Maintains that measuring syntactic error alone is inadequate and that syntactic maturity should also be considered. Discusses ways of measuring syntactic maturity in spoken English of nonnative speakers and examines the relationship of syntactic error to syntactic maturity. (EKN)

Considers with examples from German to English translation: (1) the extent that translation fulfills its role as an achievement test and as a test of proficiency, (2) how useful it is as a diagnostic test, and (3) what role it should play in the testing of advanced learners. (EKN)

Abridged version of the original Swedish article. (DD)

Suggests that creating a second-language semantic network can be conceived as developing a plan for retrieving second-language word forms. Characteristics of linguistic performance which will promote fluency are discussed in light of the distinction between episodic and semantic memory. (AMH)

A testing technique is reported for testing oral production which attempts to combine the advantages of the interview test and the standardized, discrete-point test and to improve standardization of tests of oral production. (RM)

Three tests of self-assessment of oral skills were compared with a standardized measure of listening comprehension and oral expression, CEEL's test N73, parts 2 and 3. Results are provided. (KM)

Assistance in this study was provided by the Testing and Certification Division of the English Language Institute. (VM)

Language educators need to consider whether the goal for learning English as a foreign language is to be bookish "correctness" or something approaching the competence and performance of at least moderately well-educated native speakers. Grammatical usages and pronunciations are considered and comparisons with other languages are made. (SW)

Argues against the teaching of foreign languages to children under the age of ten, basing conclusions on empirical and theoretical evidence. (CLK)

The development of German proficiency by a three-year-old Australian boy living in Germany was monitored for a five-month period. His command of German negation is reported. The study is seen as bearing on issues in first and second language acquisition, such as competence and interference. (JB)