Reviews the research on first and second language acquisition, enumerates some basic features of human language learning, and discusses implications for the foreign language classroom. (RM)

To make vowel quality predictions from spelling, learners must have word-stress information, which is available in the form of pedagogical translations of generative research. Two stress generalizations and associated vowel quality patterns are discussed. Sample lesson materials are provided to illustrate how enlarged pronunciation goals are…

Recommends that language teaching be organized by complexity of communication tasks rather than by difficulty of linguistic structure, that learner speech be analyzed on its own terms borrowing methods from child language studies, and that the adjustments in speech that teachers make in talking to students be recognized as such. (MLA)

A pilot radio series is described which is designed to reach Italian adult newcomers in Ontario who cannot or do not seek the formal education of the English as a second language class. It is assumed that the listener knows some English but does not know how to use it. (SW)

Maintains that role-play should not become the pre-eminent method in foreign language teaching, since it does not reach the broad goals of learning, such as the systematic acquisition of language material, achievement measuring, or the expression of personal views of many participants in adult education (Text is in German.) (IFS/WGA)

Describes a role-play exercise in which several groups, of varying ability and of six members each, acted out a crime story, with the help of written information. Preparation included vocabulary and pronunciation exercises. After performance, errors were corrected and the play performed again, with roles re-distributed. (IFS/WGA)

A self-instructional unit of six sections offers exercises, vocabulary, activities and self-tests that deal with shopping in Spain. The unit is designed for the first-year high school Spanish class. (KM)

A study based on recordings of oral information given to the public at information desks. On the basis of the study, sociolinguistic rules valid for the manner of initiating conversation in like situations are derived. Suggestions are offered for the use of such data in foreign language classes. (AMH)

Text is in German.

This paper describes two specific applications of discourse analysis in English as a second language classes. At the advanced level it provides the tools for students as they interpret contemporary fiction. At the intermediate level, it provides tools for the teacher to establish bases for clarity of communication with students. (SW)

The design of language courses for college students with little previous study of languages is discussed. Language courses for students preparing for professions other than the teaching of a foreign language are outlined for each instructional level. Suggestions are made for increasing public awareness of foreign language study. (SW)

The teacher of English as a second language can perform valuable language research in the classroom. Types of research include: natural language acquisition; small-scale pedagogical intervention; and large-scale methodology in long-range studies. Procedures for formulating research questions, hypotheses and design are outlined. (CHK)

A study of the evolution of audiovisual methods with particular emphasis on verb usage and indirect discourse. Early texts were totally language-centered; newer texts are student-centered and, in spite of grammatical difficulties introduced, make authentic oral communication possible and attractive earlier in the course. (Text is in French.) (AMH)

The second in a series of articles evaluating three texts which use the audiovisual method. Level Two is studied in this article with particular emphasis on the role and presentation of grammar in each unit. The treatment of conditional sentences is used as an example. (Text is in French.) (AMH)

Four points in first versus second language teaching practices are contrasted: (1) order of mastery of linguistic structures and fluency; (2) ordering of presentation of linguistic structures; (3) teacher's role; (4) order of acquisition of linguistic form and function. Ways to use first language teaching practices in ESL are suggested. (CHK)