Supports Cheng's conclusions and points out that changes in Chinese teaching in this country must reflect the rapid changes in written characters in China itself. (CHK)

Discusses controversies regarding the practice of bilingual education and its basic rationale. (DD)

Discusses the concept "situation," as distinct from "context," distinguishing also between real and fictious situations. Types of situations are discussed, and methodological suggestions are offered as to which types to introduce at which stages of instruction. (Text is in German.) (IFS/WGA)

This bibliography cites articles, primarily from journals, on the individualized instruction of foreign languages. Most of the journals cited are covered for the ERIC system. (KM)

A discussion of proper Latin names that can be confusing for the student. (RM)

Discusses the suitability of functional syllabuses as a basis for general course design, and means whereby functionally oriented materials may be integrated within existing language programs. (Author/AM)

Modern Language Aptitude Test scores of regular students (N=244) enrolled in introductory foreign language classes were compared with their foreign language course performance. The fourth and fifth subtests predicted ability to learn a foreign language. Learning disabled (N=51) university students scored poorly on all five subtests. (DB)

Offers an evaluative assessment of the main English language examinations available, in order to find what testing techniques are being used and which appear to be the most fruitful in terms of what they say about the candidates. Looks at the range of skills tested and the styles of questions. (SED)

Examines the acquisition of a typologically marked construction, preposition stranding, and its unmarked counterpart, preposition pied piping, by learners of English as a second language (ESL). Data demonstrate that preposition stranding is acquired before preposition pied piping. (Author/CB)

To promote second language learning in young gifted children, the second language should be used consistently with designated people at certain times or in certain places. (CL)

Evaluates John Oller's contribution to a theory of language testing, particularly his provision of detailed empirical work. Argues that Oller's work is of sufficient importance for serious flaws to be noted. Three flaws are discussed in the areas of communication, pragmatics, authenticity, and the unifactorial/one best test approach. (Author/SED)

Describes the Chicago annual simulated German American Trade Fair for high school students. Discusses the background and logistics, and offers suggestions for teachers wanting to organize one. (EKN)

Expands on Ochsner's (1979) call for a "bilingual" attitude toward second language acquisition research. Suggests work be viewed as science and art in order to better understand what we do and how we do it. Argues that theorists use artistic and scientific devices in building theories, and consumers of those theories use aesthetic and…

Describes a study that investigates how American learners of German acquire gender in order to answer the following questions: (1) Do learners of German develop strategies for dealing with gender assignment? (2) If yes, what is the nature of these strategies and how do they differ from those employed by native Germans? (SED)

Refutes the assumption on which most second language research is based--that language is intended by its speakers to transfer information to some interlocutor--by responding to Tomlin's paper in the same journal, "The Treatment of Foreground-Background Information in the On-Line Descriptive Discourse of Second Language Learners."