Asserts that language mastery should be judged separately from knowledge, reasoning ability and personality traits. Recognition of and communication of intention are discussed as key factors in language mastery, and the skills of reading, speaking, writing and comprehension are described as independent skills. (RM)

Contradicts a theory that second language learning is necessarily an identical process to native language learning, and cites some of the differences, with relevance to language instruction. (CK)

Discusses differences between A'' level and O'' level foreign language examinations currently administered in English schools. (RL)

Summarizes proposals outlined in the British Schools Council Working Paper No. 28, published in 1970, which suggests sixth-form or post-O studies in modern languages. (DS)

Listening comprehension exercises in second language instruction are expected to: (1) increase students' efficiency at message extraction, and (2) lead to assimilation of new vocabulary and expressions. Data from a small experiment using such exercises illustrate the distinctions drawn and the limitations. (CHK)

French instruction in Nigeria is plagued by lack of qualified teachers and a high dropout rate. A comparison of students' and teachers' views on dropout indicated several problems; poor examination results; lack of interest and opportunity to use French; poor language aptitude, poor teaching, and pressure of other school subjects. (CHK)

The transfer of students at 13+ from middle to high school requires high school teachers to assess heterogenous groups of children from different middle schools. Ways of predicting students' success at further language study are suggested. (RM)

In order to derive the greatest benefit from French texts, instruction should be in three phases: Discovering the text and collecting information; sorting and practicing language items; integrating old and new vocabulary and language. Examples of discussion and test questions relating to certain texts are included. (CHK)

Report of a conference held December 2, 1972 at University College, London, England. (DS)

This article constitutes an introductory handbook to translation. Translation methods are of the communicative and semantic types, or, other types such as formal, interlinear, or stylistic. Principles include problems of meaning, interpretation, text quality, use of standardized and nonstandard languages. Procedures include comprehension and…

Students and teachers are dissatisfied with sixth form language instruction and examinations, claiming that their purposes and goals are confused and not clearly articulated. The suggested new emphasis involves instruction in various specific and practical modes of written and oral language production, written translation, and reading and…