Describes how the difficulty of German has been exaggerated and discusses certain supposed problems facing English speakers in the mastering of German vocabulary. The idea that technical vocabulary of native German origin presents a serious obstacle to native English speakers arises from an erroneous view of German as a "pure" Germanic…

Criticizes the circumstance that limits the opportunity for students to speak French in casual conversation to an extent that would permit them to truly improve their command of the language. The article maintains that giving students the opportunity to develop on their own the ability to express themselves orally is a valuable teaching goal.…

Outlines writing activities for the foreign language literature class that promote critical reflection, writing fluency, and successful classroom interaction. (Author/VWL)

Examined word recognition in early fluent Spanish-English bilinguals using a single word presentation lexical decision task. Reaction times (RT) and event-related brain potentials were measured while subjects made a lexical decision on words and pseudowords in either Spanish or English. Result show associative priming as measured by RTs but both…

Seeing language as a complex, dynamic system and language use/acquisition as dynamic adaptedness ("a make-do" solution) to a specific context proves a useful way of understanding change in progress, such as that which occurs with a developing L2 system. This emergentist shift of perspective provides another way of understanding previously observed…

This article reports on a study conducted by foreign language educators in Kansas in 1974 to determine the possibilities for the practical application of foreign language skills in Kansas businesses. (CLK)

Offers tips on classroom techniques aimed at maintaining motivation among students while meeting their varied needs and fulfilling the requirements of an intermediate Russian course. (Text is in Russian.) (DH)

Describes an experiment at Birkbeck College, University of London, designed to encourage the spontaneous, uninhibited use of French by students. (PMP)

The use of the term "strategy" in second language communication is discussed, and a typology of communication strategies is presented. Communication strategies are those systematic devices a second language learner uses in attempting to express precise meaning in the target language. Definitions of learning strategies and communication strategies…

Georgetown's School of Languages and Linguistics is the only one in the Western hemisphere recognized by the Swiss-based International Association of Conference Interpreters. Its certification program and students are described. (LBH)

A thorough knowledge of grammar is a necessary condition for fluency and correct expression in a foreign language because it replaces one's instinct in the native language. Three rules for mastery are given: regular practice of specific exercises; a habit of self-criticism; work on weak points. (Text is in French.) (AMH)

A question-answer technique is described that is based on authenticity of form and content and that has applicability at virtually all levels of instruction. After automatic responses, students provide definitions, rephrase content, or express opinions in the second language. (Author/SW)

Study abroad for language majors must be required, intensive and disciplined. Programs must insure continued use of the foreign language and interaction with natives, perhaps through field study and interview methods. Government action and support is necessary. (CHK)

Distinguishes between second language learning and second language acquisition by considering the effectiveness of school foreign language programs. It is pointed out that the level of communicative competence or fluency achieved in such programs by foreign students is not that of native speakers. (CB)

Research is reported that showed phonetic and phonological training to be given peripheral attention or neglected in second language instruction in one geographic area. It is suggested this neglect stems from (1) low teacher and student expectation of success in attaining a native-like accent, and (2) assumptions that a non-native-like accent will…