Criticizes the tendency of language teachers to rely on the content and methods of the text and argues that teachers must themselves decide on the approaches appropriate to the objectives they have established. The audio-lingual method is examined critically, and the cognitive-code learning approach is briefly described. (KM)

Examines foreign language teaching methodologies developed in various parts of the United Kingdom, and then looks at implications for Australian classrooms. The establishment of a framework for adult language learning is stressed, based upon the language needs of the learner and the linguistic operations required in order to function effectively…

The decline in foreign language study in New South Wales is described, and suggestions are made for change in course content and organization to make foreign language study interesting and helpful to a larger number of students. (RM)