The difference between written and spoken English are analyzed. It is suggested that teachers of English as a second language rely less on specialized techniques of reading aloud written English when teaching oral skills and more on providing opportunities for real communication practice. (CFM)

"Language-related" refers mainly to teacher-guided communication, aimed at revealing the progress of language learning. "Information-related" communication, a two-way process, refers to all other speech intentions. Suggestions are given for stimulating spontaneous use of information-related materials. (Text is in German.) (IFS/WGA)

Describes a program for teaching college writing in which students analyze their own videotaped speeches as a class in order to become more aware of the composition process. Argues that the emphasis on audience feedback enhances revision, persuasion, and reader orientation and makes concepts of English composition more concrete. (JG)

Adult stutterers (n=75) and nonstutterers (n=81) rated themselves on communication attitudes involving behavioral, affective, and cognitive components. The findings raise issues regarding stutterers' avoidances, attitude multidimensionality in the perceptions of speaking situations, differences in stutterers and nonstutterers' belief systems, and…

Sample materials from a primary training packet are included. The packets were developed as a part of a teacher development program aimed at improving elementary mathematics by giving teachers practical ideas. The sample student materials are drawn from the areas of geometry and oral mathematics. (PK)

Traces a project that investigated the connection between reading and writing with oral language experiences such as oral history and folklore. (NKA)

Discusses the significant differences between the public speaking skills and delivery styles faculty and alumni think important. Examines the disparity between the speaking skills and delivery styles taught in basic university public speaking courses and those actually used by alumni in the workplace. (AEW)

This study elucidates specific contextual factors important to decentration. Verbal utterances of 24 dyads of children (aged 6) and adults while communicating in a standardized problem-solving situation were analyzed according to egocentric versus decentric language categories and compared to child-child dyads. (Author/BS)

Describes two experiments comparing how children evaluate three types of uninformative messages (ambiguous, incomplete, inconsistent) and whether and why the speaker's age affects the evaluation of each. (HOD)

Four contributors discuss methods of integrating speech communication instruction with English and writing instruction. (SRT)

Suggests that an analysis of spontaneous speech collected in a simulation can provide insight into the way messages are produced and understood. Describes an experiment which used this technique to study the linguistic performance and communication strategies in anglophone children learning French. (SED)

Discusses four major outcomes of studies on language acquisition and the dimensions of the concept of communicative competence that need to be substantiated empirically. Warns that classroom teachers may go further than theoreticians in condemning the teaching of grammar, as if communication were something to be acquired in spite of grammatical…

Explores the discourse and speech acts used by Black children between the ages of 5 and 10 in one Midwestern community. Examines the rhetorical devices of teasing, name-calling, riddles, and joke-stories and hypothesizes as to the functional significance of each in the cultural environment. (SA)