With the advent of programmed learning fifteen years ago, there was some hope that a general theory of education and its application to the language learning and teaching areas might be well developed. Meanwhile, the PL approach has developed isolatedly from other methods of language, and the concept of programmed instruction is gradually being replaced by more vague notion of educational technology rather than methodology, while on the other hand, the educational machines such as teaching machine and the LL in the limit of AV Materials along with the computing machines which had appeared as a boom in every field, have made a remarkable progress in the whole world as well as in Japan. At present the 'multi-media' approach is in vogue and, as the media multiply, there seems to be proportionately less knowledge of how to use them to their best advantage. This must be the reason why the real status of each media in the field of education and the relationships between those theories and apparatuses have not yet been distinguished until now. Recently I have known a pioneering work by Dr. Klaus Bung whom I met at the Section meeting of the 2nd International Congress of Applied Linguistics held in Cambridge last September, on the subject of the Programmed Learning in relation to the LL and I believe that his merits done in the area concerned should really be recompensed by introducing the summary of what I am about to disclose here the mystery of the concept of linguistics and the strategies at which he aimed to challenge. (1) Programmed learning and the LL: What is the aim of the LL? Is the speaking everything? And should we be satisfied to find the PL aimed at only the graphic side without attending to the other side of the acoustic area? No, the both sides for operating PL works would be creative production. (2) Types of language programming:... The American-style Linear Programme and the method to separate grammar from language performance are not be sufficient, but these defects will be removed by adopting 'RU-programme' which is assured to fit both of AV and Audio-Lingual Materials into the limit of PL frame-work. (3) Scoring Machine with RU-Algorithm: Reforming a simple linear machine known as 'Skinner disk', we have realised the use of RU-Algorithm which might possibly induce an effective method of developing learner-centred intensive learning. (4) Subvalidation: This is a kind of ad hoc 'minimum research' which assesses its truth of the validity of its assertions. (5) Audio-Adapter: This device will be effective to work out intensive simultaneous instruction in small groups and save much more time-consuming than in large groups in the traditionel LL. (6) Problems of task analysis for language programming: Firstly, by dividing the upper layer as the programmed and the lower layer as the non-programmed, and vertically, the acoustic at the right and the graphic at the left, 25 skills are properly distributed in both sides almost symmetrically. These skills will also be classified 'receptive' for the boxed or 'productive' for the non-boxed. Thus, hoiding any one component among language 4-skills, the sequence of word-phrase-clausefragment-sentence and the relationships of functioning between each component will be maintained. (7) A model for the construction and use of adaptive algorithmic language programmes : The model containing generative grammars of the native and target languages is controlled by PS (problem selector) and effects changes in the universal task diagram ... and both questions and answers are compared by the comparator until they will reach their identity. Since the 4-phase model- listen, speak, read, and write- will generally hold 3 faults as inflexible, unrealistic, and unscientific. Diagram... could possibly avoid all these faults. Good programmes cannot be written without good models. Then
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