Investigating students' needs in three foreign language departments in a liberal arts college setting, the present study aims to find (1)similarities and differences in language needs among students enrolled in Spanish, French, and German, and (2)the extent to which students' perceived needs match the mission the departments have defined for their respective language programs. Student needs encompass a variety of aspects, including their motivations to study the language, their perceptions of language skills, and their anticipated uses of the language. Results from this study suggest that there are indeed similarities and differences in students' perceived needs across languages. The similarities include students' emotional ties to the languages, their interest in acquiring communicative skills, and their plans in terms of using the languages for career purposes. Students, however differ in both their perceptions of the language requirement and in the ways in which they use languages outside of the classroom. An interesting finding is that students use French and German more often with native speakers than Spanish students do. Based on the results of this study, several practical recommendations me made. These include improving the content of language courses, emphasizing the role of culture in language teaching, and linking language study to career preparation.

Because the mission of language departments in large research universities was traditionally the training of graduate students in literary analysis, less attention was devoted to the teaching of lower level language courses. Recently, however, revitalizing language programs has become a major concern for many departments. This study discusses a case of such revitalization at a major metropolitan university. The paper presents results of a pilot study aimed at assessing students' needs and redefining the goals and objectives of a traditional French language program.

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