Describes material used in a single (seventh grade) class hour in English. The material consisted of a dialog, based on a previously studied unit and designed to introduce a particular structure. The successive phases of the procedure are described. (IFS/WGA)

Presents a conceptualization that there is a strong relationship between the personality characteristic of communication apprehension and a set of theoretically relevant behaviors. Predicts an empirical distinction between apprehension and attitude, and compares three self-report measures of apprehension. (JMF)

Examines the narrations of several students of one event in order to analyze factors such as suprasegmentals, use of determiners, and verb forms, which contribute to cohesion and coherence in oral narration. (AM)

A method of testing student pronunciation involves recording a poem. Students transcribe the words they mispronounced in phonetic script and have it checked by the tutor. The phonetics tutorial is required by first-year students majoring in English who are not native speakers. (SW)

Details four alternative perspectives for conceptualizing the interpersonal communication process, emphasizing their implications for the theorist and researcher of interpersonal communication. (Author)

This look at the interview technique in small groups shows how students can be better involved in the questioning process itself by emphasizing skill-getting and skill-using in a natural setting. (Author/RM)

A description of a functional French program for the training of tourism personnel in Greece. The topics discussed are: the public and their needs, and analysis of oral communication, pedagogical techniques and activities, including numerous examples of comprehension and speaking exercises. A short bibliography is included. (Text is in French.)…

The injection of conversation/discussion sessions into English language laboratory exercises could help to achieve the major objective of teaching English as a foreign language--helping the learner to express himself in English. Steps in developing the method are outlined. (SW)

Successful role playing results only from guided experience. The teacher must bring linguistic and extra-linguistic knowledge to deal with the social and personal situation. A series of speech activities is proposed, which approaches actual role playing progressively. Visual aids, pictures, learning cards, etc., are also discussed. (IFS/WGA)

Examines a creative drama project in which nine hundred junior high students participated in groups of fifty in a drama about regional history. (MH)

The author examines alternative methods of communication for deaf students, evaluates the results of research, and assesses the opinions of others. (Author/IM)

This study was undertaken to determine which verbal behaviors teachers value, where they acquired their verbal behaviors, and how they justify them. (JD)

Examines typical French telephone conversations for high-frequency expressions. Two classifications are used: intimate and non-intimate. Presents a typical course syllabus and forms for checking achievement. (Text is in German.) (IFS/WGA)

A procedure involving dialogue and an oral paraphrase of a text is suggested as a means of developing communication skills. Student errors in communicative exchange compared with their errors in structural and prepared exercises, recurring sources of errors, and utilization of these sources in productive learning situations are discussed. (AMH)

In the context of a conversation in French between the author and her young English-speaking son, this discussion of methodology, the relative importance of grammar, progress in grasping the mechanisms of a language, and communication based on real needs raises questions for foreign language teachers. (Text is in French.) (AMH)