ALTHOUGH ADMINISTRATIVE DIFFICULTIES COMPELLED A 2-PHASED PROJECT, BEGUN AT INDIANA UNIVERSITY IN THE 1966-67 ACADEMIC YEAR, TO BE TERMINATED BEFORE ANY CONCLUSIVE DATA HAD BEEN GATHERED, SOME OF THE OBSERVATIONS MADE DURING THE INITIAL STAGE OF THE EXPERIMENT MIGHT PROVOKE NEEDED FURTHER INVESTIGATION. THE PILOT RUN, DESIGNED TO DEVELOP MATERIALS FOR THE ESSENTIALLY AUDIOLINGUAL, BUT READING-ORIENTED, EXPERIMENTAL PROGRAM, INVOLVED THREE RANDOMLY SELECTED REGULAR BEGINNING FRENCH COURSES. THE MORE EFFICIENT RESULTS PRODUCED BY THE TECHNIQUES USED WITH TWO OF THESE GROUPS SUPPORTED THE EXPERIMENT'S HYPOTHESIS THAT THE SEQUENTIAL INTRODUCTION OF SPEECH AND COMPREHENSION WOULD PRODUCE OVER-ALL GREATER PROFICIENCY THAN WOULD THE SIMULTANEOUS PRESENTATION OF THESE TWO SKILLS. HOWEVER, AT THE END OF THE INITIAL STAGE, THERE APPEARED TO BE NO SIGNIFICANT DIFFERENCE IN THE TERMINAL SPEAKING ABILITIES OF THE THREE GROUPS AND THERE WAS THE INDICATION THAT THE DRILLING TECHNIQUES REQUIRED IN THIS TYPE OF PROGRAMING MIGHT BE MORE EFFECTIVE IN INTENSIVE LANGUAGE PROGRAMS. SPECIALLY DEVELOPED DRILLS FEATURING SUCH NON-VERBAL RESPONSES AS HAND SIGNALS AND WRITTEN EXERCISES PROVED EFFICIENT METHODS OF TEACHING GRAMMAR AND COMPREHENSION TO THE EXPERIMENTAL GROUPS. A SIMPLE LINEAR PROGRAMED WRITTEN-RESPONSE SEQUENCE CALLED THE "FLIP-OVER EXERCISE" SUPPLEMENTED MOST EFFECTIVELY THE ORAL CUES PRESENTED BY THE TEACHERS. (AB)