This article discusses the now established" fact that one aspect of language development in native English speakers is the increasing ability to embed larger and larger numbers of sentence consituents and considers its implications for second language acquisition. (FB)

Second language learners must acquire a generative system of grammar. There is, as yet, no way of describing notions in generative terms. Long-term syllabuses will have to continue to be syntactically based, but the incorporation of notions from a checklist is acceptable. (Author/JB)

Discusses the effectiveness of a treasure hunt as an educational language-activity for students of English as a second language. Instructions for the treasure hunt and a sample list of items are included. (CFM)

Discusses two types of adjectival phrase: (1) the premodifying phrases derived from postmodifying equivalents, and (2) obligatory coordination with and between semantically similar pairs of premodifying adjectives. (Author/CFM)

Discusses a "rational concept" of integration of audiovisual teaching aids into the foreign language teaching process that would be based on a positive evaluation of teacher-centered instruction. Offers a model for integration of human and technical media. (IFS/WGA)

Considers the functions that norms might have in the context of foreign language teaching and learning, with special reference to teaching English. (IFS/WGA)

Discusses the "francais fondamental" treatment of vocabulary, and proposes modifications for improvement of this tool. (AM)

This article presents a method for teaching the meaning of the word "hope" to students of English as a second/foreign language. (CFM)

Prior to a Thai language learning session, subjects were exposed to recorded Thai conversation, Japanese conversation, or music. The subjects exposed to Thai produced more words than subjects exposed to music or Japanese. The subjects exposed to Japanese produced the fewest words. (Author/RL)

Self-instructional programs in the commonly taught languages are recommended for: (1) those who cannot get to classes, (2) classes with individual learner needs, and (3) learners advanced enough to take on self-directed tasks. The roles of teacher and learner in self-instructional programs are discussed. (JB)

In recent years, the amount of time allotted to foreign language teaching has tended to even up in the various types of schools in West Germany. The Hauptschulen (grade 9 "terminal" schools) have shown a marked increase, the Realschulen (secondary schools) some increase, and the Gymnasien (university-preparatory) a decrease. (IFS/WGA)

Practical suggestions are given for teaching German students two difficult problems in French grammar, including structuring the material to be learned and acclimating the student to the foreign structure. (IFS/WGA)

Finds three faults, from the teacher's viewpoint, in the phonetic transcription in English textbooks used in German People's Universities: many unfamiliar symbols, many irrelevant distinctions, and failure to mention important variations. Suggests improvements in vowel treatment based on Hornby, "Oxford Progressive English" (London,…

Discusses evaluation methods in two individualized language instruction programs: the Personalized System of Instruction (PSI), and the Self-Instructional Language Programs (SILP), both of which follow the model set by the National Association of Self-Instructional Language Programs (NASILP). (AM)

Briefly reviews the history and the goals of the French language organization, the Alliance Francaise. (Text is in French.) (CLK)