THE EFFECTS OF A NUMBER OF VARIABLES BASIC TO THE LEARNING OF FOREIGN LANGUAGE VOCABULARY WERE REPORTED. THE LANGUAGE SELECTED FOR LEARNING WAS RUSSIAN. SUBJECTS IN THE FIRST EXPERIMENT WERE 409 STUDENTS FROM AN INTRODUCTORY PSYCHOLOGY COURSE. FROM AN ENGLISH-RUSSIAN DICTIONARY, A PRELIMINARY LIST OF COMMON VERBS WAS SELECTED WHICH REPRESENTED AN ACTION WHICH COULD BE FILMED USING EASILY OBTAINED OBJECTS OR PERSONS. A LIST OF NOUNS WAS COMPILED WHICH MET THE CRITERION OF RELATIVELY EASY FILM ABILITY AND WHICH COULD SERVE, GRAMMATICALLY SPEAKING, AS SUBJECTS OR OBJECTS OF THE WORDS IN THE VERB LIST. THERE WERE FIVE FILM VERSIONS USED IN FILMS FOR BOTH THE VERB LIST AND THE NOUN LIST. THE FIVE FILM VERSIONS WERE EITHER TITLE WORDS ONLY, STILL PICTURES, SILENT MOTION PICTURES, SOUND MOTION PICTURES, AND SOUND MOTION PICTURES WITH STUDENT PARTICIPATION. SUBJECTS IN THE SECOND STUDY WERE 538 PSYCHOLOGY STUDENTS WHO WERE DIVIDED INTO GROUPS AND WERE PRESENTED ONE OF A GROUP OF FILMS EMPHASIZING--EITHER RANDOM OR SERIAL PRESENTATION OF WORDS, SOUND OR NO SOUND, STILL PICTURES OR MOTION PICTURES, AND PICTURES ONLY OR PICTURES PLUS ENGLISH WORDS, IN ALL POSSIBLE COMBINATIONS. RESULTS WERE THAT--PICTURES OF AN OBJECT OR ACT WERE A LEARNING AID, LEARNING WAS NOT AFFECTED BY WHETHER THE PICTURES WERE MOVING OR STILL, PRONUNCIATION OF THE WORDS BY THE NARRATOR OR LEARNER INHIBITED THE LEARNING TO WRITE THEM, WOMEN APPEARED SUPERIOR TO MEN IN LEARNING FOREIGN VOCABULARY, FILMS WERE A CONVENIENT METHOD FOR REPETITIVE PRESENTATION OF NEW WORDS, AND SERIAL ORDER OF PRESENTATION RESULTED IN GREATER LEARNING THAN RANDOM PRESENTATION, BUT WHEN THE STIMULUS WORDS WERE REPRODUCED IN A DIFFERENT ORDER, RANDOM PRESENTATION RESULTED IN LESS FORGETTING. A TECHNICAL APPENDIX IS INCLUDED.