Paul Pimsleur (1928 – 1972) was an authority in the field of applied linguistics. He taught French phonetics and phonemics at the University of California, Los Angeles after obtaining his Ph.D. in French and a master's degree in psychological statistics from Columbia University. After leaving UCLA, Pimsleur went on to faculty positions at Ohio State University, where he taught French and foreign language education. At the time, the foreign language education program at OSU was the major doctoral program in that field in the US. While at Ohio State he created and directed the Listening Center, one of the largest language laboratories in the United States. Pimsleur was later a Professor of Education and Romance Languages at The State University of New York at Albany, where he held dual professorships in Education and French. He was also a Fulbright lecturer at the Ruprecht Karl University of Heidelberg, and a founding member of the American Council on the Teaching of Foreign Languages. He did research on the psychology of language learning and in 1969 was Section Head of Psychology of Second Languages Learning at the International Congress of Applied Linguistics. His research focused on understanding the language acquisition process, especially the organic learning of children who speak a language without knowing its formal structure. For this, he studied the learning process of groups made of children, adults, and multilingual adults. The result of this research was the Pimsleur language learning system. His many books and articles had an impact on theories of language learning and teaching. In the period from 1958 to 1966, Pimsleur reviewed previously published studies regarding linguistic and psychological factors involved in language learning. He also conducted several studies himself. This led to the publication in 1963 of a coauthored monograph, Underachievement in Foreign Language Learning, which was published by the Modern Language Association of America. Through this research, he identified three factors that could be measured to calculate language aptitude: verbal intelligence, auditory ability and motivation. Pimsleur and his associates developed the Pimsleur Language Aptitude Battery (PLAB) based on these three factors to assess language aptitude. He was one of the first foreign language educators to show an interest in students who have difficulty in learning a foreign language, while doing well in other subjects. Today, the PLAB is used to determine the language learning aptitude or even a language learning disability among secondary school students. Dr. Pimsleur died unexpectedly of pneumonia during a visit to France in 1972.

Dutch is a West Germanic language spoken by around 24 million people, mainly in the Netherlands, Belgium and Suriname, but also by smaller groups of speakers in parts of France, Germany and several former Dutch colonies. It is closely related to other West Germanic languages (e.g., English, West Frisian and German) and somewhat more remotely to the North Germanic languages. Dutch is a descendant of Old Frankish and is the parent language of Afrikaans, one of the official languages of South Africa and the most widely understood in Namibia. Dutch and Afrikaans are to a large extent mutually intelligible, although they have separate spelling standards and dictionaries and have separate language regulators. Standard Dutch (Standaardnederlands) is the standard language of the major Dutch-speaking areas and is regulated by the Nederlandse Taalunie ("Dutch Language Union"). Dutch is also an official language of the European Union and the Union of South American Nations. Dutch grammar also shares many traits with German, but has a less complicated morphology caused by deflexion, which puts it closer to English. Dutch has officially three genders, masculine, feminine, and neuter, however, according to some interpretations these are reduced to only two, common and neuter, which is similar to the gender systems of most Continental Scandinavian languages. The consonant system of Dutch did not undergo the High German consonant shift and has more in common with English and the Scandinavian languages. Like most Germanic languages it has a syllable structure that allows fairly complex consonant clusters. Dutch is often noted for the prominent use of velar fricatives (ch and g, pronounced at the back of the mouth), often picked up on as a source of amusement or even satire. Dutch vocabulary is predominantly Germanic in origin, considerably more so than English. This is to a large part due to the heavy influence of Norman French on English, and to Dutch patterns of word formation, such as the tendency to form long and sometimes very complicated compound nouns, being more similar to those of German and the Scandinavian languages.

Psycholinguistics is the psychology of language and the study of the psychological and neurobiological factors that enable humans to acquire, use, and understand language. Psycholingusitics research makes use of biology, neuroscience, cognitive science, and information theory to study how the brain processes language. There are a number of subdisciplines; for example, as non-invasive techniques for studying the neurological workings of the brain become more and more widespread, neurolinguistics has become a field in its own right.The study of word recognition and reading examines the processes involved in the extraction of orthographic, morphological, phonological, and semantic information from patterns in printed text. Psycholinguistics covers the cognitive processes that make it possible to generate a grammatical and meaningful sentence out of vocabulary and grammatical structures, as well as the processes that make it possible to understand utterances, words, text, etc. Developmental psycholinguistics studies children's ability to learn language.

French is a Romance language originally spoken in France, Belgium, Luxembourg, and Switzerland, and today by about 350 million people around the world as either a native or a second language, with significant populations in 54 countries. French is a descendant of the Latin of the Roman Empire, as are languages such as Spanish, Italian, Catalan, Romanian, and Portuguese. Its development was also influenced by the native Celtic languages of Roman Gaul and by the Germanic language of the post-Roman Frankish invaders. It is an official language in 31 countries, most of which form what is called in French La Francophonie, the community of French-speaking nations. It is an official language of all United Nations agencies and a large number of international organisations. The majority of French words derive from Vulgar Latin or were constructed from Latin or Greek roots. There are often pairs of words, one form being popular (noun) and the other one savant (adjective), both originating from Latin. Example: * brother: frère / fraternel < from Latin FRATER * finger: doigt / digital < from Latin DIGITVS * faith: foi / fidèle < from Latin FIDES * cold: froid / frigide < from Latin FRIGIDVS * eye: œil / oculaire < from Latin OCVLVS * inhabitants of the city Saint-Étienne are called Stéphanois The last example, Saint-Étienne/Stéphanois, illustrates common practice for gentilics throughout France. In some examples there is a common word from "vulgar" Latin and a more savant word from classical Latin or even Greek. * Cheval—Concours équestre—Hippodrome The French words which have developed from Latin are usually less recognisable than Italian words of Latin origin because as French developed into a separate language from Vulgar Latin, the unstressed final syllable of many words was dropped or elided into the following word. It is estimated that 12% (4,200) of common French words found in a typical dictionary such as the Petit Larousse or Micro-Robert Plus (35,000 words) are of foreign origin. About 25% (1,054) of these foreign words come from English and are fairly recent borrowings. The others are some 707 words from Italian, 550 from ancient Germanic languages, 481 from ancient Gallo-Romance languages, 215 from Arabic, 164 from German, 160 from Celtic languages, 159 from Spanish, 153 from Dutch, 112 from Persian and Sanskrit, 101 from Native American languages, 89 from other Asian languages, 56 from Afro-Asiatic languages, 55 from Slavic languages and Baltic languages, 10 for Basque and 144 — about three percent — from other languages.