In this paper the application of the techniques of Computer Assisted Language Learning to aspects of pronunciation will be considered. The problems of such application will be discussed and will be seen to be serious; some products will be described; the prospects for future applications will be viewed and will be seen to be far from bleak. Although the paper addresses the situation in The Netherlands, it is hoped that it will be relevant for practitioners in other countries.

This paper discusses the findings of an extensive survey of approaches to language teaching and learning via the WWW. Its aim was to find exemplars of best practice in stand-alone courses, integrated mixed-model courses (Web/CD-ROM/face-to-face), and interactive exercises for the development of all four language learning skills. The findings suggest that, in some languages, resources are already so plentiful that it would be more economical to integrate the best of them into existing courses and to focus energies on global co-operation in the production of new high quality materials.

This paper sets CD-ROM technology in the context of the new language learning pedagogy based on the communicative approach. It establishes a typology of language-related CD-ROM products, suggests ways of exploiting characteristic CD-ROM facilities and identifies fruitful new areas of development. It also looks at the logistics of CD-ROM use in an academic environment.

This paper deals more with what is sent down the pipe than with the pipe itself. In other words our concern is more with the pedagogical quality of software than with hardware or structures. It simply aims at presenting several attempts to resolve problems of understanding and speaking English met by French students. In every one of these attempts we have resorted to information technology. More particularly we have used authoring toolkits in order to ‘feed’ computers with our teaching methods adapted to the students′ needs. We have fried to keep a critical eye on our practice, which has enabled us to find answers with a limited scope even though we hope they might be of interest as a starting point for new reflections. The software we have developed represents those answers.

Much has been published on the subject of the role of concordancing in foreign language teaching, most of itin the field of EFL. Of crucial importance is the corpus on which concordances are based. This article describes how a pedagogic corpus can be downloaded from the Web as well as its experimental exploitation with first and second year undergraduates.

The Jean de I'Ours project explores the use of pictures and authentic (non pedagogical) language in foreign language learning/teaching. This project is based on the assumption that pictures can be used in a cognitive way, that they are more than mere entertainment, and that pictures used for communication in language teaching/learning should be more than mere pictograms.