Based on a paper given at the Fourth Annual Conference of the International Association of Teachers of English as a Foreign Language (IATEFL), held in London December 30, 1970 to January 2, 1971. (VM)

Discusses experiments which show difficulties in putting mastered skills to good effect arise through deficiencies of cognitive control: subjects knew what to do but couldn't" do it. Authors believe traditional response-oriented feedback impedes control, hence performance, and that subjects must see why errors are made to improve. (PD)

See EJ 014 381. (CK)

The present spatial organization of the average campus is destructive to the best interests of the changing academic community. (Editor/IR)

A summary of the author's doctoral dissertation, The Effect of Pupil-Prepared Videotaped Dramas upon the Language Development of Selected Children," Boston University, 1970. (Author)

Compares the behaviorist to a hunter and the humanist-educator to a fisherman, maintaining that the teacher of English may play both roles to his students' advantage and expressing concern over the shortcomings of an exclusively behavioristic approach. (RD)

Subjective discussion of specific ways in which school psychologists should take initiative in policy change, facility improvement--whatever is necessary to create more relevant learning climates. (CJ)

Translation can be useful in teaching advanced students to make decisions about structure, assess the communicative consequences of those decisions, assess perceptions of language contrasts, and increase feelings for communicative appropriateness. Two methods are suggested: word-for-word or "spoof" translation, and back translation. (Author/MSE)