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IT IS EASY to see how general features ofComputer-Aided Instruction can be applied to the teaching of a foreign language: perhaps most significantly, instant feedback correcting drill exercises and tests, and immediate explanation of errors. In addition, computer programs are branching programs, and inherent advantages of a branching program are striking in comparison with linear programming for the language laboratory. On a laboratory tape, no provision can be made for responding to the student's response, other than "confirmation" on the supposition of the right response, nor can the program proceed variously according to how the student responds at each step, or how he himself wishes to proceed. The premise of the research project described here, however, is that possibilities of computer programming have not been sufficiently explored for what is a specific concern of our field, the teaching of grammar.1
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