Observation of infants and toddlers in a day care setting revealed that frequency of teacher-child interaction decreased and peer interaction increased with age. The increase in peer interaction appeared to be related to the toddlers' greater capacity for reciprocating social behaviors and increased use of vocal behavior in interactions. (JMB)

Speech is a major medium for the admissions message, and how well it is utilized needs to be evaluated. An understanding of speech communication and the role it plays in the information process can help admissions professionals to help people make better college choices. (Author/MLW)

Recommends foreign-language camps as a remedy for lack of practice in speaking. Relates experiences with a two-day camp at a youth hostel in North Germany, for 25 to 30 students from a teachers' college. Advantages of such camps are described and details of the program are given. (IFS/WGA)

Reports on an experiment with a three-hour teaching unit used with an eighth-grade class in Germany. Describes the planning and carrying out of each of the three class hours, discussing, for each step, the content, methodology, and utilization of media. Concludes with an overall evaluation. (IFS/WGA)

The author describes a special telephone training program at Arcadia High School, Phoenix, Arizona, to give office education students instruction in proper telephone techniques. The self-paced units include voice evaluation, telephone usage, telephone directory usage, telephone spelling, and recording telephone messages. (MF)

Finds communication apprehension to be significantly negatively related to both middle-school students' attitudes toward school and final grades. Indicates that communication apprehension influences the choice of desired others made by students and their teachers in a classroom communication network. (JMF)

Emphasizes that problems in assessing functional communication have their origin in conceptional ambiguity. Contrasts communicative competence with functional communicative effectiveness and proposes the latter as a more appropriate construct for older children and adults. (JMF)

The authors cite reasons for the poor standard of spoken French in British secondary schools and put forward some practical ideas for oral activities. (SJL)

Among the topics discussed in a consideration of linguistic errors are the following: (1) errors and linguistic theory, (2) hypotheses on the origin of speech errors, (3) psychological reality of distinctive features and the syllable, (4) structural valence and linguistic errors, and (5) errors and text structure. (SW)

Vocal cues which were inconsistent with verbal messages and their effects on teacher credibility were examined. Results suggested that teacher credibility was at least partially dependent upon the degree of verbal vocal consistency in teachers' messages. (Author/MH)

Demonstrates that the contextual probability of lexical items in a continuous sample of spontaneous speech, as measured by the predictability of words in context, is related to word frequency. (Author/RL)

References to the study of behavioral organization of face-to-face interaction are arrranged in alphabetical order by author. A subject classification of works in the bibliography is appended. (EJS)

To help close the gap between imitation of models and free expression, exercises are suggested, based on micro-dialogues with picture stories. Examples for pair and group work are given. (IFS/WGA)

In order to examine the effectiveness of impedance and otoscopic screening in the determination of middle ear abnormalities, 79 physically handicapped, mentally retarded school children (mean age 8 years) were examined. (Author/PHR)

This article advocates use of everyday colloquial English in the ESL classroom to give students the most exposure to the language and the ability to use English as a tool for real communication. (CHK)