The Informationszentrum fur Fremdsprachenforschung (IFS) (information center dealing with foreign language research) is part of a West German information dissemination system that is similar to ERIC. This annotated bibliography, published quarterly by the IFS, lists items compiled in conjunction with the ERIC/CLL as well as with a number of…

The Informationszentrum fur Fremdsprachenforschung (IFS) (information center dealing with foreign language research) is part of a West German information dissemination system that is similar to ERIC. This annotated bibliography, published quarterly by the IFS, lists items compiled in conjunction with the ERIC/CLL as well as with a number of…

The Informationszentrum fur Fremdsprachenforschung (IFS) (information center dealing with foreign language research) is part of a West German information dissemination system that is similar to ERIC. This annotated bibliography, published quarterly by the IFS, lists items compiled in conjunction with the ERIC/CLL as well as with a number of…

This document is part of a West German information dissemination system that is similar to ERIC. This annotated bibliography, published quarterly by the IFS, lists items compiled in conjunction with the ERIC/CLL as well as with a number of institutions in other countries. Most of the 251 items listed in Vol. 4, No. 3 appeared in 1973 and deal…

One hundred native-born, disadvantaged black children were the subject of this study which proposed the following hypotheses: (1) Subjects proficient in spoken language ability would achieve greater gains in reading ability than those deficient in spoken language ability; however, the former group would vary negligibly among sub-groups in reading…

In order to compare methods of instructing Spanish-speaking children in oral English, 11 children were randomly assigned to the control group--instruction conducted in English using the Peabody Development Kit (PDK)--while 12 children were assigned to the experimental group--bilingual instruction using the PDK. At the outset, all children were…

Investigates whether students could more easily remember synthetic words by rehearsing with definitions, examples, or sentence composing. Concludes that students who used sentence composing performed better on a posttest than those who had rehearsed using examples and definitions. (SRT)

New trends in language teaching have resulted in a move towards research in the language classroom. A brief overview of classroom research reveals three distinct but inter-related research paradigms: classroom-centered research, classroom process research, and qualitative research, respectively.

This journal is dedicated to the exchange of ideas related to language instruction in all its aspects--teaching, learning, and research. Each issue contains several articles presenting the latest findings on language teaching, learning, classroom strategies and techniques, and scholarly and applied research. Regular features include book reviews…

The number of languages spoken throughout the world is estimated to be 6,000. Although a small number of languages serve as important link languages or languages of wider communication around the world, these are very often spoken as second, third, fourth, or later-acquired languages. Fewer than 25% of the world's approximately 200 countries…

Reports on an investigation into the patterns of the learning of French grammar in French primary schools. Specifically the learning of form classes (verb, adjective, noun), syntax, and morphological markers was studied. (AM)

Describes the relationship between the political structure and traditional tendencies in education as these relate to language instruction. Problems in language and culture of immigrant children are treated as well as methods involving an orientation toward communication skills. (AMH)

Discusses foreign language methodologies since World War Two and critiques their objective, of forming near-native speakers. Some less restrictive alternatives are suggested favoring acceptance of diversity and encouraging the social development of the learners. (AMH)

Reviews the relationship between pedagogy and interaction by analyzing extracts from second-language (L2) classrooms using a conversation analysis methodology. Points out that the relationship between the two is necessarily reflexive and concludes that it would be preferable for pedagogical recommendations to harmonize with the interactional…

Reexamines the theoretical presuppositions of current pedagogical second-language approaches, and questions certain assumptions that have been generally accepted. It is shown that the lack of a theoretical base for current approaches has led to weaknesses in second-language acquisition philosophy, language curriculum structuring, and the role of…