Project-based learning is an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop. For example, learners may research adult education resources in their community and create a handbook to share with other language learners in their program, or they might interview local employers…

The proficiency movement in second language teaching has had a wide impact because it represents not only an attempt to introduce a national metric but also an attempt to modify the nature of the second language curriculum. The curriculum has been pointed in the direction of instruction in the functional use of language. The list of languages…

As concerns about educational planning mount, the perspectives of the foreign language teaching profession will come face to face with national policy agendas, and there may be conflict. The profession must be aware of perspectives other than its own at the same time that it sets and maintains its own goals. Public debate has arisen about the…

A discussion of functional language proficiency considers several widely-accepted theories of cognition, draws parallels between specific stages of intellectual maturity and development of second language proficiency, and suggests ways in which teachers may be able to help students progress from one stage to another within the context of foreign…

Second language reading is a vital skill that aids the communication process. It provides language input and reinforces spoken language. Because the modern world is print-oriented, foreign language and English-as-a-Second-Language learners need to develop reading skills as rapidly as possible. Reading must be taught rather than acquired passively.…

This is a set of generic proficiency goals in reading, writing, speaking, listening, and culture developed for all languages and for French, German, and Spanish specifically. Both the common and specific goals are being field tested to determine their utility for college and university language instructors. In addition, a questionnaire has been…

English-Russian translation at the beginning level is defended if both languages are presented and used realistically and idiomatically. Students using this method attained a good knowledge of Russian and a respect for both languages. (CHK)

This study of the speech of a five-year-old Japanese girl learning English focused on the use of prefabricated routines where items are memorized as wholes. The forms of the copula, "do you" questions and embedded "how to" questions were examined. (AG)

A language comprehension test using electronically distorted sentences was developed at Bar Ilan University in Israel as an attempt to measure communicative competence. Reliability coefficients, student reactions, and a sample dialogue are provided. (MSE)

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)

A self-assessment test of Swedish as a second language is described. The test was designed as a self-diagnostic instrument for adult migrants to Sweden studying Swedish at labor training centers. The 1,500-item test provides students with information about their Swedish proficiency level as well as the proficiency needed for their professional…

This bibliography is divided into four main sections. The first section cites bibliographies dealing with language testing, while the second and third sections deal with books and articles in the same area. A fourth section lists test distributors' catalogues. Entries include publications from many countries. Most entries have been published since…

Foreign language students often find themselves unable to produce appropriate responses in certain social situations. A contributing factor is that until recently, linguists and foreign language educators have concentrated on the student's acquisition of language (phonology, morphology, syntax, and lexicon), and have not concerned themselves with…

Analyzes the difference between "ultimate-target language" (authentic English in all its varieties), "learner's language" (with its limitations), and "learning-goal language," this latter referring to differentiated instruction with graded "input" steps. Teaching suggestions are given. (IFS/WGA)

This article discusses the problems invovled in presenting grammar in a threshold approach to French as a second language. (Text is in French.) (CLK)