The methodology used to determine readability of English texts (cloze procedure and word lists) is not applicable to foreign-language material. Linguistic variables are proposed as the basis for readability formulas. Contrastive and error analysis are possible strategies. (JB)

Describes the advantages of the Cloze procedure for teaching composition where the context is restricted, i.e., in writing business letters and reports. Advantages include: ease of administration, no marking, immediate knowledge of results, feedback to teacher, adaptable scoring system, flexibility, opportunity for student correction, and…

The major purposes of the study reported on in this paper were as follows: (1) to compare the errors made by advanced learners of English as a native language (American nine- to eleven-year-olds) and as a foreign language (native Spanish-speaking adults); (2) to investigate the usefulness of a modified cloze test in obtaining errors for profitable…

The communication strategies of eight Spanish-speaking children enrolled in an elementary English as a second language (ESL) program in Austin, Texas were observed and analyzed. Strategies were found to be divisible into three categories: kinesic, paralinguistic, and linguistic. The linguistic strategies resulted in errors, but these are deemed…

This paper presents some reasons for reconsidering the use of discrete structure-point tests of language proficiency, and suggests an alternative basis for designing proficiency tests. Discrete point tests are one of the primary tools of the audio-lingual method of teaching a foreign language and are based on certain assumptions, including the…

This paper presents arguments in favor of using partial dictation as a test of foreign language proficiency. In this kind of test, subjects listen to recordings of material in the foreign language and are required to fill in missing words in a written version of the recordings. Partial dictation is preferable to ordinary dictation in that: (1) it…

In a study of developmental reading behaviors, errors of 75 Spanish-English bilingual students (grades 2-9) on the McLeod GAP Comprehension Test were categorized in an attempt to ascertain a pattern of language difficulties. Contrary to previous research, bilingual readers minimally used native language cues in reading second language materials.…