Paper presented at the Joint Meeting of the Ontario Modern Language Teachers' Association and the New York State Association of Foreign Language Teachers, Toronto, Canada, March 27, 1971. (DS)

Discusses the influence of psychology and linguistics on recent methodologies in second language teaching. (DS)

Speech presented at the Sixth Annual Whitewater Language Conference, Whitewater, Wisconsin, March 1970. Many of the ideas presented have more relevance for the United States than Canada. (DS)

Presents a model for testing in individualized adult programs which includes aptitude, placement, achievement, and proficiency measurements. The model calls for measurement of discrete-point knowledge as well as the communicative ability and cultural insights of students. The kind and detail of record-keeping are discussed. (Author/AMH)

Describes a testing program initiated by the University of New Brunswick (Saint John Campus) to evaluate the French proficiency level of their students according to norms standardized throughout Canada. The evaluators used the Public Service Commission tests which were administered to a group of volunteer students for two succeeding years.…

Combines studies in cognitive psychology and language acquisition with observations of pedagogical materials and student performance to analyze foreign-language teaching from the perspective of what students and teachers need to understand about language learning and language before meaningful debate over methodology can be undertaken. (Author/MES)

Describes a research project based on a questionnaire designed to determine the language needs in French of English-speaking Canadian diplomats assigned overseas. (AM)

Reports on a study which sought to identify and examine the effects of certain learning strategies--practice, monitoring, and inferencing--on second language learning. (AM)

Studies are reported which attempt to discover the exact level of second language proficiency reached by students in second language immersion programs, with emphasis on analysis of error. (RM)

Focuses on the importance of vocabulary knowledge as fundamental to proficiency in a second language (L2). The article notes that each of the studies in this issue examines L2 vocabulary learning from a particular angle, including lexical progress, learning strategies, context effect, the role of learner factors such as age and first language…

Examines the inferencing procedures used by university-level second language (L2) learners of French to guess at the meaning of unfamiliar words in a written L2 text. The article combines qualitative and quantitative research methodologies and compares the strategies used by students assessed as high or low in French proficiency relative to their…

Shows that the complexity level of metaphor interpretation in English is related much more strongly to age and developmental mental capacity than it is to proficiency in English. It is argued that exposure to relevant metaphors can help the second language learner to understand underlying concepts of the target culture. (53 references) (Author/CK)