Evaluates the commonly held idea that girls are better language learners than boys. Results indicate that boys are not weaker in any of the language skill areas tested. Recommends that future research concentrate on the sex and image of the teacher. (EKN)

Examines evidence presented for the validity of the American Council on the Teaching of Foreign Languages (ACTFL) rating scales in "Foreign Language Annals" (1990), "System" (1992), and "Proficiency Guidelines" (1982, 1986). The article argues that this evidence is insufficient to support a claim for validity. (36…

Builds on a study on modified output to examine the impact of learner proficiency in learner-learner interaction, particularly on opportunities for modified output through interactional moves. Data were collected from leaners of Japanese using two different types of tasks. Results showed that mixed-level dyads provided more interactional moves…

Lists five objectives in creating an item bank for language proficiency test items and describes the design of an item bank card. Briefly discusses item analysis and population distribution in this system and points out the numerous advantages of the system and conditions for its success. (PMJ)

Examines the Variable Competence (VC) approach to second language acquisition (SLA) by defining what is meant by VC and looking at the variable rules and how they are acquired. The research implications of VC models are examined, presenting arguments for and against their use in applied linguistic research in language testing and SLA. (32…

Reviews research that sheds light on the comparability of Oral Proficiency Interview and the Simulated Oral Proficiency Interview. Suggestions are provided for further research. (16 references) (VWL)

Reports on the formation of the Association of Language Testers in Europe (ALTE) summarizes the background to ALTE's formation, and discusses its objectives: to establish common levels of proficiency; to establish common standards for all stages of the testing process; and to collaborate on joint projects and in the exchange of ideas. (CK)

Focuses on the need to develop a standard of language qualifications to facilitate the movement of workers within the European Union and on the establishment of a framework with five language levels relating to vocational qualifications by LangCred. Certificates and examinations assigned to the first three levels are stored in a database system.…

A review of Hunt's research to find ways of measuring the growth of syntactic proficiency in American school children explores the possibilities of applying these measures to groups of British native and non-native speakers of English and developing them for use in teaching and testing. (Author/CB)

Advocates abandoning the classroom suppression of dialects of native Spanish-speaking students in the southwestern states, and recommends using dialect as a foundation for developing native language skills. (JB)

Focuses on logical connectives as catalysts for interactive reading. Clarifies how text comprehension can be affected by the types of logical relations and by the levels of proficiency in English as a Second Language, using Japanese university students as the subjects for experimentation and focusing on three logical connectives: "for…

Investigates whether it may still be possible to develop a word association test for assessing proficiency in a foreign language. A multiple-response word association test was constructed with careful consideration of prompt words as defining criterion. The test was administered to learners, and scores were correlated with C-test scores. Results…

Investigation of non-native English speakers' ratings of other non-native English learners' oral proficiency. Results indicate that the judges' ratings significantly differed, and the average of three judges' ratings was a better appraisal of the testee's true ability than that of any single rating or pair of ratings. (Author/CB)

Discusses the second language production of adults when responding to the same stimuli (the SLOPE test) under two conditions: (1) unmonitored, when giving spontaneous oral responses and (2) monitored, when giving written responses without time limit constraints. (EKN)

Reports results of variety of validity analyses involving American Council on Teaching of Foreign Languages (ACTFL) Oral Proficiency Interview as it was administered to 59 learners of English and 60 learners of French. Concludes that ACTFL guidelines can be useful as an assessment tool and offer advantages that warrant serious consideration in the…