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)

The American Council on the Teaching of Foreign Languages' Provisional Proficiency Guidelines are criticized for their narrow view of language use and the inadequacy of their construct of "proficiency." The appropriateness of the guidelines as a basis for developing a syllabus or designing a curriculum is questioned. (MSE)

Conversations with six twelfth graders who had been in French immersion since kindergarten found a high rate of incorrect sentences, suggesting a faulty interlanguage fossilized at grade six and a need for immersion program revision. (MSE)

Describes a study at Yarmouk University (Jordan) which investigated three issues: the extent of English language use at the university; perceptions of the students' language abilities; and perception of English language needs. Results indicate that English is used in most classes except for discussion and student questions in lectures. (SED)

Describes a study of the effects on second language attrition of attitudes, motivations, and reported language use by learners during a six-month period after the completion of an intensive French course. (SED)

Presents the American Council on the Teaching of Foreign Languages' provisional generic descriptions for nine levels (novice-low, novice-mid, novice-high, advanced, advanced plus, and superior) in the following areas: (1) speaking, (2) listening, (3) reading, (4) writing, and for six levels in culture. (SED)

Suggests that in certain regions of the country such as Iowa, two foreign language goals should take precedence over the goal of language proficiency in elementary schools: (1) to introduce children to other languages and cultures, and (2) to show that they can learn to communicate successfully in another language. (SED)

Suggests the concept of English as a second (ESL) training in the workplace as a response to the immediate language needs of working adult immigrants. Several programs now underway on the job-site are described that were formed to meet the expressed language needs of those who do not have the time or energy to benefit from existing programs. (SL)

Presents a study of how well a set of language proficiency self-ratings fit the predictions of a probabilistic measurement model known as the Rasch Model. Applies the principles of the model to scalar rather than binary item response data. Concludes that scalar analysis of this kind is feasible with self-rating data. (Author/SED)