Discusses differences in second language students which account for differences in success. Four factors--intelligence, parental support, previous experience and language aptitude--were used in the York study to predict language learning success. Results of those tests are discussed. (RM)

The transfer of students at 13+ from middle to high school requires high school teachers to assess heterogenous groups of children from different middle schools. Ways of predicting students' success at further language study are suggested. (RM)

Each section of the Pimsleur Language Aptitude Battery and the CREDIF CGM 62 tests is briefly described. (RM)

Discusses the function of a number of test types--aptitude, level/selection, classroom, progress, achievement, and proficiency tests. The use of these tests in course evaluation is also mentioned. (RM)

Paper presented at the 17th International Congress of Applied Psychology, Liege, Belgium, July 1971. (DD)

A good test should have three qualities: validity, reliability and practicality. It should be designed, keeping the instructional objectives of the course in mind. Language tests can be made to test: (1) knowledge and perception; (2) manipulation; (3) understanding and production; and (4) overall communication proficiency. Examples of test…

Presents a test, including vocabulary, syntax, translation and reading comprehension, for high school graduates beginning the university curriculum in English Studies. The test is designed for placing students in one of three basic courses and providing a basis for counseling. The test's four parts are described. (Text is in German.) (IFS/WGA)

A study was conducted to investigate and measure the foreignness of ten languages. Forty-five listeners judged the relative foreignness of 2,250 paired utterances, and ordinal scales were made from their judgments. The purpose of the investigation was to determine the feasibility of the development of an auditory, foreign-language aptitude test…

Ways to use classroom tests as an aid to students of foreign languages are discussed, with particular reference to retesting. (RM)

This paper investigates the difference in achievement among 20 University of Utah students of modern standard Arabic. One group of 11 students followed an intensive eight-week summer course, and a second group of nine students studied the same course during a regular academic year. Also reported on is the correlation between achievement and…

Defends the use of multiple-choice language tests against Pickering's criticism in a previous issue of this journal. (CHK)

This specialized bibliography provides a widely representative selection of materials on testing foreign language skills. It is divided into two sections. The first covers articles that have appeared in periodicals over the past two years and includes abstracts of each. These have been reprinted from volumes 1 through 9 of "Language Teaching and…

This position paper on the measurement of achievement in language instruction contains nine articles by leading authorities. Three articles, written in German, cover: (1) testing: necessities and dangers, (2) supervision and evaluation of oral achievement in certification examinations, and (3) development of a higher level of an adult education…

This report summarizes the results from the first year of a proposed three-year study into ability patterns for learning second languages in intensive training. The languages sampled were Arabic, Mandarin Chinese, German, French, Korean, Russian, Spanish, Turkish, and Vietnamese. Before training, the students were administered these predictive…

Part one of the Northeast Conference Reports for 1975 deals with the background of the three major components discussed in the reports: curriculum, teaching styles and strategies, and evaluation techniques in foreign language instruction. In the section on curriculum, the role of foreign languages in the curriculum is examined. A historical…