The article underlines the necessity for a systematic approach to the development of learning comprehension skills. Through pilot testing, two distinctly different approaches (logical vs. psychological) are compared. Given the results in favor of the psychological approach, questions concerning its implementation and what should follow are raised.…

This is a survey of techniques that have been used to test language comprehension. The study of research completed in this field points up the fact that there is no single technique that universally gives valid and reliable information. Various definitions of language comprehension are examined with special emphasis placed on implications for the…

Offers an introduction to the organization and content of a brochure on the development of understanding while hearing (Ecoutez bien. Texte zur Entwicklung des verstehenden Hoerens. Collected by E. Vollmer and L. Pohl. Volk und Wissen, Berlin, 1974). (Text is in German.) (IFS/WGA)

The language teaching method presented here is an inter-related set of techniques for teaching target comprehension skills directly to students on both university and high school levels. Three elements of the method are discussed: (1) the basics of a comprehension-based classroom; (2) the expanded speaking component; and (3) the expanded reading…

Discusses the possibility of introducing the booklet "Now Listen Carefully" (Volk und Wissen, Berlin 1975), which contains 72 texts. A topical arrangement of the texts into teaching units is attempted, and hints on method are given. (Text is in German.) (IFS/WGA)

Deals with problems arising in teaching English in the Hauptschule ("practical branch" secondary school, grades 7-10). Discusses, among other things, cultivation of the ability to understand the FL as a means of motivating the slow learner, with English teaching oriented toward projects and practical matters. (Text is in German.)…

Comprehension for the foreign language learner is discussed, and it is claimed that comprehension is not a by-product of the other skills but should be taught and tested throughout a course of study. The channel or medium used in communication will influence the understanding of the message. Differences involved in reading and listening…

The development of a method for teaching oral comprehension in a second language depends on an understanding of the nature of comprehension and on an analysis of the problems that arise in the learning process. These issues can be approached by a theoretical investigation of comprehension from a psycholinguistic point of view and by the…

IN THE PRE-NUCLEATION STAGE, THE STUDENT IS CONCERNED WITH STORING, OR INTERNALIZING, THREE KINDS OF LANGUAGE PATTERNS--(1) ONE REPRESENTING THE SOUND STRUCTURE, (2) ANOTHER INVOLVING A PORTION OF THE SYNTACTIC STRUCTURE, AND (3) A THIRD--CALLED SANDHI VARIATION--ARISING FROM THE ACCIDENTAL CO-OCCURRENCE OF CERTAIN SOUNDS MAKING UP THE ELEMENTS OF…

A study of listening comprehension skills in foreign language classes compared the level of retention achieved by students trained to listen and perform versus students trained to listen and observe. Physical movement during training was not shown to be a critical factor in achievement. However, the experiment revealed a significant difference in…

This paper describes the design and practical application of a program called "Listening" which has been developed to help young learners of English as a second language gain some strategies for comprehension in their new language. The long-range goal of the program is to develop the learner's active involvement in thinking about the facts he…

This investigation examined the acquisition of five complex English syntactic structures by Egyptian and Israeli adult learners at different levels of proficiency. Carol Chomsky's methodology, as adapted by d'Anglejan and Tucker, served to assess comprehension of these structures. The responses of the Egyptians and Israelis, which were similar to…

The sensitive period as a developmental concept is discussed. Observations are made on various problems involved in attempting to explain adult difficulties with second language acquisition by invoking motivational and input factors. (Author/ NQ)