Abstract: rules correctly, he or she will produce utterances that are meaningful, grammatical, and appropriate. If a learner's hypotheses of the language rules are occasionally incorrect, however, some of his or her utterances will contain errors of varying types and frequencies. It is virtually impossible to avoid errors when learning any new skill, particularly when learning a foreign language. It is logical, therefore, to ask a rather critical question: Can error correction benefit language learners?

Abstract: This study analyzes 9,556 footnotes in 15 different journals devoted to English literary scholarship. Only articles dealing with the Anglo-Saxon through Victorian periods are used. It appears that literary researchers depend more heavily on books (75 percent of all citations) than do scholars in other disciplines. The most often cited journals in the field are identified by name. About 70 percent of all material cited is over ten years old. Frequency of citation of foreign language scholarship in this field is about the same as occurs in other fields. Comments on the methodology of citation studies in English literature are included.

Abstract: the classroom, critics complain. The present study confronted the practitioner's lament. The learning task here came directly from an elementary-school social studies curriculum that requires students to learn and remember the capital cities of the USA. This task was linked to a technique that has proven extremely effective in a number of investigations. The technique, the keyword method, was developed by Richard Atkinson (1) for learning foreign language vocabulary. The components of the keyword method are not new. Indeed, they have long been part and parcel of the memory expert's "bag of tricks" (2). These components have even been submitted to scientific scrutiny (3). Atkinson's formalization of the keyword method, however, stimulated renewed interest in memory techniques. Our own research program has focussed on elementary-school children's success with the method (4, 5, 6). In the present study, the basic components of the keyword method were adapted to learning the names of state capitals. The original version of the keyword method (for learning foreign language vocabulary) is a two-step process. First, the learner must form a stable association be-

Abstract: versity. The survey was primarily intended to gather the kind of information about CAI that could help establish a successful program from the beginning. A one-page questionnaire was mailed to 1,810 foreign language departments at four-year colleges in the u.S. and resulted in a total of 602 responses. Only sixty-two, or roughly ten percent of the replies, came from departments with computerassisted instruction, whereas fourteen planned to introduce it within two years, and 527 indicated that CAI was not in use and would not be considered in the near future. The questionnaire asked for information on the current or planned use of CAI, such as languages and course levels involved, computer language, hardware and software; furthermore, the names of faculty members in charge, and finally, advice or comments. Especially helpful were the unsolicited letters accompanying many of the returned questionnaires. It was very gratifying to meet with so much assistance from colleagues totally unknown to me. But all responses, regardless of whether they came from departments with or without computer programs, provided a wealth of information on the current status of

Abstract: Les resultats d'analyses de fautes publies jusqu'ici semblent en general conflrmer les theories d'apprentissage que les chercheurs en question regardent comme correctes. Puisque de telles publications ne donnent que rarement des indications süffisantes sur les procedes d'analyse utilises, les autres chercheurs ne se trouvent pas dans la Situation de verifier ces resultats quant a leur validite. On exige dans cet article que 1. les procedes d'analyse soient rendus accessibles a d'autres chercheurs, et 2. que des prejuges subjectifs soient evites, afin que d'autres possibilites d'explication puissent aussi etre considerees. L'article presente, a base de materieux de recherche limites sur lesquels differents analystes ont travaille, un procede d'analyse de fautes plus precis. Ce procede a ete modifie jusqu'au point oü tous les analystes sont arrives aux memes resultats.

Abstract: This paper considers social and psychological factors in the language choices both of children and adults. It sees this emphasis as similar to the emphasis on pragmatics which is now a common theme among workers on language acquisition. The paper cites evidence in two main sections. The first section is that of language choice among young bilingual children and the emphasis is on the way such children use language in order to influence those around them. The second section considers evidence from a survey, carried out in Wales, of the language choices made by bilingual mothers of young children. The emphasis is particularly on mothers who choose to rear monolingual English rather than bilingual Welsh/English children. The general conclusion is that social factors are a major influence in the language choice of both child and adult bilinguals.

