Reports on a study examining the pattern of question selection by English as a Second Language (ESL) students on a writing competence test and the relationship to performance. Results suggest that ESL students heavily favored first and second questions in each set of four questions, and shorter questions in sets. (CB)

Examines the theoretical underpinnings of the 1986 American Council for the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines for reading, covering an historical perspective, the role of background knowledge, the process/product distinction, text types, and hierarchical and interactive reading models. (CB)

Makes a counterpoint to a previous article that makes a case for using the exploratory approach to teaching second languages in middle schools. The article advocates a well-organized and sequential language program at the middle school level that includes interdisciplinary ties, content-based instruction, and a strong linguistic and cultural…

This article makes a case for using a sequential approach in teaching foreign languages at the middle school level. Specific sections address the limitations of the exploratory approach, a longer sequential study of a foreign language, and thematic curriculum development. (JL)

This article examined the aspect hypothesis, which asserts that verb inflections in early interlanguage systems function primarily as markers of lexical aspect independent of the target language. A study of interviews conducted with 26 Puerto Rican college students grouped into 4 proficiency levels found that the association of inflections with…

Presents a repetition test that was found to be suited in measuring English language proficiency by German students. The construction and administration of the test are explained, and an analysis of its effectiveness is provided. (23 references) (GLR)

In an examination of definition of oral proficiency, this study investigated the phenomenon of variation in questions posed by interviewers at key junctures in the interview process. It is argued that perceptions of oral proficiency are reflected in the extent of accommodation in interviewer questioning. (23 references) (Author/LB)

A model of testing is described in which tests become sources of meaningful information about the improvement of foreign language learning. The model has been implemented by 10 schools teaching Hebrew as a foreign language in the United States and Canada. The model's background and rationale are described, along with its components, processes,…

Examines whether more attention needs to be paid to listening as a necessary skill in the diagnosing and preparation of foreign language students and whether listening skill is a good predictor of language achievement. (GLR)

In light of the worldwide access to English language broadcasts, the interest-value of news clips and their usefulness as educational tools is examined. It is suggested that news broadcasts incorporated into a careful task-design can extend both the accessibility of input and the complexity of output for various proficiency levels. (JL)

Examination of the ability of 300 German learners of English to state relevant rules and supply appropriate corrections to 12 common English errors indicates that, although rules do seem to help students correct errors, students could frequently supply appropriate corrections without knowing rules, which were sometimes difficult to learn. (41…

Examination of the effects of oral proficiency interview (OPI) testing on third-, fourth-, and fifth-year high school foreign language students found significant correlations between student performance at the higher OPI levels and on achievement tests as well as providing a sense of common direction to teachers and programs. (26 references)…

The American Council on the Teaching of Foreign Languages Proficiency Guidelines are first reviewed and analyzed, followed by an analysis of the Spanish language writing produced by students at a very selective, private university who were enrolled at different levels of Spanish language study. (75 references) (LB)

Reasserts, in response to a review of a book about language immersion programs, that the linguistic failure of immersion programs has major theoretical implications, focusing on the failure of immersion students to reach nativelike language proficiency and the failure to emphasize language accuracy. (two references) (CB)

Educators who do not speak Spanish must learn to communicate effectively with Spanish-speaking parents. Administrators should ensure that some staff member is fluent in both written and oral Spanish ensure that essential written materials are printed correctly, invest in translation devices, learn the language, demonstrate interest in parent's…