Identifies some underlying assumptions about language, testing and its use, and second language acquisition (SLA) for those current on the issue of oral proficiency assessment. Suggests that even with its limitations, the assessment procedure can become a source of data for future SLA research. (Author/LMO)

A study on the improvement of language ability among preschool children in Vermillion, South Dakota, showed a lack of family support and other family problems, such as child abuse and neglect, in the homes of the experimental group children. Educators must redouble efforts to educate parents and the society in general about children's needs. (BB)

Proposes a framework for foreign language testing that consists of several different types of speech interactions. The interactions are assessed with rating scales whose criteria vary according to the intended use of the test results. The framework is evaluated in terms of reliability and validity. A sample oral test is given. (Author/DJD)

No single foreign language teaching method can produce speakers with competence in all areas of the target language. Teachers should be aware that the relative importance of form versus function varies with the specific goals of language use and should consider the consequences of fossilization, error correction, and comprehensibility in teaching…

Considers the emphasis placed on furthering the spoken English skills of business students at a German polytechnic and attempts to show how this relates to the perceived vocational orientation of the future graduates pursuing a particular course of studies. (Author/CB)

Describes a German language class in which a videodisk player is used to enhance oral proficiency. The basis for this model of instruction and the structuralist theory of learning developed by Jerome Bruner are discussed. The teaching steps of the model as applied to foreign language instruction are presented. (Author/LMO)

Outlines the format for a course dedicated exclusively to the teaching of listening skills at the intermediate and advanced second language instruction levels. Suggestions are made regarding instructional materials, testing, grading, assignments, class interaction, and organization. (Author/CB)

Describes the University of Arizona's plan of action for defining and testing second language proficiency at the fourth semester level (a college requirement). Tasks include (1) reviewing proficiency literature; (2) redefining the second language requirement by using the ACTFL proficiency guidelines; (3) developing testing techniques; and (4)…

Considers the nature and types of questions that are asked on English as a second language grammar in various undergraduate examinations of an Indian university and shows that many questions are vague, ambiguous, ineffective, and occasionally couched in ungrammatical language, thus defeating the objective of the tests. (Author/CB)

Presents the American Council for the Teaching of Foreign Language Chinese Proficiency Guidelines, detailing stages of proficiency in speaking, listening, reading, and writing. (CB)

Presents research rating the speaking proficiency on the American Council on the Teaching of Foreign Language Oral Proficiency Interview of 40 college French students at four different levels of study. The data show a significant, positive relationship between level of proficiency and level of study. (Author/CB)

Issues concerning Third World students in developed countries are complex. If developed countries' higher education institutions are committed to educating these students, they should learn more about the applicability of their own objectives and ideal to developing countries and become more sensitive to the students' problems. (MSE)

The ability to think in a foreign language is reflected more accurately in the ability to speak and write the language. Colleges and universities need to supplement the Test of English as a Foreign Language with tests of English conversation, specialized vocabulary, and written composition. (MLW)

Describes a study of the interrelationships among three tests (a standardized English-as-a-second-language test, a cloze test, and a written composition test) which sought to determine whether adding the cloze test to the ESL test would improve the predictability of students' communicative proficiency, as reflected in their writing test…

A project using Apple IIe processing stations and Apple Writer II software increased written English fluency for Native American students in grades 7-12 at the Yakima Tribal School. Thematic maturity did not increase, and students became reluctant to do handwritten work. (LFL)