Distinguishes between second language learning and second language acquisition by considering the effectiveness of school foreign language programs. It is pointed out that the level of communicative competence or fluency achieved in such programs by foreign students is not that of native speakers. (CB)

Discusses the many possible applications of video in the foreign language classroom for the development of students' listening comprehension and language acquisition skills. Ways to focus on this aspect of classroom video use are described, and examples of question types (in French) are presented. (CB)

Recognizes and supports the implementation of foreign language courses that meet the specific needs and abilities of the "young-old" (people between the ages of 55 and 75). Differences particular to this population include course expectations, learning difficulties, and teaching strategies. (CB)

Summarizes the report on Australian language policy that begins by commenting on the purposes of language study and then examines the best age to begin learning a second language. It also discusses language teaching methodology, bilingual programs, the teaching of languages at the primary and secondary levels, and the quality of language programs.…

Discusses the concept of graded language levels (GLL) and three distinguishing features of the Australian situation that must be taken into account when importing this concept from Great Britain. Describes the English (GOML) and the Scottish (GLAFLL) variants of graded language levels. Offers suggestions for designing a GLL package for Australia.…

Describes "Project Languages," a research study which looked at: (1) reasons for language study, (2) its perceived contribution to secondary education, (3) availability of languages in the secondary schools, (4) reasons for the decline in numbers studying languages, (5) new developments in language offerings, and (6) current examination…

Discusses the importance of setting standards, motivating students, and using relevant instructional materials and innovative teaching techniques if second language study is to be enjoyable for the student. Examples are restricted to French but can be adapted for any language. (EKN)

Discusses selected aspects of understanding spoken foreign language within the parameters of a suggested model of listening comprehension. Suggests some educational strategies in accordance with the proposed model and indicates some of the ways in which computer-assisted learning might help to develop listening comprehension. (EKN)

Considers some possibilities for using computers in foreign language instruction and in teaching English as a second language. Looks at three modes in which the computer may be used: as tutor, tool, and tutee. Demonstrates uses of some of the available software in each of these modes. (SED)

Discusses some aspects of computer-assisted instruction, particularly in computer-aided language learning. Argues that computers will continue to provide enough resources for varied language teaching but that they will be useless in language instruction unless lessons are created that bring the computer and the teacher into close educational…

Classifies several kinds of readily available foreign language computer programs. Most of the programs fall into either game/activity or testing categories. In all the programs, feedback to the student who has made an error is limited. Sees the computer as a specific information resource in self-directed learning programs. (SED)

Reviews some computer-assisted language programs now in use. Sees the benefits of computer-assisted instruction as: (1) allowing teachers to structure the students' interaction with the material, (2) allowing the process to be displayed as a process, and (3) providing efficient use of the stored material by various levels of users. (SED)

Discusses the use of computers in schools and presents the factors to be considered before buying a school computer. Presents ways in which computers can be used in language instruction to teach reading, writing, listening, and speaking, to test, to translate, and to impart cultural information. (SED)

Discusses the advantages and disadvantages of using computer programs in foreign language instruction and what factors to consider in choosing quality software programs that are relevant to the school's educational criteria and the needs of the students. These factors include computer talents, program style, and program personality. (SED)

Describes a method to teach COBOL which is based on the assumption that trying to teach the idiom of a computer language is similar to trying to teach the idiom of French. Suggests that the basic introduction to programming should be in the Modern Languages department of a school. (SED)