisted language instruction designed to take advantage of the interactive capabilities of the computer are described. (RM)

This course blueprint was first drawn up in 1968 and was later coordinated by the Department of Russian at Birmingham University. Problems of self-instructional courses, details of a particular Russian course and why it had to be changed, and possible improvements for similar course are given. (SC)

The applications of computers to the design of a course in Greek and to teaching it are discussed. Among the topics discussed are the role of the computer in teaching morphology and the use of individually tailored, computer-prepared textbooks. Hardware is also discussed. (RM)

The language learning room planned for the French Language Training Center proposed for Simon Fraser University is described. It is planned to accommodate a variety of pedagogical philosophies and programs--lockstep audiovisual, lockstep audiolingual, individualized audiolingual, and other tried or experimental approaches. (Author/RM)

A report is made of a computer based instructional project in Chinese using the system known as PLATO conducted at the University of Illinois that has resulted in the creation of a file of three thousand Chinese characters and a set of Chinese lessons for first year students. (RM)

The uses of a computer-based instructional system known as PLATO in teaching Russian, both in audio-lingual and reading-translation courses, at the University of Illinois are described. Examples of a variety of drills are given. An evaluation of the method is made. (RM)

Since students enter a community college with varying backgrounds and educational preparation, one college uses self-paced individualized instruction in foreign languages. Activities include large and small group meetings, conferences with peer tutors and such materials as cassette tapes, slides and videotapes. Students proceed through modules at…

Each self-teaching unit is designed to teach a specific concept or skill. A unit consists of: (1) a stated performance or behavioral objective, (2) activities to enable the student to achieve the objective, and (3) a test to determine whether or not he has succeeded. This booklet begins with a description of the performance objective, and several…

While it is theoretically possible to exploit individualized instruction in the language laboratory, in practice this rarely happens. This article suggests transforming the language laboratory into a tape library, in order to achieve self-paced, individualized use of the lab. This solution is preferable to the traditional laboratory use from the…