AN EXPERIMENTAL COLLEGE COURSE WAS DEVELOPED TO TEST THE EFFICACY OF TWO MODERN APPROACHES OF TEACHING FRENCH. THE EXPERIMENTAL CLASSES USED A TEXT WHICH INCORPORATED THE USE OF AUDIOVISUAL TECHNIQUES FOR MORE COMPLETE CONVERSATIONAL MASTERY. THE CLASSES WERE GIVEN SUPPLEMENTARY MATERIALS AND PRE- AND POST-TESTED ON (1) COMPREHENSION, (2) SPEAKING, (3) READING, AND (4) WRITING DURING 3 EXPERIMENTAL QUARTERS. FOR TESTING PURPOSES, A 5-PERCENT LEVEL OF SIGNIFICANCE WAS CONSIDERED A SIGNIFICANT LEVEL OF QUANTITATIVE DIFFERENCE. EXPERIMENTAL STUDENTS ACHIEVED PRONUNCIATION FAR SUPERIOR TO THAT OF THE CONTROL STUDENTS. SUPERIOR MOTIVATIONAL VALUE OF THE AUDIOVISUAL APPROACH IS REVEALED BY CONTINUANCE FIGURES AND NUMBER OF STUDENTS ELECTING FRENCH AS A MAJOR. IN READING AND WRITING, HOWEVER, THE EXPERIMENTAL GROUP SCORED LOWER THAN BOTH THE CONTROL GROUP AND THE NATIONAL AVERAGE. WHILE THE TEST BATTERY WAS NOT COMPLETELY SATISFACTORY, THE STUDY SUGGESTED THAT THE EXPERIMENTAL TEXT BE REVISED TO ALSO INCLUDE AN AUDIOVISUAL APPROACH TO THE READING AND WRITING OF A FOREIGN LANGUAGE SO AS TO ACCOMPLISH A MORE UNIFORM PERFORMANCE. (PM)