Information is provided about enrollment rates in the less commonly taught language classes. An innovative language education method, the Self-Instructional Language Program (SILP), is described. (SW)

A student of Russian and German describes his method for improving reading skills in those languages, with emphasis on a field of specialization. (AM)

This paper describes the University of South Carolina's self-paced FL program, which was designed to help overcome language program weaknesses relating chiefly to college textbooks. This program uses conventional college texts accompanied by special learning activities packets. Three self-paced programs, in Spanish, German, and French, are…

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…

Describes the African language program at Michigan State University, which provides (1) supervised, individualized instruction for high-demand languages, on two levels; (2) regular classroom instruction for Swahili and Hausa; and (3) non-credit, self-instructional programs for low-demand languages. Sample forms are appended. (AM)

This article describes an attempt at organizing a continuing, self-instructional language program designed at the request of a commercial enterprise. The program was to be over a three-year period, and was originally aimed at producing reading comprehension in English, but at the request of the students the program was expanded to add listening…

This is the final report describing a supervised program of self-instruction in critical languages at the undergraduate level. The project was begun at a single college in 1963, was expanded to a statewide basis in 1966, and was again enlarged to run on a national basis in 1969. In 1971-72, over 1,000 students were enrolled in these programs at…

This three-month project utilized commercially prepared programed materials in French, German, and Spanish instruction for eighth graders selected for high language aptitude and above average ability. Interviews with participating students made after the completion of the project are the basis of the project evaluation which includes…

This document consists of a discussion of the place and nature of evaluation within the autonomous learning scheme developed by the Centre de Recherches et d'Applications Pedagogiques en Langues (C.R.A.P.E.L.). The center's commitment to the development of an autonomous learning scheme dates back several years. It is the outcome of an attempt to…

The idea is prevalent that the presence of the language laboratory leads to better instruction. This is because the language lab is felt to further self-instruction and intensive learning. In determining the validity of this statement, various elements need to be taken into consideration, including student motivation and level, availability and…

Individualized learning is one of the current educational trends. This approach is an answer to the differences found among students in terms of their abilities and disabilities, learning styles, objectives, and interests. Individualized instruction calls for a synthesis of strategies, which should be categorized in a hierarchy projecting all…

The autonomous learning strategy for adults which has been used to teach English as a second language at the University of Nancy for the past two years is described here in detail. Several case studies are provided on learners with both specific and general language needs, illustrating the roles of the helper, learner and the institution, and the…

A three-phase research project involving eighth-grade students seeking to examine the potentialities of managed self-instruction in introductory modern language courses at the early secondary level is reported in this paper. Problems inherent in the development of instructional systems and differentiated language learning modes are explored with…

A two-part experiment seeks to determine the practicability of independent foreign language study using programed materials as a mode of instruction for a limited number of secondary school students of high ability. Discussion of additional objectives, methods, materials, and student attitudes reveals that the process of programed learning…