The study and appreciation of literature should retain its traditional position at the center of foreign language study. A "problem-centered" model is described for teaching literature in the undergraduate foreign language classroom using texts organized around a series of complex critical problems. (CB)

Presents examples of misunderstandings in compliment exchanges in different cultural contexts and analyzes them as instances of pragmalinguistic and sociopragmatic failure. Analysis of complimenting behavior norms forms the basis of a set of exercises designed to assist learners in developing the ability to recognize and use compliments…

The study of authentic texts gives students the opportunity to become functional in target-language situations. An exhaustive alphabetical list of authentic text types and corresponding learning activities are presented. Text types include: advertisements, bank materials, bills and receipts, calendars, captions, comics, commercials, decals, forms,…

Reviews key issues in the debate over the role of grammar in the American Council of Teachers of Foreign Languages (ACTFL) Oral Proficiency Interview and in corresponding proficiency guidelines as well as the debate's potential impact on foreign language curricula. Data describing the grammatical accuracy of 40 interviews at various proficiency…

This article addresses the question of whether or not current language education programs will meet the bilingual, cross-cultural needs of the Southwest business community. The article suggests ways schools can increase English and Spanish proficiency. (JL)

A summer seminar at Northern State College brought together German teachers from South Dakota to sharpen oral skills by speaking only German for three weeks and to revitalize teaching skills through classroom videotaping, all while earning academic credits. (MSE)

Investigation of the linguistic features lost in oral French over a vacation period by English-speaking ninth graders (N=89) revealed significant reductions in total time, speaking time, number of pauses, quantity of production, and grammatical accuracy on tasks requiring production of discourse, suggesting a general deterioration in language…

Examines the writing strategies of English-as-a-second-language (ESL) student writers at different levels of ESL instruction. Results indicate that native and non-native writers had many strategies in common, but ESL learners were less inhibited by attempts to correct their work. Little correlation was found among English proficiency, writing…

Discusses language use as a variable in studies of second-language learning, considering a study of 300 secondary school students learning Chinese that showed that integrative and instrumental motivation to be independent and that language use explains one-fifth of total variance in language achievement. (Author/CB)

A study investigated the usefulness of dictation for measuring communicative competence and oral proficiency in English as a second language. Two methods of scoring dictation were used: a scale of communicative effectiveness, and the traditional error count. (MSE)

Considers some important arguments in favor of the vigorous promotion of greater literacy in foreign languages, including analysis of how several essential components of GCSE syllabi can be applied to such instruction. (CB)

Six stages of a total communication intervention strategy to improve question comprehension skills in a profoundly hearing impaired subject (age 12) are described: (1) enhancing emergent skills; (2) manipulating wh-question forms; (3) increasing flexibility in wh-question responses; (4) developing questions in conversational context; (5) prompting…

Analysis of 12 Scottish and 12 American 3- to 6-year-olds interacting with adults indicated that, because Scottish adults use the present perfect tense more frequently in their speech to children than American adults do, Scottish children use the tense in their speech long before American children do. (Author/CB)

The American Council on the Teaching of Foreign Languages' guidelines for foreign language teaching and learning focus on the linear acquisition of grammatical structures, but this proficiency will not automatically lead to interactional competence. Enthusiasm generated by the proficiency movement should be redirected toward a push for…

The literacy of two high school students, who are at opposite ends of the academic spectrum, is explored to discover a definition of literacy and to define the consequences for literate students. (DF)