THE EXTENT TO WHICH PATTERN PRACTICE TECHNIQUES HELPED NEGRO STUDENTS WHO NEEDED TO MASTER STANDARD ENGLISH AS A SECOND LANGUAGE WAS INVESTIGATED. MATERIALS AND PROCEDURES TO IMPLEMENT SUCH TECHNIQUES WERE WORKED OUT. THE SUBJECTS ATTENDED CLAFLIN COLLEGE, AN ALL-NEGRO 4-YEAR COLLEGE IN SOUTH CAROLINA. APPROXIMATELY 65 TO 70 FRESHMEN WERE PLACED IN FOUR PROJECT SECTIONS. IN THE STUDY'S 1ST YEAR SUCH PRACTICE MATERIALS AS 60 LANGUAGE LABORATORY LESSONS RECORDED ON TAPES AND THE METHODS AND PROCEDURES FOR THEIR USE WERE DEVELOPED. IN THE 2D YEAR, EVALUATIVE MEASURES, INCLUDING A LOCAL GRAMMAR TEST AND A CHECKLIST FOR EVALUATING ESSAY TESTS AND INTERVIEWS, WERE DEVELOPED. IN THE 3D YEAR, A FINAL EVALUATION WAS CONDUCTED BY DIVIDING THE PROJECT SECTIONS INTO TWO CONTROL AND TWO EXPERIMENTAL CLASSES. STUDY LIMITATIONS WERE THAT--(1) COLLEGE STUDENTS RESISTED DRILL TECHNIQUES, (2) FRESHMEN ADJUSMENT TO PATTERN PRACTICE WAS HINDERED BY ADJUSTMENT TO COLLEGE SITUATION, (3) THE STAFF HAD TO RELY ON ITS LIMITED FACILITIES RATHER THAN COMMUNITY RESOURCES, AND (4) THE STAFF HAD A HIGH TURNOVER RATE DURING THE PROJECT. WITH THE HELP OF PATTERN PRACTICE, MANY STUDENTS ESTABLISHED GREATER CONTROL IN THE USE OF STANDARD PATTERNS OF ENGLISH, HOWEVER, DIFFERENT MOODS OR SITUATIONS ELICITED DIFFERENT SETS OF SPEECH PATTERNS. THE STUDENTS BECAME ALERT TO DIFFERENCES BETWEEN ACCEPTABLE AND UNACCEPTABLE USAGES FOR THE FIRST TIME. THEY ACQUIRED GREATER SELF-CONFIDENCE AND DETERMINATION FOR IMPROVEMENT IN THEIR DIALECTS, AND BROUGHT AN AWARENESS OF THE DIALECT PROBLEM TO THEIR COMMUNITIES. THE EXPERIMENTAL GROUP GAINED MORE IN READING AFTER A YEAR OF PATTERN PRACTICE THAN DID THE CONTROL GROUP, ALTHOUGH READING WAS STRESSED MORE IN THE CONTROL GROUP.