ARTICULATION PROBLEMS HAVE BEEN IDENTIFIED BY A 3-YEAR STUDY OF STUDENTS WHO HAD BEGUN THEIR LANGUAGE STUDY IN AN ARIZONA HIGH SCHOOL AND CONTINUED THE STUDY OF THE SAME LANGUAGE AT THE UNIVERSITY OF ARIZONA. PROBLEMS INCLUDE AN ADMINISTRATION POLICY WHICH PERMITS MOST UNIVERSITY STUDENTS TO REPEAT LANGUAGE STUDY AT THEIR OWN DISCRETION, POOR HIGH SCHOOL PREPARATION, LACK OF COMMUNICATION AND AGREEMENT ON GOALS AND METHODS AMONG FOREIGN LANGUAGE TEACHERS, AND THE INTERRUPTION IN FOREIGN LANGUAGE STUDY WHICH OFTEN OCCURS BETWEEN HIGH SCHOOL AND COLLEGE. SUGGESTIONS FOR IMPROVING LANGUAGE STUDY AND ARTICULATION INCLUDE ELIMINATING THE UNIVERSITY POLICY ON REPEATING AND REPLACING IT WITH A SYSTEM OF PLACEMENT TESTING USING THE MLA COOPERATIVE FOREIGN LANGUAGE TESTS, OR SIMILAR TESTS. COMMUNICATION AMONG TEACHERS COULD BE IMPROVED BY AN ACTIVE PROFESSIONAL FOREIGN LANGUAGE TEACHER ORGANIZATION, AND A COMMON SET OF PROFESSIONAL OBJECTIVES SHOULD BE AGREED UPON. MEETINGS BETWEEN STATE AND LOCAL SUPERVISORS AND LANGUAGE DEPARTMENT CHAIRMEN IN STATE COLLEGES ALSO COULD PROVIDE IMPETUS AND DIRECTION FOR BETTER ARTICULATION. MORE ATTENTION MUST BE PAID TO THE TRAINING OF LANGUAGE TEACHERS, AND THE STATE SHOULD STRENGTHEN TEACHER CERTIFICATION REQUIREMENTS. COMMUNICATION BETWEEN PROFESSIONAL FOREIGN LANGUAGE ASSOCIATIONS AND COUNSELING PERSONNEL (HIGH AND JUNIOR HIGH SCHOOL), TO PREVENT INTERRUPTION OF FOREIGN LANGUAGE STUDY, WOULD FURTHER ALLEVIATE THE SITUATION. THIS SPEECH WAS DELIVERED AT THE ANNUAL MEETING OF THE ARIZONA FOREIGN LANGUAGE ASSOCIATION, UNIVERSITY OF ARIZONA, TUCSON, NOVEMBER 4, 1967. (AF)