Describes a teaching technique in second-language instruction that develops language proficiency by stressing all forms of communication, combining the student's exposure to oral/aural input and written output. (GLR)

Addresses the effectiveness of the oral proficiency interview in assessing foreign language skills, responding to arguments regarding the logic of the interview method, the American Council on the Teaching of Foreign Languages (ACTFL) guidelines and levels of proficiency, and the relationship between linguistic knowledge and the bases of…

The importance of cultural background and its systemic nature on translation competence is discussed. The issue of whether translation ability is teachable is highlighted. (LET)

Postsecondary level study presents current opinions on and pedagogical uses of translation. The choice of texts, ways of using translation, preliminary analysis of text, monothematic texts as aid to translation and problem of evaluation are discussed. (LET)

The results of this study indicate that a well-designed, on-campus interview conducted by experienced English-as-a-Second-Language teachers who are given structured training in evaluating oral proficiency can be used as an alternative instrument if a standardized test like the Test of Spoken English (TSE) is not readily available. (24 references)…

Investigation of the first- and second-language reading comprehension of adult native speakers of Spanish or English who were second-language learners of the other language at different proficiency levels indicated that both first-language reading ability and second-language proficiency were statistically significant factors influencing…

Investigation of the accuracy of novice learners of British Sign Language (BSL) and sign-naive subjects in recognizing possible and impossible BSL signs and in naming signs suggests that rated iconicity and the ability to process potentially meaningful gestures, determined recognition and naming accuracy. (19 references) (Author/CB)

Found a relationship between enriched sociodramatic play experiences and increases in children's language performance in the year before the children entered kindergarten. (BC)

This article reports on the process of developing a proficiency-oriented writing contest, as well as a system of assessment of that writing based on a set of rubrics for each level of writing. (Contains six references.) (VWL)

Sixty-two quantitative, lexical, and syntactic features in a corpus of 160 English-as-a-Second-Language (ESL) texts were identified and counted, producing 28 text variables that were compared with ESL proficiency levels of the writers. Results suggest pedagogical implications for ESL composition instructors. (Contains 12 references.) (LB)

A discussion of the theoretical underpinnings of pragmatic approaches to foreign language testing focuses on why methods emphasizing holistic approaches to language through sensible experience are more effective than bit-by-bit, discrete-point, surface-oriented approaches that tend to neglect meaning. (21 references) (Author/CB)

Suggests that, to understand the relationship between grammatical competence and actual communicative language use, a model is needed of classroom language processing that considers learners' own connections between meaning and form as a major factor in language use and language acquisition. (nine references) (GLR)

Deals with the construct of educated native speaker (ENS) speech, which constitutes the implicit target norm in the American Council on the Teaching of Foreign Languages Proficiency Guidelines. It is argued that, in classroom foreign language instruction, such a target is too restrictive, and as an alternative, a multitarget model of language…

Eighty-four students enrolled in German classes completed graded communication activities and oral proficiency interviews to examine whether grades motivate classroom performance. Data show that grading does not affect foreign language performance as measured by the OPI, the American Association of Teachers of German Achievement Test, and the…

The effect of repetition on grammatical change in an unrehearsed talk is examined based on a case study of a single learner. It was found that repetition allows for accuracy monitoring in that errors committed in repeated contexts undergo correction. Implications for teaching are discussed. (23 references) (LB)