This volume, the second of three texts for use in intermediate Arabic language courses, contains 17 lessons, each consisting of five main parts. Lessons 11 to 20 do not provide English translations for full sentences. The remaining lessons (21-30) are devoted to developing reading skills and bringing the student to the advanced level. The lessons…

This volume, the last in a three-volume series for use in intermediate Arabic language courses, is intended primarily for use outside of class. All written drills are contained in it, including those that test the student's comprehension of passages in Parts 3 and 5, the more complex drills on grammar, and most of the review drills in the first…

Departmental "autonomy" creates barriers to communication; if language and literature departments are to survive, and if the materials with which they deal are to maintain their vitality, they must constantly keep in touch, indeed join forces, with other fields and other departments. (Author/DB)

It is asserted that many students cannot cope with a totally self-pacing individualized instruction program. A multiple-tract plan is described which does not restrict the learner who is able to proceed at an accelerated pace and which offers a considerable amount of flexibility to other students. (Author/RM)

The language learning room planned for the French Language Training Center proposed for Simon Fraser University is described. It is planned to accommodate a variety of pedagogical philosophies and programs--lockstep audiovisual, lockstep audiolingual, individualized audiolingual, and other tried or experimental approaches. (Author/RM)

This article reports on an experimental French course and the extent to which it influenced student attitudes and motivation. (CLK)

Describes the present program of the German Department at Brown University. The language requirement was abolished at the university in 1969; consequently the program had to be redesigned with special attention given to student motivation. (TL)

Discusses the necessity of incorporating cultural themes in the German curriculum of American colleges from the beginning level on. These themes should be contemporary, should help the student contrast the foreign culture with his own and help him see language as a system of symbols. (Text is in German.) (TL)

Describes a course in German film offered by the Department of Germanic Languages and Literatures at the University of Illinois. A sample syllabus is given, which includes a list of the films and textbooks used, as well as a selective listing of films available in the United States. (CFM)

The need for and development of the Miller System for filing tapes and corresponding information are discussed. Boston University's Geddes Language Center developed a distributable catalog of source materials that lists holdings by author and title of work within each language division. (SW)

A survey was conducted in 1977 to determine the number of doctorates awarded in English, foreign languages, comparative literature, and linguistics. The number of job placements of these degree recipients was also determined. A breakdown of the data by sex is provided. (SW)

A description of a complicated evaluation system to stimulate student motivation in university level German language courses. The total evaluation is based on points distributed throughout the course. The process, including advantages and disadvantages, is discussed in detail. Copies of the syllabus are available. (AMH)

A description of the foreign language curriculum at the university level in which courses in simultaneous translation are required. The size and composition of the groups are described as well as methods used to develop skill in translating and interpreting. Results are assessed. (Text is in Spanish.) (AMH)

The Department of Germanic Languages at the University of Texas at Austin has developed a language program in which students are trained in listening and reading comprehension before practicing production. The main objective was to improve student attitudes and reduce attrition between semesters. (SW)

A single Ph.D. program cannot be designed for candidates who will be either researchers and teachers. The solution is two different programs, one to serve each purpose. A plan for a Ph.D. research program in German is outlined. (CFM)