Abstract: Language is not simply a formal system of sounds, words, and syntactical structures; language also reaches into the domain of human interaction, which for its own part follows certain rules. Every native speaker assimilates individual social experiences characteristic of his own culture. These experiences inhere in statements that obtain their communicative significance through interpretation: “Die Bedeutung eines sprachlichen Zeichens kennen heisst wis en, wie es verwendet werden kann, d.h. wie man mit ihm handeln kann, welche Regeln fur seinen Gebrauch gelten” (Heringer, 1977). Each society accumulates rules according to which concrete statements are interpreted abstractly and which are valid among communicating partners through common usage.

Abstract: Neither grammar-translation methods in Foreign Language learning nor the subsequent emphasis on spoken language paid sufficient attention to the im ortance of fluent reading with comprehension in a foreign lanquage. however, the introduction of new means of testing, notably by muttiple choice questions, stimulated renewed interest in the importance of foreign language reading. This resulted in refined analysis of FL reading needs and the construction of reading exercises rather than design of models or theories to account for the reading process. However, first language (Li) reading models and theories were losing their mechanical character and beginning to encompass the linguistic factors in a psycholinguistic a proach (Clark, Gibson, Goodman, Kempen, Levelt). Second and theory building and testing has started in this field also. This article reviews research done in the 70’s on the graphic, morphological, syntactic, textual and semantic levels in reading. Comparisons are made with Li research and some speculation is offered on future developments which may result in more efficient teaching programmes and test devices in foreign language reading. language ( 1: 2) reading research also profited from this progress and model

Abstract: International educational exchange was a field of major concern to the President's Commission on Foreign Language and International Studies because of its contribu tion to research and scholarship on other countries, to foreign language learning, and to the international education of our citizens. Despite their importance, exchanges involving high school students and teachers remain distressingly limited and should be expanded. Although major federal funding of study abroad by American undergraduates is not likely, this field should be strongly encouraged; study abroad can have a lifelong impact on students' values and understanding of other cultures. The more than one-quarter million foreign students in American colleges and universities should be tapped much more as a resource for intercultural learning. Teaching and especially research abroad for faculty is essential to U.S. competence in international studies; federal funding for it through the Fulbright and other programs has seriously eroded and sho...

Abstract: THIS PAPER WAS WRITTEN in response to a request from the President's Commission on Foreign Language and International Studies to help it in the "assessment of the results of current (or recent past) methodologies for Foreign Language teaching" on the college and university levels and in the "search for promising methodologies for the future." Specifically, we were asked to address the following questions:

Abstract: Much of the recent research in second language acquisition has focused on the learner rather than on the teacher and has been undertaken not in foreign language teaching but rather in bilingual education context, in which second language acquisition takes place through functional use rather than through formal instruction. However, research findings suggest that primary school children exposed to bilingual immersion-type programs which lack a second language speaking peer group tend to develop pidginized version of the second language. Therefore, formal foreign language teaching may be needed even in bilingual immersion programs for primary school children. Even in exposure to a peer group, second language teaching can make at least a short run difference in improving grammatical use and correctness. Data from a study recently undertaken at Stanford University show that certain types of language teaching behaviors (e.g., modeling, using visual aids, etc.) relate significantly to pupil achievement as measured by comprehension and production tests. A plea is made for (1) foreign language teaching research undertaken by foreign language specialists using behavioral categories related directly to the foreign language curriculum, (2) a combination of functional and formal approaches (e.g., bilingual education and second language teaching) to achieve second or foreign language proficiency.

