A description of research in education for communication with specific reference to the native (French) language class. Linguistic mastery is the ability to adapt the language to various situations. The pedagogical implications of research in the relationship between types of communication and linguistic structure are immense. (Text is in French.)…

Describes several teaching techniques designed to develop students' verbal and reading skills in French. The aim is for practical skills of communication and reading rather than technical grammar. (CHK)

Suggests methods of improving speaking and listening and listening skills in the elementary school. (DD)

Describes the speech communication curriculum of Methodist Ladies' College at Kew, where speech education and drama are treated within a comprehensive notion of communication skills. (RL)

Emphasizes that listening is the primary skill for the student attending a theatrical performance. Identifies the active listening process as: (1) attending, (2) hearing, (3) comprehending, (4) remembering, and (5) responding. (NKA)

After examining the historical view of voice recognition, voice recognition technology today, the future of this technology, and information processing applications, the author states that educators must begin to prepare for tomorrow's technology now by researching current literature, analyzing hardware and software needs, and emphasizing oral…

The role of theory and science for communication disorders is discussed. It is argued that communication disorders form a unique discipline within behavioral science. Ways in which the discipline can use theory for research and therapy are suggested. (Author/KM)

Responds to calls for explication of the theoretical basis of argument in negotiation. Uses four current argumentative perspectives to examine the nature and function of argument in organizational bargaining research, and concludes that Toulmin's argument field perspective offers the most thorough analysis of labor-management negotiations. (SKC)

Reports refinements in a coding scheme of interpersonal argument and an analysis of argument structures in consensus and dissensus groups. Identifies four argument structures: simple, compound, eroded, and convergent. Notes that consensus groups had a greater proportion of convergent arguments than did dissensus groups. (SKC)

A diary study, in which observers recorded occurrences of vocal communications of a severely developmentally-delayed six-year-old, provided a scheme for categorizing and analyzing the vocalizations (into such areas as semantic, communicative, and phonological usage) and establishing a pattern of word development and possible interventions. (CB)

A technique for writing instruction that integrates reading, writing, and oral presentations in the classroom has been effective in teaching students the close relationship between the organization of speech and the organization of written material. (MSE)

Compares the effects of intonation training and phonological training on the intelligibility of the speech of two severely unintelligible preschool children. The results indicated that an increase in intelligibility is facilitated through training in the production of intonation patterns. (Author/BB)

Discusses and illustrates the characteristics and significance of the language used by parents to teach writing to their children. Considers the effects of such language on children's writing behaviors. (BB)

Investigates the effect of both trait communication apprehension (CA) and anticipated interaction on student recall of instructional messages. Finds that anticipated interaction elicited higher levels of state anxiety in students with high CA, inhibiting their free recall of a lecture. (MS)

Thirty normal geriatric individuals, who had been randomly assigned to one of three feedback modes, were instructed to produce a phrase at slow, average, and fast speaking rates. Results suggest that visual-verbal and verbal-quantitative feedback lead to significantly better performance than verbal-qualitative feedback, particularly when the task…