This commentary argues that the OET research raises inescapable contradictions in trying to separate "language" from "communication" within a weak performance test and advocates for reconceptualizing the legitimate domain of "language" more widely, reclaiming the full potential of the communicative competence…

This book covers many practical aspects of language learning. The first section entitled "The 'Whys' of Language Learning" discusses such topics as the following: (1) everyone can learn a language; (2) easier and more difficult elements in a language and classification of languages according to difficulty for speakers of English; (3) length of…

Argues nonverbal communication (NVC) forms an important part of everyday speech transmission and should occupy a more central position in second and foreign language teaching than it currently does. Examines the role played by NVC in a three-turn conversational exchange and the literature supporting the notion that speech-related gestures have a…

Without being able to see people's facial expressions, their mouths moving, or their body language, it's sometimes difficult to understand them. This, of course, is why English as a second language (ESL) students need so much help in this area. The Greater Pittsburgh Literacy Council started its Telephone Conversation Program to address these…

Drawing on research from the field of communication, this article proposes a framework that identifies, classifies, and organizes foreign language teachers' nonverbal behavior. It describes an observational study in which each nonverbal behavior in the framework is defined and illustrated as it occurs in a foreign language class. (Author/VWL)

Proposes that communication strategies describe the learners' pattern of using what they know as they try to communicate with speakers of the largest language, and that communication strategies have an interactional function. Specific criteria are suggested for defining the notion of communication strategy as distinguished from learning and…

Discusses a general theory of signs showing that the relationship between acquired language proficiencies and nonverbal abilities must be closer than commonly supposed. Presents a general theory of signs showing why it is possible in principle to make linguistically and culturally unbiased judgments about intellectual abilities on the basis of…

This article discusses kinesics, the study of gesture and facial expression in language and shows the role that gestures play in language systems, evaluates them as a full-fledged semiotic system, and shows the value of them in the foreign- language classroom. (Author/JL)

"Taiguu hyoogen," which refers to expressions chosen to express levels of politeness and formality in Japanese, is described as a requirement for socialization and a key component in language teaching. Pedagogical implications are discussed. (Contains 17 references.) (LB)

Reviews major findings on the relationship of attitudes and motives to second language learning, proposes a framework within which other psychological variables may be considered, and urges the consideration of nonverbal variables involved in cross-cultural communication. (Author/AM)

Discusses the four areas involved in communicative competence (knowledge of mechanical rules, meaningful rules, appropriacy, and nonlinguistic conventions) and to what extent it is possible or desirable to teach communicative competence to nonnative speakers of English. (CFM)

Stresses that learning to understand and speak a foreign language is the acquisition of a skill, not of a system of abstract knowledge. Primary objective is understanding through a receptive, semantic approach, which incorporates rising expectancy level, discrepency feedback levels, and confidence in later speech production. Suggests incorporating…

This is the second part of a two-part article. The first part looked at the learning-acquiring distinction put forward and subsequently developed by Krashen in the 1980s. The article examined the consequences of teaching at either end of the learning-acquiring continuum. Part two picks up the notion that spontaneous communication is not possible…

Describes preception-oriented foreign language teaching strategies by listing the characteristic features of the perception of social processes and the methods for putting the principles of perception orientation into practice through such techniques as dialogues, roleplays, and simulation. Includes extensive bibliographic references. (PMJ)

It is contended that verbal and nonverbal behavior are necessary components of human communication and that they should be conceived of as inseparable elements when teaching a foreign language. It is suggested that the use of gestural dictionaries currently available could serve to close the gap between old and new methods of teaching during the…