While self-paced instruction works well at earlier stages of Latin language learning, it becomes ineffective at intermediate levels. Latin students are expected to read continuous prose by the third or fourth term. Classroom instruction is better for the transition from syntax and grammar to reading, where group effort reinforces learning. (PJM)

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)

Discusses two parallel processes at work that are upgrading the role of the learner and downgrading that of the teacher. The article examines the reactions of teachers to this situation. The article concludes that improved training for second-language teachers is required to address the problems arising from this situation. (CK)

Argues that fostering learner autonomy is an important and appropriate goal in language course design, but that principles to guide the design of such courses are currently lacking. Proposes five course design principles for language courses that seek to promote learner autonomy. (Author/VWL)

This paper reports on the development of a self-access center (SAC) within a university context, and focuses on the kind of support mechanisms provided to learners to enhance their self-directed learning (SDL) skills. After providing background information on the center and its counseling service, the paper shows how changes in the university…

The value of the language laboratory of self-instruction is stressed. Methods of using multi-phase drills are given, proceeding from cue repetition to open-ended situations. The presentation of prose texts in the laboratory is examined. (Author/JB)

Examines three aspects of computer technology that allow learners to develop cognitive and metacognitive skills and that facilitate learner autonomy: database organization in a self-access facility, computer-assisted language learning, and the use of menus to organize programs and files. An argument is made that technology should neither control…

Looks at the elaboration and exploration of content in the Swahili learning site SALAMA. Identifies within SALAMA design and implementation methods that ardently and perennially seek to lead learners to evolve learning habits of their own beyond formal instruction and textbooks. (Author/VWL)

This study is an investigation of the use of multimedia components such as visual text, spoken text, and graphics in a Web-based self-instruction program to increase learners' English vocabulary learning at Myungin Middle School in Seoul, South Korea. A total of 172 middle school students (14 years of age) in five classes participated in the…

This text is designed to enable a student who knows English to gain reading proficiency in Albanian. Part One, which is presented here, includes the first 30 of the 100 units in the complete course. The units include texts from various periods of Albanian writing and include a variety of contents and styles: folklore, biography, news articles,…

This series of exercises provides review of the Spanish subjunctive mood. (CHK)

Because of the complexities of language, it is very difficult to get students to continue learning after formal instruction is over. Three things are needed: (1) methodological preparation, where the student learns how to continue learning; (2) psychological preparation, where students become confident in controlling their learning, and (3)…

Questions the global validity of the autonomous method of language learning, which has origins in the European and North American traditions of individualism. Raises the question of appropriateness of the cultural content of educational materials that are alleged to be suitable for global dissemination, with special reference to the Yoruba world…

Argues that word learnability and ease in the second-language classroom can serve as guidelines in second-language instruction for the following: the selection of words to be taught; the presentation of words; the facilitation of long-term memorization; the development of strategies for self-learning; and the assessment of vocabulary knowledge.…

A detailed, nonimpressionistic assessment checklist is presented for teach-yourself language packages. Two example research applications are given: a survey of a range of course packages, and an analysis of the patterns of materials used by an individual learner of Hungarian. (39 references) (Author/LB)