THE RESULTS OF INVESTIGATIONS CONDUCTED DURING THE PAST 6 YEARS IN SELF-INSTRUCTION IN FOREIGN LANGUAGES HAVE LED RESEARCHERS TO CONCLUDE THAT TOTAL PROGRAMED INSTRUCTION SEEMS PRODUCTIVE ONLY IN CASES WHERE THE TERMINAL BEHAVIOR TO BE ACHIEVED IS VERY LIMITED. EXPERIMENTS HAVE SHOWN THAT IT IS MOST USEFUL IN MODULES AT EARLY LEVELS FOR TEACHING SPECIFIC FEATURES OF PRONUNCIATION, GRAMMAR, OR VOCABULARY. PARTIAL PROGRAMING, SUCH AS THAT DEVELOPED AT INDIANA UNIVERSITY FOR MULTIPLE CREDIT ELEMENTARY FRENCH, HAS EMERGED AS A POSSIBLE SOLUTION TO THE DIFFICULTIES INHERENT IN PROGRAMING LANGUAGES AND SUGGESTS THAT LIVE TEACHING AND PROGRAMED INSTRUCTION CAN BE COMPLEMENTARY. THE MACHINE IS USED FOR ROUTINE DRILL WHILE THE TEACHER PROVIDES SITUATIONS AND OPPORTUNITIES FOR THE STUDENT TO TRANSFER STRUCTURE AND VOCABULARY LEARNED AND PRACTICED IN THE LABORATORY TO NATURAL COMMUNICATION IN WHICH HE ADJUSTS TO THE UNPREDICTABILITY OF ANOTHER HUMAN BEING'S RESPONSES. THIS ARTICLE IS PUBLISHED IN "THE FLORIDA FL REPORTER," VOLUME 5, NUMBER 1, WINTER 1966-67. (AM)