Presents a method for managing and teaching oral presentation in the conversational foreign language class. (Author/VWL)

Addresses the potential of conversational simulations for computer-assisted language learning (CALL) and reasons why this potential is largely untapped. Topics discussed include artificial intelligence; microworlds; parsing; realism versus reality in computer software; intelligent tutoring systems; and criteria to clarify what kinds of CALL…

Examines the impact of the workshop in oral proficiency testing organized by the American Council on the Teaching of Foreign Languages and the Illinois Foreign Language Teachers Association. The workshops were designed to train college professors to administer oral interviews to rate the level of oral proficiency of foreign language speakers. (SED)

Describes and gives examples of "chatter chain," a method of teaching pupils to develop their French oral skills from a single question and answer that lead to a short conversation. This method combines the main linguistic structures to be learned with enought new grammar to allow a fair degree of pupil choice. (SED)

Showcases how several English-as-a-Second-Language (ESL) instructors at a large, Midwestern university dealt with computer assisted language learning and successfully incorporated hands-on, student-directed Hyperstudio computer activities in their ESL conversation courses. (Author/VWL)

Five directions foreign language departments should explore in the 1980s in order to revitalize their programs include uniting foreign language and international studies, cross-cultural studies, teaching process of communication, career preparation, and language for humanistic studies. (BK)

Describes the suggestopedic method and an experiment using it in an American college elementary language class. The class organization, the way suggestopedia works, the classroom program, and results of suggestopedic courses are discussed. (AMH)

Features excerpts from selected articles that reflect major trends in English language teaching during the past 40 years. The four articles selected here focus on games that motivate students, guidelines for a conversation class, understanding language change, and the humanistic approach. (Author/VWL)

Describes an advanced conversational Spanish language course based on community experiences, multicultural education, and collaborative research taught at the University of Santa Clara in California. The class combined authentic materials with real-life experiences. (Author/VWL)

The principle of oral fluency instruction concerns the teacher's role, which is to monitor the spread, balance, and flow of the conversation. Techniques have to do with the constituents and mode of oral activity, material resources, and the year abroad. (SED)

Discusses the use of cooperative experiential learning as a method to help non-English speakers improve their English communication skills. Cites such factors as the necessity for cooperation and communication among students, the motivational character of natural conversation, and the "mainstreaming" of the limited English speaker. (PGD)

Three examples of conversation and composition courses that work well because of a large amount of preparation and coordination are outlined in this article. Courses in German, French, and Spanish are included that are concrete examples. (JL)

Reasons for Indonesian students' reluctance to practice English are discussed, including absence of classroom follow-up activities. Some teaching/learning principles are noted, followed by some conversation teaching techniques (e.g., using humor, rhymes/songs, and interviews). (Contains 10 references.) (LB)

Discusses a survey unit that has been very successful with conversation classes of low-intermediate university English-as-a-foreign-language students. It can easily be adapted for students of various ages and proficiency levels by varying the types of questions as well as class sizes and by changing the number of questions. (Author/VWL)

Reviews research on proficiency levels attained by foreign language students, and describes an advanced Russian conversation course, which is geared toward students who have achieved intermediate-mid or intermediate-high oral proficiency and who are striving towards advanced level speech according to the American Council on the Teaching of Foreign…