English study in secondary schools in Kuwait is discussed. There seems little motivation for students to study English unless they plan to attend a British or American university. Students are guaranteed job security regardless of academic success. Better teaching material and better qualified teachers could help remedy this situation. (CHK)

The English habitual progressive is analyzed and its pedagogical implications discussed. Oral drills and blank-filling, illustrated here, may be used to teach the construction. (CHK)

A residential French course in Britain is described. Subjects, staff, and course organization over the three-day session are discussed. All communication was expected to be in French; students kept a French diary as writing exercise. The experiment was beneficial in showing French to be a valid form of communication. (CHK)

This article presents a rationale for humanizing teacher inservice education and an attitude survey used to assist teachers in exploring their attitudes and beliefs about language teaching and learning. The questionnaire consists of 53 questions. An explanation of scoring procedures is included. (CHK)

Discusses the use and syntax of the adjective in French. (Text is in French.) (CLK)

It is suggested that reading material for individualized instruction in second language learning should be adapted to provide students with a set of guiding questions. Specific types of questions and possible formats are presented. These suggestions were applied to a workbook accompanying a short novel. (Author/RM)

A course involving the production of a play in French is described as an illustration of a method of making the study of foreign literatures more attractive to college undergraduates. (Author/RM)

A number of exercises are given based on "Le Petit Prince" which are not only structure drills for grammar practice but are also reading comprehension exercises. (Author/RM)

Significant test concepts are discussed and guidelines are given for planning and constructing test items. Examples are given for evaluating reading comprehension and suggestions are made for pre- and post-test activities. (Author/RM)

A semester-long intensive language learning program for American students in France is described. The students lived with French families and were given three hours of audiovisual instruction in the morning and three hours of practical instruction in the afternoon. (RM)

The need for testing oral proficiency in the foreign language is discussed and several kinds of testing procedures described. A specific oral language production test is suggested. (RM)

The classical languages program at a boys' grammar school in which the students are prepared for Oxford and Cambridge A-level examinations is described. Individual courses and teaching methods are described. (RM)

s2400 is intended to help students learn, review, and reinforce their knowledge of basic Spanish grammar. The computer contains the entire body of knowledge to be taught, presenting it to the student in a manner predetermined by an instructor. The language lab program at West Chester State College is described. (POP)

Proposes the use of stenography in the foreign language classroom to improve speaking ability. (AM)

This article describes an eight-week study program in Germany directed by Lawrence University. The program includes intensive language training, home stays, seminars and travel. (CHK)