The basic ideas of communication theory related to language teaching are outlined, including communication models and channels, distortion and "noise," message awareness and decoding, and feedback. Ways are suggested for helping students to become aware of communication in language use and to communicate more effectively. (Contains nine…

This paper discusses how to teach listening so that English-as-a-Second-Language students can develop a level of listening ability that is useful in the real world, not just in the classroom. It asserts that if teachers know the processes involved in listening comprehension and some features of spoken English, they can provide students with…

Verbal interactions of 17 French mentally retarded adolescents in 4 different conversational situations were studied. Results showed that subjects differentiated between interlocutors, exhibited minimal control over conversation with nonhandicapped and unknown people, and more frequently took control of the conversation when talking with a known…

This paper discusses how Japanese teachers of English can help students acquire real oral communication skills by challenging and changing their teaching approaches, reflecting on their teaching styles, understanding the situation in their language classrooms, and taking steps to solve the problem of authentic oral communication. The paper…

Suggestions are offered to help secondary and postsecondary language teachers think more deeply about speaking activities that prepare students for writing. Criteria for evaluating prewriting activities are discussed, along with brainstorming, collaborative concept mapping, and the 4/3/2 technique. (Contains 14 references.) (LB)

Describes immersion weekends sponsored by the University of Calgary. The discussion includes examples from actual weekends to describe the planning and implementation. A qualitative evaluation is also discussed. (Author/AMH)

The development and validation of oral native language tests for Dutch adolescents was conducted for both assessment and curriculum development purposes at the secondary level. The oral language situations tested were the monologue, dialogue, and polylogue or group conversation on a topic. An American inventory of common speech subjects was used…

A study investigated the genre, structure, and delivery of oral presentations in engineering delivered in English as a first and as a second language. Eleven manufacturing engineering presentations, four by non-native speakers of English and seven by native speakers in Loughborough, United Kingdom, were analyzed with reference to the discourse…

Reading, writing, and speaking/listening are integrated in this teacher-developed language arts curriculum guide designed for use in grades 7-12. English and reading for middle/junior high school students is designed to develop academic skills as well as to help students make adjustments to the physical and emotional changes they undergo. English…

A statistical model is presented for analyzing the results of group conversation tests in English, developed in a Finnish university study from 1977 to 1981. The model is illustrated with the findings from the study. In this study, estimates of percentile curves for the number of errors are of greater interest than the mean regression line. It was…

There are three kinds of interdependent factors to be considered in the communication process: (1) characteristics, habits, psychophysical determinants, and expectations of the sender; (2) the same factors with regard to the receiver; and (3) situational factors, or the context, which may be different from the viewpoint of either the sender or the…

General semantics and science fiction are disciplines that can be incorporated in lectures for public speaking and other speech communication classes. Alfred Korzybski's theories of general semantics lend themselves to researching, preparing, delivering interpersonal communication messages, and establishing student interest in foreign languages,…

This paper examines obstacles faced by Japanese students learning English, noting that many such students are highly competent in reading, writing, and listening, but not in speaking. It suggests that students are worried about making oral mistakes, which cannot be erased once uttered, and that oral activities completed in English class are often…

Prepared by teachers for teachers, this practical classroom guide offers a process of monitoring language development and planning for development within a whole language framework, supported by a compendium of appropriate practice to be drawn on when needed. The guide (1) emphasizes the interdependence of reading, writing, talking, and listening;…

A practical guide for language teachers to make the best use of television is presented. The focus is on the establishment of a "portfolio of good practice" with concrete ideas for using the medium, illustrated with examples from British programs. Also included are a chapter to set the scene, some thoughts on organizational alternatives, and a…