Turn-taking in language classroom discourse is analyzed in order to discover patterns of instructional teacher-pupil exchange. It is concluded that traditional modes of second language instruction (especially in English as a second language) tend to stifle student initiative. Since students rarely have the opportunity to open an exchange, it is…

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…

Describes an authoring language created specifically for composing computer-assisted language drills. Students can receive written or visual cues, edit their answers, and summon additional information using the Macintosh microcomputer's pull-down menus and multiple windows. (Author/SED)

Describes pedagogical experiment with emphasis on the student and his/her specific needs and motivations. Involves self- and group work with teacher support. Individual work alternates with group work, focusing on production of a project or task corresponding to objectives defined by members of group. (Author/BK)

As Australian teachers negotiate a curriculum in which languages other than English assume the status of key learning area, and as the impact of this development becomes more tangible, language teachers will need to embrace change. Self-directed learning will be significant within this context and self-access packages will provide students with…

Summarizes the important workshops of the 1996 Language Teachers Association of the Northern Territory, Australia. One workshop suggests that every individual possesses a unique blend of seven intelligences. Three others focus on catering to a range of learners through the provision of multimedia tasks, by self-directed learning and through…

Examines whether computer networks can empower second-language learners, focusing on three aspects: autonomy, equality, and learning skills. The article concludes that these networks, appropriately used, can empower students, and provides pedagogical suggestions for effective computer networking in the second- and foreign-language classroom. (66…

Reviews literature on second-language instruction to determine the rationale for the design and implementation of computer software in the field. Findings indicate a need for more software that engages learners in communicative task-based activities and is based on current learning theory. (118 references) (CK)

Discusses problems associated with existing commercial word processing materials and shows the reasons why their use in second language (L2) instructional settings is inappropriate. Describes the processes and obstacles involved in creating a manual for use in formal computer lab L2 instructional settings or by students learning word processing…

In this article, autonomous learning in foreign languages is defined and the steps for introducing it to Year 9 low-ability students and Year 10 high-ability students are described. (six references) (CK)

Briefly describes a program of supervised independent study of German as a second foreign language for fourth year students in a British secondary school. The study guide for students is presented. A sample workplan for one week is also included. (LMO)

This article uses diary data to examine a British learner's self-study experience of Hungarian, with reference to lexis. From this learner's experience, it is suggested that building a working lexicon is the single most important task facing the learner. (40 references) (MDM)

A common theme in justifications for autonomy in language learning is that autonomous learners become more highly motivated and work more effectively. This paper reviews the literature on motivation and suggests that an important link exists between autonomy and some theories of motivation that could explain the claimed power of autonomy. (24…

This article aims to outline business people's characteristics as adult learners regarding motivation, experience, and self-directedness in learning; to describe advantages and problems that arise from these when teaching foreign language vocational courses; and to explore the implications of this situation for foreign language adult educators.…

The new diversity of foreign language students' motivations and learning paths requires a new, more learner-centered approach to instruction. Alternative ways of organizing the learning experience include modular curricula, individualized instruction, and guided independent study. This implies a more culturally oriented approach to language…