INFORMATION ON THE AUDITORY SKILLS OF FOREIGN LANGUAGE STUDENTS WAS OBTAINED AND A STUDY WAS MADE OF THE RELATIONSHIP OF THOSE SKILLS TO EASE OF MASTERY OF FRENCH AND SPANISH. THIS RESEARCH WAS CONDUCTED TO ANSWER QUESTIONS RAISED BY THE CURRENT TREND IN LANGUAGE INSTRUCTION TOWARD THE DEVELOPMENT OF AUDIOLINGUAL SKILLS BY PREDOMINANTLY AURAL…

An 11-item questionnaire for completion by students in secondary grades is provided. The questionnaire questions relate to the Bilingual Program and the student's attitude toward the program. (DB)

Over 200 organizations, having as their primary emphasis the betterment of the Spanish-speaking American, are listed in this directory. Brief resumes of the organizations include name, address, principal officer(s), date of establishment, and a synopsis of objectives and activities. Six organizations are considered national in scope and constitute…

GRADES OR AGES: Secondary level. SUBJECT MATTER: Spanish (Intermediate). ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into two levels, each of which is broken down into 8-10 units. Each unit is laid out in four columns across two pages. Column headings are: Concept To Be Taught, References, Special Comments, and Evaluation. The guide…

In this recruiting directory, information is provided on junior and senior Spanish-surnamed students from more than 800 United States colleges and universities. The table of contents shows schools alphabetically by state; each graduating student is then listed alphabetically by state, with information given on his school, discipline (major), and…

A VOICING SCRIPT WAS PREPARED FOR A COURSE IN LEARNING THE BRAZILIAN-PORTUGUESE LANGUAGE. FRAMES 1-125 OF THE BASIC LANGUAGE PROGRAM (FIRST FOCUS) WERE INCLUDED. (THIS DOCUMENT IS AN APPENDIX TO ED 010 319.) (JK)

A PROGRAMED TEXT WAS PREPARED FOR A COURSE IN LEARNING THE BRAZILIAN-PORTUGUESE LANGUAGE. FRAMES 1-125 OF THE BASIC LANGUAGE PROGRAM (FIRST FOCUS) WERE INCLUDED. (THIS DOCUMENT IS AN APPENDIX TO ED 010 319.) (JK)

A PROGRAMED TEXT WAS PREPARED FOR A COURSE IN LEARNING THE BRAZILIAN-PORTUGUESE LANGUAGE. FRAMES 126-610 OF A BASIC LANGUAGE PROGRAM (SECOND FOCUS) WERE INCLUDED. (THIS DOCUMENT IS AN APPENDIX TO ED 010 319 AND IS SUPPLEMENTARY TO ED 010 321.) (JK)

A PROGRAMED TEXT WAS PREPARED FOR A COURSE IN LEARNING THE BRAZILIAN-PORTUGUESE LANGUAGE. FRAMES 611-720 OF A BASIC LANGUAGE PROGRAM (THIRD FOCUS) WERE INCLUDED. (THIS DOCUMENT IS AN APPENDIX TO ED 010 319 AND IS SUPPLEMENTARY TO ED 010 323.) (JK)

A PROGRAMED TEXT WAS PREPARED FOR A COURSE IN LEARNING THE BRAZILIAN-PORTUGUESE LANGUAGE. FRAMES 721-955 OF A BASIC LANGUAGE PROGRAM (FOURTH FOCUS) WERE INCLUDED. (THIS DOCUMENT IS AN APPENDIX TO ED 010 319 AND IS SUPPLEMENTARY TO ED 010 324.) (JK)

This article explains the difference between Spanish "que" and "de" as translations of "than.""Que" is used in comparisons involving two different entities, while "de" is required when reference is to a single entity. (CHK)

This dictionary supplement consists of lists of English words with their Spanish translations, and short entries of both Spanish and English abbreviations and their translations. (CHK)

Discusses the meanings that may be expressed in Spanish by this verb. (RM)

A discussion of this phenomenon in various dialects of Spanish. (RM)

Proposes supplementary material for a second edition of the "Collins Spanish Dictionary," including a list of reference works and additions to the Spanish-English lexicon. (Text is in Spanish.) (CHK)