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Evaluation of Foreign Language Teaching


  • Alfred S. Hayes,

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      Alfred S. Hayes (M.A., Harvard University) is Director of the Language in Education Program at the Center for Applied Linguistics, Washington, D. C. He has taught at Beloit College and was Associate Professor and Chairman of the Department of German at Louisiana State University. He is a past chairman of the Northeast Conference on the Teaching of Foreign Languages and a member of the Editorial Board of the International Review of Applied Linguistics in Language Teaching. He is a consultant and lecturer on language, language learning, and applied linguistics and has lectured in Europe as American Specialist under the auspices of the U. S. Department of State. He is the author of Language Learning Facilities (U. S. Government Printing Office) and coeditor of Approaches to Semiotics (Mouton and Company). He is a frequent contributor to professional journals in the language field.

  • Wallace E. Lambert,

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      Wallace E. Lambert, (Ph.D., University of North Carolina) is Professor of Psychology (Experimental and Social) at McGill University. His research interests deal with psycho- and socio-linguistic matters and with second language learning and bilingualism. In addition to many publications in professional journals, he is the coauthor (with his brother, William W. Lambert) of Social Psychology, Prentice-Hall, 1964, and of Children's Views of Foreign Peoples, Appleton-Century-Crofts, 1967 (coauthor: Otto Klineberg).

  • G. Richard Tucker

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      G. Richard Tucker (Ph.D., McGill University) is Assistant Professor of Psychology in Residence at the Philippine Normal College in Manila for the current academic year. His published research includes studies in language acquisition and studies of judges' attitudes to speakers of various languages or dialects. He has also collaborated with W. E. Lambert in a series of studies investigating second person pronoun usage in various French-speaking and Spanish-speaking groups. He is currently investigating language acquisition and usage, and dialect intelligibility in the Philippines.


ABSTRACT: The standard technique for evaluating a language teaching program is to obtain objective measures of pre- to post-training changes in students. A potentially faster and more useful technique would be the evaluation, based on direct observation, of actual training in progress to ascertain whether the course design, program administration, and individual teaching performance conform to certain principles, policies, and procedures that have been demonstrated to play a role in successful language learning. A research plan has been devised for developing such an evaluation technique. The preliminary phase of the first step in this plan has been accomplished through an analysis of the ratings which 364 faculty members at NDEA institutes gave to 324 features believed to be important in developing second-language proficiency. The consensus strongly favored an audio-lingual approach. The next step will be to validate those features which are apparently important. (An appendix lists the 324 features and gives the mean rating, standard deviation, and % of negative responses to each.)

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