Twenty-six articles including information about the cognitive and academic characteristics of learning-disabled college students are reviewed, focusing on levels of intellectual functioning, reading achievement, mathematics achievement, written expression, and foreign language performance. Research needs and implications for service provision are…

The chapters in "Explorations in Second Language Reading" reveal the importance of reading in the classroom and how instructors can use reading as a bridge to improve learners' other linguistic and interpersonal skills. Most significantly, each author prompts us to rediscover how enjoyable ESOL reading can be and how it can increase learner…

Discusses the importance of clear objectives, pleasant learning atmosphere, and positive attitudes in the second language classroom handling low-ability students. A student questionnaire form is appended. (AM)

Essay tests are widely used to assess ESL/EFL learners' writing abilities for instructional, administrative, and research purposes. Relevant literature was searched to identify 70 empirical studies on ESL/EFL essay tests. The majority of these studies examined task, essay, and rater effects on essay rating and scores. Less attention has been given…

This paper describes a combining arrangement in which language learners work in teams and are forced to communicate with each other to obtain correct information to complete certain work. Active participation helps develop language and communication skills. Several variations on the technique are described. (CHK)

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)

Discusses how native speakers of Spanish, accustomed to dealing with nonnative Spanish speakers, evaluated 18 taped nonnative speech samples that provided a wide sample of pronunciation. Comprehensibility, voice agreeability/ disagreeability, and nativeness of accent were rated. (32 references) (LB)

Describes oral tests for different teaching levels that can be used by regular classroom teachers with normal size classes. At the beginning levels, oral assessment is done through role playing or "talk cards," and at the advanced levels, an oral interview is the major part of a mixed skill task. (EKN)

Describes a secondary level program designed to teach basic German to low-ability students who have previously studied French. (AM)

Characterizes the intermediate second language learner, taking into account the Gestalt nature of language. (HOD)

Eight different activities are suggested for the foreign language conversation class in order to vary the textbook emphasis. Among the suggested situations are a "last people on earth" session, sensitivity sessions, descriptions of paintings or photos, an improvised drama, and a mock trial. (CHK)

Prepositions appear to be especially susceptible to misunderstanding by second language learners. Even upper-intermediate and advanced learners may have ingrained misconceptions. A proposed method for re-teaching prepositions to students at all levels is based on three ideas: (1) prepositions are spatial; (2) they are frequently used…

Use of challenge questioning is an approach to stimulating classroom conversation in a foreign language. Students ask questions, based on a reading selection, whose answers are not clearly given in the text. The instructor or other students are challenged to respond, and spontaneous conversation is facilitated. (CHK)

The use of an interview to test verbal ability in a second language and to establish a scale of oral proficiency is discussed. Sample questions are included in Spanish. (JB)

Describes recent efforts that have been made to overcome barriers to the successful implementation of sociolinguistics in early education, barriers involving acceptance of research by the schools, attitude and teaching method changes by teachers, and the needs of the children themselves. (DS)