Abstract: velopment and implementation of literacy and language programs. Such programs are viewed as crucial to survival, both at the individual and national levels. These nations, mainly in Africa and Asia, have been forced to undergo drastic societal changes since receiving independence from European colonial rule. Assuming responsibilities in governmental functions and educational policies was not easy, since most of these countries have a large illiteracy rate and consist of several ethno-linguistic groups, each demanding representation in a new government. During colonial rule, the official language of a given nation was that of the colonial power. Indigenous languages were by and large relegated to a secondary status. Education was conducted in the colonial language. Competency in that language was necessary to hold a governmental position and to advance within the colonial society. After independence, however, these countries had the task of developing policies on language status and instruction, i.e., which language or languages would become the official language(s), and what would be the status of each indigenous language. Ferguson identifies this task as primary: "In the description of the language situation of a given nation two fundamental points must be treated, the number of languages and the relative dominance of languages."' To this end, national language committees were usually established in each country with the task of formulating and implementing policies regarding language status, the teaching of these languages, and to develop programs of literacy in one or several of the indigenous languages. Bowers, in referring to language problems and literacy asserts, "it is natural that the problem of illiteracy should be most acute in multilingual societies."2 Further, he states that "literacy teaching . . . should be an integral part not only of any national education plans but also of plans and projects for development in all sectors of the national life."3

Abstract: their first contact with a foreign language department through introductory language courses. In universities that have graduate programs, these courses are taught almost exclusively by graduate teaching assistants. This initial experience should be positive both for the graduate assistants and for their students. New graduate assistants frequently lack experience and preparation for teaching; the need for training programs has been widely recognized. As Meiden points out, "it is certain that in order to assure good teaching by beginning instructors some system of training must be used. Without some guidance to the graduate student, ineffective teaching and, at times, chaos could result."' Recent literature describes pre-service programs designed specifically for graduate teaching assistants.2 The authors describe pre-service training periods ranging from one to five days; most comment on the limitations inherent in programs of such short duration. When time is limited, the immediate needs of a given institution's language program must dictate the substance of the pre-service training. However, the pre-service program is often the only preparation for teaching that graduate assistants receive before they seek full-time employment. We believe, therefore, that the content of a training program should extend beyond the department's immediate needs and that it should include theoretical

Abstract: This paper provides a survey of the complex linguistic and social situation created in Switzerland by the interaction between French‐speaking and German‐dialect‐speaking groups along the country's language frontier. The “territorial principle” which governs language use in Switzerland is explained and the organization of education in each of the three main bilingual areas is briefly examined. The main part of the paper then proceeds to an analysis of a series of detailed interviews and of replies to questionnaires used with selected students in a number of the senior secondary schools in the main cities lying on the language frontier.

Abstract: As Kelly (1969) reminds us, the development or an art – and foreign language (FL) teaching is assuredly an art rather than a science – is cyclical. Viewed from a short-term perspective, say, the last two decades, FL teaching doctrine appears to have taken a dialectical course: the audiolingual method may be viewed as an antithetical reaction to grammar-translation-reading (GTR). In turn, the so-called cognitive-code approach of the late 1960s constitutes a rejection of overemphasis on outward form and of the behavioral model of learning. Finally, stress on communicative competence developed from a broadening of the narrow focus on linguistic structure shared by both structural linguists and generative-transformational grammarians.

Abstract: 3. When a map, drawing or chart, etc., is part of the material being photo­ graphed the photographer has followed a definite method in “sectioning” the material. It is customary to begin filming at the upper left hand comer of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete.

Abstract: If language is part of culture, there is also a sense in which culture is a component of language. When going abroad to learn or practice a foreign language, students should have some awareness of the target society's ethnography. If they adopt the role of ‘foreign tourist,’ they may be treated as outsiders, whereas a basic acquaintance with proxemics, kinesics, and sociology will help them play a more profitable role. The move from one society to another may not simply be horizontal, but may also involve diagonal change from one class or status to another, without the subject's realizing it. Some familiarity with elicitation techniques, especially in distinguishing implicit background information from the surface messages in which it is embedded, can help in learning how a language is used.