A description is given of experiments involving the standardization of aspects of oral fluency testing. Oral fluency is understood to imply a "communicative competence" requiring an ability to formulate accurate and appropriate utterances of more than one sentence in length. Throughout the test emphasis is laid on ease of application and…

The problem of determining relative weights for quantity and quality in scoring foreign language speaking and writing fluency tests is studied. French speaking and writing fluency tests were administered to students of French in several schools in England. Data from these tests was analyzed to support the suggestion that scoring formulas should…

The use of questions in the target language on reading material is an important teaching aid in developing a working command of the spoken language in introductory FL courses. The best use of reading material in the early stages of second language acquisition is as an aid to communicating in the target language. Consequently, reading material…

Irregularities in oral fluency, or "disfluencies," are common in the speech habits of both children and adults. Disfluencies can take the form of hesitations, revisions, repetitions, or interjections. Most disfluenceies do not occur at random, but are directly linked to other factors such as verbal planning--the combination of decisions…

After experimenting extensively with a large assortment of classroom aids, e.g., blocks and rhythm instruments to stimulate the oral expression of preschool children, it was found that far less language expression resulted than had been anticipated. When those experiments which had been mildly successful were evaluated, it was decided that young…

This paper outlines an approach to oral composition using wall pictures with a class of younger children in their second or third year of English as a foreign language. "Oral Composition" means the construction and sequencing of nine or ten sentences about the picture in question to form a spoken text. (CFM)

Use of classroom improvisations and role-playing can help the second language learner speak quickly, naturally, and spontaneously. The technique is discussed and illustrated. (CHK)

Describes three types of computer-assisted language learning programs which have been developed in English and Russian, addressing: (1) complex, cyclical, and generative programs; (2) preparatory to communication programs; and (3) stimulating communication programs. (Author/CB)

Activities which focus on form and communicative outcome are suggested for developing accuracy and fluency in second language students. Examples of such activities (with focus on the English as a second language learner) that vary the circumstances of communication in the classroom are presented. (Author/CB)

Discusses various approaches to the successful conversational language course at the advanced level. (AM)

Discusses the differences in conversational structures and verbal strategies between languages and cultures and the teaching of such differences. The use of literary texts is advocated. (AM)

Explores the impact of a change in status in language programs and the culture of second language learning in Australian schools, particularly in light of declared goals such as a language other than English for all and the integration of language teaching and learning with Australia's external political and economic priorities. (32 references)…