To reverse the negative attitude toward foreign language study, it is asserted that professional classicists should organize and cooperate with the Modern Language Association/American Council of Learned Societies Task Force II. Emphasis is placed on the importance of the study of Latin and Greco-Roman culture by Americans. (EJS)

Describes five conversations for memorizing, designed for students of English in grades 8-10. Designed for teaching vocabulary and structure, they are based on a particular textbook, but leave room for teacher and student initiative. Types include question-answer, judging, argumentation, and defending a position. (IFS/WGA)

Discusses the shortcomings of the morpheme order approach in first and second language acquisition research, and proposes instead the notion of developmental sequence, drawing on examples from data on four German children learning English naturalistically. (Author/AM)

This article summarizes a study (Odlin 1978) using variable rules analyses to describe the contraction patterns of six Mexican students of English as a second language. (CFM)

Discusses the reasons for the occurrence of spelling errors in the writing of a group of Arab learners of English. (Author/HP)

The components of newcomer education are explored as they were developed at San Francisco's Chinese Education Center. (Author/HP)

Defining course objectives and testing these objectives are inseparable components of the education process. The development of a model using eleven language functions as the basis for testing communication in a second language is described. (Text is in French.) (AMH)

An overview of the topics in this issue. The place of authentic documents; their use in promoting communicative competence; new uses of visuals, such as cartoons; visuals for evaluation purposes; their cultural value; and the development of video-cassettes are discussed. (Text is in French.) (AMH)

The problems associated with using the Educational Testing Service's Test of English as a Foreign Language as a valid indication of English language proficiency are discussed. (HP)

A study was conducted to measure the extent to which three learning strategies--practicing, monitoring and inferencing--affected student performance in three grade 10 (ages 14-15) and three grade 12 (ages 16-17) classes of French as a second language. (Author/HP)

Since foreign language methodology has, in the past fifteen years, included aural-oral skills as well as reading and writing skills, achievement tests for foreign language courses should also include these skills. (Text is in French.) (MLA)

Defines the concept of native speaker insight and suggests that, for the purpose of teaching English as a second language, the goal should not be native speaker insight (NSI) but NS Type 1, a reduced, adequate and attainable goal for foreign learners. (CFM)

The difference between written and spoken English are analyzed. It is suggested that teachers of English as a second language rely less on specialized techniques of reading aloud written English when teaching oral skills and more on providing opportunities for real communication practice. (CFM)

Changes currently affecting language teachers concern the social and educational functions of foreign languages, student expectations, and teaching methods. Distinctions are made between states of professional development from instructor to teacher to educator. A model of the language learning/teaching process and requirements for optimum success…

Discusses the process of integrating language laboratory work into the existing syllabus of language courses, using technical facilities, and a resident native speaker as a "voice" for recording material. (NCR)