Investigates the institutions in Cheshire, England, where Spanish is taught. The method involves a survey by questionnaire of 16 Comprehensive schools, 3 VI Form Colleges, and 5 Colleges of Further Education. Of the 24 institutions sent questionnaires, 79% were returned and analyzed. Results are provided. (four references) (CK)

Reviews and comments on the syllabus and lower level examinations held in German used by the Institute of Linguists. Topics include target groups, task-based proficiency examinations, skills examined in L2, skill integration in L2, language integration, task briefs, a listening test, oral tests, and cultural awareness. (CK)

Examines language research conducted at Napier. The objective of this research program was to improve the teaching of scientific and technical French that had been identified as a requirement for the specialist groups of scientists, doctors, and engineers interested in the use of French language in their work. (CK)

Focuses on foreign language teaching in higher education in China. Topics include political difficulties resulting from the Cultural Revolution, the return of the first group of foreign teachers to China in 1977, and current foreign language programs. Although foreign language teaching in China is advancing, better teachers and equipment are…

Reflects on the process of "normalization" that is gaining prestige in Majorca (Spain) as it restores Catalan to the role of official language. The outcome of the process of normalization in Spain may positively influence the possible approaches for the newly created multilingual states of post-Soviet Eastern Europe as they seek to…

Reports on a questionnaire relating to French in the primary school sent to foreign language advisors who represented local education authorities in the United Kingdom. Results indicate that in more than half of the authorities represented in the survey, less than 10% of schools teach a foreign language in Key Stage 2. French is the dominant…

Focuses on how skills required by the visually impaired to facilitate language learning are acquired in mainstream and special schools. (18 references) (CK)

Presents findings of a study into the use of German as the main teaching medium in fourth- and fifth-form grammar school classes. The article focuses on pupil perceptions of the use of German in the classroom. Results indicate that students are aware of, and satisfied with, the extent to which German is used in their class. (27 references) (CK)

Studied the marking characteristics of experienced markers of GCSE role-play to ascertain the extent of variation between the marks they award and to determine whether more intermarker consistency could be obtained with a small increase in time for thought before a particular mark is awarded. Results underlie the importance of reducing the…

Focuses on the connection between students' learning styles and preferences and draws a distinction between learning and cognitive style. Six major styles are outlined: deep/surface/strategic approach, holist/serialist, converger/diverger, concrete/abstract/, reflective/active, and solitary/social. Further research is recommended. (23 references)…

Examines the languages (German, Italian, French) year-10 British students choose to study and shows how each language has fared to provide a basis for comparisons across languages. Also examines the results of interviews with students to determine the motive behind decisions to pursue or drop a language. (five references) (CK)

Examines reasons for the failure of modern language teaching to fulfill its cultural aims and focuses on teaching methods, student assessment, course content, and teacher role. Conclusions are that teachers must be aware of the implications of different teaching strategies, their influence, and limitations. (17 references) (CK)

Examines issues affecting the teaching and learning of listening skills within the study of Japanese as a Foreign Language. Listening within foreign-language learning is a complex skill, and students encounter several difficulties in learning to listen for comprehension. Teachers face concerns ranging from resource availability to how to teach…

Evaluates the International Baccalaureate (IB), a preuniversity, post-16, 2-year diploma. The IB contains four language features: communication and interaction, responsibility and transparency, language skills and contents related to the aims, and integration of program and assessment. The program compares favorably at higher levels with…

Describes how the difficulty of German has been exaggerated and discusses certain supposed problems facing English speakers in the mastering of German vocabulary. The idea that technical vocabulary of native German origin presents a serious obstacle to native English speakers arises from an erroneous view of German as a "pure" Germanic…