BASED ON THE ASSUMPTION THAT COMPUTER ASSISTED INSTRUCTION (CAI) CAN BE PROFITABLE TO BOTH STUDENTS AND TEACHERS OF FOREIGN LANGUAGES, AN EXPERIMENTAL COURSE IN GERMAN WAS DESIGNED WHICH COULD MAKE USE OF COMPUTER CAPABILITIES IN A LANGUAGE LABORATORY SITUATION. RESEARCHERS CHOSE TO EXPERIMENT WITH A FAIRLY LONG, LESS CONTROLLED BEGINNING LANGUAGE COURSE INTENDED TO BUILD STUDENT MOTIVATION BY MAKING EXERCISES COMPREHENSIBLE AND EASY TO DO WITH NO STRONG REINFORCEMENT FOR CORRECTNESS. THE STRUCTURAL LEVELS OF CONTROL ARE ITEMS, MODULES, AND LESSONS, AND THE OVERALL STRATEGY OF THIS CONTROLLED PROGRAM IS THAT THE STUDENT WORKS ON A CERTAIN ITEM, MAKING A FEW ATTEMPTS TO PERFECT IT, AND THEN MOVES ON TO OTHER ITEMS IN THE MODULE. WHEN HIS SCORE IN A GIVEN MODULE IS SATISFACTORY, HE CAN GO ON TO THE NEXT, SOMETIMES SKIPPING EXERCISES. FOR EACH LEVEL, A CORRESPONDING CONTROL PROGRAM (PEDAGOGY PROGRAM) GOVERNS THE PATTERN OF INTERACTIONS WITH THE STUDENT. THE TEACHER ADJUSTS THE PROGRAM PARAMETERS. ONE ADVANTAGE OF THE PROGRAM IS THAT THE STUDENT CAN GET PRACTICE IN THE WRITTEN LANGUAGE FROM THE COMPUTER, FREEING HIM FOR STRICTLY AURAL-ORAL PRACTICE IN THE CLASSROOM. ANOTHER ADVANTAGE IS THAT PEDAGOGY AND LINGUISTIC CONTENT CAN BE ADJUSTED INDEPENDENTLY OF EACH OTHER. THIS ARTICLE WAS PUBLISHED IN "THE MODERN LANGUAGE JOURNAL," VOLUME 52, NUMBER 1, JANUARY 1968. (FB)