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CHAPTER 3

The Foreign Service Institute's (SPC) was chosen for this illustration of the principles of adaptation for three reasons: (1) It is a successful example of programmed self-instruction (PSI)  (2) Among PSI courses, it employs a minimum of technology: only a book and an ordinary tape recorder. It is thus relatively inexpensive and easily accessible. (3) contact with its author and with some of its most experienced users was available on an in-house basis, within the Foreign Service Institute and the Peace Corps.

The format of a typical early lesson may be seen in the excerpt from Unit 2, which is reproduced on pp. 97 - 99. The lesson opens with a programmed introduction, of which the last six frames appear on the top half of p. 97. The introduction shapes behavior, either phonetic or grammatical or both. In Unit 2, there follows a short dialog, which the student first comprehends, then pronounces under guidance from the tape, and then becomes fluent on. Finally, he goes to his instructor for a 'checkout' session. In later lessons (e.g. Unit 15), the dialog is longer, and is followed by guided observation, practice, and variation, leading to the applications reproduced on pp. 100 - 103.

differs from some PSI in that it provides for regular 'check-out' sessions of conversation with a live instructor at the end of each unit. This arrangement has at least three points in its favor: (1) The student knows that a live human being is following his progress and appreciating it. (2) He enjoys the feeling that he can converse with a Spanish-