Research on error analysis indicates that the learner develops an ordered system of language which is frequently erroneous, but which represents a transitional stage in his progress towards mastery. A brief analysis of some textbooks provides information about the selection and presentation of material to the learner. (SW)

An overview is provided of modern language instruction in British schools and the teaching of less able learners. French is taught most frequently, followed by German. The question of academic standards, demand from employers for speakers of foreign languages, views of university teachers, and the training of language teachers are discussed. (SW)

In Britain the reorganization of secondary schools, curriculum reform and the consequent language offerings to pupils of all abilities has resulted in questioning and experimentation. Changes in time tables and teacher allocation at a London comprehensive school are described. A multi-media French course called "Eclair" is also…

Comments from students are given on the teaching of French in British primary and secondary schools where the initial emphasis is on listening and speaking, and where texts and English explanations are not used. (RM)

Psychological and psycholinguistic considerations which make university foreign language entrance requirements in the interest of the university and the student are discussed. (RM)

A report is made of a study tour to Europe and Japan. The status of language laboratories and audiovisual education is discussed and machinery and methods described. (RM)

The "dictee" as a method of language testing is discussed. Commonly made mistakes are described, and ways to help the student perform well discussed. (RM)

Disadvantages of the use of language laboratories in language teaching are pointed out. Ways in which the language laboratory can be used helpfully for the student are suggested. The conclusion is drawn that for secondary schools the language laboratory has little advantage over a tape recorder used in class. (RM)

Illustrations are given of ways in which cultural and social information can illuminate the literary texts used in foreign language teaching. (RM)

The development of Russian language study in Australia since 1946 is described. A chart shows composition of Russian departments in Australian universities. Suggestions for promotion of Russian study are made. (RM)

Extracts are given from the 78-page survey which deals with the changing pattern of enrollments in university language courses and with changes in range, structure and orientation of university language courses. An address from which the full report may be obtained is given. (RM)

Discussion of a study to determine the correlation between better performance of foreign language students in English and natural talent for languages, transfer of foreign language skills to English, or both talent and transfer. The procedure and results are described. Support for the third hypothesis (talent and transfer) was gained. (AMH)

A description of French Nights held in an Australian secondary school. These were educational experiences which enlisted the service and cooperation of other departments in the school, aroused and sustained the enthusiasm of the students and proved to be important in maintaining good public relations. (AMH)

A discussion of the predominant foreign language methodology, the Practical-Conscious Method, used in the Soviet Union. The principles underlying the method are the cognitive mastery is primary to learning and that automatic habits are developed on that base. Both learner's intellect and teacher are essential in the process. (AMH)

The primary task of teacher educators must be to offer foreign language teachers the means to better conceptualize and carry out their task and thus to regain confidence. The present situation is assessed; needs are analysed in terms of teachers, students, the culture and society; and conclusions are drawn. (AMH)